This project aims to critically examine whether the students at RUC attach meaning to the cut- backs currently carried out at Roskilde University. The cutbacks are a result of a political project that seeks to economise educational funds within the public sector, without letting this affect the quality of the education at the various institutions. By including a historical view on classic ideas of a university based on Wilhelm von Humboldt’s term ‘building’ and an outline of RUC’s struggle to establish itself as an alternative university we attempt to place RUC’s role amongst the other universities in Denmark today.
The inquiry is based on a focus group partaking four RUC-students and their experiences and attitudes towards their own educational projects. The analysis seeks to further highlight whether the RUC-students’ own educational projects appear consistent with that of RUC's profile and nevertheless to what extend the cutbacks affects the students’ and RUC as a university. We de- termine that the students participating in the focus group lack a sense of affiliation to the univer- sity. The student responses are to a certain extend ambiguous as they similarly attribute positive assets to the university. This ambivalence is further reinforced by reoccurring articulations of preconceived ideas and convictions concerning the identity of the RUC-student both externally and internally at the university. The students of our investigation seem to be reproducing pre- conceived ideas of Roskilde University that can be said to negate their own educational projects.
We conclude that the students do not attach the cutbacks any significant meaning for their indi- vidual educational projects though they during the focus group expressed concrete experiences in relation to the cutbacks. Thus the focus group became a space of reflection where they collec- tively decided that they were unable to change the situation. We problematize that along with the students’ sense of lacking affiliation towards RUC and moreover lacking sense of impact this seems to play a determining role in their vocalisations of what meaning they attach to the cutbacks and to their own educational projects. Although the lacking sense of affiliation evident in the student responses is not within the field of interest in this investigation, we consider that in order for the students to take an active part in the ‘cutback-discussion’ their critical attitude and awareness should somehow be strengthened. This way we question and examine whether the conditions of bildung are absent in the universities of today.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor|
|Udgivelsesdato||6 jun. 2016|
- Universitetets rolle