Ideology In Higher Education

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The conceptual approach to understand the question of quality through the ideological framework in which it shapes the Quality in higher education. Discourse and ideology are the concepts to discover the quality of higher education. These two are inter-linked as discourse is part of the ideological concept of higher education. This discourse helps the ideological character and its influence in higher education. This slice will help to understand the relation between the ideology discourse and the idea of quality though it is difficult to connect to each other conceptually.

To start with ideology, it is a puzzling concept which can be interpreted in both positive and negative ways . But, in a general view, ideology represents social interests.
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While there are various opinions on higher education and all may have their own perceptions on quality in higher education. Not shockingly, the literature (Barnett, 1992; Hodson & Thomas, 2003; Hoecht, 2006; Milliken & Colohan, 2004; Morley, 2003) on the idea of quality in higher education often imply a regime of control which can be explicit or implicit, conscious or unconscious . Therefore, here, few questions can come as whose views and judgments should be taken for quality in higher education? And is it possible to consider views of particular group as a quality in higher education or not? The idea of quality in higher education can be structured through the network of discourses. As it is discussed, that the ideology is as set of ideas this can attribute considerable meaning(s) to…show more content…
Consequently, the idea of quality in higher education built and continued in various contexts through different channels such as quality regulatory agencies, journals, conferences, casual dialogues amongst associates such as faculty members, students and tutors. More or less discourses of quality embody the interests of dominant groups or feasibly established as ‘common sense’ or ‘natural’ by the majority with in a wider spectrum of society, whereas others maybe submissive, even if there are other perspectives. A doubt strikes that how a particular theme in a subject would build dominance and becomes absolute as ‘commonsense’ by a discourse of quality? Said articulated it in his book Orientalism , a dominant or successful topic of a discourse will not allow for an alternative mode of thinking or to analyze, since interests of majorities becomes natural. Thus, Kress and Leeuwen stressed that the ideology decides how discourses are built on the will of larges social groups . Thus, Ideologies acts as mediators between discourse and to the social will.

The discourse of quality can be categorized into two as a discourse of quality assurance and discourse of quality enhancement for assuring and enhancing the quality in higher education with feasible boundaries.

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