The Roskilde Model and the Challenges for Universities in the Future

Abstract

In the concluding chapter Henning Salling Olesen and Anders Siig Andersen elaborate on some of the potentials of the Roskilde Model’s three dimensions, i.e. the PPL pedagogical model, the educational structure, and the academic profile of study programmes. They discuss in what ways the Roskilde Model may be a valid proposal for a radical university reform – recognizing the learning processes and revisions that have occurred over more than four decades. They also highlight some of the challenges that the European harmonization of education represents to the Roskilde Model as it takes place in a political climate that increasingly prioritizes narrow occupational and business considerations in organizing university study programmes. From one perspective, they focus on educational policies, the future of universities, and their roles and functions in society. From another perspective, they view students as a potential driving force in the development of universities in advanced societies, if universities are able to mobilize students’ subjective experiences and expectations for future work career and life prospects. These two perspectives may be joined in the practical development of an educational structure combining problem-oriented and project-based studies and an academic profile characterized by scientific innovation and critical edge.