Differentiation and Academic Control over Policy in Central and Eastern Europe: The Case of Romania

Autor/inn/en	Proteasa, Viorel; Andrescu, Liviu; Curaj Adrian
Titel	Differentiation and Academic Control over Policy in Central and Eastern Europe: The Case of Romania
Quelle	In: European Educational Research Journal, 16 (2017) 5, S.605-625 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117703227
Schlagwörter	Foreign Countries; Higher Education; Politics of Education; Neoliberalism; Organizational Theories; Institutional Characteristics; Diversity (Institutional); Private Education; Educational Development; Public Education; Competition; Quality Assurance; Accountability; Misconceptions; Educational Policy; Romania + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Bildungspolitik; Neo-liberalism; Neoliberalismus; Organisationstheorie; Privatunterricht; Bildungsentwicklung; Öffentliche Erziehung; Wettkampf; Qualitätssicherung; Verantwortung; Missverständnis; Politics of education; Rumänien
Abstract	This article adds a political perspective to the phenomenon of higher education de-differentiation, by building on Gary Rhoades' neo-institutionalist account. Diversity is operationalized on a hallmark dimension for Central and Eastern Europe: the public-private divide. Higher education is conceived of as a structured organizational field and its institutionalization in Central and Eastern Europe is surveyed in a comparative approach, focusing on the institutions governing the competition for (tuition paying) students and the normative images of higher education (accreditation, quality assurance, classifications and rankings). Critical junctures are identified in regard to the structuration and re-structuration of higher education in Romania, and the agency of the ministers is traced in relation to their academic background. The article builds on evidence from studies of system-level diversity or differentiation in higher education, the structuration of higher education as an organizational field, and the more recent empirical accounts on the impact of the agency of academics in policy formulation in Central and Eastern Europe (especially those in office as ministers of education). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01