Governing learning in an era of globalisation

** job listing to follow soon **

Globalisation poses increasingly tensions and challenges to structures, processes and outcomes of educational governance. Education and training sciences play a pivotal role to clarify, intervene and investigate these new super-diverse societal contexts and enhance fundamental knowledge construction within the current state of theories on globalisation, educational governance and effectiveness. This tenure track position will focus on the nexus of globalisation and diversity in societies, with emphasis on research of educational governance and effectiveness (both in its quality and equity dimension) within the context of informal and formal learning. 

Processes of globalisation and diversity imply a transformation of existing concepts of educational effectiveness. Practices and structures of education(al policy) will be profoundly challenged. This position will therefore take a next step in conceptualising and operationalising notions of educational effectiveness that take into account demographic, cultural, economic, technological and political aspects of globalisation and diversity. Changing circumstances, such as human mobility, increasing diversity and calls for inclusion appeal to educational professionals to take on changing roles in supporting existing learning processes. Next to this combining/transforming existing formal education structures with extracurricular learning and care institutions on the one hand and informal learning routes that aim at lifelong learning on the other hand, are necessary.

Understanding the fundamental nature of being ‘professional’ in an era of globalisation and diversity is decisive in creating control and development mechanisms that are needed to realise educational effectiveness, leading to a deconstruction and rebuilding of the self-identity of key actors (teachers, principals, other educational professionals) and organisations. Studying implications of innovative variations of policy contexts (both at macro and meso level) that rely on strategies of increased autonomy (in terms of quality care, personnel management and professional learning) in combination with processes of accountability concerning educational effectiveness, is undoubtedly needed.

The TTZAPBOF will play a bridging role between the different research areas of the faculty of social sciences. The proposal allows attracting excellent candidates that thematically are predestined to be embedded in the research group Edubron. This group provides an excellent research environment and is internationally renowned for its research on Training and Education. The above topics deepen the existing research of the group while guaranteeing continuity in the academic responsibilities of the team after the retirement of prof. dr. Peter Van Petegem. This TTZAPBOF is directly conceived to guarantee the succession of prof. dr. Peter Van Petegem in his current academic position as the appointed candidate can be integrated in the department of Training and Education Sciences at that time with no additional cost.