Les restructurations de l’enseignement supérieur en Roumanie après 1990 Apprentissage international de la gestion, professionnalisation de l’expertise et politisation de l’enjeu universitaire

Cîrstocea, Ioana

doi:10.4074/s0338059914001053

Cited by 4 publications

(2 citation statements)

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“…The interest of these organisations in the region did not start in 1989, as is shown, for instance, by UNESCO’s 1972 initiative of opening a European Centre for Higher Education (CEPES) in Bucharest. Both UNESCO-CEPES and the World Bank have been actively involved in the transformations of the Romanian HE system after 1989 (Cîrstocea, 2014; Deca, 2015).…”

Section: Unpacking the External Dimension: The Central–eastern Europementioning

confidence: 99%

“…In the case of the CEEC, European policies have played a major role over the last decades. First of all, the Bologna Declaration was not a Stunde Null of HE transformations in the region as it capped a whole decade of HE reforms in the aftermath of 1989 (Cîrstocea & al., 2014). The 1990s were the heyday of international assistance to the CEEC.…”

Section: Perspectivementioning

confidence: 99%

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Competitive universities? The impact of international and European trends on academic institutions in the ‘New Europe’

Dakowska

2017

European Educational Research Journal

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This contribution examines the domestic reinterpretations of international and European recommendations in Central and Eastern European countries (CEECs). It asks under what conditions these institutional recommendations, but also global processes such as the university rankings, affect domestic public policies. The countries of Central and Eastern Europe, which have experienced a far-reaching reform process since 1989, have been particularly affected by new standards promoted at the European and international level. The article shows that the combined external and domestic pressures affect higher education institutions (HEIs) in multiple and sometimes contradictory ways. Based on the Polish and Ukrainian cases, it reassesses the (party) political factor in the reorientation of higher education (HE) reforms. It shows that Europeanisation and internationalisation are neither uniform nor linear processes. Ultimately, the announced diversification of HEIs appears as a longer-term process whose outcome remains uncertain.

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Section: Unpacking the External Dimension: The Central–eastern Europementioning

confidence: 99%

Section: Perspectivementioning

confidence: 99%

Competitive universities? The impact of international and European trends on academic institutions in the ‘New Europe’

Dakowska

2017

European Educational Research Journal

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Internationalization of Higher Education in Romania and Portugal—Strategies and Transitions at the (Semi-)Periphery

Deca

2020

European Higher Education Area: Challenges for a New Decade

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Governments and higher education institutions see internationalization of higher education as one of the main factors that influence their strategic endeavors in the years to come. When looking at the national level, the drivers of internationalization are linked to economic and geo-political positioning, cultural influences, as well as international competitiveness for knowledge and human capital. Party politics, foreign affairs, economy and immigration policies also play a big role in shaping country level approaches. For universities, prestige factors, disciplinary or constitutive groups’ interests and financial imperatives predominantly drive internationalization policies. In this context, the paper will look at national and institutional strategic pursuits in the field of internationalization of higher education, in the case of two countries geographically (and perhaps economically) positioned at Europe’s periphery: Romania and Portugal. The choice of these two countries relies on their recent transition from totalitarian regimes to democracies, coupled with similar trends of massification and underfunding of the higher education sector. The conclusion will include policy lessons for decision-makers, especially with a view on whether well-established global models of internationalization of higher education are fit for purpose for transitioning countries. The author’s work for this article was supported by the scholarship for a post-doctoral research fellowship, provided by the New Europe College (NEC), during the 2018–2019 academic year.

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Laboratories of reform? The Europeanization and internationalization of higher education in Central and Eastern Europe

Dakowska

Harmsen

2015

European Journal of Higher Education

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Outside of North America, most higher education research comes from other disciplines or departments and is pursued on a part-time or short-term basis. Higher education scholars engage a wide range of theories, methodologies, and research designs. Higher education researchers and their work are perhaps best described by the metaphor "tribes and territories." The field covers such disparate areas as academic cultures and identities, academic development, doctoral education, internationalization, knowledge validation, leadership and management, quality, teacher education, and teaching and learning. Although this breadth of research is impressive, researchers often tend to study the same topic in different silos. (100 ref)-

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Les restructurations de l’enseignement supérieur en Roumanie après 1990 Apprentissage international de la gestion, professionnalisation de l’expertise et politisation de l’enjeu universitaire

Cited by 4 publications

References 0 publications

Competitive universities? The impact of international and European trends on academic institutions in the ‘New Europe’

Competitive universities? The impact of international and European trends on academic institutions in the ‘New Europe’

Internationalization of Higher Education in Romania and Portugal—Strategies and Transitions at the (Semi-)Periphery

Laboratories of reform? The Europeanization and internationalization of higher education in Central and Eastern Europe

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