Comparative Studies and 'Cross-National Attraction' in Education: A typology for the analysis of English interest in educational policy and provision in Germany

Ochs, Kimberly; Phillips, David

doi:10.1080/0305569022000042372

Cited by 50 publications

(26 citation statements)

References 7 publications

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“…These key actors appear to have established strong relationships with the political authorities. Ochs and Phillips (2002) argue that interaction that affects the policy development process and the potential for implementation are driving forces for borrowing. It is, however, not arbitrary how and which actors gain influence within such interaction.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, while the flow and evolution of the process seem unidirectional, the influence may nevertheless work both ways between countries, and also connect to wider contextual concerns. Ochs and Phillips (2002) discuss five contextual forces that are considered to be important in borrowing processes: the motives behind the cross-national attraction; the catalyst to spark cross-national inquiry; interaction that affects the stage of the policy development; interaction that affects the policy development process; and interaction that affects the potential for implementation. Thus, in our analysis, we pay attention to the contexts for policy and practice in both Norway as the home country of the LP-model and Denmark as the target country, as well as the trends and issues emerging in the European context.…”

Section: Internalisation/ Indigenisationmentioning

confidence: 99%

“…Becoming part of the system: -Impact on borrowing system -Absorption of features -Synthesis -aligning with other initiatives or policies -Evaluation -who and how -as well as results The framework is inspired by Ochs and Phillips (2002) and Phillips and Ochs (2003) and is based on their structural typology.…”

Section: Internalisation/ Indigenisationmentioning

confidence: 99%

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Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

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A number of studies in the past few decades address how the governing of educational systems are changing as a result of intensified measurement and use of statistics. This article suggests that another consequence may be the construction of solutions, tools, and methods which target the problems constructed through comparable indicators and benchmarks. An increased proliferation and accessibility of models, methods, and outcomes has inspired both governments and practitioners to look beyond their national borders for solutions to specific problems or challenges. As a consequence, ideas, methods, and approaches increasingly resemble commodities in the global marketplace. The article investigates the diffusion of a method for school development, namely the model for learning environment and pedagogical analysis (the LP-model). The model was developed in Norway in 2005 and later spread to a number of schools and municipalities across the country, and subsequently to Denmark. We analyse the cross-national borrowing process by applying the framework of policy borrowing. The framework serves as a heuristic in our analysis of information from the LP-model's websites, evaluation reports and booklets. The analysis shows that similar descriptions of problems and high policy expectations for addressing the problems constitute central preconditions for the borrowing process. We also find that claims that the model works play an important part in marketing the model. Moreover, the model was warranted by high-profile researchers in Norway and Denmark constituting powerful personal and professional networks.

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Section: Discussionmentioning

confidence: 99%

Section: Internalisation/ Indigenisationmentioning

confidence: 99%

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Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

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“…This might be due to the lack of contextualisation of foreign features in the domestic educational setting. Ochs and Phillips [15] show five forces of context. The complex significance of context, the 'embeddedness' of aspects of educational approaches and provision in the locally prevailing culture and other conditions has really been crucial to deal with in policy borrowing process.…”

Section: Stage 4-internalisation/indigenisationmentioning

confidence: 99%

A Comparative Study of the Pedagogy of Learner-centred Education in Bangladesh and China: Implications of Policy Borrowing

Zufi¹

2018

EDUCATION

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Educational reforms around the countries are a crucial issue in international and comparative education.Almost every country in the Global South is in search of an education policy which is benchmarked against other global educational policies of international standard. This quest engages them into policy borrowing. There are several other reasons for this educational transfer as well. This paper has attempted to explore the issues relating to policy borrowing of two countries Bangladesh and China. The case is selected because of its significance in international comparative education and implication is there also for the policy formulators concerned in both the countries. The study draws upon secondary sources literature such as existing literature, policy documents, reports of international organisations etc. A descriptive analysis has been attempted in order to achieve a better view of the issues under investigation. The results affirmed a similar model of policy transfer in both Bangladesh and China. In both cases the educational policy transplantation has proved to be a failure.

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“…Therefore, insights gained from the German system may serve to shed some light on the British debate. There is a long history of the British interest in the German education system (e.g., Ochs and Phillips 2002;Phillips 2000). Phillips (2000) points out that much can be learnt from comparing different educational systems, while care must be taken not to copy simply from another country.…”

Section: Introductionmentioning

confidence: 99%

Just how flexible is the German selective secondary school system? A configurational analysis

Glaesser

2008

International Journal of Research & Method in Education

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Comparative Studies and 'Cross-National Attraction' in Education: A typology for the analysis of English interest in educational policy and provision in Germany

Cited by 50 publications

References 7 publications

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

A Comparative Study of the Pedagogy of Learner-centred Education in Bangladesh and China: Implications of Policy Borrowing

Just how flexible is the German selective secondary school system? A configurational analysis

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