The presence of official discourses within the contemporary institutions of higher education, reveal that generally, the persons who integrate these institutions such as administrators, teachers and students as well as, the society in general, know little about the actual life of the professors and researchers at the universities and their work conditions. While official discourses attempt to transform the institutions into efficient organizations thought the persuasive flag of quality of education, administrators of educational institutions turn the academic community into a homogenous and anonymous group, in order to rule social and academic control, without taking into consideration the trajectories of the people that live and work into these institutions.
Administrators (managers) of the institutions of higher education establish and disseminate out an episodic and non changeable collective memory, precisely of what is called the official memory. The establishment of the official memory as the unique and real institutional memory supported throughout institutional dispositions and norms makes the institution able to perform memory regulations thought rituals and celebrations of these norms. This sort of official legitimating that serves to the interests of managers of these institutions causes that imaginary things and events that were attributed to the institution as if they have always existed. But at the moment that the institutional memory is in control by the managers or of other players who participate in the games of institutional power and fight for the control of territories of the institution, the discontent of the professors have deep and complex social implications that finally affects the quality of education.
This research analyzes Quality of Education as an institutional and official control device of the life of the professors of the institutions of higher education. The research uses a theoretical approach related with Institutional Analysis combine with a Reflexive Hermeneutic approach while we chose as a methodology approach the Narrative Inquiry.
Therefore, we identified social configurations of the reality from the teachers throughout our analysis and interpretation of their social, disciplinary and professional trajectories from the perspective of the processes of the Quality of Education within the institutions of Higher Education. The research took place at the University of Guadalajara, in Jalisco, Mexico, 2005-2008. The results highlight the necessity to look for new theoretical and methodological approaches to study the influence of the quality of education that founds its logic and actions through the paradigm of productivity and organizational theories. It is expected that this approach that we are offering will open new and diverse approaches to quality of education far from maintain the only solipsistic approach of the managerial argumentation.
|Keywords:||Social and Professional Trajectories Quality of Education, Higher Education, Memory, Social Control|
Proffesor, Department of Studies of Human Resources, University of Guadalajara, Guadalajara, Jalisco, Mexico
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