Researching policy borrowing: Some methodological challenges in comparative education

Abstract

This article considers some of the methodological challenges involved in investigating, within the traditions of comparative research in education, the complex issue of educational ‘policy borrowing’. It discusses notions of ‘borrowing’ and ‘influence’ and refers to a model previously proposed by the authors for the analysis of what are seen as four stages in the policy borrowing process which can be tested empirically. These are identified as cross‐national attraction, decision, implementation, and internalization/indigenization. The problems involved in researching each stage of this process are considered, in particular in relation to the authors’ previous work on the attractiveness to British observers of educational policy in Germany over a long historical period.

Formación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo español

“…Por otro lado, las condiciones contextuales tanto del país receptor de la política educativa, como del emisor, son otro punto importante (PHILLIPS y OCHS, 2004). En este caso, las diferencias entre países son notables, tanto en la inversión en educación "en Alemania la inversión total en educación y formación profesional es un 1,5 % del PIB superior a la de España" (ADIMAD, 2012:7), como en las remuneraciones asignadas a los aprendices.…”

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

“…Phillips and Ochs [13] framework has been exploited for unpacking the complex layers of policy borrowing in Bangladesh and China with the underpinnings of historical, political and cultural aspects. Phillips and Ochs [13] created a four-tier cyclic model based on the analysis of policy borrowing process internationally.…”

“…Phillips and Ochs [13] created a four-tier cyclic model based on the analysis of policy borrowing process internationally. The main stages are Cross-national attraction, Decision, Implementation, and Internalisation/Indigenisation.…”

Comparative Education and Research Capacity Building: Reflections on International Transfer and the Significance of Context

“…This considers the extent to which external models and national plans were combined in the development of an initiative designed to enhance the quality of education in Malaysia. From a theoretical perspective, the study draws upon and applies Phillips and Ochs's (2004) comparative model of policy borrowing in education. This is, therefore, an example of locally initiated and led research that bridges the worlds of theory, policy and practice (Crossley, 2008) in ways that are inspired by the principles of modern, context sensitive, comparative research in education.…”