Policy space and the governance of education: transnational influences on institutions and identities in the Netherlands and the UK

Alexiadou, Nafsika; Bunt‐Kokhuis, Sylvia van de

doi:10.1080/03050068.2013.803750

Cited by 12 publications

(6 citation statements)

References 24 publications

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“…For example, Alexiadou and Lange (2014) have catalogued the various administrative strategies the UK government has used to minimise EU influence on the national education space. These have included: affirming the importance of national sovereignty at higher levels of government; counting things in slightly different ways, to minimise discrepancies between EU and UK policy objectives; subsuming EU targets within broader UK ones; and, in the cases where it has to accept an EU proposal it is not in favour of, not making much effort to translate it into national policy (ibid.).…”

Section: Geopolitical Relationsmentioning

confidence: 99%

The construction of higher education students within national policy: a cross-European comparison

Brooks

2019

Compare: A Journal of Comparative and International Education

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It is often assumed within much of the academic literature and by many of those working in higher education that universities across Europe are homogenising, converging around an Anglo-American model as a result of neo-liberal pressures and the aim of creating a single European Higher Education Area. However, drawing on an analysis of 92 policy documents from six different European countries, this article demonstrates that enduring differences remainat least in so far as constructions of students are concerned. While European policy may assume that higher education students can move unproblematically across national borders, as part of the Erasmus mobility scheme, for example, we show that understandings of 'the student' differ in significant ways both across countries and, to some extent, within them. This has implications for both European policy and academic theorisation.

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Section: Geopolitical Relationsmentioning

confidence: 99%

The construction of higher education students within national policy: a cross-European comparison

Brooks

2019

Compare: A Journal of Comparative and International Education

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“…Indeed, in England and Denmark the absence of reference to processes of Europeanisation or Europe as a 'spatial transformation' is notable -despite both countries being members of the European Union (at the time of data collection) and the European Higher Education Area, and active participants in the Erasmus programme. This is consonant with the national politics in both nations outlined above, in which Euroscepticism has been influential, albeit in a 'softer' form in Denmark than in England (Fitzgibbon, 2013;Nielsen, 2015) and, in England's case, a history of successfully resisting many European policy initiatives and having had to make little adjustment to its higher education policy to accommodate the Bologna reforms (Alexiadou and Lange, 2014;Capano and Piattoni, 2013). Indeed, rather paradoxically, these national variations in the extent to which Europeanisation is positioned as a transformative spatial imaginary provide support for Capano and Piattoni's (2011) contention that European policy should be conceived as a 'cultural script' taken up by countries according to their national priorities.…”

Section: European Spatial Imaginariesmentioning

confidence: 67%

“…Within England, Euroscepticism has taken a 'harder' form -culminating in the referendum vote in June 2016 to leave the EU (Gifford, 2014) -and policymakers have also been more reluctant to implement European initiatives within education (Alexiadou and Lange, 2014).…”

Section: European Spatial Imaginariesmentioning

confidence: 99%

Europe as spatial imaginary? Narratives from higher education ‘policy influencers’ across the continent

Brooks

2019

Journal of Education Policy

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Europe is, in many ways, of central importance to discussions about higher education.Various European initiatives, such as the Bologna Process and the Erasmus mobility programme, have had a direct and material impact on the shape and nature of higher education across the continent. They have also been linked to wider political objectives, such as the inculcation of a European political identity, and the strengthening of the European political and economic space relative to other parts of the world. Nevertheless, the relationship between Europe and education has tended to remain rather marginalised within research. We know relatively little, for example, about how policymakers think about Europe and the extent to which it constitutes an important frame of reference for them. To start to redress this gap, we draw on an analysis of policy documents and interviews with key policy stakeholders to argue that the idea of Europe constitutes an important 'spatial imaginary' for higher education within the continent, and helps to frame the ways in which students are conceptualised. However, we also suggest that this is not played out in uniform ways; there are significant differences between both countries and different groups of policy actors within them.

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“…Traditionally, educational systems are local, but currently there is an increasing number of cross-border and collaborative initiatives (e.g. Erasmus programme, eTwinning) that overcome country boundaries and promote learner mobility (Alexiadou & van de Bunt-Kokhuis, 2013;OECD, 2004). Additionally, the current trend towards more personalised and customised learning opportunities gives more weight to 'glocalization' 3 and personal needs.…”

Section: Trends Drivers and Barriers In Open Adult Learningmentioning

confidence: 99%

Open Education 2030: planning the future of adult learning in Europe

Castaño-Muñoz

Redecker

Vuorikari

et al. 2013

Open Learning: The Journal of Open, Distance and e-Learning

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Adult learning and open education have become key elements on the European Agenda. This paper presents the first results of a foresight activity that aims to contribute to an understanding of how 'Opening up Education' can improve adult learning in Europe in the future. It argues that to open up adult learning two main challenges must be overcome: the extent to which learners need guidance and, depending on the learning goals, the extent to which learners need recognition and certification. On the basis of these challenges, four non-exclusive scenarios are presented, illustrating different versions and contexts for open adult learning. The main conclusion of the paper is that in order to enhance the quality of adult learning and to avoid the risk of social exclusion, policy-makers need to develop a framework that allows learners to flexibly move between different learning scenarios. Learners also need to acquire 'Open Education Competences'. Finally, a roadmap is presented outlining how this future vision could be implemented.

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Policy space and the governance of education: transnational influences on institutions and identities in the Netherlands and the UK

Cited by 12 publications

References 24 publications

The construction of higher education students within national policy: a cross-European comparison

The construction of higher education students within national policy: a cross-European comparison

Europe as spatial imaginary? Narratives from higher education ‘policy influencers’ across the continent

Open Education 2030: planning the future of adult learning in Europe

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