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See detailThe OECD and Higher Education Policy: Agenda-Setting, Organizational Dynamics and the Construction of Convening Authority
Harmsen, Robert UL; Braband, Gangolf

in Higher Education Policy (2021), 34(3), 582-602

The article examines the engagement of the Organization for Economic Cooperation and Development (OECD) with the higher education sector. Detailed empirical case studies probe the ultimate failure to ... [more ▼]

The article examines the engagement of the Organization for Economic Cooperation and Development (OECD) with the higher education sector. Detailed empirical case studies probe the ultimate failure to launch of the OECD’s Assessment of Higher Education Learning Outcomes (AHELO) initiative, as well as the recent demise of the long-established Institutional Management in Higher Education (IMHE) programme and the development of a new initiative on the evaluation of higher education system performance. The analysis is informed by a theoretical framework drawn from the wider international organization literature, focusing on internal organizational dynamics and the manner in which international organizations seek to construct their external authority. A complex portrait of the OECD as a policy actor correspondingly emerges, focused on agenda-setting within the organization in terms which highlight the interplay of organizational, governmental and stakeholder interests. This is further suggestive of a broader research agenda exploring emerging international-level policy processes in higher education. [less ▲]

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See detailEuropean Embeddedness and the Founding of Luxembourg’s 21st Century Research University
Braband, Gangolf; Powell, Justin J W UL

in European Journal of Higher Education (2021)

At the heart of Western Europe and culturally embedded in the “Greater Region,” Luxembourg for centuries sent its youth abroad for tertiary education, without its own national university. Evolving ... [more ▼]

At the heart of Western Europe and culturally embedded in the “Greater Region,” Luxembourg for centuries sent its youth abroad for tertiary education, without its own national university. Evolving provisions of postsecondary education after 1945 followed construction of several teaching and research institutes that did not offer full-fledged tertiary education certification. With global higher education expansion and European developments providing a window of opportunity, the critical juncture occurred in 2003, with the founding of the national flagship University of Luxembourg (uni.lu)—since leading to an extraordinary case of university institutionalization. Traditions were explicitly maintained, but reshaped, in the new university, with student mobility continuing to bolster the national elite’s pan-European networks and internationalization. Reflecting its hyper-diversity and multilingual culture as well as porous national borders, Luxembourg’s investments in higher education capacity-building, via a 21st century research university, have been thoroughly European. Today, Luxembourg has the highest proportion of workers with tertiary attainment and of internationally mobile students, testament to its maintained mobility tradition and national policy change facilitated by global models and European norms. [less ▲]

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