Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Tertiary Education and Management Pub Date : 2018-04-06 DOI:10.1080/13583883.2018.1459820

Modris Ozoliņš, B. Stensaker, E. Gaile-Sarkane, Liene Ivanova, I. Lapiņa, Iveta Ozoliņa-Ozola, Anita Straujuma

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引用次数: 6

Abstract

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

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制度对欧洲政策议程的关注:探索工具和新制度解释的相关性

本文论述了欧洲在高等教育、研究和创新方面的政策举措如何在欧洲高等教育研究和教育领域传播。基于工具和制度视角，对政策传播可能如何展开产生了具体的预期，并通过对拉脱维亚和挪威19所高等教育机构的战略计划的深入分析，确定了可能将欧洲政策纳入大学和学院战略议程的因素。研究结果表明，欧盟成员国和政策领域似乎对关注欧洲政策举措很重要，而机构一级的行政能力影响较小或相当复杂。文章的结论是，工具和制度视角都有助于解释欧洲政策扩散是如何发生的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tertiary Education and Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： Tertiary Education and Management (TEAM) is an international, interdisciplinary and peer-reviewed journal that welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education. The thematic focus of TEAM includes management, governance and organisation of higher education; teaching and learning in higher education; the academic profession and academic careers; higher education and the labour market; and institutional research in higher education. TEAM is jointly published by Springer and EAIR – The European Higher Education Society, and is intended to contribute to EAIR’s mission of creating a better linkage of research, policy and practice in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience, consisting of both the international academic community and the field of practice within higher education. TEAM welcomes articles using a variety of approaches, methods and perspectives given that the article demonstrate the relevance of the research in a broader context whether this be in other higher education institutions, other national settings or in the international arena. Occasionally, the journal also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such pieces are published in a dedicated ''Forum'' section of the journal.