The OECD and European Welfare States 2004
DOI: 10.4337/9781843769705.00008
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Multilateral surveillance and the OECD: playing the idea game

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Cited by 30 publications
(41 citation statements)
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“…Such a report results from a detailed surveillance procedure (cf. Marcussen 2004). The OECD's multilateral surveillance is a two-tiered process.…”
Section: Oecd Economic Surveysmentioning
confidence: 99%
“…Such a report results from a detailed surveillance procedure (cf. Marcussen 2004). The OECD's multilateral surveillance is a two-tiered process.…”
Section: Oecd Economic Surveysmentioning
confidence: 99%
“…Networks of policy experts were formed around international organizations, most im portantly the OECD and the European Union, from the 1970s onward (Armingeon and Beyeler, 2004;Marcussen, 2004). The impact of the OECD net works in Austria often was rather indirect in the sense that in RTD policy Austria often did not take part in policy initiatives of the OECD (interviews [1][2][3][4][5][2][3][4][5][6][7][8][9][10][11][12][13][14].…”
Section: Learning From Abroad: Expert Communities and (International)mentioning
confidence: 99%
“…International organizations reach into national RTD systems, such as the Austrian one, via the knowledge they offer, which is taken and processed through officials from national ministries, intermediary agencies and policy experts from research institutes and consultancies. They also have a more direct effect on actors in pro viding platforms in which experts exchange experi ences and opinions, sometimes under the tutelage of the international organization, sometimes based on their own initiative (Marcussen, 2004).…”
Section: Learning From Abroad: Expert Communities and (International)mentioning
confidence: 99%
“…In this new internationalized, competitive and permanently changing economic environment in which the education sector is required to operate, terms like total quality management, quality assurance, benchmarking, monitoring, standards and indicators, define the basic tenets of knowl edgebased economies' instrumental discourses, which have a profound impact on various levels of social life and education (OECD, 2002;MAGALHAES and STOER, 2003;MARCUSSEN, 2003;FLOURIS and PASIAS, 2008). They inform «choice» which is a means of transferring responsibility for education to its «clients / consumers».…”
Section: Introduction: Quality In the European Contextmentioning
confidence: 99%