References of "Sociology of Education"
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See detailImagining the World – Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide
Zapp, Mike UL; Lerch, Julia

in Sociology of Education (2020)

Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and ... [more ▼]

Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities’ environment, stressing the recursive relationship between globalization and higher education. [less ▲]

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See detailEducational Systems and Rising Inequality: Eastern Germany after Unification
Below, Susanne von; Powell, Justin J W UL; Roberts, Lance W

in Sociology of Education (2013), 86(4), 362-375

Educational systems considerably influence educational opportunities and the resulting social inequalities. Contrasting institutional regulations of both structures and contents, the authors present a ... [more ▼]

Educational systems considerably influence educational opportunities and the resulting social inequalities. Contrasting institutional regulations of both structures and contents, the authors present a typology of educational system types in Germany to analyze their effects on social inequality in eastern Germany after unification. After 1990, the comprehensive secondary school was replaced by three types of differentiated secondary schooling. In this unique field experiment of model transfer and institutional change in a federal country, reforms in these state educational systems—all originally of a uniform socialist type—led to par- ticipation rates rising to western enrollment levels, yet with substantial state-level differences. These are attributable to the divergence of educational systems reformed according to contrasting western German models. These types substantially and differentially generate intergenerational inequalities. The authors chart the sharp and significant effects of education policy reforms and societal transformation following German unification. [less ▲]

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See detailThe Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes
Powell, Justin J W UL; Bernhard, Nadine; Graf, Lukas UL

in Sociology of Education (2012), 85(3), 240-258

Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and ... [more ▼]

Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and governance are proposed in this new pan-European model? This model responds to heightened global competition among “knowledge societies” as it challenges national systems to improve. The authors thus compare this emergent European model with the historically influential models of Germany, France, Great Britain, and the United States. To what extent does the European model resemble these traditionally influential national models? The authors report findings of a theory-guided content analysis of official European policy documents in higher education and vocational training from 1998 to 2010. They find that while the European model is a bricolage that integrates diverse characteristics of influential models, the ambitious goals and standards codified in the twin Bologna and Copenhagen processes in higher education and vocational training offer a new model to compete internationally. Dozens of countries now seek to implement these principles. This comparative analysis finds different visions for the future of skill formation on both sides of the Atlantic. [less ▲]

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