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Introduction
In the field of higher education, until quite recently, there has been relatively little explicit attention to insights that can be gained through phenomenology. Even the recent interest can be seen as modest, when compared with the potential for phenomenological perspectives on higher education to inform practice, policy, and research. An increasing interest suggests phenomenology may resonate at a time when higher education is increasingly falling under the influence of a pervasive neoliberal agenda, with its emphasis on accountability and performativity. This instrumental agenda is evident in an overemphasis on reducing complex phenomena related to teaching and learning to readily measureable quantities, as well as in widespread, empty rhetoric about “excellence,”...
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Dall’Alba, G. (2017). Phenomenology of Higher Education. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_95
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DOI: https://doi.org/10.1007/978-981-287-588-4_95
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