This thesis shows the challenges generated when legislators want to engender study progress by conduct of conduct. They emerge as universities and students are left with the responsibility of accomplishing the study progress without having their ability to do so ensured. The issue is examined by exploring the Study Progress Reform as an expression of a broader founded progress regime, which constitutes a way of governing citizens as future employees. The conclusions of the thesis derive from an analytical strategy consisting of a Foucauldian genealogy and a governmentality study inspired by Mitchell Dean.
The genealogy explores how the progress regime from 1956-2012 has emerged with a governmental rationality for crowd universities. In this period, the view on students as a crowd has altered and the expectations of the universities have increased. They are now expected to generate economic growth, be efficient, ensure quality, and educate qualified employees. This development makes the progress regime aiming at study progress possible.
This analysis is followed by a governmentality study which firstly investigates how the Study Progress Reform as an attempt to accomplish the aim of the regime creates a particular field of possibilities for the universities. At Copenhagen University the implementation of this reform is supposed to be carried out by the management, faculties, institutes, study boards – and ultimately the students. But the realization of study progress is challenged, as both the university and the students are primarily given possibilities of action, but not the ability to act on these.
|Educations||MSocSc in Political Communication and Managment, (Graduate Programme) Final Thesis|
|Number of pages||84|
|Supervisors||Erik Caparros Højbjerg|