Abstract The paper presents the key findings of a policy ethnographic study on the labour marketisation of the humanist curricula in Denmark. In the paper I shall address the ways in which the discourse of labour market relevance (e.g. The Bologna Process) can be said to introduce a new conception of knowledge in the field of humanities. The analysis bears on an intensive case study that aims to unveil how the discourse of labour market relevance a) meets and/or merges with the existing curricula tradition in tree different humanist subjects, and b) relates to the experiences of the graduates who have gone on to the labour market in the period 2002-2007. The research for the paper is part of my PhD thesis which will be published in 2011. Field of Enquiry The Bologna Process highlights the necessity of a flexible education system that is able to adjust quickly to the changing demands and definitions of relevant education. As a result the universities are encouraged to educate students who are flexible and self-managed learners, and to direct the curricula development towards specific demands on the labour market. Simultaneity, the Danish universities is increasingly depending on a free competitive capitalist market where the ‘costumers’ are given new privileges in defining what is relevant; what is to be learned - and why. For such reasons The Bologna Process has frequently been identified as an irreversible decline of the non-instrumental university discourse which was formerly prevalent in Europe, and different scholars have long been claiming the ‘End of Bildung’. Analysing how the discourse of labour market relevance meets and/or merges with the existing curricula tradition (what is to be learned - and why) the humanist graduates 2002-2007 are asked how they valorise different elements of the curricula in relation to their first or second job. Anticipating some sort of conclusion, I shall therefore argue that concept of evidence, as presented in the Bolognan discourses on labour marked relevance, may not be that ‘evident’ when it comes to reforming HE humanities Research Questions The increased focus on relevance makes it ‘evident’ to ask what kind of knowledge is to be considered legitimate as education? What are the values and strategies connected to the competing discourses? How do the different discourses meet? And who is to decide on the form and content of education, if we find that some values may clash or differ?

The paper follows a constructivist approach to knowledge that aims to understand the different discourses on humanist knowledge (what is to be learned - and why) in the context of the others, and to explore the links between them. The research strategy combines three different sets of empiric material: I). Policy discourses: The key material in this part of the analysis consists of Danish and international reports and policy documents from the Bologna Process in 1999 and until today, that may contribute to unveiling how new conceptions of knowledge and relevance are introduced to the field of humanities. II). Institutional discourses: This part of the analysis is based on three case studies on different humanist subjects, drawing on both interviews and in depth curricula studies. III). Graduate discourses: In this part I will be referring to a large scale destination survey, covering graduates from all humanist subjects in Denmark 2002-2007.

The paper analyses the Bolognan discourse of labour market relevance in relation to macro and micro political material that has not earlier been subject to research. The analysis is part of the research for my PhD thesis in which I seek to uncover how the Bologna Process and other current reforms in which the discourse of labour market relevance has become dominant meet and/or merge with other discourses of knowledge and education; what is to be learned - and why.