The Construction of Higher Education Students within National Policy: A Cross-European Comparison

Autor/in	Brooks, Rachel
Titel	The Construction of Higher Education Students within National Policy: A Cross-European Comparison
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 2, S.161-180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1604118
Schlagwörter	Cross Cultural Studies; Higher Education; Student Mobility; Educational Policy; Policy Analysis; Foreign Countries; Educational Cooperation; International Cooperation; Neoliberalism; Universities; Study Abroad; Student Characteristics; Criticism; Political Influences; Educational History; Educational Change; Comparative Education; Foreign Students; Academic Standards; Educational Finance; Denmark; Ireland; Poland; Spain; United Kingdom (England); Germany + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Neo-liberalism; Neoliberalismus; University; Universität; Studies abroad; Auslandsstudium; Kritik; Political influence; Politischer Einfluss; History of education; Bildungsgeschichte; Bildungsreform; Vergleichende Erziehungswissenschaft; Bildungsfonds; Dänemark; Irland; Polen; Spanien; Deutschland
Abstract	It is often assumed within much of the academic literature and by many of those working in higher education that universities across Europe are homogenising, converging around an Anglo-American model as a result of neo-liberal pressures and the aim of creating a single European Higher Education Area. However, drawing on an analysis of 92 policy documents from six different European countries, this article demonstrates that enduring differences remain -- at least in so far as constructions of students are concerned. While European policy may assume that higher education students can move unproblematically across national borders, as part of the Erasmus mobility scheme, for example, the article shows that understandings of 'the student' differ in significant ways both across countries and, to some extent, within them. This has implications for both European policy and academic theorisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01