From ESG 2005 to ESG 2015: The Tightening of a Cognitive Framework
(2019) The Online Journal of Quality in Higher Education — Vol. 6, n° 4, p. 124-133 (2019)
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- The European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) define a set of norms for evaluating higher education institutions, with which national quality assurance agencies are invited to comply. The ESG of 2005 were quite generic – this was because of concerns that existed over State-level reluctance to see their national sovereignty being undermined. Agencies were given a wide scope in their interpretation. In 2015, a new version of the ESG has been published. Its main thrust being the introduction of more precise standards, thereby making them more restrictive insofar as there was less scope for differing interpretations. This article considers the 2015 ESG to be the material expression of a cognitive framework and delivers an analysis of the latent meaning of the ESG 2015. On one hand, the adoption of more accurate version of the ESG is an expression of the tightening of a cognitive framework that has progressively imposed itself from 1998 onwards through the Sorbonne Declaration. On the other hand, the cognitive framework - implemented via the ESG 2015 - extended its reach to encompass the European lifelong learning strategy, which aims to provide a flexible workforce able to adapt itself to the labour market’s rapidly changing skillset requirements.
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Souto Lopez, M., & Fecteau, F. (2019). From ESG 2005 to ESG 2015: The Tightening of a Cognitive Framework. The Online Journal of Quality in Higher Education, 6(4), 124-133. https://hdl.handle.net/2078.5/123489 (Original work published 2019)