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This study investigates how national qualification frameworks in Denmark, Germany, France, and the UK reflect differing interpretations of higher education’s societal role, with a focus on career perspectives. Using Hopmann’s curriculum theory, which views curricula as expressions of political intention, cultural heritage, and social negotiation, and a comprehensive definition of career as a lifelong process, the analysis examines these frameworks. Findings reveal distinct national emphases: Germany and France prioritise professional integration, Denmark underscores academic progression, while the UK focuses on individual development. These contrasts illustrate varying conceptions of higher education – whether as a driver of professional readiness, academic knowledge, or personal growth. In addition, four distinct dimensions emerge from the analysis of the frameworks: the academic system, society/non-specialist, the student self, and the professional system. These dimensions are proposed as new subcategories for future curriculum studies adopting a career-theoretical perspective. By using both curriculum research and career theory, the study introduces an analytical lens for understanding how career development is embedded in policy documents. This approach offers insights for policymakers and institutions seeking to align higher education with evolving career structures and highlights opportunities for further research at programmatic and practical curriculum levels.
Stoksted et al. (Sun,) studied this question.