Mapping the Terrains of the Europe of Knowledge: An Analytical Framework of Ideas, Institutions, Instruments, and Interests

Autor/in	Chou, Meng-Hsuan
Titel	Mapping the Terrains of the Europe of Knowledge: An Analytical Framework of Ideas, Institutions, Instruments, and Interests
Quelle	In: European Journal of Higher Education, 6 (2016) 3, S.197-216 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2016.1164610
Schlagwörter	Stellungnahme; Foreign Countries; Higher Education; Educational Innovation; Information Technology; Educational Change; Educational Objectives; Governance; Educational Policy; International Cooperation; Educational Research; Global Approach; Knowledge Economy; Politics of Education + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Informationstechnologie; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Internationale Kooperation; Internationale Zusammenarbeit; Bildungsforschung; Pädagogische Forschung; Globales Denken; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft
Abstract	This editorial introduces how we may begin to analytically study the shifting terrains of the Europe of Knowledge. Knowledge policies--higher education, research, and innovation--are integral to many sectors, and changes in the ways in which knowledge is governed will inevitably alter the shape and contents of other policy domains. The contributions of this special issue reveal some of these shifting patterns by analysing the relationship between central features of multi-level, multi-actor, and multi-issue policy-making in the knowledge domain: the ideas that inspire reform, the institutions tasked to implement the changes, the instruments adopted for translating ideas into practice, and the diverse interests of actors with a stake in how knowledge is governed. By invoking the image of terrains, this special issue is interested in describing and explaining what happens to the Europe of Knowledge landscapes when the "old" meets and interacts with the "new." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01