Abstract
This book covers a range of interationally comparing approaches to the question how universities are developing as places of research, teaching and learning. The volume is divided into four parts which are dedicated to four different themes: The first part deals with epistemic cultures as they interfere or intersect with academic learning cultures. The second discusses the governance of epistemic and learning cultures and their (unintended) effects on the university as an institution. The third part provides a closer look at academic teaching and learning and encompasses reflections on didactical innovations. The last part scrutinises the relation between university education and labour markets. These four parts are not independent but intend to inspire readers to skim through different topics and discover interrelations that may have been neglected in the current discussion.
By taking the case of legal education as a point of departure, Karen Jensen and Monika Nerland discuss how the emergence of new arrangements that run parallel with formal schooling may help universities to deal with some of the challenges they face. Adopting Knorr Cetina's approach, they analyse how “off the record” trainee arrangements have become a new loop in the epistemic machinery of law – growing both in number and scope. Thereby, the question is brought up as to what role they play in students learning but also in shaping the epistemic and learning cultures of the new generation