The Politics of Policy Resistance: Reconstructing Higher Education in Kosovo

Bache, Ian; Taylor, Andrew J.

doi:10.1017/s0143814x03003131

Cited by 77 publications

(44 citation statements)

References 10 publications

(5 reference statements)

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“…At one level, transfer is voluntary and based on a rational calculation that an existing policy needs to change because it has either been functioning at a lower standard than is deemed acceptable, or that it has lost political and/or professional support for other reasons such as a change of government or changes in technological knowledge. As Bache and Taylor (2003) noted, following Simon's (1957) theory of bounded rationality, policy-makers are generally 'satisficers' who prefer to allow programmes to operate without disruption. Policymakers have neither the time nor the resources to seek an 'ideal' policy so they seek to maintain satisfaction with the status quo with minimum disruption (see also Rose, 2005: 28-33).…”

Section: Transferring Regulatory Policiesmentioning

confidence: 97%

Risk-based management of contaminated land in the UK: Lessons for China?

Luo

Catney

Lerner

2009

Journal of Environmental Management

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Section: Transferring Regulatory Policiesmentioning

confidence: 97%

Risk-based management of contaminated land in the UK: Lessons for China?

Luo

Catney

Lerner

2009

Journal of Environmental Management

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“…35 Resistance to change has been embedded within the HE system for a long time (Bache and Taylor, 2003). The skills acquired by the students are low, as is trust in the quality of degrees they obtain.…”

Section: Policy Developments and Gapsmentioning

confidence: 99%

Skills demand and suply in the European Union

Мосьпан

2017

Osvitolohiya

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The author of the article presents an analysis of the current situation of demand and supply of specialists in the European Union. The basis for the analysis is the reports of the European Commission, which widely cover this issue. It is worth noting that different EU countries feel the problems of supply and demand in different ways. Their conformity is observed only in Germany, where the number of students graduate each year and enter the labor market in search of work coincides with the requirements of employers in terms of the number of specialists. Other EU countries are in demand for specialists in the scientific, engineering and technology sectors and a quantitative shortage of teachers and doctors. The study is devoted to the questions related to factors that affect the matching between the demand and supply of teachers and doctors. Among such factors is the increase in population, health and education costs. The number of school children is the dominant factor in the demand for teachers. Another factor is educational programs that determine the demand for subject teachers. The policies and priorities of the curriculum have a dominant influence in determining the different types of teachers as well. The demand for physicians depends on the health system. The offer of doctors may differ due to differences in the industry, in particular, the accessibility of education and training for doctors, as well as the conditions of medical service. The results of this study can contribute to a deeper understanding of the current state of the regulating process of higher education interaction with the labor market in Ukraine.

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“…Another perspective is that there is a tendency in many political systems to "overlook negative experiential learning that contradicts the policy doctrine" (Moynihan, 2006(Moynihan, : 1029. Alternatively, 'negative lesson-drawing' may be too benign as a term for circumstances characterised by asymmetric interdependence, in which the tactics and strategies of policy resistance by 'subordinate' recipient actors are glossed over (Bache and Taylor, 2003).…”

Section: Negative Lesson Drawingmentioning

confidence: 99%

Understanding the transfer of policy failure: bricolage, experimentalism and translation

Stone

2017

Policy &Amp; Politics

143

112

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A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. AbstractThis article re-assesses some of the literature on policy transfer and policy diffusion in light of ideas as to what constitutes failure, partial failure or limited success. First, the article looks at imperfect, incomplete or uninformed transfer processes as one locus of policy failures. Second, it addresses the concept of 'negative lesson-drawing' as well as the role of interlocutors who complicate policy transfer processes between A and B. Third, the idea of 'transfer' as a neat linear transmission of an intact policy approach or tool is criticised by drawing attention to the extensiveness of hybridity, synthesis, adaptation and 'localisation'. Finally, the article concludes that policy 'translation' is a better conceptual framework for comprehending and valorising the learning and policy innovations that come with the trial and error inherent in policy-making. This entails an abandonment of perceptions of one-way linear processes of country 'A' sending policy to 'B' that characterises many policy transfer approaches to a stronger analytical focus on importing countries that translate policies.

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The Politics of Policy Resistance: Reconstructing Higher Education in Kosovo

Cited by 77 publications

References 10 publications

Risk-based management of contaminated land in the UK: Lessons for China?

Risk-based management of contaminated land in the UK: Lessons for China?

Skills demand and suply in the European Union

Understanding the transfer of policy failure: bricolage, experimentalism and translation

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