Higher Education Research: A Compilation of Journals and Abstracts 2013

Alexandra Hertwig, Universität Kassel
2021
This Compilation contains 25 pertinent, mainly international academic journals, article titles, authors and abstracts of the 2013 volumes from the interdisciplinary field of higher education research. The collection ranges from decidedly higher education research to sociological, organizational, labor-market-focused, theoretical and empirical contributions to higher education research. This selection is provided by the library and research information services at the International Centre for
more » ... her Education Research (INCHER-Kassel), University of Kassel, is recommended as a useful information and research tool. Guideline The journals are listed in alphabetical order. General webpages and internet presence are linked on the first page of each journal, as well as electronic access options in Germany (primarily via national licences funded by DFG, DFG-Nationallizenz) and at INCHER-Kassel (as of October 2015). Within the sections belonging to the volume of one journal articles are sorted by author in alphabetical order. For each articlefull bibliography, Digital Object Identifier (DOI) and abstract (adopted from publisher) are provided. Academic articles and reviews as well as retractions are enclosed. General editorials or forewords are neglected due to supposedly nominal significance for substantial, in-depth research output. Comments and suggestions for improvements for further editions of the Compilation are most welcome. Please contact: library@incher.uni-kassel.de Example of the structure of records (as explained above): Comparative Education (49) 2013 Abstract: This article presents a comparative analysis of two country-specific cases. The comparative analysis is situated within the broad domain of the changing knowledge economy landscape for educational policy. The two cases examine the transfer, embedding and enactment of policies during the interactions between supranational, national, institutional and individual levels. Case study one concerns policy transfers and their mediation between the EU and the national levels, drawing from empirical research on the UK. Case study two explores the experience and interpretation of higher education mobility practices from the point of view of individual mobile academics located in, or connected to, the Dutch frameworks of higher education. We employ the concept of space to illuminate the effects on education policy and practice of the changing relationships between the national and inter-, supranational levels of discourse and practice. Our central thesis is that even though EU member states have lost sovereign power over defining education goals and outcomes, hindering dynamics remain. The extent to which policies and discourses from 'outside' the national level are integrated and adopted 'within' depends on the interaction between education-political discourses with existing institutionalised practices. In the case of the EU education policies we observe a weak form of policy transfer to the national level. In the UK there is a combination of a dense institutional field in education and a Eurosceptic political discourse. In the Dutch case of individual academics, on the other hand, we found a positive discourse around international academic mobility. A moderately adapted set of regulatory frameworks and emerging support structures facilitate to varying degrees the Dutch practice of academic mobility. Ashley, Laura Day (2013): The shifting politics of the private in education: debates and developments in researching private school outreach in India. Abstract: This paper addresses the politics of researching private education with special reference to the Indian context. Due to a recent increase in privatised forms of education globally and recognition of the private sector by governments, international agencies and researchers as a policy and academic interest, this is shifting ground. The evolving nature of the politics of researching the private in the recent past is discussed with reference to research on private school outreach for out-of-school children in India. First the author critically examines the reception of this research when it was conducted in 2000-2003 in relation to the discourse and policy in Indian education at the time. The research is then revisited in the contemporary context in the light of considerable changes in Indian education policy, involving increased public-private partnership. In this new climate private school outreach is reconceptualised -previously considered an educational anomaly, it now has renewed relevance. Finally, findings from the research are drawn on to shed light on emerging concerns about the Right of Children to Free and Compulsory Education Act's (2009) requirement for private schools to reserve at least 25% of school places for economically disadvantaged children in their neighbourhoods. Comparative Education (49) 2013 Abstract: The last decade has seen a growing recognition amongst international donors, development agencies, nongovernment organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises. This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts. Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery. It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels. The paper also argues for the development of a solid evidence base to inform policy and practice at all national, regional and community levels so as to demonstrate conclusively the important role played by education during and in the aftermath of conflict. Brock, Colin (2013): The geography of education and comparative education. Abstract: This article examines the synergy between a long established discipline, geography, and the younger discipline of educational studies, especially its component, comparative education. Although this synergy was recognised by the founding father of comparative education, Michael Sadler, and one of his principal followers, George Bereday, the geography of education has yet to take its place alongside the other foundations of education. Possible reasons for this will be examined as well as the literature of the geography of education as it has slowly developed over the last 40 years.Since the majority of that literature has come from British academics,others have been excluded from this account due to constraints of space but it can be mentioned here that there have been significant inputs from European geographers, especially Peter Meusberger. Throughout, the value of a more sophisticated perception of the spatial dimension of educational activity and provision will be argued, especially in relation to comparative education. Brock, Colin; Crossley, Michael (2013): Revisiting scale, comparative research and education in small states. Abstract: Comparative research on education in small states has attracted international attention since the mid-1980s when the Commonwealth sponsored a number of seminal meetings and publications, and became a key advocate for the advancement of such work. This article considers the place of different dimensions of scale in comparative research; re-examines the potential of small states as a framework for comparative analysis; and explores the ways in which insights from the small states literature may contribute to new directions for innovative research on education policy transfer in this arena. In doing so, conclusions point to ways of extending the traditional boundaries that have come to demarcate this distinctive arena for research and scholarship in comparative education. Comparative Education (49) 2013 Abstract: This article examines young Syrians'
doi:10.17170/kobra-202103173544 fatcat:ysixcrdtkffddhghyeqn5nffnu