Abstract This project is based on whether the students’ motivation to study is influenced by the demands of the government with regard to faster completion of the program and the objective of ‘the best-educated generation ever’, at the same time, as they must meet the requirements of the labor market, which requires that you have a good CV with relevant qualifications and skills, and labor market opportunities after graduation and whether there are paradoxes that arise around these requirements. In response to this issue, we want to examine whether the students are being made into ‘soldiers’ in society’s quest for competitiveness, and how they experience these requirements, that the government has for the educational system. According to the requirements which the students have to take into account, both from the government and educational institutions, we will examine whether they experience recognition or lack thereof, by implementing ‘The Recognition Theory’ by Axel Honneth, to investigate if this leads to demotivation. Further, we will also investigate where the students' motivation is based, in connection with their study. Based on our choice of direction in scientific theory, which is Hermeneutics, we have chosen a qualitative method, in the form of a focus group interview. On the basis of our prior understanding of the topic, as well as our first and second-hand empirical data, we will interpret and thereby gain a deeper understanding of the problem. In our analysis, we discovered that the students from the focus group are very focused on whether they will have job opportunities after graduation, and therefore they support the ‘competition state theory’ that says, that you have to see the community associated to work. We can therefore see that the students, in a certain degree, are in fact ‘soldiers’ for the nation. In terms of the ‘recognition theory’, we see that the students have a lack of recognition as the government reforms and regulates in public services in the form of student grants and loans, as well as depriving them of their freedom to shape their education at their own request and wishes. In the focus group, we see that the students are still motivated to educate themselves, even though there are many disincentives. These disincentives are expressed when we ask them questions about the reform of the educational funding program also known as ‘SU-reformen’, and the financial crisis. This is seen especially when they express themselves about the paradox with regard to the government's desire for faster implementation of the education, and labor market requirements that you have to have a good CV and how they think the possibilities for getting a job after graduation are. This creates uncertainty among the students and they cannot see the benefit of hurrying through the education system, but the students are actually motivated by the fact that the new reform is increasing the control of study activity. Finally, we can conclude that the students' motivation to study is in fact influenced by the government and the labor market requirements, as they are aware of the paradoxes in educational system.
|Uddannelser||Basis - Samfundsvidenskabelig Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||31 jan. 2014|