Download Internationalization of Education Policy: A New by Kerstin Martens, Philipp Knodel, Michael Windzio PDF

By Kerstin Martens, Philipp Knodel, Michael Windzio

This ebook investigates and discusses the phenomenon of internationalization of schooling coverage and its effects for nationwide policymaking approaches. via evaluating academic results and actors' reactions in numerous nations, it presents distinct insights right into a hugely contested coverage box.

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For instance, universities employ Nobel Prize winners, and the activity of schools can be legitimated by good results in the PISA Study (or similar comparative tests). However, this does not necessarily mean that organizations become inefficient by adopting these external criteria. But if the survival of an organization mainly depends on conformity with institutionalized rules, then conflicts between institutional isomorphism and efficiency become likely: ‘organizations often face the dilemma that activities celebrating institutionalized rules, although they count as virtuous ceremonial expenditures, are pure costs from the point of view of efficiency’ (Meyer and Rowan 1977: 355).

Today’s education stakeholders, for example, university sector organizations or teachers unions, are keen on producing reports and statistics that underline their agendas. Finally, human resources are the people who work for organizations and devote their time to reach a certain goal. For example, it includes individual leaders who speak on behalf of the organization, but also encompasses groups of people and constituencies. This category also includes a relational dimension, namely cooperation with other influential individuals or organizations in the political process.

At a most general level, we are interested in the collective reactions of actors affected by changes in the field of education, for example, stakeholders and interest groups. In order to conceptualize reactions of political actors, that is, our dependent variable, we refer to the typology of loyalty, voice and exit (Hirschman 1970). This typology has recently (re)gained prominence in the social sciences. While the origin of the typology is a discussion about the economic failure of companies, we adapt it for analysing actors’ reactions to the internationalization processes in the field of education.

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