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Reforming a university during political transformation: a case study of Yangon University in Myanmar

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journal contribution
posted on 23.09.2016 by James Esson, K. Wang
Since 2010, Myanmar has been transitioning from an authoritarian military regime towards a parliamentary democracy. Several education policies have been launched as part of this political transformation process, including the reform of Myanmar’s flagship higher education institution, Yangon University. This article investigates the reform of Yangon University. Through so doing, we examine a key node in Myanmar’s higher education system, and contribute to academic debates over higher education reforms in countries undergoing political transformations. The article draws on qualitative data obtained from stakeholders involved in the reform of Yangon University, and uses Arnhold et al.’s ‘educational reconstruction framework’ to conceptualize the reform process. It is argued that while improvements have been made to the physical infrastructure, there has been a failure to consider the ideological and psychological reconstruction of the university, which staff and students alike deem essential to transforming long standing authoritarian practices, and creating a constructive learning environment.

History

School

  • Social Sciences

Department

  • Geography and Environment

Published in

Studies in Higher Education

Citation

ESSON, J. and WANG, K., 2016. Reforming a university during political transformation: a case study of Yangon University in Myanmar. Studies in Higher Education, 43 (7), pp.1184-1195.

Publisher

© Society for Research into Higher Education. Published by Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

31/08/2016

Publication date

2016-10-14

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 14 Oct 2016 , available online: http://dx.doi.org/10.1080/03075079.2016.1239250.

ISSN

0307-5079

eISSN

1470-174X

Language

en

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