Her research focuses on European Integration, education policy, populism, citizenship, and on the role of political and economic actors in framing public policies. She has recently published her research in Comparative Education and in the Journal of Contemporary European Research.
How and why do some ideas attain agenda status while others do not? This paper seeks to explore these questions in the context of the policy changes observed in the evolution of European education policy. By drawing from the literature on agenda-setting and employing process tracing, the paper develops a theoretical argument to investigate the causal mechanisms through which a new problem definition is set. The central argument is that three factors affect the way in which a specific problem definition wins over another: (i) the presence of a policy entrepreneur; (ii) the ability to construct a convincing narrative to support a particular interpretation of a problem; and (iii) the specific zeitgeist of a given period, namely the social and political context within which ideas gain ground. The paper contributes to the literature on European education policy by examining how specific (economic) ideas about education emerged. It also contributes to the theoretical debate on agenda studies and how policy problems are set.
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