Abstract
Through an examination of the higher education systems in threecountries (Indonesia, Nicaragua, and Vietnam), the authors explore howthe use of academic credits for monitoring student progress has been andcontinues to be linked to policies and institutions associated withcapitalist, market-driven economic systems. The recent histories ofthese countries and their current social and political contexts areanalyzed in relation to three interrelated themes that have emerged fromthe analysis of the three cases. These themes are: (1) Linkages topolitical and economic systems: higher education as vocationaltraining, (2) Standardization, efficiency, andtechnocracy, and (3) Who controls the curriculum? Inconclusion, the authors suggest that the academic credit system,embedded within a network of other educational practices, hastransformed the university into an institution focused on relativelynarrow, utilitarian aims rather than a more universal pursuit ofknowledge.
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Mason, T.C., Arnove, R.F. & Sutton, M. Credits, curriculum, and control in higher education: Cross-national perspectives. Higher Education 42, 107–137 (2001). https://doi.org/10.1023/A:1017525003769
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DOI: https://doi.org/10.1023/A:1017525003769