Europeanization in the "Wild East"? Analyzing Higher Education Governance Reform in Georgia and Armenia

Autor/inn/en	Dobbins, Michael; Khachatryan, Susanna
Titel	Europeanization in the "Wild East"? Analyzing Higher Education Governance Reform in Georgia and Armenia
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 69 (2015) 2, S.189-207 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9769-2
Schlagwörter	Social Change; Social Systems; Educational Policy; Foreign Countries; Higher Education; Governance; Educational Change; International Education; Models; Educational Administration; Commercialization; Politics of Education; Political Influences; Armenia; Georgia Republic + Suchen Sie Ihr Suchwort? Sozialer Wandel; Social system; Soziales System; Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsreform; Internationale Erziehung; Analogiemodell; Bildungsverwaltung; Schuladministration; Schulverwaltung; Political influence; Politischer Einfluss; Armenien
Abstract	The authors examine higher education developments in two peripheral post-communist countries--Georgia and Armenia, whose education systems have previously received little attention in the literature. They focus on how both countries' models of higher education governance have evolved through the phase of political transformation and recent period of geopolitical tensions and more intense Europeanization and internationalization. Based on a series of empirical indicators for three ideal-types of higher governance derived from the previous literature, the authors assess the transformed relationship between the state and higher education institutions. Specifically, they focus on the extent to which both systems have converged on a market-oriented model of Anglo-American inspiration. The empirical analysis shows that following western practices has become a common leitmotiv of policy-makers in both countries and that new forms of "co-governance" between the state and university management have emerged. However, the authors argue that policy learning from the West has taken place in a very selective and tactical manner, as market-oriented steering instruments are only being adopted to the extent that they do not undermine the state's means for political control over higher education. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01