Adaptation and Adjustment: A Theory of the Introduction of International Grading Schemes in Higher Education

Abstract

This study deals with the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and actions. Interview data was collected from two institutions in a country participating in the Bologna Process. The results show that the educational providers are faced with a number of concerns and that they address these concerns by adaptation and adjustment. These two core processes are complemented by five additional processes: information seeking, trusting, safeguarding, problem‐solving, and evaluation.

1. Acknowledgements: The author would like to thank the participants, colleagues at the Department of Educational Measurement and Terence Karran for advice during the research and writing processes. An earlier version of this paper was presented at the Third Conference on Knowledge and Politics at the University of Bergen, 18–20 May 2005. The study was approved by the Swedish Office for Ethical Conduct of Research and funded by the Swedish Research Council (www.vr.se).

Notes

1. Acknowledgements: The author would like to thank the participants, colleagues at the Department of Educational Measurement and Terence Karran for advice during the research and writing processes. An earlier version of this paper was presented at the Third Conference on Knowledge and Politics at the University of Bergen, 18–20 May 2005. The study was approved by the Swedish Office for Ethical Conduct of Research and funded by the Swedish Research Council (www.vr.se).