Citation

International education regime: Comparative research on international educational governance

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles




STOP!

You can now view the document associated with this citation by clicking on the "View Document as HTML" link below.

View Document as HTML:
Click here to view the document

Abstract:

My dissertation project considers the currently dominating discourses within educational sciences – in particular the governance of higher education – from the perspective of a post-national constellation and discusses the role of international organizations (IOs) within it. Historically, the role of international actors in education policy is not new, but during the past years it changed quantitatively and qualitatively. Yet, IOs are often considered only marginally in academic research in education governance, usually in form of references to the forces of ‘globalization’ and ‘internationalization’. A prevalent explanation for the changes in national education systems sees in current education policy a reaction of national policy-makers to changed or increased requirements (cf. Kussau/Brüsemeister, 2007, p. 17; Daun, 2005, p. 93). The mounting influence of international actors justify a change of perspective: i. e., to analyze not only the national ‘reactions’, but also the agendas, solutions, explanations, reform programs which are generated on the international level (see Finnemore, 1996; Finnemore/Sikkink, 1998) as well as the structures of governance that have a say in the new arenas of governance (Martens et al. 2007).
The focus of attention lies on the theory of international regimes which has been widely discussed within three issue-areas in the field of International Relations in the political sciences: in transnational economic relations, in tackling global environmental problems, and in the field of international security. I suggest using regime theory as a heuristic instrument to analyze the current state of education policy making, i. e., to analyze its constellations of actors, the degree of interdependence and the nature of orienting premises of education policy in general and of educational governance in particular. There are different understandings of the term ‘regime’, however, common to all of them is the idea of a set of governing rules and principles that steer a particular field of action. An important dimension relates to institutionalized cognitive scripts that build the frame in which social reality is perceived. Regime is thus seen as a structure of regulation more or less independent of its participants, a dynamic social form of organization that bases on formal as well as on informal elements and on complex constellations of actors.
The primary aim of the project is to conceptualize education policy formation on the international level – since education policy has traditionally been a premise of the nation-state – however, the research design of the study also attempts to contribute to comparative methodology in that it makes use of the structured, focused comparison method (cf. George/Bennett, 2005, p. 67-72; Ragin, 1989). The study includes three case studies on the activities of IOs in higher education policy formation; by the time of the conference I will have started analyzing the first empirical material and will most surely have several questions to discuss during the workshop.

Most Common Document Word Stems:

educ (43), intern (39), regim (34), polici (27), case (23), govern (18), actor (18), nation (16), discuss (15), state (13), rule (12), make (12), studi (12), also (12), level (12), structur (11), relat (11), use (11), differ (11), e (9), research (9),

Author's Keywords:

Theory development, education policy, policy transfer, education governance
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 53rd Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p297870_index.html
Direct Link:
HTML Code:

MLA Citation:

Parreira do Amaral, Marcelo. "International education regime: Comparative research on international educational governance" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, Mar 21, 2009 <Not Available>. 2014-11-30 <http://citation.allacademic.com/meta/p297870_index.html>

APA Citation:

Parreira do Amaral, M. , 2009-03-21 "International education regime: Comparative research on international educational governance" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina Online <PDF>. 2014-11-30 from http://citation.allacademic.com/meta/p297870_index.html

Publication Type: Dissertation
Review Method: Peer Reviewed
Abstract: My dissertation project considers the currently dominating discourses within educational sciences – in particular the governance of higher education – from the perspective of a post-national constellation and discusses the role of international organizations (IOs) within it. Historically, the role of international actors in education policy is not new, but during the past years it changed quantitatively and qualitatively. Yet, IOs are often considered only marginally in academic research in education governance, usually in form of references to the forces of ‘globalization’ and ‘internationalization’. A prevalent explanation for the changes in national education systems sees in current education policy a reaction of national policy-makers to changed or increased requirements (cf. Kussau/Brüsemeister, 2007, p. 17; Daun, 2005, p. 93). The mounting influence of international actors justify a change of perspective: i. e., to analyze not only the national ‘reactions’, but also the agendas, solutions, explanations, reform programs which are generated on the international level (see Finnemore, 1996; Finnemore/Sikkink, 1998) as well as the structures of governance that have a say in the new arenas of governance (Martens et al. 2007).
The focus of attention lies on the theory of international regimes which has been widely discussed within three issue-areas in the field of International Relations in the political sciences: in transnational economic relations, in tackling global environmental problems, and in the field of international security. I suggest using regime theory as a heuristic instrument to analyze the current state of education policy making, i. e., to analyze its constellations of actors, the degree of interdependence and the nature of orienting premises of education policy in general and of educational governance in particular. There are different understandings of the term ‘regime’, however, common to all of them is the idea of a set of governing rules and principles that steer a particular field of action. An important dimension relates to institutionalized cognitive scripts that build the frame in which social reality is perceived. Regime is thus seen as a structure of regulation more or less independent of its participants, a dynamic social form of organization that bases on formal as well as on informal elements and on complex constellations of actors.
The primary aim of the project is to conceptualize education policy formation on the international level – since education policy has traditionally been a premise of the nation-state – however, the research design of the study also attempts to contribute to comparative methodology in that it makes use of the structured, focused comparison method (cf. George/Bennett, 2005, p. 67-72; Ragin, 1989). The study includes three case studies on the activities of IOs in higher education policy formation; by the time of the conference I will have started analyzing the first empirical material and will most surely have several questions to discuss during the workshop.


Similar Titles:
Chinese Educational Policies for Minorities at the Higher Education Level: A Case Study on Korean Nationality

The Emergence of a New Research Program on Transnational Security Governance? On Non-state Actors, Networks and Non-hierarchical Governance Mechanisms in the Field of Security Studies


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.