Edited by Alexander-Stamatios G. Antoniou and Cary L. Cooper
Chapter 17: Study and Student Counselling in Higher Education: An Incentive Towards a Practice-Relevant Vision
Eric Depreeuw Quality: an economic as well as a human reality The fact that there have been and still are going on some drastic structural and functional changes in European higher education has been discussed and analysed suﬃciently elsewhere. One policy aspect was (and still is) aimed at increasing the scale of the institutions. Another point on the agenda is to promote transparancy and ﬂexibility in higher education, concretized in the so-called ‘declaration of Bologna’. It would not be exaggerated to claim that this has had its eﬀect, comparable to a myriad of ‘explosions’ in what used to be calm waters. The intermittent shocks have not left anything unaﬀected, setting everything in motion, including the familiar boundaries and structures. These commotions and profound changes require an adaptation process but at the same time they provoke resistance and put, at least temporarily, most of those involved under uncomfortable pressure. Parallel to these structural changes, another basic evolution can be felt, the societal position of the educational institutions. Fast and thorough changes characterize the world in the new millennium. Each society must, if it does not want to be pushed aside, become ‘constantly learning’. The result is the call, even the demand, for schools to abandon their ‘educational’ approach and reform themselves towards ‘learning’ organizations (Boekaerts, 1999). School culture has been shaken by the (non-academic) economic approach which does not limit itself to a more stringent ﬁnancial responsibility, but also concerns the ﬁeld of education as such and, in...
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