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Journal of Supranational Policies of Education. Número 01. 2013

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/667121

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    La reciente política universitaria británica en el contexto de la Unión Europea
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2013-06) García Garrido, José Luis
    The reforms on higher education promoted in the UK by the current coalition government, even if they are under intense criticism, seem aimed at progressively been installed in the country, thanks to the tacit agreement between the various political forces and much of the economic and social world. The pages that follow are wondering how these lines could be seconded by reforms in other European countries and to what extent they could be considered compatible with the guidelines set by the Bologna process and, more generally, with a possible unified, or at least harmonic, university policy within the European Union
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    Desafíos para la construcción del Espacio Latinoamericano de Educación Superior, en el marco de las políticas supranacionales
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2013-06) Fernández Lamarra, Norberto; Coppola, Natalia
    This work tackles the main challenges for the construction of the Latin-American Space of Higher education - that it includes to the set of the continent - before the situation of untidy diversification and fragmentation that registers the Latin-American higher education and to avoid a potential situation of sharpening of the same one opposite to supranational politics that affect it negatively, how it might be the case of the imposition – of character neo colonial - on the part of the European Space of Higher Education (Process of Bologna) and of other origins. For it, the situation of the higher education is described in Latin America as the main processes and programs of convergence and its contribution to a common higher education space, in the frame of the processes of regional integration, particularly the MERCOSUR. Finally, some proposals appear to attend on the challenge of consolidating the Latin-American Space of Higher Education and its possible joint, both with the European Space and with other supranational spaces
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    Apuntes sobre la internacionalización y la globalización en educación: de la internacionalización de los modelos educativos a un nuevo modelo de gobernanza
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2013-06) Luzón, Antonio; Torres, Mónica
    This article highlights the need for a theoretical reflection about the process of globalization and internationalization, as the new challenges raised for the governance of international organizations. These organizations are becoming key actors in the processes of policy-making in education because emphasizes the importance and significance of internationalization processes and mechanism dialectical inseparable in the formation of nation-states. It also highlights the role played by international organizations and institutions, not only in the dissemination of knowledge or intensification of relations but also, more recently, in the establishment of a new model of educational governance in the setting of a new supranational policy.
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    Item type: Publication ,
    Globalization and comparative education research: misconceptions and applications of neo-institutional theory
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2013-06) Wiseman, Alexander W.; Astiz, M. Fernanda; Baker, David P.
    As globalization studies have become central to comparative education research, neo-institutional theory has become the focus of many debates among comparative education researchers investigating the effects of globalization on education. Yet, in spite of this focus, many comparative education researchers have difficulty interpreting neo-institutional theory and how it frames comparative education research. In particular, misconceptions persist related to which strand of neo-institutional theory is the most relevant to comparative education research, and whether or not neo-institutional theory advocates for the homogenization of education and society worldwide. This article addresses these misconceptions by explaining the theory in relation to comparative education research using a specific empirical case as an example. The documented theoretical and methodological diversity within the field of comparative education supports the assertion that neo-institutional theory provides a productive framework for understanding and interpreting comparative education phenomena, but that complementary approaches and methods are useful as well.