Academic drift

Second, partly due to this academic drift and partly a result of socio-cultural and demographic changes, the chapters in this Part tell a story of institutional change in engineering education that promotes social mobility. Acadentic drift, combined with the engineering [person] power crisis of the 1960s and 1970s, opened up 4-... 

Further discussions about broadened access in engineering education, and the subsequent phenomenon of academic drift, may be found in the following chapter in this volume, Steen Hyldgaard Christensen and Byron Newberry, The role of research in academic drift processes in European and American professional engineering education outside the university sector. ... 

The Role of Research in Academic Drift Processes in European and American Professional Engineering Education Outside the Universities... 

United States Are these driving forces of a similar nature or do they differ Is academic drift desirable for vocationally and professionally oriented programs, and if not, can it be avoided What research mission are former designated non-university engineering education institutions in Europe and the United States aspiring to fulfill What kinds of tension and dilemma does this new mission create in the above-mentioned kinds of institution ... 

Keywords Vocational non-university engineering education Academic drift Research drift Mergers Driving forces Structural dynamics... 

The notion of academic drift as we use it here is meant to refer to the set of phenomena described by Martin Trow as cited above. Academic drift may be seen as corresponding to what the Australian scholar Malcolm Skillbeck has alternatively called academic creep (Skillbeck 2003, p. 5) and to a certain extent to what the Dutch scholar Aant Elzinga has called epistemic drift (Elzinga 1985). In this chapter, however, we prefer to stick to the notion of academic drift as this is the standard use in the literature that we are reviewing. In the remainder of this chapter academic drift in professional non-university engineering education is therefore understood as follows. 

Third, academic drift also encompasses an institutional dimension. From this perspective, it refers to (1) the question concerning the appropriate locus for educating professional engineering students for engineering practice, and (2) the... 

Finally, academic drift also refers to a structural dimension. In this dimension academic drift operates across the entire non-university higher education sector to transform educational systems. 

As it appears from the qnote, Marginson s argnment is ambiguous. If only 3 or 4 of the largest loTs are supposed to be designated as Technical Universities (TUs), a binary system will still prevail, hi this case it is likely, or at least there is the risk that academic drift processes will prevail in the remaining small number of loTs , which may perceive themselves as having been left behind . However here we can only speculate. 

Christensen, S. H. (2012). Academic drift in European professional engineering education The end of alternatives to the university In S. H. Christensen, C. Mitcham, Li Bocong, Yanming An (Eds.), Engineering, development and philosophy American, Chinese, and European perspectives. Dordrecht Springer Science + Business Media B.V. 

Christensen, S. H., Ern0-Kj0lhede, E. (2011). Academic drift in Danish professional engineering education Myth or reality Opportunity or threat European Journal of Engineering Education, 36(3), 285-299. 

Griffioen, D., de Jong, U. (2012). Academic drift in Dutch non-university higher education evaluated A staff perspective. Higher Education Policy, 1-9. 

Harwood, J. (2010). Understanding academic drift On the institutional dynamics of higher technical and professional education. Minerva, 48, 413-427. 

Kyvik, S. (2007). Academic drift - A reinterpretation. In J. Enders, F. van Vught (Eds.), Towards a cartography of higher education policy change A Festschrift in honour of Guy Neave (pp. 333-338). Enschede Center for Higher Education Policy Studies (CHEPS). 

Morphew, C. C. (2000). Institutional diversity, program acquisition and faculty members Examining academic drift at a new level. Higher Education Policy, 13, 55-77. 

Morphew, C. C., Huisman, J. (2002). Using institutional theory to reframe research on academic drift. Higher Education in Europe, 27(4), 491-506. 

Neave, G. (1979). Academic drift Some views from Europe. Studies in Higher Education, 4, 2. 

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