Pub Date : 2020-06-26DOI: 10.1080/10564934.2020.1780136
Caroline Berggren
Abstract Entrepreneurship education is seen as a way to get more women into their own businesses. This paper reports on pedagogical interventions designed to accomplish this. Policies on entrepreneurship education produced by the European Union from 2004 to 2018 were categorized according to the research questions: How are women to be educated? What subjects should be taught? And by whom? Policy analysis combined with a neoliberal feminist perspective was applied to understand why entrepreneurship education has not been as successful as expected. Findings show that the ideal teacher is a female entrepreneur whose knowledge just needs to be copied by the students. What is seen as useful knowledge is ideologically selected, including ways of thinking and behaving. According to policy analysis with emphasis on neoliberal feminism, the focus of the policies are not primarily about getting more women into self-employment, but an ideological education about how to think and behave “right.”
{"title":"Entrepreneurship Education for Women—European Policy Examples of Neoliberal Feminism?","authors":"Caroline Berggren","doi":"10.1080/10564934.2020.1780136","DOIUrl":"https://doi.org/10.1080/10564934.2020.1780136","url":null,"abstract":"Abstract Entrepreneurship education is seen as a way to get more women into their own businesses. This paper reports on pedagogical interventions designed to accomplish this. Policies on entrepreneurship education produced by the European Union from 2004 to 2018 were categorized according to the research questions: How are women to be educated? What subjects should be taught? And by whom? Policy analysis combined with a neoliberal feminist perspective was applied to understand why entrepreneurship education has not been as successful as expected. Findings show that the ideal teacher is a female entrepreneur whose knowledge just needs to be copied by the students. What is seen as useful knowledge is ideologically selected, including ways of thinking and behaving. According to policy analysis with emphasis on neoliberal feminism, the focus of the policies are not primarily about getting more women into self-employment, but an ideological education about how to think and behave “right.”","PeriodicalId":44727,"journal":{"name":"European Education","volume":"28 1","pages":"312 - 323"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76802759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.1080/10564934.2020.1769483
S. Zatravkin, E. Vishlenkova
Abstract Utilizing the minutes of preparations of a manuscript textbook on the history of medicine (1948-1953), the authors reconstruct how it was decided to depict the history of world and Russian medicine; in so doing sacralizing the Soviet state and wildly overstating its care for the health of Soviet people. The archival documents allowed the authors of the article to show how the aspirations and interests of the medical elite in the sacralization of their own role encouraged historians of medicine to develop not a scientific, but an epic version of the past and to repress other versions through political accusations and condemnation of colleagues. The textbook, which had been created and discussed for a long time in the 1940s, was never published. Nevertheless, the authors' reconstruction of its aborted conception made it possible to reveal its enduring formulations in later Soviet and even present-day textbooks, and enduring capacity to shape a Soviet style historical imagination in doctors.
{"title":"A Ghost Textbook on the History of Medicine: A Case Study of the Legacy of a Stalinist Scholarly Canon","authors":"S. Zatravkin, E. Vishlenkova","doi":"10.1080/10564934.2020.1769483","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769483","url":null,"abstract":"Abstract Utilizing the minutes of preparations of a manuscript textbook on the history of medicine (1948-1953), the authors reconstruct how it was decided to depict the history of world and Russian medicine; in so doing sacralizing the Soviet state and wildly overstating its care for the health of Soviet people. The archival documents allowed the authors of the article to show how the aspirations and interests of the medical elite in the sacralization of their own role encouraged historians of medicine to develop not a scientific, but an epic version of the past and to repress other versions through political accusations and condemnation of colleagues. The textbook, which had been created and discussed for a long time in the 1940s, was never published. Nevertheless, the authors' reconstruction of its aborted conception made it possible to reveal its enduring formulations in later Soviet and even present-day textbooks, and enduring capacity to shape a Soviet style historical imagination in doctors.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"118 1","pages":"257 - 270"},"PeriodicalIF":0.8,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87646452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.1080/10564934.2020.1759099
Gary Marker
Abstract This essay considers the evolution of the historiography of eighteenth-century Russian education, emphasizing recent shifts in the dominant paradigm of secularization. It identifies three wide vectors (1) the place of the state as prime institution builder; (2) the pace of standardization; (3) the problem of “reflexivity,” or laying bare the assumptions underlying scholarly narratives. The paradigm of secularization overlooks crucial aspects of Russian education in the eighteenth century, but recent scholarship implicitly challenges long-standing templates.
{"title":"Paradigms of Eighteenth-Century Russian Education, or is It Time to Move beyond Secularization?","authors":"Gary Marker","doi":"10.1080/10564934.2020.1759099","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759099","url":null,"abstract":"Abstract This essay considers the evolution of the historiography of eighteenth-century Russian education, emphasizing recent shifts in the dominant paradigm of secularization. It identifies three wide vectors (1) the place of the state as prime institution builder; (2) the pace of standardization; (3) the problem of “reflexivity,” or laying bare the assumptions underlying scholarly narratives. The paradigm of secularization overlooks crucial aspects of Russian education in the eighteenth century, but recent scholarship implicitly challenges long-standing templates.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"267 1","pages":"193 - 205"},"PeriodicalIF":0.8,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76315373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.1080/10564934.2020.1769484
Kirill Levinson
Abstract The article shows how stigmatization of misspelling predated modern German and Russian orthographies and how this attitude was imported to Russia from Prussia in the 19th century. Rules were difficult to learn and to teach, making mistakes inevitable. Grading based on the number of errors helped to control and discipline students and to manage teachers. The repressive nature of mass, compulsory schools was both a product of and a hindrance to modernity gaining strength internationally.
{"title":"The Changing Attitudes Towards Spelling Mistakes in German and Russian Speaking Cultures, 19th and early 20th c.","authors":"Kirill Levinson","doi":"10.1080/10564934.2020.1769484","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769484","url":null,"abstract":"Abstract The article shows how stigmatization of misspelling predated modern German and Russian orthographies and how this attitude was imported to Russia from Prussia in the 19th century. Rules were difficult to learn and to teach, making mistakes inevitable. Grading based on the number of errors helped to control and discipline students and to manage teachers. The repressive nature of mass, compulsory schools was both a product of and a hindrance to modernity gaining strength internationally.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"5 1","pages":"215 - 225"},"PeriodicalIF":0.8,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82215433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-23DOI: 10.1080/10564934.2020.1759098
E. Lisovskaya, Vyacheslav Karpov
How and why did Russian education go from the enthusiastic liberalization in the early 1990s to the restoration of a Soviet-style system in the new century? Attempting to answer this question, we r...
{"title":"Russian Education Thirty Years Later: Back to the USSR?","authors":"E. Lisovskaya, Vyacheslav Karpov","doi":"10.1080/10564934.2020.1759098","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759098","url":null,"abstract":"How and why did Russian education go from the enthusiastic liberalization in the early 1990s to the restoration of a Soviet-style system in the new century? Attempting to answer this question, we r...","PeriodicalId":44727,"journal":{"name":"European Education","volume":"36 8","pages":"283 - 296"},"PeriodicalIF":0.8,"publicationDate":"2020-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10564934.2020.1759098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72493729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-18DOI: 10.1080/10564934.2020.1759101
T. Saburova
Abstract Over the past nearly 30 years, Russian universities have been buffeted by external forces necessitating attempts to adjust to a fast-changing academic climate, both globally and regionally. Based on informally structured interviews of university faculty of different age groups and ranks, academic fields and regions of the country conducted between 2012 and 2018, this essay examines what transpires in the life of a Russian university; how do professors evaluate change and how has the pace of university life been altered—such questions are addressed by revealing the connection between notions of academic freedom and temporality—the perceived ability to exert control over time at the university.
{"title":"“Seeing like a Professor” or Shifting Gears: University Temporality and the Pace of Transformation in Post-Soviet Russia","authors":"T. Saburova","doi":"10.1080/10564934.2020.1759101","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759101","url":null,"abstract":"Abstract Over the past nearly 30 years, Russian universities have been buffeted by external forces necessitating attempts to adjust to a fast-changing academic climate, both globally and regionally. Based on informally structured interviews of university faculty of different age groups and ranks, academic fields and regions of the country conducted between 2012 and 2018, this essay examines what transpires in the life of a Russian university; how do professors evaluate change and how has the pace of university life been altered—such questions are addressed by revealing the connection between notions of academic freedom and temporality—the perceived ability to exert control over time at the university.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"3 1","pages":"271 - 282"},"PeriodicalIF":0.8,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78980053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-13DOI: 10.1080/10564934.2020.1759100
L. Holmes
Abstract Based on oral and written testimony of pupils and teachers, this essay examines the lived educational experience of the school-age cohort of children in Stalin’s Russia from 1931 to 1945. The state alone determined the structure and curricula of the nation’s schools. However, Soviet youngsters, their parents, and teachers responded to the center’s initiatives in ways that both embraced and defied the attempt to make anew society and humans. They thereby at once hindered, shaped, and advanced the state’s schemes to use the school as an instrument for the creation of a Soviet variant of modernity.
{"title":"A Host of Contradictions: State Compulsion and the Educational Experience of Soviet Russia’s Youth, 1931–1945","authors":"L. Holmes","doi":"10.1080/10564934.2020.1759100","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759100","url":null,"abstract":"Abstract Based on oral and written testimony of pupils and teachers, this essay examines the lived educational experience of the school-age cohort of children in Stalin’s Russia from 1931 to 1945. The state alone determined the structure and curricula of the nation’s schools. However, Soviet youngsters, their parents, and teachers responded to the center’s initiatives in ways that both embraced and defied the attempt to make anew society and humans. They thereby at once hindered, shaped, and advanced the state’s schemes to use the school as an instrument for the creation of a Soviet variant of modernity.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"37 1","pages":"242 - 256"},"PeriodicalIF":0.8,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75490999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/10564934.2020.1769308
S. Carney, E. Klerides
It is now broadly accepted that education and schooling are being (re)articulated by forces and actors that are well beyond the control of national states. One dominant force is corporate where concerns for market reach and profit-accumulation are changing both the content and processes of education. Exemplary in this regard is the role of Multinational Corporations (MNCs) such as McKinsey & Company, Laureate Education Inc., Pearson plc., Cambridge International or the RAND Corporation (Verger et al., 2016). Other forces are supranational and driven by the political philosophy of “international cooperation” (Karns & Mingst, 2010). Here, familiar and legitimate bodies and organizations reflect political and cultural desires and commitments and are well placed to reshape institutions of learning far beyond the culturally mediated boundaries of the nation and local community. These include regional bodies such as the European Union, the Arab League, the Organization of American States or the African Union, and intergovernmental organizations such as UNESCO, the World Bank, the Organization for Economic Co-operation and Development (OECD) or the Council of Europe. Yet another force is manifest in a growing voluntary or philanthropic sector. Here, new donors (e.g., Open Society Foundation, The Bill and Melinda Gates Foundation) have significantly shaped long-held development priorities in ways that reflect the idiosyncratic views and interests of key elite actors (Verger et al., 2016). Closely related to philanthropy is “an embryonic transnational civil society” (McGrew, 1992, 2010)—a form of society consisting of a plethora of nongovernmental organizations, advocacy networks, think tanks, and communities of learning—which also seeks to regulate, or intervene in, global and local educational affairs. Rather than this evolving global education governance complex signaling an “end of the state,” we are witnessing the arrival of a new, more activist, state. Clearly, the old Westphalian conception of territorially sovereign statehood—the entitlement of states to rule within their own territorial space without external interference including the domain of education—is being displaced and transformed, but is by no means over, especially in the fields of education (Lingard, 2019) and culture (Appadurai, 2006). Locked into thickening and overlapping webs of transnational governance in education, states now assert their sovereignty as a tool of negotiation where power is bartered, shared, and divided amongst a range of global, regional and local actors, processes and institutions. Schooling, learning and the organization of education are thus in transition and on the move. Within this evolving new topography of governance and education, we can sense a new agenda of research that extends beyond the many methodological and theoretical “isms” that currently frame scholarship (Dale & Robertson, 2009). One specific area of interest has been the rise and implication
现在，人们普遍认为，教育和学校教育正在由远远超出民族国家控制的力量和行为者(重新)表达。一股主导力量是企业，它们对市场拓展和利润积累的关注正在改变教育的内容和过程。在这方面的典范是跨国公司(MNCs)的作用，如麦肯锡公司，劳瑞德教育公司，培生集团。例如，剑桥国际或兰德公司(Verger et al.， 2016)。其他力量是超国家的，由“国际合作”的政治哲学驱动(Karns & Mingst, 2010)。在这里，熟悉和合法的机构和组织反映了政治和文化的愿望和承诺，并很好地重塑了远远超出文化介导的国家和地方社区边界的学习机构。这些组织包括区域性组织，如欧盟、阿拉伯联盟、美洲国家组织或非洲联盟，以及政府间组织，如联合国教科文组织、世界银行、经济合作与发展组织(经合组织)或欧洲委员会。另一股力量体现在日益壮大的志愿或慈善部门。在这方面，新的捐助者(如开放社会基金会、比尔和梅林达·盖茨基金会)以反映关键精英参与者的特殊观点和利益的方式，显著地塑造了长期以来的发展优先事项(Verger等人，2016)。与慈善事业密切相关的是“跨国公民社会的雏形”(McGrew, 1992,2010)——一种由大量非政府组织、倡导网络、智库和学习社区组成的社会形式，它也试图调节或干预全球和地方教育事务。我们正在见证一个新的、更积极的国家的到来，而不是这个不断发展的全球教育治理综合体标志着“国家的终结”。显然，旧的威斯特伐利亚领土主权国家概念——国家有权在自己的领土空间内统治，不受外部干涉，包括教育领域——正在被取代和转变，但绝不是结束，特别是在教育领域(Lingard, 2019)和文化领域(Appadurai, 2006)。由于受困于不断扩大和重叠的跨国教育治理网络，各国现在宣称自己的主权是一种谈判工具，在这种谈判中，权力在一系列全球、地区和地方行动者、进程和机构之间进行交换、共享和分配。因此，学校教育、学习和教育组织都处于过渡和发展之中。在这种不断发展的治理和教育的新地形中，我们可以感受到一种新的研究议程，它超越了目前框架学术的许多方法论和理论“主义”(Dale & Robertson, 2009)。人们感兴趣的一个特定领域是新的治理方法和系统的兴起和影响。这包括对“大数据”在教育中的应用的历史和当代分析，以及关于测量、绩效和监督系统的新发展(例如，Ball, 2017;草坪上,2013;Lindblad et al.， 2018)。从国家、地区和全球的角度来看，这些新的可见性制度是如何(重新)塑造教育和受过教育的人的概念的?学术界关注的另一个领域是分析由于新的国际和跨国治理方法和系统而正在出现或已经出现的新的教育“空间”(例如卡尼，
{"title":"Governance and the Evolving Global Education Order","authors":"S. Carney, E. Klerides","doi":"10.1080/10564934.2020.1769308","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769308","url":null,"abstract":"It is now broadly accepted that education and schooling are being (re)articulated by forces and actors that are well beyond the control of national states. One dominant force is corporate where concerns for market reach and profit-accumulation are changing both the content and processes of education. Exemplary in this regard is the role of Multinational Corporations (MNCs) such as McKinsey & Company, Laureate Education Inc., Pearson plc., Cambridge International or the RAND Corporation (Verger et al., 2016). Other forces are supranational and driven by the political philosophy of “international cooperation” (Karns & Mingst, 2010). Here, familiar and legitimate bodies and organizations reflect political and cultural desires and commitments and are well placed to reshape institutions of learning far beyond the culturally mediated boundaries of the nation and local community. These include regional bodies such as the European Union, the Arab League, the Organization of American States or the African Union, and intergovernmental organizations such as UNESCO, the World Bank, the Organization for Economic Co-operation and Development (OECD) or the Council of Europe. Yet another force is manifest in a growing voluntary or philanthropic sector. Here, new donors (e.g., Open Society Foundation, The Bill and Melinda Gates Foundation) have significantly shaped long-held development priorities in ways that reflect the idiosyncratic views and interests of key elite actors (Verger et al., 2016). Closely related to philanthropy is “an embryonic transnational civil society” (McGrew, 1992, 2010)—a form of society consisting of a plethora of nongovernmental organizations, advocacy networks, think tanks, and communities of learning—which also seeks to regulate, or intervene in, global and local educational affairs. Rather than this evolving global education governance complex signaling an “end of the state,” we are witnessing the arrival of a new, more activist, state. Clearly, the old Westphalian conception of territorially sovereign statehood—the entitlement of states to rule within their own territorial space without external interference including the domain of education—is being displaced and transformed, but is by no means over, especially in the fields of education (Lingard, 2019) and culture (Appadurai, 2006). Locked into thickening and overlapping webs of transnational governance in education, states now assert their sovereignty as a tool of negotiation where power is bartered, shared, and divided amongst a range of global, regional and local actors, processes and institutions. Schooling, learning and the organization of education are thus in transition and on the move. Within this evolving new topography of governance and education, we can sense a new agenda of research that extends beyond the many methodological and theoretical “isms” that currently frame scholarship (Dale & Robertson, 2009). One specific area of interest has been the rise and implication","PeriodicalId":44727,"journal":{"name":"European Education","volume":"1 1","pages":"81 - 86"},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91276523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/10564934.2020.1769311
R. Cowen, D. Palomba
At the Conference of the Comparative Education Society in Europe—in Italy in May 2020—it had been intended to honor Thyge Winther-Jensen; who had died, after a short illness, in December 2019. Howe...
{"title":"Professor Emeritus Dr. Philos. Thyge Winther-Jensen","authors":"R. Cowen, D. Palomba","doi":"10.1080/10564934.2020.1769311","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769311","url":null,"abstract":"At the Conference of the Comparative Education Society in Europe—in Italy in May 2020—it had been intended to honor Thyge Winther-Jensen; who had died, after a short illness, in December 2019. Howe...","PeriodicalId":44727,"journal":{"name":"European Education","volume":"82 1","pages":"182 - 183"},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88501105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/10564934.2020.1765390
Antigone Sarakinioti, S. Philippou
Abstract European Higher Education (HE) systems have been undergoing reforms for quality assurance and accreditation (QAA) in response to the Bologna process. Through the comparative exploration of the recontexualizations of European policy discourse on HE QAA in the Republic of Cyprus and Greece, we illustrate the differentially centralized and increased governmental control over the two HE sectors as well as emerging changes in the relations between HE institutions and the state in the two countries.
{"title":"European Discourse on Higher Education Quality Assurance and Accreditation: Recontextualizations in Greece and Cyprus at Times of ‘Crisis’","authors":"Antigone Sarakinioti, S. Philippou","doi":"10.1080/10564934.2020.1765390","DOIUrl":"https://doi.org/10.1080/10564934.2020.1765390","url":null,"abstract":"Abstract European Higher Education (HE) systems have been undergoing reforms for quality assurance and accreditation (QAA) in response to the Bologna process. Through the comparative exploration of the recontexualizations of European policy discourse on HE QAA in the Republic of Cyprus and Greece, we illustrate the differentially centralized and increased governmental control over the two HE sectors as well as emerging changes in the relations between HE institutions and the state in the two countries.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"139 1","pages":"132 - 145"},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73271171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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