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See detailGlobal Mega-Science: Universities Scientize the World
Baker, David UL; Powell, Justin J W UL

Book published by Stanford University Press (2023)

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See detailInclusion Dialogue with Justin J.W. Powell
Powell, Justin J W UL

Speeches/Talks (2022)

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See detailEvaluating Universal Student Mobility: Contrasting Policy Discourse and Student Narratives in Luxembourg
Kmiotek-Meier, Emilia; Powell, Justin J W UL

in International Studies in Sociology of Education (2022)

For decades, Luxembourg did without its own national university. Before and after the Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been ... [more ▼]

For decades, Luxembourg did without its own national university. Before and after the Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM—to bolster the national elite’s European networks and internationalization. Focusing on ISM from Luxembourg—based on analysis of policy documents regarding the UL’s foundation and state allowances for students—we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identification of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is much more important—a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints remain to achieve equity in ISM. [less ▲]

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See detailEuropeanizing Universities: Expanding and Consolidating Networks of the Erasmus Mundus Joint Master Degree Programme (2004–2017)
Marques, Marcelo; Zapp, Mike UL; Powell, Justin J W UL

in Higher Education Policy (2022), 35

The Europeanization of higher education has gained considerable scope and momentum over the past quarter century. Whereas the coordinative Bologna process, with soft governance mechanisms, have ... [more ▼]

The Europeanization of higher education has gained considerable scope and momentum over the past quarter century. Whereas the coordinative Bologna process, with soft governance mechanisms, have facilitated standardization across countries, European Commission funding programs targeted universities more directly. The Erasmus Mundus Joint Degree Programme, as an incentive-based program, epitomizes the dynamics of such European funding management. Notably, it has established expanding university networks across Europe and unique new tertiary degrees that facilitate student mobility. Applying social network analysis to 561 participating universities through several program cycles, we longitudinally examine three key patterns in the program’s development: the expansion of the programme, the consolidation of networks, and the participation of and coordination by central universities in these processes. Program participation increased considerably across cycles, even as established networks were consolidated, largely through re- accreditation of established programs. Moreover, we identify those universities that assume a central position in the inter-organizational structure of this international program. These universities actively facilitate the evolving Europeanization of higher education by strengthening inter-university networks via a signature EU program. [less ▲]

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See detailThe Origins and Contemporary Development of Work-Based Higher Education in Germany: Lessons for Anglophone Countries?
Graf, Lukas; Powell, Justin J W UL

in Knight, Elizabeth; Bathmaker, Ann-Marie; Moodie, Gavin (Eds.) et al Equity and Access to High Skills through Higher Vocational Education (2022)

Today, higher education is typically seen as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their ... [more ▼]

Today, higher education is typically seen as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their families paying ever-higher tuition fees, question the taken-for-granted contributions higher education makes to individuals and society as a whole. Despite decades of mass higher education expansion, even societies with strong systems continue to struggle to achieve their goal of universalizing participation and equalizing access. While in part this is due to limited public or corporate funding for (affordable) study opportunities, differentiated systems, such as in the US, also lack policy coordination and effective governance, providing a surfeit of options. While participation rates have climbed worldwide, higher education systems continue to produce winners (“insiders”) and losers (“outsiders”), even as the “schooled society” shifts the occupational structure upward. Market-oriented higher education systems face increasing privatization, which also involves financializing university governance. Many states have retrenched investments that had once underwritten universities’ flourishing and their moves toward massification. Tensions have deepened over who should pay for rising costs, exacerbated in an era of increasing status competition via higher education. In the face of such challenges globally, which alternatives exist? A prominent possibility, pioneered in Germany in the 1970s, are “dual study” programs offered by several organizational forms, from vocational academies to universities of applied sciences. Such hybrid programs fully integrate phases of higher education study and paid work in firms. Another potential advantage of apprenticeship training being offered in conjunction with higher education is that this would boost the reputation of apprenticeships overall. The German experience indicates that the attractiveness of the apprenticeship training system as a whole can be bolstered when it offers a viable pathway also for those individuals with a traditional university entrance certificate. If these students seriously consider and choose advanced work-based higher education, this may well increase the standing of apprenticeship training among students, their families, and employers. Thus, dual study programs provide an innovative model for policymaking and implementation. Especially when considering strategies to improve skill formation overall, to reduce the costs individuals must bear in attaining higher education, and to improve the fit between the expectations of employers and potential employees regarding skill formation, dual study programs excel. The origins and contemporary developments in work-based higher education in Germany offer lessons and inspiration for Anglophone countries, with their strong and differentiated higher education systems, to further bolster study programs coordinated with firms. [less ▲]

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See detailNeo-institutional Approaches to Understanding How Higher Education Transforms Society and the World of Work
Fernandez, Frank; Powell, Justin J W UL

in Côté, James; Pickard, Sarah (Eds.) Routledge Handbook of the Sociology of Higher Education (2022)

The strong growth of higher education and its role as an institution have contributed to the creation of a schooled society, a world in which our daily lives, organizations, politics, and economies are ... [more ▼]

The strong growth of higher education and its role as an institution have contributed to the creation of a schooled society, a world in which our daily lives, organizations, politics, and economies are affected by systems of education. Neo-institutional and comparative perspectives facilitate our understanding of the global transition from elite to mass to universal higher education driving the global knowledge society. Higher-education systems respond to diverse stakeholders even as they (re)shape the experiences, expectations, and demands of society. Education is not merely responsive to other institutions, such as economies and governments, but rather transforms the very nature of work and social life. Using neo-institutional theorizing, we explain broad global patterns, such as the emergence of higher education as a core social institution. This institution, in turn, has influenced societies by encouraging greater emphasis on science production, thereby enabling the scientization of social problems and facilitating the spread of cultural values around equality. Simultaneously, myriad differences and disparities between countries and among social groups persist. Finally, neo-institutional theorizing may usefully inform future research to study the evolution of schooled societies worldwide. [less ▲]

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See detailInternationale Disability Studies
Biermann, Julia; Powell, Justin J W UL

in Waldschmidt, Anne (Ed.) Handbuch Disability Studies (2022)

Der Beitrag zeichnet internationale Entwicklungen in den Disability Studies nach. Aufgrund der Bedeutung für die Entstehung und weltweite Verbreitung des multidisziplinären Forschungsfelds liegt der Fokus ... [more ▼]

Der Beitrag zeichnet internationale Entwicklungen in den Disability Studies nach. Aufgrund der Bedeutung für die Entstehung und weltweite Verbreitung des multidisziplinären Forschungsfelds liegt der Fokus auf den englischsprachigen Diskursen. Skizziert werden drei historische Phasen: die Etablierung der Disability Studies in den 1970er und 1980er Jahren, die Ausdifferenzierung in den 1990er und 2000er Jahren sowie die Pluralisierung seit den 2010er Jahren. [less ▲]

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See detailAn Evolving International Research Collaboration Network: Spatial and Thematic Developments in Co-Authored Higher Education Research, 1998–2018
Fu, Yuan Chih; Marques, Marcelo; Tseng, Yuen-Hsien et al

in Scientometrics (2022), 127

Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century, largely driven, as in other fields, by rising international co ... [more ▼]

Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century, largely driven, as in other fields, by rising international co-authorships. We examine this evolving international collaboration network in higher education research over two decades. To do so, we apply automated bibliometric topic identification and social network analysis of 9,067 papers in 13 core higher education journals (1998–2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general HE journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system-level or country-level analysis constituting a (much) smaller proportion, despite policymakers’ emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary higher education field. [less ▲]

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See detailLa recherche en éducation au Luxembourg à l’aune des publications scientifiques
Dusdal, Jennifer UL; Powell, Justin J W UL; Thönnessen, Luisa Charlotte UL

in Luxembourg Centre for Educational Testing; Université du Luxembourg; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailBildungsforschung in Luxemburg im Spiegel wissenschaftlicher Publikationen (integrale Fassung)
Dusdal, Jennifer UL; Powell, Justin J W UL; Thönnessen, Luisa Charlotte UL

in Service de la Recherche et de l’Innovation pédagogiques (SCRIPT); Luxembourg Centre for Educational Testing (LUCET) (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailBildungsforschung in Luxemburg im Spiegel wissenschaftlicher Publikationen
Dusdal, Jennifer UL; Powell, Justin J W UL; Thönnessen, Luisa Charlotte UL

in Universität Luxemburg; SCRIPT; Luxembourg Centre for Educational Testing (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailInklusion in Luxemburg: Definitionen, Ansichten und Bereitschaft zur inklusiven Bildung
Pit-Ten Cate, Ineke UL; Powell, Justin J W UL; Krischler, Mireille UL

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailL’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives
Pit-Ten Cate, Ineke UL; Powell, Justin J W UL; Krischler, Mireille UL

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

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See detailHigher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis
Dusdal, Jennifer UL; Zapp, Mike UL; Marques, Marcelo et al

in Theory and Method in Higher Education Research (2021), 7

Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological ... [more ▼]

Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands—institutional and relational—that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight Strategic Action Fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and thus to advance contemporary higher education research in a collaborative era. [less ▲]

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See detailBenefits, Motivations, and Challenges of International Collaborative Research: A Sociology of Science Case Study
Dusdal, Jennifer UL; Powell, Justin J W UL

in Science and Public Policy (2021), 48(2), 235-245

Contemporary science is marked by expanding, diverse forms of teamwork. Collaboration across organizational and cultural boundaries extends the possibilities of discovery. International collaborative ... [more ▼]

Contemporary science is marked by expanding, diverse forms of teamwork. Collaboration across organizational and cultural boundaries extends the possibilities of discovery. International collaborative research projects can provide findings beyond what one team could achieve alone. Motivated to grow their scientific network and maintain existing relationships, researchers increasingly collaborate, despite often unrecognized costs, since such projects are challenging to manage and carry out. Rarely studied in-depth and longitudinally, researcher perspectives are crucial to better understand the dynamics of durable collaboration networks. Thus, this retrospective, longitudinal case study of a sociology of science project applies the novel method of autoethnography to examine teamwork benefits, motivations, and challenges. Key challenges found include spatial distance and differences of culture, language, and career stage. This study, spanning North America, Europe, the Middle East, and East Asia, focused on collaborators’ characteristics and evolving perceptions of team dynamics over a decade. [less ▲]

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See detailTransatlantic Dialogues at the University of Luxembourg: Intercultural Exchange, Global Networking, Transdisciplinary Collaboration
Powell, Justin J W UL

in Brown, Ashley; Carbon, François; Chambers, Bill (Eds.) et al Transatlantic Dialogue Liber Memorialis: Re-Imagining the Tower of Babel 2008, 2011, 2014, 2017, 2020, ... (2021)

Under the banner of “Transatlantic Dialogues,” but increasingly global in scope, this series of international conferences organized since 2008 in Luxembourg, symbolize the cultural essence and reflect the ... [more ▼]

Under the banner of “Transatlantic Dialogues,” but increasingly global in scope, this series of international conferences organized since 2008 in Luxembourg, symbolize the cultural essence and reflect the core goals of the university and of its country. The University of Luxembourg (uni.lu), as the main venue, is an organization embedded in and reflecting its hyper diverse, multicultural society. Uni.lu has developed intercultural exchange, global networking, and transdisciplinary collaboration as guiding principles and modus operandi. Organized by cultural ambassador extraordinaire François Carbon (uni.lu Strategic Advisor for Cultural Affairs to the Rector), colleagues, and students, these truly unique events, stretching across numerous days and covering the entirety of the Grand Duchy, brought dimensions of culture, education, and science into dialogues as productive as they were inspirational. Creating durable human bonds and growing networks demands authentic environments and conditions to facilitate communication and collaboration, especially across languages, intellectual styles, and disciplinary foci. [less ▲]

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See detailLone Genius or Swarm Intelligence? Myths about Germany’s Sponsorship of Research Institutes
Powell, Justin J W UL; Baker, David P.

in International Higher Education (2021), 107

Countries around the world have emulated Germany’s model of the university devoted to research-based teaching. The independent, extra-university research institute led by a leading “genius” scientist was ... [more ▼]

Countries around the world have emulated Germany’s model of the university devoted to research-based teaching. The independent, extra-university research institute led by a leading “genius” scientist was also developed in Germany. In recent decades, Germany’s research budget and science system continue to be split between its universities, which are relatively underresourced, and institutes enjoying favored sponsorship and significant funding. We argue that Germany could be even more prouctive with stronger support for its research universities. [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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See detailBlurring the boundaries: University actorhood and institutional change in global higher education
Zapp, Mike UL; Marques, Marcelo; Powell, Justin J W UL

in Comparative Education (2021), 57

Higher education (HE) scholarship often focuses on the so-called ‘entrepreneurial’ university as a consequence of new public management reforms. Simultaneously the remarkable expansion of private HE is ... [more ▼]

Higher education (HE) scholarship often focuses on the so-called ‘entrepreneurial’ university as a consequence of new public management reforms. Simultaneously the remarkable expansion of private HE is said to fragment specialize and diversify HE systems. Such diagnoses are misleading as they ignore wider environmental pressures and simultaneous changes in both public non-profit and for-profit HE. We argue that putative diversity in HE operates as a ceremonial façade behind which large-scale isomorphic change across national HE systems sectors and organizational forms occurs. Multiple causes trigger such change originating in the increasingly global HE environment including a burgeoning international HE regime accounting and accountability practices increased permeability of HE systems facilitated by open borders education markets and global science as well as (neo)liberal ideologies stressing human capital and human rights. As other organizations those in HE become subject to these pressures turning universities into more rationalized standardized and strategic actors. [less ▲]

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See detailEntwicklungslinien internationaler und komparativer Inklusionsforschung
Köpfer, Andreas; Powell, Justin J W UL; Zahnd, Raphael

in Köpfer, Andreas; Powell, Justin J W; Zahnd, Raphael (Eds.) International Handbook of Inclusive Education: Global, National and Local Perspectives (2021)

In diesem Handbuch wird das Augenmerk auf globale, regionale und lokale Fragestellungen Inklusiver Bildung gerichtet. Inklusive Bildung kann dabei als weltweites Paradigma bezeichnet werden, mit dem ... [more ▼]

In diesem Handbuch wird das Augenmerk auf globale, regionale und lokale Fragestellungen Inklusiver Bildung gerichtet. Inklusive Bildung kann dabei als weltweites Paradigma bezeichnet werden, mit dem Teilhabe und Partizipation sowie Prozesse des Ein- und Ausschlusses in Bildungskontexten und darin eingelagerte Barrieren sowie Diskriminierungen in den Blick genommen werden. Politisch-normative Setzungen Inklusiver Bildung – u.a. durch die UN-Behindertenrechtskonvention (UN-BRK) (UN 2006) – werden derzeit in bildungspolitischer Hinsicht national, regional und lokal aufgegriffen und daran anschließend Prozesse der Steuerung in Bildungssystemen initiiert. Inklusion kann dabei als "fuzzy concept" (Artiles/Dyson 2005: 43) beschrieben werden, das sich dadurch auszeichnet, dass es auf nationaler und regionaler Ebene in differenten historisch entwickelten, kulturell ausgeprägten sowie normativ und rechtlich fundierten Bil- dungssystemen aufgenommen und in die Praxis übersetzt bzw. transformiert werden muss. In den deutschsprachigen Bildungs- und Erziehungswissenschaften ist Inklusive Bildung zu einem interdisziplinären Leitbegriff avanciert, der insbesondere in der Schulpädagogik, der Sonderpädagogik und der Allgemeinen Erziehungswissenschaft diskutiert wird, allerdings auch hier mit unterschiedlichen Vorstellungen. Trotz globaler Relevanz stellen internationale und komparative Fragestellungen im Kontext Inklusiver Bildung bislang im deutschsprachigen wie internationalen Diskurs ein unzureichend bearbeitetes Forschungsfeld dar – insbesondere mit Blick auf international und interkulturell vergleichende Forschungsarbeiten. Vor diesem Hintergrund sind in diesem Handbuch Beiträge versammelt, die das Feld der internationalen, interkulturellen und komparativen Forschung schärfen und Inklusive Bildung – anschließend an die Diskurslinien der Disability Studies – als Prozess der Beseitigung von Barrieren und Benachteiligungen in Bildungssystemen und -organisationen verstehen. Dementsprechend werden Prozesse der Exklusion und Aussonderung sowie der Unterstützung und Inklusion mit besonderer Berücksichtigung komparativer Perspektiven analysiert, wobei unterschiedliche Dimensionen von Heterogenität und deren Intersektionalität, insbesondere mit Blick auf marginalisierte und von Exklusion bedrohter Personengruppen, berücksichtigt werden. Aufgrund der disziplinären Verortung der Autor*innen – v.a. in der Erziehungswissenschaft und Soziologie – und deren Beschäftigung mit Behinderungen und Benachteiligungen, rückt die Differenzlinie Behinderung bzw. „behindert werden“ in den Vordergrund. [less ▲]

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