UK Membership(s) in the European Higher Education Area Post-2020: A 'Europeanisation' Agenda

Autor/inn/en	Kushnir, Iryna; Brooks, Ruby
Titel	UK Membership(s) in the European Higher Education Area Post-2020: A 'Europeanisation' Agenda
Quelle	In: European Educational Research Journal, 22 (2023) 5, S.718-740 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kushnir, Iryna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041221083073
Schlagwörter	Higher Education; Public Policy; Foreign Countries; Group Membership; Strategic Planning; International Cooperation; Educational Cooperation; International Education; Educational Policy; Student Mobility; Role; Student Attitudes; Student Unions; Quality Assurance; Public Agencies; United Kingdom; European Union; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Ordnung; Ausland; Gruppenzugehörigkeit; Strategy; Planning; Strategie; Planung; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Internationale Erziehung; Politics of education; Bildungspolitik; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Rollen; Schülerverhalten; Studentenvereinigung; Studentenvertretung; Qualitätssicherung; Öffentliche Einrichtung; Großbritannien
Abstract	The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK's participation in the EHEA is limited, and the role of EHEA's membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing this gap by exploring the perspectives of key UK HE actors on the strategic significance of UK's memberships in the EHEA post-2020 for the UK. The paper draws on the theoretical ideas of rational choice neo-institutionalism, differentiated Europeanisation and internationalisation, and a thematic analysis of 19 official communications of key stakeholders and six in-depth interviews with their representatives. The findings contribute to filling in a significant gap in the literature about Bologna in the UK in making a distinction between its two memberships in the EHEA and the differences and complexities of the roles they play in constructing UK's overarching agenda in HE particularly in the post-Brexit context. The article has also contributed to the literature about Bologna more widely, presenting an investigation into differentiated Europeanisation that has been taking place within one unique post-EU country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01