Higher education has increasingly been positioned as a key driver of national economic policies related to competition in the global knowledge economy. The effects of globalization on educational policy processes have resulted in reforms being constructed through multiscalar interactions of policy knowledge, spaces, and actors (Gaventa, 2006; Rizvi, 2006; Shultz, 2012). The Bologna Policy Forum (2009) established extra-European dimensions of the Bologna Process and resulted in Canadian institutions, for example the Association for Universities and Colleges of Canada (AUCC), developing policy statements to guide Canadian universities toward reforms that would harmonize Canadian institutions with the Bologna Process. This paper examines these trends through the concepts of unsettled/unsettling globalized policy and legitimacy (Bernstein and Coleman, 2009), authority (Williams, 2009), and autonomy (Hartmann, 2008) to suggest a range of possible responses to the Bologna Process in Canada. The paper also proposes the use of actor network theory (Fenwick and Edwards, 2006; Nespor, 2002; Viczko, 2011) to understand how actors, representations, and policies are assembled and positioned to create and influence the globalization of higher education in Canada.
|Keywords:||Canadian Higher Education Policy Bologna Process, Legitimacy, Autonomy|
Professor, Department of Educational Policy Studies, University of Alberta, Edmonton, Canada
PhD Candidate, Department of Educational Policy Studies, University of Alberta, Edmonton, Canada
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