References of "Powell, Justin J W 50002885"
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See detailVon Ableismus zur universal design Universität
Powell, Justin J W UL

in Dannenbeck, Clemens; Dorrance, Carmen; Moldenhauer, Anna (Eds.) et al ]. In: Dannenbeck, C., C. Dorrance, A. Moldenhauer, A. Oehme & A. Platte (Eds.): Inklusionssensible Hochschule: Grundlagen, Ansätze und Konzepte für Hochschuldidaktik und Organisationsentwicklung (2016)

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See detailNeo-Institutionalismus
Powell, Justin J W UL

in Hedderich, Ingeborg; Biewer, Gottfried; Hollenweger, Judith (Eds.) et al Handbuch Inklusion und Sonderpädagogik (2016)

Insbesondere mit Hilfe des Neo-Institutionalismus kann aufgezeigt werden, dass sonderpädagogische Förderung wie auch schulische Inklusion als Prinzipien weltweit diffundieren und zu globalen Normen ... [more ▼]

Insbesondere mit Hilfe des Neo-Institutionalismus kann aufgezeigt werden, dass sonderpädagogische Förderung wie auch schulische Inklusion als Prinzipien weltweit diffundieren und zu globalen Normen geworden sind. Andererseits können Barrieren der schulischen Inklusion darauf zurückgeführt werden, dass sonderpädagogische Fördersysteme in vielen Ländern vornehmlich als segregierende oder separierende Organisationsformen institutionalisiert wurden, die schwer zu verändern sind. Neo-Institutionalismus schärft den Blick auf die Institutionalisierung bestimmter Organisationsformen und Organisationen, deren Angleichung und deren Persistenz. [less ▲]

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See detailBarriers to Inclusion: Special Education in the United States and Germany
Powell, Justin J W UL

Book published by Routledge (2016)

Barriers to Inclusion provides a comparative and historical account of the rise of special and inclusive education over the twentieth century in the United States and Germany. This institutional analysis ... [more ▼]

Barriers to Inclusion provides a comparative and historical account of the rise of special and inclusive education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how categorical boundaries, professional groups, social movements, and education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification and categories, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies. [less ▲]

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See detailLuxembourg’s Expanding Higher Education System: Responding to Global Norms
Braband, Gangolf UL; Powell, Justin J W UL

in International Higher Education (2016), (86), 27-28

Luxembourg has an expanding higher education system, with one of the youngest European national research universities at its center. The University of Luxembourg was founded, against local resistance, as ... [more ▼]

Luxembourg has an expanding higher education system, with one of the youngest European national research universities at its center. The University of Luxembourg was founded, against local resistance, as an elite institutional response to global norms and to the Europe-wide Bologna Process. [less ▲]

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See detailDie Organisation von Bildung aus soziologischer Perspektive
Leemann, Regula Julia; Imdorf, Christian; Powell, Justin J W UL et al

in Leemann, Regula Julia; Imdorf, Christian; Powell, Justin J W (Eds.) et al Die Organisation von Bildung: Soziologische Analysen zu Schule, Berufsbildung, Hochschule und Weiterbildung (2016)

Die Bedeutung von Bildung für Individuen und Gesellschaften ist enorm gestiegen. Dieser Band widmet sich der Organisation von Bildung in Schule, Berufsbildung und Hochschule. Die Beiträge befassen sich ... [more ▼]

Die Bedeutung von Bildung für Individuen und Gesellschaften ist enorm gestiegen. Dieser Band widmet sich der Organisation von Bildung in Schule, Berufsbildung und Hochschule. Die Beiträge befassen sich mit noch wenig untersuchten Phänomenen der Entstehung, dem Funktionieren und der Entwicklung von Bildungsorganisationen sowie deren Prozessen der Herstellung und (ungleichen) Verteilung von Bildung. Die Organisation von Bildung in Form von Schulen ist allgegenwärtig und gleichzeitig unhinterfragt. Dieser Band diskutiert vor dem Hintergrund der enorm gestiegenen Bedeutung von Bildung für Individuen und Gesellschaften, wie unterschiedliche Typen von Bildungsorganisationen im Bereich von Schule, Berufsbildung oder Hochschule entstehen, funktionieren und sich weiterentwickeln. Er fragt nach den Prozessen, durch die die Subjekte gebildet und Ungleichheiten reproduziert werden. Die theoretisch-konzeptionellen und empirischen Beiträge beleuchten vielfältige Perspektiven und führen bildungs- und organisationssoziologische Forschungsergebnisse innovativ zusammen. [less ▲]

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See detailStudieren und Barrierefreiheit: Stolpersteine auf dem Weg zur Barrierefreiheit und wie sie aus dem Weg geräumt werden könnten
Limbach-Reich, Arthur UL; Powell, Justin J W UL

Article for general public (2016)

Zusammenfassung in Leichter Sprache: Arthur Limbach-Reich und Justin Powell arbeiten an der Universität. Sie wollen, dass jeder etwas lernen kann. Deswegen soll die Uni für jeden auf sein. An der Uni ... [more ▼]

Zusammenfassung in Leichter Sprache: Arthur Limbach-Reich und Justin Powell arbeiten an der Universität. Sie wollen, dass jeder etwas lernen kann. Deswegen soll die Uni für jeden auf sein. An der Uni gibt es aber Barrieren. Deswegen kommt nicht jeder rein. Darüber schreiben beide Lehrer. [less ▲]

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See detailEurope’s Center of Science: Science Productivity in Belgium, France, Germany, and Luxembourg
Powell, Justin J W UL; Dusdal, Jennifer UL

E-print/Working paper (2016)

European countries have increasingly invested in higher education and science systems, leading to rising numbers of scholars and scientists, considerable infrastructure development, and dense cross ... [more ▼]

European countries have increasingly invested in higher education and science systems, leading to rising numbers of scholars and scientists, considerable infrastructure development, and dense cross-cultural networks and collaboration. The result: significant growth in scientific output and productivity in science, technology, engineering and math (STEM) fields. For four EU member states in Western Europe of different size and institutionalization pathways of science, we assess the development and current state of universities and research institutes, and the resulting science output. We measure output in peer-reviewed research articles collected in Thomson Reuters’ Science Citation Index Expanded (SCIE). Based on a comprehensive historical database, this comparison uncovers both stable and dynamic patterns of productivity from 1975 to 2010 in Germany, France, Belgium, and Luxembourg.[1] This emphasizes different institutionalization pathways that created the conditions necessary for continuous, but varying growth in scientific productivity in the European center of global science. Today, these countries invest considerably in research and development (R&D) and in higher education, the smaller ones doing so through a single national research university (Luxembourg), or a set of strong research universities in different regions (Belgium’s language communities of Flanders and Wallonia). The two larger countries (France and Germany) maintain differentiated systems of universities—of varying size and prestige—and extra-university research institutes that are connected in large umbrella associations or coordinated by government agencies. Rising science productivity reflects considerable state investment, yet the impact of any individual scientific article remains difficult to measure. [less ▲]

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See detail„Ich hoffe sehr, sehr stark, dass meine Kinder mal eine normale Schule besuchen können.“ Pädagogische Klassifikationen und ihre Folgen für die (Selbst-)Positionierung von Schüler/innen
Pfahl, Lisa; Powell, Justin J W UL

in Zeitschrift für Pädagogik (2016), 62(Beiheft 62), 58-74

Despite legal commitments to inclusion in education systems, the category learning disability is maintained almost “naturally” and hardly questioned, even by students. Yet, for decades, the purpose and ... [more ▼]

Despite legal commitments to inclusion in education systems, the category learning disability is maintained almost “naturally” and hardly questioned, even by students. Yet, for decades, the purpose and relevance of this and other categories and classifications of “special educational needs” and student disabilities have been fiercely discussed. Controversy is driven by the frequent stigmatization and abasement that follows classification, exacerbated by the persistent segregation practiced in Germany’s school system. This contribution investigates medical-pedagogical classifications that draw symbolic and social boundaries between individual students and groups even as they stabilize disciplinary and professional boundaries between “special” and “regular” education. These processes are investigated on the basis of a self-description given by a school-leaver who considers herself to have a “learning disability”. She positions herself very low in social hierarchies and has grave doubts regarding her life chances, and those of her potential children, as she transitions from schooling to the labor market. This perspective illustrates the biographical consequences of (negative) educational classification and emphasizes the need for a debate on classification practices in inclusive approaches to education reform. [less ▲]

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See detailAwareness-raising, Legitimation or Backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on Education Systems in Germany
Powell, Justin J W UL; Edelstein, Benjamin; Blanck, Jonna M.

in Globalisation, Societies and Education (2016), 13(2), 227-250

Global discourse about human rights, Education for All, and inclusive education has altered social norms relating to dis/ability and schooling, especially through awareness raising, by legitimating ... [more ▼]

Global discourse about human rights, Education for All, and inclusive education has altered social norms relating to dis/ability and schooling, especially through awareness raising, by legitimating advocates’ positions, and by facilitating policy reforms. Affected by societal and educational change, special education systems and their participants have also transformed societies. Widespread recognition of education’s impact—and of institutionalized discrimination that disabled pupils face—galvanizes contemporary debates. If special education successfully provided learning opportunities to previously excluded pupils, the goal has shifted to inclusive education. In such settings, all children, regardless of their characteristics, attend neighbourhood schools where they are supported to reach their individual learning goals in diverse classrooms. This global ideal has gained legitimacy, as most countries have ratified the UN Convention on the Rights of People with Disabilities (UN-CRPD), which mandates inclusive education, specifying facilitated access and meaningful educational opportunities. This has considerable implications for all learners. Ex-amining the effects of the UN-CRPD in Germany, one of the most highly stratified and segregated education systems in Europe, provides a hard test case of the (potential) impact of this international charter on national education systems. To meet its mandate, Germany’s sixteen states (Bundesländer) would have to radically reform their education systems, whose segregated structures remain antithetical to inclu-sive education. Examining education policy reform processes since the 1970s, we find contrasting reactions: In Schleswig-Holstein, inclusive education has diffused broadly and attained broad legitimacy, but in Bavaria its development has stalled; school segregation remains pervasive. Below national level, the UN-CRPD’s potential to affect the pace and scope of change—depends on the structures in place at ratification. [less ▲]

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See detailDie Organisation von Bildung: Soziologische Analysen zu Schule, Berufsbildung, Hochschule und Weiterbildung
Leemann, Regula Julia; Imdorf, Christian; Powell, Justin J W UL et al

Book published by Beltz Juventa (2016)

Die Organisation von Bildung in Form von Schulen ist allgegenwärtig und gleichzeitig unhinterfragt. Dieser Band diskutiert vor dem Hintergrund der enorm gestiegenen Bedeutung von Bildung für Individuen ... [more ▼]

Die Organisation von Bildung in Form von Schulen ist allgegenwärtig und gleichzeitig unhinterfragt. Dieser Band diskutiert vor dem Hintergrund der enorm gestiegenen Bedeutung von Bildung für Individuen und Gesellschaften, wie unterschiedliche Typen von Bildungsorganisationen, im Bereich von Schule, Berufsbildung oder Hochschule, entstehen, funktionieren und sich weiterentwickeln. Er fragt nach den Prozessen, durch die die Subjekte gebildet und Ungleichheiten reproduziert werden. Die theoretisch, konzeptionellen und empirischen Beiträge beleuchten vielfältige Perspektiven und führen bildungs- und organisationssoziologische Forschungsergebnisse innovativ zusammen. [less ▲]

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See detailInklusioun: Zesumme liewen, zesumme léieren
Brendel, Michelle UL; Powell, Justin J W UL

Computer development (2016)

This video features inspiring practices in inclusive education in Luxembourg, filmed on location between 2014 and 2016 in the École Jean Jaurès in Esch-sur-Alzette. Film directed by Anne Schiltz and Pol ... [more ▼]

This video features inspiring practices in inclusive education in Luxembourg, filmed on location between 2014 and 2016 in the École Jean Jaurès in Esch-sur-Alzette. Film directed by Anne Schiltz and Pol Linden (MENJE, DPAV). [less ▲]

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See detailDie Internationalisierung dualer Ausbildungsformen im Tertiärbereich
Graf, Lukas; Powell, Justin J W UL; Fortwengel, Johann et al

in Faßhauer, Uwe; Severing, Eckart (Eds.) Verzahnung beruflicher und akademischer Bildung: Duale Studiengänge in Theorie und Praxis (2016)

Die derzeitig rasante Expansion dualer Studiengänge wirft zunehmend die Frage nach deren systematischer Internationalisierung auf. Unsere explorative Studie beschäftigt sich deshalb mit Stand und ... [more ▼]

Die derzeitig rasante Expansion dualer Studiengänge wirft zunehmend die Frage nach deren systematischer Internationalisierung auf. Unsere explorative Studie beschäftigt sich deshalb mit Stand und Zukunftsperspektiven der Internationalisierung des dualen Studiums. Dabei erläutern wir Gründe für die noch relativ geringe Mobilität deutscher (Outgoing) und international Studierender (Incoming) sowie institutionellen Gelingensbedingungen zur Förderung derselben. Welche Modelle der Internationalisierung von dualen Studiengängen gibt es? Was sind die spezifischen Barrieren bezüglich der Internationalisierung dualer Studiengänge und wie können diese überwunden werden? Experteninterviews mit Akteuren aus dem Berufsbildungs- und Hochschulbereich sowie Firmenvertreter/ -innen stehen im Zentrum der vorliegenden institutionellen Analyse. [less ▲]

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See detailHow to Construct an Organizational Field: Empirical Educational Research in Germany, 1995–2015
Zapp, Mike UL; Powell, Justin J W UL

in European Educational Research Journal (2016), 15(5), 537-557

Over the past two decades, educational research in Germany has undergone unprecedented changes. Following large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS ... [more ▼]

Over the past two decades, educational research in Germany has undergone unprecedented changes. Following large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), and a political interest in evidence-based policy-making, quality assessment and internationalization, direct involvement of national decision-makers has led to the establishment of new organizations, programs, funding structures, professorships, and training programs. Thus, a markedly different educational research field has emerged in contrast to the traditional philosophy-rooted, hermeneutics-trained and humanities-based German pedagogy or education science. Instead, the new paradigm refers to itself as "empirical educational research" (EER). Thus, we trace institutionalization processes of EER from early 1995 through the foundation of the Empirical Educational Research Association (GEBF), which rivals the long-standing German Educational Research Association (DGfE). Official documents shed light on policymakers’ and funding agencies’ motivations and rationales as they successfully engage in building new research infrastructure. Expert interviews conducted with (inter)national representatives illuminate perceptions of crucial actors involved in field institutionalization. What are the causes and consequences of the emergent educational research in Germany? Extending the neo-institutionalist organizational field literature, particularly about incipient stages of such fields, we show that a new division of labor transcends national and international as well as governmental and non-governmental borders. [less ▲]

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See detailLuxemburg als Weiterbildungs-Arena
Hadjar, Andreas UL; Powell, Justin J W UL

in Zimmermann, Therese E.; Jütte, Wolfgang; Horváth, Franz (Eds.) Arenen der Weiterbildung (2016)

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See detailFrom exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria
Biermann, Julia; Powell, Justin J W UL

in Hadjar, Andreas; Gross, Christiane (Eds.) Education Systems and Inequalities: International Comparisons (2016)

While many groups have historically been marginalised in education systems, few groups have faced the same extent of exclusion and discrimination within formal education systems as the diverse group of ... [more ▼]

While many groups have historically been marginalised in education systems, few groups have faced the same extent of exclusion and discrimination within formal education systems as the diverse group of pupils with disabilities, learning difficulties or disadvantages. These children and youth have been largely excluded from, segregated or separated within formal education systems, resulting in persistent inequalities in learning opportunities and in (lifelong) disablement and reduced life chances (Powell, 2011). A range of special education settings has been institutionalised, providing additional or specialised support to help these groups of learners to address their ‘special needs’. Most often, such support and services were and continue to be provided in segregated or separated formal settings, such as special schools or classrooms. Special education has provided learning opportunities to groups of children and youth previously excluded outright from schooling, but globally the goal has shifted from special to inclusive education, due to the benefits it brings in fostering individual learning and democracy (for example, Allan, 2008). For all countries, whether in Africa, the Americas, Asia, Australia or Europe, this remains a challenge. Even the most egalitarian education systems, which have done the most to overcome outright exclusion from schooling have yet to succeed fully in schooling all children in diverse classrooms (see Richardson and Powell, 2011 for a global analysis; see also Biermann and Powell, 2014, comparing Germany, Iceland and Norway). [less ▲]

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See detailBeste Schüler sind bei Inklusion Gewinner. Was bringt Inklusion wirklich – und was soll es überhaupt sein?
Powell, Justin J W UL

in Chaton, Cordelia (Ed.) Lëtzebuerger Journal "Thema vum Dag": Inklusion (2015)

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See detailScience Productivity, Higher Education Development and the Knowledge Society (SPHERE Project) Final Report
Baker, David P.; Crist, John T.; Zhang, Liang et al

Report (2015)

This project created and analyzed a new, large global dataset on scientific journal articles, published between 1900 and 2011, and a series of case studies to examine how systems of higher education ... [more ▼]

This project created and analyzed a new, large global dataset on scientific journal articles, published between 1900 and 2011, and a series of case studies to examine how systems of higher education developed and grew nations’ capacity for scientific research. The analysis resulted in a series of new insights about global scientific production that were only possible with a consideration of long-term trends. First, despite predictions as early as the 1960s that the growth rate of “big science” would slow, the dataset shows in fact that “big science” started a phase of exponential growth in the early 1960s that has continued unabated for decades. “Big science” has transformed into “mega-global science” and the trends of global diffusion and regional differentiation began much earlier in the 20th century than is commonly understood. Second, the analysis of rates of regional journal article production also depicts clear shifts in the competition for ascendancy in scientific production. For the first half of the 20th century, global competition for scientific impact was primarily an Atlantic battle between the top producers of Europe (Germany, France, and the U.K.) and the United States. The locus of competition shifted by the, end of the 20th century to a contest between the current research “superpower, ” the United States, and the fast-growing producer, China, along with the many less populous countries of Western Europe with their highly productive science systems. With the contributions of other East Asian, high volume producers such as Japan and South Korea in the later decades of the 20th century, and simultaneous slowing of research production in U.S. science, the center of gravity for research production has been pulled eastward for the past two decades. Third, while science may indeed be an inherently global and collaborative enterprise, the trend toward global collaboration of authors is a relatively recent one. Historically, one-third of all research articles worldwide result from international collaboration, and less than 26 percent are the product of one researcher alone. In 1980 however only about 2 percent of all SCIE publications involved a collaboration across international lines. Three decades later this proportion is eleven times what it was in 1980. Finally, the study also concluded that overall volume of production is not a sufficient measure of scientific capacity by itself. When adjusting for the size of population and the economy the proportion of GDP spent on R&D or the number of researchers some smaller countries (especially in Europe) are more productive on a per capita basis than mid-sized or even larger ones. Similarly the ratio of investment in science to scientific production is much higher in the high volume producers than it is in some small states. While output is smaller in these states, they have maximized R&D investments more efficiently than their larger competitors. [less ▲]

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See detailSoziale Inwertsetzung von Wissen, Erfahrung und Kompetenz in der Berufsbildung
Dietzen, Agnes; Powell, Justin J W UL; Bahl, Anke et al

Book published by Beltz Juventa (2015)

Welchen Wandel hat die Wertigkeit unterschiedlicher Wissensformen infolge gesellschaftlicher und ökonomischer Herausforderungen erfahren? Wie wird das Verständnis von Wissen und Können gegenwärtig in der ... [more ▼]

Welchen Wandel hat die Wertigkeit unterschiedlicher Wissensformen infolge gesellschaftlicher und ökonomischer Herausforderungen erfahren? Wie wird das Verständnis von Wissen und Können gegenwärtig in der Berufsbildung diskutiert? Wie verhält sich das erworbene Wissen zur Anwendung und Problemlösungsfähigkeit? Aufgrund erhöhter Qualifikationsanforderungen werden die Lerninhalte und Kompetenzen im Spannungsfeld von beruflicher und akademischer Bildung neu bestimmt. Die theoretisch-konzeptionelle und empirische Analysen vergleichen Strukturveränderungen zwischen beruflich-betrieblichen und akademischen Bildungsbereichen und präsentieren das neue Verhältnis von Wissen und Erfahrung, Handeln und Kompetenzen. [less ▲]

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See detailHochschulbildung und Forschung in Luxemburg
Powell, Justin J W UL

in Bildungsbericht Luxemburg 2015. Luxembourg (2015)

Although there are an impressive number of Luxembourg public and private research-orientated institutions that in part offer their own university courses, the University of Luxembourg, founded in 2003 ... [more ▼]

Although there are an impressive number of Luxembourg public and private research-orientated institutions that in part offer their own university courses, the University of Luxembourg, founded in 2003, stands out among institutions in the higher education sector. This pre-eminence is due, not least, to its offering young people, for the first time, the opportunity to pursue higher education in a fully-fledged university which is a Luxembourg state institution. The increase in student numbers over the past ten years demonstrates the attractiveness of the University of Luxembourg to both domestic as well as international students. A total of 6,157 students from over 100 countries were enrolled at the University of Luxembourg for the year 2013–2014. Though the University of Luxembourg focuses on international excellence, it also has as one of its stated aims the provision of knowledge gained from research to further Luxembourg's social development. Although the University of Luxembourg has an important role in the educational landscape in Luxembourg, it is only part of a constantly developing tertiary system for the production of knowledge and teaching. Together with other public research institutes such as the CRP-Gabriel Lippmann, the CRP-Henri Tudor and the CRP-Santé it shall help to contribute to diversifying Luxembourg‘s economic future by focusing on other sectors besides finances, taking into account the growing need for new knowledge and sustainable education. [less ▲]

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See detailالجامعات الوطنية الدولية : الهجرة والتنقل (التنقليه) فى لوكسمبورج وقطر
Powell, Justin J W UL

Diverse speeches and writings (2015)

Located in small states with extraordinary migration flows, the University of Luxembourg and Qatar University reflect global norms relating to research universities. Each has opened its doors widely in ... [more ▼]

Located in small states with extraordinary migration flows, the University of Luxembourg and Qatar University reflect global norms relating to research universities. Each has opened its doors widely in recent decades to scholars and students from around the world. Higher education in both countries relies to a considerable extent on global mobility; indeed, the international dimension of higher education is a precondition for their development. Elaborated internationalisation strategies characterise the universities in Luxembourg and Qatar, embedded in hyper-diverse and very wealthy nation-states as well as in significant regional and global networks. In these two cases, the ‘national’ flagship universities are thoroughly ‘international’. These recently founded universities rely on global scientific networks, without which higher education and science could not flourish. Likewise, these young international national universities facilitate the accelerating global reach of higher education and science as they systematically foster the global recruitment, cross-border mobility and multicultural networks of faculty, staff and students. [less ▲]

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