The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and regarding disciplines on the other.
This article analyses the development of the science of education in Germany between 1947 and 1990, focusing on the relationship between discipline and profession. First, it describes the shifts from a unity concept to a concept of difference between discipline and profession. The second part outlines an analytical concept of discipline based on communication and publication, and describes sources and methods used for an empirical investigation based on educational journals. Part three presents the findings. In view of the occupational profiles of authors, it shows the process of ‘academisation’ of educational communication and the exclusion of ‘profession’. In view of the cognitive texture of science of education, it finds a stable continuity over time. The results support the thesis of a decoupling of the development of the social structure of disciplinary communication and the theoretical concepts.
Introduction. OECD Review in England on Educational Research and Development What is an OECD Review?There exist two types of reviews the OECD is conducting, country reviews and thematic reviews. Although all country reviews are also thematic by nature, the focus lies more on one country and the analysis serves the specific needs of the country under review and the other member states as a reliable, standardised source of information. So-called thematic reviews treat one theme over many countries -at least five or six -and end in a comparative study that shows differences between countries, best practice in particular countries, tendencies, etpara. and should give an insight into the general mechanics of the chosen topic and be a guideline for all member states.The review of the educational research policy in England is somewhere in between the two types of reviews. It is a distinct country review as it has been done on the request of the English Government and resulted in a country report on England but it was also intended as part of a larger thematic review on the same topic as other countries should have participated in the same type at University-Ulster at Belfast on June 25, 2015 eer.sagepub.com Downloaded from
Editorial MARTIN LAWN & EDWIN KEINER University, Research and Higher Education in a Globalised ContextAt a time when the necessary strategy and structures for a European Research Area are being constructed, the effects of a global market on scientific knowledge are being felt with different degrees of intensity across a landscape of European universities which has found more difficulties than opportunities in its divided state. Diversity, a condition for a new strength, is being overlain by homogenising forces centred on the consequences for employment and promotion in universities of English language publishing in global citation systems. This seems to be having a skewed effect on individuals and institutions. A distinctive process of Europeanisation is occurring, particularly in the new emphasis on the need for a knowledge economy, the prominence of the idea of a European Research Area and the major objectives of Lifelong Learning. However, when looking not only at programmes and policy statements, but also at self-descriptions, practices and infrastructural conditions of universites and academic disciplines at the local or regional level, one finds significant tensions, even conflicts, about organisational policies on publication and promotion linkages, about research traditions and key references which are being forced out into the open by the pressures of globalisation, particularly the dominance of English language publication and linkages with citation indexes using primarily English references. Thus, analyses of these emerging relations between universities and their societal, political and economical contexts should not only consider local, regional and national historical backgrounds, and different research and teaching cultures, but also different cultures of legislation, administration and governance, which significantly determine the speed and direction of change and have often been neglected. Otherwise, the goals and strategies of research and higher education governance will hardly reflect a diverse, dynamic and future-oriented European area of research and higher education.The policy context in which universities find themselves (together with other areas of public policy) has changed radically. Economies and their businesses are now internationalised; communication technologies have grown exponentially, removing time and space from interactions; markets have appeared in public arenas and services and older forms of organisation are redundant: culture operates internationally and is not restricted to localities or seasons; and, above all, the nation state is restructuring itself with new partners. This has rapidly and continuously affected the subjects and methods of study, the need to reform skills and exchange sponsors and the capacity to learn from comparison. It has also redefined the 'outcomes' of higher education, i.e. the production of professionals, specialist, generalists and experts. Although the self-descriptions and concepts
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