2016
DOI: 10.4018/978-1-4666-9455-2.ch006
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Economic Crisis and Higher Education in Greece

Abstract: It can be argued that higher education (HE) in Greece has always been problematic and dysfunctional in the post-dictatorship era (1974-2008). This is evident from the fact that Greek governments have failed to reform HE according to the EU standards despite the public demand and industry needs. Additionally the existence of a large number of state universities and technological institutes (TEIs) in combination with the phenomena of: nepotism, favouritism, trade unionism, political involvement, and the creation… Show more

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Cited by 8 publications
(6 citation statements)
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“…Although the participants were not asked directly, they all felt the need to explain why they left Greece. Notably, 28 out of 31 participants explained that they had a job in Greece which they left in the hope of finding better working conditions or a job closer to their own expertise, a reason already identified by Giousmpasoglou et al (2016) and Koulouris et al (2014). In accordance with the definition of the term 'brain drainer' (Koniordos, 2017), this group of professionals immigrated in the hope of achieving a better quality of life rather than trying to get any kind of job; quotes derived from Dinos, Anna, Eftihia, and Miltos form typical examples:…”
Section: Why Did I Leave?mentioning
confidence: 88%
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“…Although the participants were not asked directly, they all felt the need to explain why they left Greece. Notably, 28 out of 31 participants explained that they had a job in Greece which they left in the hope of finding better working conditions or a job closer to their own expertise, a reason already identified by Giousmpasoglou et al (2016) and Koulouris et al (2014). In accordance with the definition of the term 'brain drainer' (Koniordos, 2017), this group of professionals immigrated in the hope of achieving a better quality of life rather than trying to get any kind of job; quotes derived from Dinos, Anna, Eftihia, and Miltos form typical examples:…”
Section: Why Did I Leave?mentioning
confidence: 88%
“…It often has serious well-being and psychological repercussions (Mouzakis, 2017). In the Greek case, the pervasive sense of distrust (Koniordos, 2014), uncertainty, and lack of security, led a large part of the workforce to seek employment abroad (Giousmpasoglou et al, 2016;Koulouris et al, 2014), forming distinct drivers of migration (Carling and Collins, 2018). The so-called 'brain overflow' contributed in this direction, that is, the inability of a country to absorb the domestic highly skilled work population (Iravani, 2011).…”
Section: Why Are They Leaving Today?mentioning
confidence: 99%
“…The former focus on emigration of younger and better educated citizens leaving the countries of the old periphery of the European Union (including Greece) to seek a brighter future in more developed regions (e.g. Giousmpasoglou et al, 2016;King, 2018;Lafleur & Stanek, 2017). The latter, more limited works, usually centre on the exodus of more educated Greek youth moving to northern destinations (e.g.…”
Section: Crises and Migration Related Work On Greece: Situating The C...mentioning
confidence: 99%
“…The latter, more limited works, usually centre on the exodus of more educated Greek youth moving to northern destinations (e.g. Giousmpasoglou et al, 2016;Giousmpasoglou & Marinakou, 2017;Labrianidis, 2011;Pratsinakis et al, 2017); they mainly focus on related policies and conditions in Greece, as well as on the profile of the emigrants themselves. Similarly limited are works on family and education issues under the third wave (e.g.…”
Section: Crises and Migration Related Work On Greece: Situating The C...mentioning
confidence: 99%
“…Austerity measures to control public debt and increase effectiveness of public accounts led governments in the region to reduce Higher Education funding, which, vis‐à‐vis other European countries, was already considered as low (Zmas, ). This decrease in public funding increased university competition for students, at the same time that the socioeconomic situation of these countries hampered the capability of many families to provide the opportunity for their children to participate in tertiary education because of income reduction, job insecurity and growing levels of unemployment, including qualified and youth unemployment (Cairns, Growiec, & Alves, ; Giousmpasoglou, Marinakou, & Paliktzoglou, ).…”
Section: Introductionmentioning
confidence: 99%