european journal of education index of articles 1996 – 2015...european journal of education index...

European Journal of Education Index of articles 1996 – 2015

EJE was published by Carfax Publishing from 1979 until 1999. Since 2000 it has been published by Blackwell Publishing, / Wiley Blackwell. All the volumes and articles from 1965 to 2015 are indexed in two pdf documents that can be downloaded from the homepage of the journal: the first document indexes 1965 - 1995 and the second 1996 - 2015.

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Volume 31, Number 1 ,March 1996 Ladislav Cerych, Editorial (5) Part I: Educational Reforms in Central and Eastern Europe Jan Koucký, Educational reforms in Changing Societies: Central Europe in the period of transition (7) Jiři Kotásek, Structure and Organisation of Secondary Education in Central and Eastern Europe (25) Denis Kallen, Curriculum Reform in Secondary education: planning, development and implementation (43) Gabor Halász, Changes in the Management and Financing of Educational Systems (57) Jean-Michel Lerclercq, Teachers in a Context of Change (73) Julieta Savova, The Bulgarian Experience of Reform, (85) Césaz Birzea, Educational Reform and Power Struggles in Romania (97) Part II: Recent Research, Development and Policies Ian Roffe, Transition and the Development of Higher Education Managers in Lithuania Volume 31, Number 2, June 1996

Student Mobility Jean-Pierre Jallade, Editorial Jean Gordon and Jean-Pierre Jallade, 'Spontaneous' Student Mobility in the European Union: a statistical survey (133) Ulrich Teichler, Student Mobility in the Framework of ERASMUS: findings of an evaluation survey (153) Guy Haug, Student Mobility between Europe and the US (181) Per Nyborg, International Student Mobility: the Nordic experience (193) Philippe de Villé, François Martou and Vincent Vandenberghe, Cost-benefits, Analysis and regulatory Issues of Student Mobility in the European Union (223) Marijk van der Wende, Mobility Reviewed: trends and themes in the Netherlands (223) Yu Kameoka, Issues Surrounding Mobility with Particular Reference to Japan (243)



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Volume 31, Number 3, September 1996

Access to Higher Education 1985-95: an extraordinary decade Guy Neave, Editorial (257) Erich Leitner, Unequal Competition: access to universities and Fachhochschulen in Austria between open policy and selectivity (259) Helena Šebkova, Access to Higher Education in the Czech Republic (273) Osmo Kivinen & Risto Rinne, Higher Education, Mobility and Inequality: the Finnish case (289) Claudius Gellert, Recent Trends in German Higher Education (311) Sarah Guri-Rosenblit, Trends in Access to Israeli Higher Education 1981-96: from a privilege to a right (321) José-Ginés Mora, The Demand for Higher Education in Spain (341) Patrick Clancy, Pathways to Mass Higher Education in the Republic of Ireland (355) Giunio Luzzatto, Higher Education in Italy 1985-95: an overview (371) Volume 31, Number 4, December 1996

Women in Education Management Jean Gordon, Editorial Marie-Françoise Fave-Bonnet, Women in Educational Management in France (389) Edith van Eck, Monique Volman & Ard Vermeulen, The Management Route: analysing the representation of women in educational management (403) Anne Gold, Women into Educational Management (419) Montserrat Santos, Women and Leadership in the Spanish Education System (435) Meta L. Krüger, Gender Issues in School Leadership: quality versus power? (447) Peter J. Scott & Michael Kelleher, Convergence and Fragmentation? Vocational Training within the EU (463)



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Volume 32, Number 1, March 1997 Secondary Education: state and prospects

Dennis Kallen, Editorial (3) Sir William Taylor, Aims and Objectives of Secondary Education (15) Francine Dugast-Portes, Contents and Methods in Secondary Education (33) Walo Hutmacher, Key Competencies in Europe (45) Marc J. de Vries, Science and Technology Teacher Training: what kind of training for what type of teaching? (59) Ladislav Cerych, Educational Reforms in Central and Eastern Europe: processes and outcomes (75) Volume 32, Number 2, June 1997 Part I: Evaluation and Quality in Higher Education Luciano Benadusi, Editorial (107) Peter A. M. Maassen, Quality in European Higher Education: recent trends and their historical roots (111) Marianne Bauer & Maurice Kogan, Evaluation Systems in the UK and Sweden: successes and difficulties (129) Christine Musselin, State/University Relations and How to Change Them: the case of France and Germany (145) Danielle Potocki Malicet, Evaluation and Self-evaluation in French Universities (165) Stefano Boffo, Evaluation and the Distribution of Power in Italian Universities Part II: Recent Research, Development and Policies Jean-Claude Eicher, The Recent Evolution of Higher Education in France: growth and dilemmas (185) Anthony A. Koyzis, Constructing Higher Education in Cyprus: the State, society and conflicting 'knowledge traditions' (199) Jón Torfi Jónasson, Students Passing the Icelandic University Entrance Examination (UEE) (1911-94)



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Volume 32, Number 3, September 1997 Recent Trends in Vocational Education and Training

David Parkes, Editorial (235) Jaroslav Kalous & Peter Grootings, VET Reform Policies in the Czech Republic: from solving the problems of the past to preparing for the future (241) Janko Mursak, Reform of the Vocational Education and Training (VET) System in Slovenia (255) Jean Gordon & David Parkes, Education of Management Capacity-Building in Poland and Albania: the role of work shadowing in personal and professional development (265) Mono Chakrabarti & Graham Connelly, Accessing Social Work Training in Scotland from Sub-degree Level Further Education (281) Sakari Ahola ,'Different but Equal'-Student Expectations and the Finnish Dual Higher Education Policy (291) Benedicte Gendron, The Implementation of Local Initiative Complementary Training Programmes in Post-secondary Education (303) Volume 32, Number 4, December 1997 Tamas Lajos, Editorial (331) Part I: Open and Distance Learning Chris Curra,n ODL and Traditional Universities: dichotomy or convergence? (335) J. C. Nyiri, Open and Distance Learning in an Historical Perspective (347) Jef Van den Branden & Georges Van der Perre, EuroPACE 2000 (359) Juha Pohjonen, New Learning Environments as a Strategic Choice. New Structures to Reform Higher Education in Central and Eastern Europe (369) Nicholas Fames, Europe: the role of distance education (379) Ralph Hazell, Exporting Higher Education: the Polish Open University (397) Part II: Recent Research, Development and Policies Geert ten Dam, Edith van Eck & Monique Volman, Research Programmes on Gender and Education: results and conceptualisations



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Volume 33, Number 1, March 1998 Financing Higher Education: innovation and changes

Jose-Gines Mora, Financing Higher Education: innovation and changes, Editorial (5) Jorge Calero Quasi-market Reforms and Equity in the Financing of Higher Education (11) Hessel Oosterbeek, An Economic Analysis of Student Financial Aid Schemes (21) Jean-Claude Eicher, The Costs and Financing of Higher Education in Europe (31) Hans Pechar, Funding Higher Education in Austria: present mechanisms and future trends (41) Seppo Holttd, The Funding of Universities in Finland: towards goal-oriented government steering (55) Thierry Chevaillier, Moving Away from Central Planning: using contracts to steer higher education in France (65) Gareth Williams, Current Debates on the Funding of Mass Higher Education in the United Kingdom (77) Jan Van Ravens, The Franchise Model: refinancing higher education for lifelong learning (89) Daniel T. Layzell, Linking Performance to Funding Outcomes for Public Institutions of Higher Education: the US experience (103) Jose-Gines Mora & Michael Nugent, Seeking New Resources for European Universities: the example of fund-raising in the US (113) Volume 33, Number 2, June 1998

Postgraduate Education in Europe Robert G. Burgess, Editorial (141) Robert G. Burgess, Susan Band & Christopher J . Pole, Developments in Postgraduate Education and Training in the UK (145) Beate Baldauf, Doctoral Education and Research Training in Germany: towards a more structured and efficient approach? (161) Michael Schratz, Maria Turisser-Walder& Oliver Haid, Changes in Postgraduate Research Training in Austria (183) Marsia Garcia de Cortdzar, Maria Antonia Garcia de Leon & Martin Gomez Ullate, Postgraduate Studies in Spain (197) Paulo Castro Seixas, Portuguese Doctoral Studies: between career and education (205)



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Michael Kelpanides & Zoi Papanaoum, Developing Postgraduate Research Training in Greek Universities (217) Ilse Beuselinck & Jef C. Verhoeven, Postgraduate Research Training in Belgium (229) Volume 33, Number 3, September 1998

The Evaluative State Revisited. 20th Anniversary Issue of Review of Trends in Higher Education

Guy Neave, Editorial (261) Guy Neave, The Evaluative State Reconsidered (265) Mary Henkel, Evaluation in Higher Education: conceptual and epistemological foundations (285) Ivar Bleiklie, Justifying the Evaluative State: New Public Management ideals in higher education (299) Elaine El-Khawas, Strong State Action but Limited Results: perspectives on university resistance (317) Grant Harman Quality Assurance Mechanisms and Their Use as Policy Instruments: major international approaches and the Australian experience since 1993 (331) Stefano Boffo & Roberto Moscati, Evaluation in the Italian Higher Education System: many tribes, many territories, many ... godfathers (349) David D. Dill, Evaluating the 'Evaluative State': implications for research in higher education (361) Volume 33, Number 4, December 1998

Teacher Education Giunio Luzzatto, Editorial (389) Maria Nagy, Teacher Training in Central Europe: recent developments (393) Mustafa Ziilkiif Altan, A Call for Change and Pedagogy: a critical analysis of teacher education in Turkey (407) Christopher W. Day, The Role of Higher Education in Fostering Lifelong Learning Partnerships with Teachers (419) Ewald Terhart, Formalised Codes of Ethics for Teachers: between professional autonomy and administrative control (433)



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Mary Simpson & Louise Hayward, Policy, Research and Classroom-based Development: changing the assessment culture in Scottish schools (445) Agnes Pelage & Julia Evetts, Structural and Cultural Dimensions of Secondary Headteacher Careers in France: similarities and differences with British patterns (459) Giunio Luzzatto, Pre-service Teacher Education in Italy: a short note (469) Volume 34, Number 1, March 1999

Student Costs and Financing Hans-Dieter Daniel, Stefanie Schwartz & Ulrich Teichler, Editorial (5) Hans-Dieter Daniel, Stefanie Schwartz & Ulrich Teichler, Study Costs, Student Income and Public Policy in Europe (7) Gareth Williams & Greg Light, Student Income and Costs of Study in the United Kingdom (23) Patrick Clancy & Dierdre Kehoe, Financing Third-level Students in Ireland (43) J.J. Vossensteyn, The Financial Situation of Study in the Netherlands (59) Dieter Schäferbarthold, The Financing and Costs of Studies in Germany (69) Elke Staehelin-Witt & Patrick Parisi, Cost of Studies, Financing of Studies and Study Mode: National Study for Switzerland (75) Susanne Anthony, Student Income and Student Behaviours in Denmark (87) José-Ginés Mora & Adela Garcia, Private Costs of Higher Education in Spain (95) Tânia Oliviera & Pedro Telhado Pereira, Who Pays the Bill? Study Costs and Students' Income in Portuguese Higher Education (111) Volume 34, Number 2, June 1999

VET in Transition: renewal, reform or reconstruction? David Parkes, Editorial (133) Gisela Shaw, 'European Standards' in Vocational Education and Training (VET): what are they and who wants them? Fons Van Wieringen, Scenario Planning for Vocational and Adult Education (153)



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Bernd Baumgartl, Tiina Annus & Martina Trbanc, Developing VET Scenarios in Central and Eastern Europe and Their Added value for Policy-making, (177) Petr Viceník & Ivan Švanda, Factors Which Have an Impact on the Final Assessment of Education and Vocational Education: the example of the Czech Republic (195) Jean Gordon, Approaches to Transparency of Vocational Qualifications in the EU (203) Alan Brown, Trudy Moerkamp & Eva Voncken, Facilitating Progression To Higher Education From Vocational Paths (219) Eddie Blass, Changing the Concept of Skill in Higher Education in the UK: is it progress in the current environment? (237) Volume 34, Number 3, September 1999

Evaluation: the institutions' response Part I: The EVALUE Study Marie-Françoise Fave-Bonnet, Editorial (261) Anne-Lise Høstmark-Tarrou, The Evaluation of Structures in European Universities (267) Albert Gueissaz & Marja Häyrinen-Alestalo, How to Integrate Contradictory Aims. The Configurations of Actors in the Evaluation of Universities (283) Danielle Potocki-Malicet, Içara Holmesland, Maria-Tersa Estrela & Ana-Margarida Veiga-Simao, The Evaluation of Teaching and Learning (299) Marie-Françoise Fave-Bonnet, Maria-Tersa Estrela, Ana-Margarida Veiga-Simao & Roberto Moscati, The Evaluation of Teacher-Researchers (313) Stefano Boffo, Daniel Chave, Erkki Kaukonen & Liv Randi Opdal, The Evaluation of Research in European Universities (325) Agnes Simonyi, The Evaluation of the University-Region Relationship (335) Rainer Trinczek & Anne West, Using Statistics and Indicators to Evaluate Universities in Europe: aims, fields, problems and recommendations (343) Philip Noden, Mika Nieminen, Erkki Kaukonen & Anne West, External Evaluation and the Funding of Universities: a comparison of the UK and Finland (357) Part II: Recent research, Development and Policies Jadranka Švarc, The Need for a New University Paradigm in an Innovative Society: implications for Croatia (373)



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Volume 34, Number 4, December 1999 Equal Opportunities in Education and Training: managing common problems in different contexts

Jean Gordon, Editorial (387) John Aubrey Douglass, The Evolution of a Social Contract: the University of California before and in the aftermath of Affirmative Action (393) Jacqueline Fontaine & Danielle Ohana, Gender Strategies and Social Representations: the choice of scientific post-baccalauréat streams in France (413) Natalia Kovaleva, Women in Engineering Training in Russia (425) Montserrat Santos, Cultural Diversity: equal opportunities (437) Jeff Greenidge, the Role of the Performing Arts in Integrating Disadvantaged Young People: ARTISAN-Youthstart (449) Janet Smith, Equality, Innovation and Diversity (465) Volume 35, Issue 1, March 2000

Education: Recent Points of View of Economists Julio Grao & José-Giné Mora, Editorial (1) Joop Hartog, Human Capital as an Instrument of Analysis for the Economics of Education (7) Luis E. Vila, The Non-monetary Benefits of Education (21) Jean-Claude Eicher, The Financing of Education: an economic issue? (33) Alan Wagner, Thomas M. Smith & Thomas Healy, Tertiary Education: new patterns of learning and earnings (45) Harry Anthony Patrinos, Market Forces in Education (61) George Psacharopoulos, Economics of Education à la Euro (81) Osmo Kivenen & Juha Hedman, Economics of Education à la Euro (97) V. Mangematin, N. Mandran & A. Crozet, The Careers of Social Science Doctoral Graduates in France: the influence of how the research was carried out (111) K. Roberts, C. Fagan, L. Tarkhnishvili, E. Ivaschenko & A. Abidekian, Employment and Social Mobility: evidence from Armenia, Georgia and Ukraine in the 1990s (125)

http://onlinelibrary.wiley.com/doi/10.1111/1467-3435.00002/abstract






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Volume 35, Issue 2, June 2000

Higher Education and Graduate Employment Jean-Jacques Paul, Ulrich Teichler & Rolf Van Den Velden, Editorial (139) Ulrich Teichler, Graduate Employment and Work in Selected European Countries (141) Paul Kellermann & Gunhild Sagmeister, Higher Education and Graduate Employment in Austria (157) Osmo Kivinen, Jouni Nurmi & Ritva Salminiitty, Higher Education and Graduate Employment in Finland (165) Jean-Jacques Paul & Jake Murdoch, Higher Education and Graduate Employment in France (179) Harald Schomburg, Higher Education and Graduate Employment in Germany (189) Roberto Moscati & Michele Rostan, Higher Education and Graduate Employment in Italy (201) Jim Allen, Petra Boezerooy, Egbert De Weert & Rolf Van Den Velden, Higher Education and Graduate Employment in the Netherlands (211) Clara Åse Arnesen, Higher Education and Graduate Employment in Norway (221) Jose-Gines Mora, Jose Garcia-Montalvo & Adela Garcia-Aracil, Higher Education and Graduate Employment in Spain (229) Alan Woodley & John Brennan, Higher Education and Graduate Employment in the United Kingdom Volume 35, Issue 3, September 2000

Lifelong Learning in European Universities: a preliminary assessment Nikos Kokosalakis, Editorial (253) Berit Askling & Rita Foss-Fridlizius, Lifelong Learning and Higher Education: the Swedish case (257) Ellen Brandt, Policies for Lifelong Learning and for Higher Education in Norway: correspondence or contradiction? (271) Bettina Alesi and Barbara M. Kehm, The Status of Lifelong Learning in German Universities (285) Jean-Pierre Jallade, Lifelong Learning in French Universities: the state of the art (301) José-Ginés Mora and Javier Vidal, Lifelong Learning in Spanish Universities: the market inside the public system (317)



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Nikos Kokosalakis, Lifelong Learning and the Universities in Greece: the state of the art (329) Maurice Kogan, Lifelong Learning in the UK (343) Claire Planel, Patricia Broadfoot, Marilyn Osborn, Keith Sharpe & Brigitte Ward, National Assessments: underlying cultural values revealed by comparing English and French National Tests (361) Volume 35, Issue 4, December 2000

Higher Education and the Stakeholder Society Peter Maassen, Editorial (377) Ingvald Marheim Larsen, University Research Policy in Norway – Walking the Tightrope between Internal and External Interests (385) Federico Butera, Adapting the Pattern of University Organisation to the Needs of the Knowledge Economy (403) Kurt De Wit & Jef C. Verhoeven Stakeholders in Universities and Colleges in Flanders (421) António Magalhães & Alberto Amaral Portuguese Higher Education and the Imaginary Friend: the stakeholders' role in institutional governance (439) Peter Maassen, The Changing Roles of Stakeholders in Dutch University Governance (449) Seppo Hölttä, From Ivory Towers to Regional Networks in Finnish Higher Education (465) Paul Chatterton & John Goddard, The Response of Higher Education Institutions to Regional Needs (475) Volume 36, Issue 1, March 2001

VET under Review David Parkes, Editorial (1) Geoff Stanton, VET Under Review in England: trends and developments (7) Ton Farla, VET Under Review: the New Independent States (23) Geoff Howse, VET Under Review: the challenges in Central Asia (35) Carsten Schmidt, VET Under Review: a Balkan perspective from Macedonia (45) Anitta Järvinen, VET Under Review in Finland: the impact of VET on secondary education (55)



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Panayiotis Angelides, Educational Research in Cyprus: towards collaborative models of inquiry to make sense of schools and their cultures (67) Santiago Nieto Martin, A Critical Analysis of the Evaluation of Academic Performance in Spanish Educational Reforms (77) A. Karatzias, V. Papadioti-Athanasiou, K.G. Power & V. Swanson Quality of School Life. A Cross-cultural Study of Greek and Scottish Secondary School Pupils (91) Volume 36, Issue 2, June 2001

Online Learning Chris Curran, Editorial (109) Chris Curran, The Phenomenon of On-Line Learning (113) Andrew Ravenscroft, Designing E-learning Interactions in the 21st Century: revisiting and rethinking the role of theory (133) Helmut Felix Friedrich, Aemilian Hron & Friedrich Wilhelm Hesse, A Framework for Designing and Evaluating Virtual Seminars (157) Francesc Pedró, Transforming On-campus Education: promise and peril of information technology in traditional universities (175) Reinhold Hedtke, Joachim Kahlert & Volker Schwier, Service Industry for Teachers? Using the Internet to Plan Lessons (189) Bernd J. Krämer and Heinz W. Schmidt, Components and Tools for On-line Education (195) Kay Mac Keogh, National Strategies for the Promotion of On-Line Learning in Higher Education (223) Joanne Capper, The Emerging Market for On-line Learning: insights from the Corporate Sector (237) Volume 36, Issue 3, September 2001

Lifelong Learning in European Universities: Institutional Responses Berit Askling & Jean-Pierre Jallade, Editorial (249) Berit Askling & Rita Foss-Fridlizius, Lifelong Learning in Swedish Universities: a familiar policy with new meanings (255) Ellen Brandt, Lifelong Learning in Norwegian Universities (265) Mary Henkel, The UK: the home of the lifelong learning university? (277)



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Jean-Pierre Jallade, From Continuing Education to Lifelong Learning in French Universities (291) Barbara Kehm & Irene Lischka, Lifelong Learning in German Universities (305) José-Ginés Mora, Lifelong Learning Policies in Spanish Universities (317) Nikos Kokosalakis, Lifelong Learning in Greek Universities: policies, practices and prospects (329) Berit Askling, Mary Henkel & Barbara Kehm, Concepts of Knowledge and their Organisation in Universities (341) Maurice Kogan, Lifelong Learning and Power Relations and Structure (351) Jean-Pierre Jallade & José-Ginés Mora, Lifelong Learning: international injunctions and university practices (361) Ari Antikainen, Is Lifelong Learning Becoming a Reality? The Case of Finland from a Comparative Perspective (379) Volume 36, Issue 4, December 2001

Mobility and Cooperation in Education - Recent Experiences in Europe Ulrich Teichler & Jean Gordon, Editorial (397) Jean Gordon, The Internationalisation of Education – Schools in Europe and the SOCRATES Programme (407) Søren Kristensen, Learning by Leaving – Towards a Pedagogy for Transnational Mobility in the Context of Vocational Education and Training (VET) (421) Marijk Van Der Wende, The International Dimension in National Higher Education Policies: what has changed in Europe in the last five years (431) Ulrich Teichler & Volker Jahr Mobility During the Course of Study and After Graduation (443) Freidholm Maiworm, ERASMUS: Continuity and Change in the 1990s (459) Vera Stastna Internationalisation of Higher Education in the Czech Republic — The Impact of European Union Programmes (473) Volume 37, Issue 1, March 2002

Patterns of Internal Decision-making in Universities Christine Musselin, Editorial (1)



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Harry De Boer, On Nails, Coffins and Councils (7) Renate Mayntz, University Councils: an institutional innovation in German universities (21) Mary Henkel, Emerging Concepts of Academic Leadership and their Implications for Intra-institutional Roles and Relationships in Higher Education (29) Jørgen Gulddahl Rasmussen, Management Between the Shop Floor and the Corporate Level (43) Frédéric Kletz & Frédérique Pallez, Taking Decisions on New Curricula in French Universities: do disciplinary criteria still prevail? (57) Albert Gueissaz, New Tools, New Actors, New Decisions (71) Enrique Villarreal, Improving Institutional Efficiency in the Spanish Higher Education System (81) Luminita Nicolescu, Reforming Higher Education in Romania (91) Volume 37, Issue 2, June 2002

Challenges for Citizenship Education in the New Europe Murray Print & Alan Smith, Editorial (103) Concepción Naval, Murray Print & Ruud Veldhuis, Education for Democratic Citizenship in the New Europe: context and reform (107) Judith Torney-Purta, Patterns in the Civic Knowledge, Engagement, and Attitudes of European Adolescents: the IEA Civic Education Study (129) Audrey Osler & Hugh Starkey, Education for Citizenship: mainstreaming the fight against racism? (143) Eduardo Terrén, Post-modern Attitudes: a challenge to democratic education (161) David Kerr, Stephen McCarthy & Alan Smith, Citizenship Education in England, Ireland and Northern Ireland (179) Murray Print, Susanne Ørnstrøm & Henrik Skovgaard Nielsen, Education for Democratic Processes in Schools and Classrooms (193) Bill Mulford, Sorting the Wheat from the Chaff – Knowledge and Skills for Life: first results from OECD’s PISA 2000 (211)



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Volume 37, Issue 3, September 2002 New Skills

Hilary Steedman & Roberto Carneiro, Editorial (225) Steven McIntosh, The Changing Demand for Skills (229) Erika Ekström & Åsa Murray, Young Adults With No Further Education and Training and the Swedish Labour Market 1970s–1990s (243) Roberto Carneiro & Pedro Conceição, Beyond Formal Education: learning–by–doing, ICT adoption and the competitiveness of a traditional Portuguese sector (263) Steven McIntosh & Hilary Steedman, Increasing the Supply of Skills (281) Roberto Carneiro, Achieving a Minimum Learning Platform for All: critical queries influencing strategies and policy options (301) Willem Houtkoop, Employees with no Certified Skills: how are technology and organisational change affecting them? (301) Volume 37, Issue 4, December 2002

Gender, Attainment and Benefits Jean–Pierre Jallade, Editorial (329) Torgerdur Einarsdóttir, European Graduates: cross–country diversity and gender disparity (333) Arnaud Chevalier, Education, Motivation and Pay of UK Graduates: are they different for women? (347) Monique Bonneau & Jean Gordon, Women in Research in France (371) Constança Machado, Leandro S. Almeida & Ana Paula C. Soares, Academic Experience at the Beginning and the End of University Studies (387) Jannette Elwood & Patricia Murphy, Tests, Tiers and Achievement: gender and performance at 16 and 14 in England (395) Marianne Guille, Student Loans: a solution for Europe? (417) Gudrun Biffl & Joe Issac, Should Higher Education Students Pay Tuition Fees? (433) Fernanda Correia, Alberto Amaral & António Magalhães, Public and Private Higher Education in Portugal: unintended effects of deregulation (457)



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Eleni S. Didaskalou, Current Obstacles to Change in Greek Primary Schools: implications for managing behaviour problems (473) Volume 38, Issue 1, March 2003

Widening Participation in Higher and Lifelong Education Michael Osborne, Editorial (1) Michael Osborne, Increasing or Widening Participation in Higher Education? — A European Overview (5) Mark Murphy & Ted Fleming, Partners in Participation: integrated approaches to widening access in higher education (25) Brenda Morgan-Klein, Negotiating the Climbing Frame: flexibility and access in Scottish higher education (41) Matti Parjanen & Ossi Tuomi, Access to Higher Education — Persistent or Changing Inequality? : a case study from Finland (55) Jim Gallacher & Michel Feutrie, Recognising and Accrediting Informal and Non-formal Learning in Higher Education: an analysis of the issues emerging from a study of France and Scotland (71) David Istance, Schooling and Lifelong Learning: insights from OECD analyses (85) Pat Davies, Widening Participation and the European Union: direct action — indirect policy? (99) Miguel A. Santos Rego & María Del Mar Lorenzo Moledo, How to Change Fatalism in the Educational Treatment of Female Delinquency: a case study from Spain (117) Volume 38, Issue 2, June 2003

Reforming Education and Training: the role of evaluation David Parkes, Editorial: assessing an education system in transition (133) Paul Ryan, Evaluating Vocationalism (147) Elizabeth A. Mcleish, Post-Totalitarian Educational Transition: to change a label is easy, but to effect a comprehensive change in practice represents a far greater challenge (163) David Fretwell, A Framework for Evaluating Vocational Education and Training (VET) (177) Ian Whitman, Tertiary Education Policy in OECD Countries: developing the human resource (191) Michael Young, Comparing Approaches to the Role of Qualifications in the Promotion of Lifelong Learning (199)



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Adrian Stoica, Vocational Education and Training Reform in Romania and Bosnia-Herzegovina: strategy, legislation, and implementation (213) Volume 38, Issue 3, September 2003

Trends in Quality Assurance in the Bologna Context José-Gines Mora, Editorial (225) Guy Haug, Quality Assurance/Accreditation in the Emerging European Higher Education Area: a possible scenario for the future (229) Julia González & Robert Wagenaar, Quality and European Programme Design in Higher Education (241) Norberto Fernández Lamarra, Higher Education, Quality Evaluation and Accreditation in Latin America and MERCOSUR (253) Christina Rozsnyai, Quality Assurance Before and After ‘Bologna’ in the Central and Eastern Region of the European Higher Education Area with a Focus on Hungary, the Czech Republic and Poland (271) Angelika Schade, Recent Quality Assurance Activities in Germany (285) Kauko Hämäläinen, Common Standards for Programme Evaluations and Accreditation? (291) Javier Vidal, Quality Assurance, Legal Reforms and the European Higher Education Area in Spain (301) Anne Corbett, Ideas, Institutions and Policy Entrepreneurs: towards a new history of higher education in the European Community (315) Volume 38, Issue 4, December 2003

Differentiation and Diversification in High Education: insights into the current situation Christine Musselin, Editorial (333) Ivar Bleiklie, Hierarchy and Specialisation: on the institutional integration of higher education systems (341) Juan-Francisco Perellon, The Creation of a Vocational Sector in Swiss Higher Education: balancing trends of system differentiation and integration (357) Roy Geddes & Heather Stonyer, Climbing the Staircase: science education for the knowledge economy (371) Craig McInnis, From Marginal to Mainstream Strategies: responding to student diversity in Australian universities (387)



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Anne Murphy, Is the University Sector in Ireland Ready to Publicly Assess and Accredit Personal Learning from Outside the Academy? (401) George Liagouras, Imilia Protogerou & Yannis Caloghirou, Exploring Mismatches Between Higher Education and the Labour Market in Greece (413) Jay Beck Rasmussen, Reading Literacy Performance in Norway: current practice and critical factors (427) Jan Saarela & Fjalar Finnäs, Social Background and Education of Swedish and Finnish Speakers in Finland (445) Volume 39, Issue 1, March 2004

Trends in Lifelong Learning: improving opportunities for adult learning Jean Gordon, Editorial (1) Haralabos Fragoulis, Ean-Raymond Masson & Vaclav Klenha, Improving Opportunities for Adult Learning in the Acceding and Candidate Countries of Central and Eastern Europe (9) Beatriz Pont, Improving Access to and Participation in Adult Learning in OECD Countries (31) Robert Huggins & Stuart Harries, The Skills Economy and Workforce Development: a regional approach to policy intervention (47) Danielle Colardyn & Jens Bjornavold, Validation of Formal, Non-Formal and Informal Learning: policy and practices in EU Member States (69) Isabelle Libert, Improving Opportunities for Adult Learning — the Construction Industry in France (91) Jack Keating, Adult Education in Australia — A Residual and Eclectic Sector (105) Catherine Béduwé & Jean-François Germe, Raising the Levels of Education in France: from growth to stabilisation (119) Volume 39, Issue 2, June 2004

Innovative Approaches to investing in Human Capital in an Enlarged Europe Albert Tuijnman & Stephen Wright, Editorial (135) Eugenia Kazamaki Ottersten & Nick Jennett, What Role for International Financial Institutions in Human Capital Formation? (139) Eugenia Kazamaki Ottersten, Lifelong Learning and Challenges Posed to European Labour Markets (151) Olivier Debande, A Review of Instruments for Student Loans in Tertiary Education (161)



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Olivier Debande, ICTs and the Development of eLearning in Europe: the role of the public and private sectors (191) M. Luisa Ferreira & Patrick Vanhoudt, Catching the Celtic Tiger by Its Tail (209) Ken Wylie, Citizenship, Identity and Social Inclusion: lessons from Northern Ireland (237) Panayiotis Angelides & James Leigh, Cyprus’ Accession to the European Union and Educational Change: a critique (249) Volume 39, Issue 3, September 2004

The Bologna Process: a mid-term review Jean-Pierre Jallade, Editorial (261) Bernd Wächter, The Bologna Process: developments and prospects (265) Christian Tauch, Almost Half-time in the Bologna Process — Where Do We Stand? (275) Thierry Malan, Implementing the Bologna Process in France (289) Karl Dittrich, Mark Frederiks & Marc Luwel, The Implementation of ‘Bologna’ in Flanders and The Netherlands (299) Hans Pechar & Ada Pellert, Austrian Universities Under Pressure From Bologna (317) Andrejs Rauhvargers, Improving the Recognition of Qualifications in the Framework of the Bologna Process (331) Jeroen Huisman & Marijk Van Der Wende, The EU and Bologna: are supra- and international initiatives threatening domestic agendas? (349) Helga A. Welsh, Higher Education in Germany: reform in incremental steps (359) Volume 39, Issue 4, December 2004

Needs and Expectations of Students as University Stakeholders Roberto Moscati, Editorial (379) Craig Mcinnis, Studies of Student Life: an overview (383) Ulrich Teichler, Temporary Study Abroad: the life of ERASMUS students (395) Mantz Yorke, Employability in the Undergraduate Curriculum: some student perspectives (409) Stefan Bienefeld & Johan Almqvist, Student Life and the Roles of Students in Europe (429)



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Voldemar Tomusk, Between the Hammer and the Anvil: lifestyles of Russian students in the years of permanent crisis (443) Giovani Finocchietti, Students and Universities in Italy in an Age of Reform (459) Rosita Bateson & John Taylor, Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe (471) Valérie Erlich, The ‘New’ Students. The Studies and Social Life of French University Students in a Context of Mass Higher Education (485) François Tavernier, The Students’ Role in French Academic Deliberative Democracy (497) Jarmila Baštová, Lenka Menclová, Helena Šebková & Jan Kohoutek, Czech Higher Education Students — Viewpoints and Status (507) Stephanie Schwarz & Meike Rehburg, Study Costs and Direct Public Student Support in 16 European Countries — Towards a European Higher Education Area? (521) Volume 40, Issue 1, March 2005

The Wider Benefits of Investing in Education Jean-Pierre Jallade, Editorial (1) Luis E. Vila, The Outcomes of Investment in Education and People's Well-being (3) Georges Heinrich & Vincent Hildebrand, Returns to Education in the European Union: a re-assessment from comparative data (13) José-Ginés Mora, Luis E. Vila & Adela García-Aracil, European Higher Education Graduates and Job Satisfaction (35) J. Oriol Escardíbul, The Non-monetary Effects of Education on Smoking in Spain (45) Óscar Fernández, Towards European Citizenship through Higher Education? (60) Gregory Wurzburg, Why Economic and Financial Sustainability Matter for Lifelong Learning (69) Patrick White & Emma Smith, What Can PISA Tell Us About Teacher Shortages? (93) Volume 40, Issue 2, June 2005

European Higher Education Scrutinised by Young Researchers Christine Musselin, Benoit Cret, Sana Miladi, Stéphanie Mignot-Gérard & Pauline Ravinet, Editorial (115)



21

Elena Dingu-Kyrklund, Migration and Recognition of Diplomas in Sweden (123) Abdulai Abukari, Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK) (143) Anneliese Dodds, British and French Evaluation of International Higher Education Issues: an identical political reality? (155) Vassiliki Papatsiba, Political and Individual Rationales of Student Mobility: a case-study of ERASMUS and a French regional scheme for studies abroad (173) Taina Saarinen, ‘Quality’ in the Bologna Process: from ‘competitive edge’ to quality assurance techniques (189) Maria João Rosa, Pedro M. Saraiva & Henrique Diz, Defining Strategic and Excellence Bases for the Development of Portuguese Higher Education (205) Nicoline Frølich, Implementation of New Public Management in Norwegian Universities (223) Volume 40, Issue 3, September 2005

Lifelong Learning for All: the Lisbon Strategy in the global context Danielle Colardyn & Jean Gordon, Editorial (237) Hywel Ceri Jones, Lifelong Learning in the European Union: whither the Lisbon Strategy? (247) Tom Leney & Andy Green, Achieving the Lisbon Goal: the contribution of Vocational Education and Training (261) Cynthia Deane, Transparency of Qualifications: are we there yet? (279) David-Pascal Dion, The Lisbon Process: a European odyssey (295) Vincent Mc Bride, Using the Copenhagen Process to Facilitate National Qualification Framework Strategies in South Eastern Europe (315) Anna Kaderabkova, The Lisbon Strategy Challenges to the Czech Republic Human Resources (323) Nancy Birdsall, Ruth Levine & Amina Ibrahim, Towards Universal Primary Education: investments, incentives, and institutions (337) Volume 40, Issue 4, December 2005

Scientific Studies in Europe and the European Research Area



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Jean Gordon, Editorial (353) Bernard Convert, Europe and the Crisis in Scientific Vocations (361) Philippe Moguérou, Doctoral and Postdoctoral Education in Science and Engineering: Europe in the international competition (367) Peter Cotgreave & Rosemary Davies, How Can We Measure the Success of National Science Policies in the Short or Medium Term? (393) Joachim Haas, The Situation in Industry and the Loss of Interest in Science Education (405) Bernard Convert & Francis Gugenheim, Scientific Vocations in Crisis in France: explanatory social developments and mechanisms (417) Maarten Biermans, Uulkje De Jong, Marko Van Leeuwen & Jaap Roeleveld, Opting for Science and Technology! (433) Ulrich Teichler, Research on Higher Education in Europe (447) Volume 41, Issue 1, March 2006

Attitudes, Choice and Participation - Dimensions of the Demand for Schooling Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) David Istance & Anne Sliwka, Editorial (7) David Plank, Unsettling the State — How ‘Demand’ Challenges the Education System in the US (13) Anne Sliwka & David Istance, Parental and Stakeholder ‘Voice’ in Schools and Systems (29) Anne Sliwka & David Istance, Choice, Diversity and ‘Exit’ in Schooling — A Mixed Picture (45) Matti Kyrö & Kari Nyyssölä, Attitudes Towards Education in Finland and Other Nordic Countries (59) Judit Lannert, György Mártonfi & Irén Vágó, The Impact of Structural Upheavals on Educational Organisation, Attainment and Choice: the experience of post-Communist Hungary (71) Wendy Keys, Student Choices and Values in England (85) Liliana Jacott & Antonio Maldonado Rico, The Centros Concertados in Spain, Parental Demand and Implications for Equity (97) Robert D. Osborne, Cross-border Higher Education Collaboration in Europe: lessons for the ‘two Irelands’? (113)



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Graham Hollinshead, Educating Educators in a Volatile Climate — The Challenge of Modernising Higher Business Schools in Serbia and Montenegro (131) Volume 41, Issue 2, June 2006

The European University between Governance, Discipline and Networks Martin Lawn & Edwin Keiner, Editorial (153) Stephan Vincent-Lancrin, What is Changing in Academic Research? Trends and Futures Scenarios (169) Ruth Keeling, The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher education discourse (203) Michael A. Peters, The Rise of Global Science and the Emerging Political Economy of International Research Collaborations (225) Mitchell G. Ash, Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US (245) James Wickham & Grainne Collins Involving Users in Social Science Research — A New European Paradigm? (269) Rosemary Deem, Conceptions of Contemporary European Universities: to do research or not to do research? (281) Bronwyn Davies, Michael Gottsche & Peter Bansel, The Rise and Fall of the Neo-liberal University (305) Kyriakos Th. Bonidis & George K. Zarifis, Is There a Role for Education in the Way towards Stability and Democratisation in the Balkans? A Critical Review of BA.SO.P.ED’s Aims and Publications (1997–2004) (321) Volume 41, Issue 3/4 September/December 2006

Self-regulation Learning in Technology-enhanced Learning Environments: studies in European higher educaition

Roberto Carneiro & Karl Steffens, Editorial (343) Karl Steffens, Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer review (353) Philippe Trigano, Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectives (381) Giuliana Dettori, Tania Giannetti & Donatella Persico, SRL in Online Cooperative Learning: implications for pre-service teacher training (397) Roberto Carneiro, Motivating School Teachers to Learn: can ICT add value? (415)



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Cilia Willem, Martin Aiello & Antonio Bartolomé, Self-Regulated Learning and New Literacies: an experience at the University of Barcelona (437) Rune Baggetun & Barbara Wasson, Self-Regulated Learning and Open Writing (453) Philip Banyard, Jean Underwood & Alison Twiner, Do Enhanced Communication Technologies Inhibit or Facilitate Self-regulated Learning? (473) Jos Beishuizen, Patris Van Boxel, Philip Banyard, Alison Twiner, Helle Vermeij & Jean Underwood, The Introduction of Portfolios in Higher Education: a comparative study in the UK and The Netherlands (491) Ellen Christiansen & Tom Nyvang, Understanding the Adoption of TELEs — The Importance of Management (509) Katie Goeman, Europe and Flanders: partners in E-Learning? A comparison of public policies (521) Volume 42, Issue 1, March 2007

The Labour Market of European Higher Education Graduates: some analytical approaches Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) José-Ginés Mora, Editorial (7) Ulrich Teichler, Does Higher Education Matter? Lessons from a Comparative Graduate Survey (11) Harald Schomburg, The Professional Success of Higher Education Graduates (35) Jim Allen & Egbert De Weert, What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross-country Analysis (59) Keiichi Yoshimoto, Yuki Inenaga & Hiroshi Yamada, Pedagogy and Andragogy in Higher Education — A Comparison between Germany, the UK and Japan (75) Daniel Martínez, José-Ginés Mora & Luis E. Vila, Entrepreneurs, the Self-employed and Employees amongst Young European Higher Education Graduates (99) Luce Pépin, The History of EU Cooperation in the Field of Education and Training: how lifelong learning became a strategic objective (121) Mara Westling Allodi, Equal Opportunities in Educational Systems: the case of Sweden (133)



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Volume 42, Issue 2, June 2007

Futures of Learning — a Compelling Agenda Roberto Carneiro, The Big Picture: understanding learning and meta-learning challenges (151) Graham Leicester, Policy Learning: can Government discover the treasure within? (173) Yves Punie, Learning Spaces: an ICT-enabled model of future learning in the Knowledge-based Society (185) Paul Lefrere, Competing Higher Education Futures in a Globalising World (201) Jean D.M. Underwood, Rethinking the Digital Divide: impacts on student-tutor relationships (213) Andy Hargreaves, Sustainable Leadership and Development in Education: creating the future, conserving the past (223) Ilkka Tuomi, Learning in the Age of Networked Intelligence (235) Les Watson, Building the Future of Learning (255) Malcolm Hill, Catherine Graham, Catriona Caulfield, Nicola Ross & Anita Shelton, Inter-Ethnic Relations among Children at School: the perspectives of young people in Scotland (267) Geert Ten Dam & Monique Volman, Educating for Adulthood or for Citizenship: social competence as an educational goal (281) Volume 42, Issue 3, September 2007

Doctoral Education – Quo Vadis? European Developments in a Global Context Barbara M. Kehm, Editorial (301) Part I Barbara M. Kehm, Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes (307) Andreas Önnerfors, From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic Area (321) Aubépine Dahan, Supervision and Schizophrenia: the professional identity of Ph.D supervisors and the mission of students' professionalization (335) Rachelle L. Brooks & Donna Heiland, Accountability, Assessment and Doctoral Education: recommendations for moving forward (351)



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Ian Jamieson & Rajani Naidoo, University Positioning and Changing Patterns of Doctoral Study: the case of the University of Bath (363) Part II Gloria Moss, Krzysztof Kubacki, Marion Hersh & Rod Gunn, Knowledge Management in Higher Education: a comparison of individualistic and collectivist cultures (377) Bettina Alesi, Christina Rosznyai & Tibor Szántó, The Implementation of Bachelor and Master Programmes in Hungary (395) Loris Perotti, Institutional Change in the Spanish Higher Education System (411) Kristen M. Snyder, The European Education Quality Benchmark System: helping teachers to work with information to sustain change (425) Volume 42, Issue 4, December 2007

National Qualification Frameworks: research and policy implications of an increasingly global development

Michael Young & Jean Gordon, Editorial (439) Michael Young, Qualifications Frameworks: some conceptual issues (445) Patrick Werquin, Moving Mountains: will qualifications systems promote lifelong learning? (459) David Raffe, Making Haste Slowly: the evolution of a unified qualifications framework in Scotland (485) Annie Bouder & Jean-Louis Kirsch, The French Vocational Education and Training System: like an unrecognised prototype? (503) Stephanie Matseleng Allais, Why the South African NQF Failed: lessons for countries wanting to introduce national qualifications frameworks (523) John Hart & Adela Rogojinaru, The Development of National Qualifications and Quality Assurance Frameworks in the Context of the TVET Reform in Romania (549) Volume 43, Issue 1, March 2008

Education and Well-being Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) Richard Desjardins, Editorial (7) Jon Hall & Erica Matthews, The Measurement of Progress and the Role of Education (11)



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Richard Desjardins, Researching the Links between Education and Well-being (23) Asher Ben-Arieh, Indicators and Indices of Children's Well-being: towards a more policy-oriented perspective (37) Marwan Awartani, Cheryl Vince Whitman & Jean Gordon, Developing Instruments to Capture Young People's Perceptions of how School as a Learning Environment Affects their Well-Being (51) Linda O'Toole, Understanding Individual Patterns of Learning: implications for the well-being of students (71) Christina Hinton, Koji Miyamoto & Bruno Della-Chiesa, Brain Research, Learning and Emotions: implications for education research, policy and practice (87) Diana Tavares, Orlanda Tavares, Elsa Justino & Alberto Amaral, Students' Preferences and Needs in Portuguese Higher Education (107) Eleni Prokou, A Comparative Approach to Lifelong Learning Policies in Europe: the cases of the UK, Sweden and Greece (123) Volume 43, Issue 2, June 2008

Learning to Live Together — A Necessary Utopia Alexandra Draxler & Roberto Carneiro, Editorial (145) Alexandra Draxler & Roberto Carneiro, Education for the 21st Century: lessons and challenges (149) Rodolfo Stavenhagen, Building Intercultural Citizenship through Education: a human rights approach (161) Nicholas Burnett, The Delors Report: a guide towards education for all (181) John D. Volmink, Education for Learning to Live Together: what can we learn from the South African experience? (189) Isabel Ferreira Martins, Learning to Live Together: the contribution of intercultural education (197) Marcella Milana, Is the European (Active) Citizenship Ideal Fostering Inclusion within the Union? A Critical Review (207) Alma Harris, Leading Innovation and Change: knowledge creation by schools for schools (219) Bo Eneroth, Knowledge, Sentience and Receptivity: a paradigm of lifelong learning (229) Vincent Kerklaan, Gillian Moreira & Kees Boersma, The Role of Language in the Internationalisation of Higher Education: an example from Portugal (241)



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Volume 43, Issue 3, September 2008

New Public Management and Academic Practices Part I Christine Musselin, Editorial (261) Martin Benninghoff & Philippe Sormani, Experimental Research and the Managerial Attitude: a tension to be resolved? (265) Christelle Manifet, Academic Entrepreneurship in France: the promotion of economic returns of public research and its political and scientific challenges (281) Joëlle Fanghanel & Paul Trowler, Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study (301) Dieter Sadowski, Peter Schneider & Nicole Thaller, Do We Need Incentives for PhD Supervisors? (315) Anne-Chantal Hardy-Dubernet, French Medical Schools: from hierarchy to anomy (331) Pauline Ravinet, From Voluntary Participation to Monitored Coordination: why European countries feel increasingly bound by their commitment to the Bologna Process (353) James S. Taylor, Maria De Lourdes Machado & Marvin W. Peterson, Leadership and Strategic Management: keys to institutional priorities and planning (369) Part II Giorgio Di Pietro & Lionel Page, Who Studies Abroad? Evidence from France and Italy (389) Volume 43, issue 4, December 2008

The Search for Quality in the European Higher Education Area Jean-Pierre Jallade, Editorial (401) Part I Eric Beerkens, The Emergence and Institutionalisation of the European Higher Education and Research Area (407) Lee Harvey & Bjørn Stensaker, Quality Culture: understandings, boundaries and linkages (427) Irakli Gvaramadze, From Quality Assurance to Quality Enhancement in the European Higher Education Area (443) Florin D. Salajan, The Rise of the Information Society amongst European Academics (457)



29

Carole Probst & Benedetto Lepori, What is a Doctorate? Changing Meanings and Practices in Communication Sciences in Switzerland (477) Rui Santiago, Teresa Carvalho & Rosario Relva, Research and the Universities’ Image (495) Saskia J.M. Harkema & Henk Schout, Incorporating Student-Centred Learning in Innovation and Entrepreneurship Education (513) Rosario Mérida Serrano, Julia Angulo Romero & Carmen Gil Del Pino, Applying the ECTS System to the Childhood Education Teaching Degree in Andalusia (527) Part II Andris Kangro & David James, Rapid Reform and Unfinished Business: the development of education in independent Latvia 1991–2007 (547) Nicoline FRØLICH & Bjarne STRØM, Higher Education Funding and Incentives: evidence from the Norwegian funding reform (563) Volume 44, Issue 1, March 2009

Chinese-European Cooperation in Education Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) W. John Morgan & Albert C. Tuijnman, Europe and China: a new era of cultural contact and cooperation in education (5) Xiaohao Ding, Changjun Yue & Yuze Sun, The Influence of China's Entry into the WTO on its Education System (9) Christine T. Ennew & Yang Fujia, Foreign Universities in China: a case study (21) Qing Gu, Maturity and Interculturality: Chinese students' experiences in UK higher education (37) John Cribbin, European Languages and Culture in Hong Kong: trade or education? (53) Don Starr, Chinese Language Education in Europe: the Confucius Institutes (65) Wang Ping, The Provision of Mandarin Chinese in the UK Secondary Schools: what's in the way? (83) Bernadette Robinson & Yi Wenwu, Strengthening Basic Education: an EU-China joint project in Gansu Province (95) Albert Tuijnman, The Education Lending Policy of the European Investment Bank (111) Maria João Rosa, Diana Amado & Alberto Amaral, Funding Allocation and Staff Management. A Portuguese Example (127)



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Volume 44, Issue, June 2009

The Training of Adult Education Professionals in Europe Michael Osborne, Editorial — Adult Learning Professionals in Europe (143) Bert-Jan Buiskool, Jaap Van Lakerveld & Simon Broek, Educators at Work in two Sectors of Adult and Vocational Education: an overview of two European research projects (145) George K. Zarifis, Decisions, Provisions and Disillusionment for Non-vocational Adult Learning (NVAL) Staff in South-Eastern Europe: a comparative appraisal of some policy developments with diminishing returns (163) Bettina Dausien & Dorothee Schwendowius, Professionalisation in General Adult Education in Germany — An Attempt to Cut a Path through a Jungle (183) Paula Guimarães, Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal (205) Larissa Jõgi & Marin Gross, The Professionalisation of Adult Educators in the Baltic States (221) Grzegorz Mazurkiewicz, Adult Educators: an example of the new approach to lifelong learning in Poland (243) Hemmo Smit, Frowine Den Oudendammer, Erik Kats & Jaap Van Lakerveld, Lifelong Learning on Either Side of the Border: the effects of government policy on adult education in The Netherlands and Belgium (257) Michael Osborne & Kate Sankey, Non-vocational Adult Education and its Professionals in the United Kingdom (271) Giorgio Ostinelli, Teacher Education in Italy, Germany, England, Sweden and Finland (291) Volume 44, Issue 3, September 2009

Work-based Learning in Higher Education Carol Costley & Abdulai Abukari, Editorial (311) C.U. Chisholm, M.S.G. Harris, D.O. Northwood & J.L. Johrendt, The Characterisation of Work-Based Learning by Consideration of the Theories of Experiential Learning (319) Marja Van Den Dungen, Lifelong Learning within HE in The Netherlands (339) Ernst A. Hartmann, Michaela Knust, Claudia Loroff & Ida Stamm-Riemer, Towards Permeability between Vocational and Academic Education. Experiences and Analyses from Current Initiatives in Germany (351)



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Andrew Haldane & John Wallace, Using Technology to Facilitate the Accreditation of Prior and Experiential Learning in Developing Personalised Work-based Learning Programmes. A Case Study Involving the University of Derby, UK (369) Anita Walsh, Modes of Reflection: is it possible to use both individual and collective reflection to reconcile the ‘three-party knowledge interests’ in workplace learning? (385) Reinhard Schmidt & Paul Gibbs, The Challenges of Work-Based Learning in the Changing Context of the European Higher Education Area (399) Tuula Lehtonen & Sinikka Karjalainen, Workplace Language Needs and University Language Education — Do They Meet? (411) Gerry Czerniawski, Positioning the Values of Early Career Teachers in Norway, Germany and England (421) M.P. Alejandra Cortés Pascual, The Work Values of Teacher Training Students in a Spanish University. Symbiosis between Schwartz and Meaning of Work (MOW) Study Group (441) Antonio Fonseca, Daniela Gonçalves & Ignacio Martín, Changing Attitudes towards Ageing and the Aged amongst Psychology Students (455) Volume 44, Issue 4, December 2009

Networks in Education: benefits and issues in Europe Jean Gordon, Editorial (471) Santi Scimeca, Petru Dumitru, Marc Durando, Anne Gilleran, Alexa Joyce & Riina Vuorikari, European Schoolnet: enabling school networking (475) Suzanne Gatt & Manuel Filipe Pereira Cunha Martins Costa, Networking School Teachers to Promote Better Practice in the Teaching of Science across Europe (493) Goof J. Buijs, Better Schools through Health: networking for health promoting schools in Europe (507) César Coll, Anna Engel & Alfonso Bustos, Distributed Teaching Presence and Participants' Activity Profiles: a theoretical approach to the structural analysis of Asynchronous Learning Networks (521) Gerry Mcaleavy, Tony Donegan & Celia O'hagan, Visioning New Modes of Integrated and Shared Schooling in Northern Ireland (539) Jorge Miguel Fonseca Pinto Ferreira, First Impressions of the Reorganisation of the School Network in Portugal (559) Lukas Graf, Applying the Varieties of Capitalism Approach to Higher Education: comparing the internationalisation of German and British universities (569)



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Marianne Blanchard, From ‘Ecoles Supérieures de Commerce’ to ‘Management Schools’: transformations and continuity in French business schools (586) Volume 45, Issue 1, March 2010

Knowledge, Globalisation and Curriculum Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) Lyn Yates & Michael Young, Editorial: globalisation, knowledge and the curriculum (4) Part I Michael Young & Johan Muller, Three Educational Scenarios for the Future: lessons from the sociology of knowledge (11) Geoff Whitty, Revisiting School Knowledge: some sociological perspectives on new school curricula (28) Lisbeth Lundahl, Inger Erixon Arreman, Ulf Lundström & Linda Rönnberg, Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective (46) Eric Mangez, Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium (60) Roger-François Gauthier & Margaux Le Gouvello, The French Curricular Exception and the Troubles of Education and Internationalisation: will it be enough to ‘rearrange the deckchairs’? (74) Lyn Yates & Cherry Collins, The Absence of Knowledge in Australian Curriculum Reforms (89) Berit Karseth & Kirsten Sivesind, Conceptualising Curriculum Knowledge Within and Beyond the National Context (103) Part II Bryony Hoskins & Ruth Deakin Crick, Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin? (121) Lukas Baschung, Changes in the Management of Doctoral Education (138) W.H. Adriaan Hofman, Roelande H. Hofman & John M. Gray, Institutional Contexts and International Performances in Schooling: comparing patterns and trends over time in international surveys (153) Volume 45 Issue 2, June 2010

Human and Social Capital Development for Innovation and Change Pasi Sahlberg, Editorial (177) Part I



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Manfred Wallenborn, Vocational Education and Training and Human Capital Development: current practice and future options (181) Borhene Chakroun, National Qualification Frameworks: from policy borrowing to policy learning (199) Evelyn VierteL, Vocational Education for Sustainable Development: an obligation for the European Training Foundation (217) Jesus Alquézar Sabadie & Jens Johansen, How Do National Economic Competitiveness Indices View Human Capital? (236) Stephen Murgatroyd, ‘Wicked Problems’ and the Work of the School (259) Pasi Sahlberg & David Oldroyd, Pedagogy for Economic Competitiveness and Sustainable Development (280) Yael Sharan, Cooperative Learning for Academic and Social Gains: valued pedagogy, problematic practice (300) Ernesto Villalba, Monitoring Creativity at an Aggregate Level: a proposal for Europe (314) Part II Auli Toom, Heikki Kynäslahti, Leena Krokfors, Riita Jyrhämä, Reijo Byman, Katariina Stenberg, Katriina Maaranen & Pertti Kansanen, Experiences of a Research-based Approach to Teacher Education: suggestions for future policies (331) Yulia Stukalina, The Management of Integrated Educational Environment Resources: the factors to be considered (345) Volume 45, Issue 3, September 2010

Building European Learning Cities and Regions Norman Longworth & Michael Osborne, Editorial (365) Part I Norman Longworth & Michael Osborne, Six Ages towards a Learning Region — A Retrospective (368) Roberta Piazza, The Learning Region between Pedagogy and Economy (402) Palmira Juceviciene, Sustainable Development of the Learning City (419) Jutta Thinesse-Demel, Learning Regions in Germany (437) Balazs Németh, The Accelerating Roles of Higher Education in Regions through the European Lifelong Learning Initiative (451)



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Lesley Doyle, The Role of Universities in the ‘Cultural Health’ of their Regions: universities' and regions' understandings of cultural engagement (466) Britt Andersen, Gunnar Ree & Ingunn Sandaker, A Web of Learning Opportunities (481) Part II Kirsti Ala-Mutka, Pal Gaspar, Gabor Kismihok, Margit Suurna & Vasja Vehovar, Status and Developments of eLearning in the EU10 Member States: the cases of Estonia, Hungary and Slovenia (494) Jean-Raymond Masson, Mounir Baati & Erwin Seyfried, Quality and Quality Assurance in Vocational Education and Training in the Mediterranean Countries: lessons from the European approach (514) Volume 45, Issue 4, December 2010

Ten Years of the Bologna Process — 'What Future'? Barbara M. Kehm, The Future of the Bologna Process — The Bologna Process of the Future (529) Åse Gornitzka, Bologna in Context: a horizontal perspective on the dynamics of governance sites for a Europe of Knowledge (535) Predrag Lažetić, Managing the Bologna Process at the European Level: institution and actor dynamics (549) Berit Karseth & Tone Dyrdal Solbrekke, Qualifications Frameworks: the avenue towards the convergence of European higher education? (563) Bjørn Stensaker, Lee Harvey, Jeroen Huisman, Liv Langfeldt & Don F. Westerheijden, The Impact of the European Standards and Guidelines in Agency Evaluations (577) Yasemin Yağci, A Different View of the Bologna Process: the case of Turkey (588) Alejandro Tiana Ferrer, The Impact of the Bologna Process in Ibero-America: prospects and challenges (601) Clifford Adelman, The US Response to Bologna: expanding knowledge, first steps of convergence (612) Volume 46, Issue 1, March 2011

Education Policies in Europe: how effective are international initiatives? Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) Jean-Pierre Jallade, Editorial (3) Part I



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Jean-Pierre Jallade, International Approaches to Education: a review of some major cooperative programmes (7) Luce Pépin, Education in the Lisbon Strategy: assessment and prospects (25) Anne Corbett, Ping Pong: competing leadership for reform in EU higher education 1998–2006 (36) Gerhard Welbers, The European Social Fund: changing approaches to VET (54) Alexander Kleibrink, The EU as a Norm Entrepreneur: the case of lifelong learning (70) George S. Papadopoulos, The OECD Approach to Education in Retrospect: 1960–1990 (85) David Istance, Education at OECD: recent themes and recommendations (87) Tonia Bieber & Kerstin Martens, The OECD PISA Study as a Soft Power in Education? Lessons from Switzerland and the US (101) Klaus Hüfner, The Human Rights Approach to Education in International Organisations (117) Part II Wolfgang Edelstein, Education for Democracy: reasons and strategies (127) Henk Blok & Sjoerd Karsten, Inspection of Home Education in European Countries (138) Markus Schwabe, The Career Paths of Doctoral Graduates in Austria (153) Volume 46, Issue 2, June 2011

Education, poverty and inclusion Marta Soler, Editorial (169) Rosa Valls & Maria Padrós, Using Dialogic Research to Overcome Poverty: from principles to action (173) Javier Díez, Suzanne Gatt & Sandra Racionero, Placing Immigrant and Minority Family and Community Members at the School's Centre: the role of community participation (184) Inãki Santa Cruz, Gregori Siles & Natalija Vrecer, Invest for the Long Term or Attend to Immediate Needs? Schools and the Employment of Less Educated Youths and Adults (197) Ainhoa Flecha, Rocío García & Rima Rudd, Using Health Literacy in School to Overcome Inequalities (209) Patricia Melgar, Rosa Larena, Laura Ruiz & Stephanie Rammel, How to Move from Power-based to Dialogic Relations? Lessons from Roma Women (219)



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Andy Green, Lifelong Learning, Equality and Social Cohesion (228) Jean-François Giret, Does Vocational Training Help Transition to Work? The ‘New French Vocational Bachelor Degree’ (244) Kuang-Hsu Chiang, The Experience of Doctoral Studies in the UK and France: differences in epistemology, research objects and training (257) Sónia Cardoso, Teresa Carvalho & Rui Santiago, From Students to Consumers: reflections on the marketisation of Portuguese higher education (271) Volume 46, Issue 3, September 2011

Key Competences in Europe Alain Michel & Alejandro Tiana, Editorial (285) Gábor Halász & Alain Michel, Key Competences in Europe: interpretation, policy formulation and implementation (289) Alejandro Tiana, José Moya & Florencio Luengo, Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain (307) Mirosław Dąbrowski & Jerzy Wiśniewski, Translating Key Competences into the School Curriculum: lessons from the Polish experience (323) David Pepper, Assessing Key Competences across the Curriculum — and Europe (335) Geert ten Dam, Femke Geijsel, Rene Reumerman & Guuske Ledoux, Measuring Young People's Citizenship Competences (354) Jean-François Cerisier & Aruna Popuri, Computers and School: Indian and French students' discourse (373) Paul Gibbs & Pauline Armsby, Recognition is Deserved, Qualifications are Merited. Where Does that Leave Fairness in Accreditation? (388) Konstantin Timoshenko, The Winds of Change in Russian Higher Education: is the East moving West? (397) Maria de Lourdes Machado, Rui Brites, António Magalhães & Maria José Sá, Satisfaction with Higher Education: critical data for student development (415) Volume 46, Issue 4, December 2011

On becoming a teacher: a lifelong process Janet Looney & Jean Gordon, Editorial: On becoming a teacher: a lifelong process (433)



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Part I Janet Looney, Developing High-Quality Teachers: teacher evaluation for improvement Marina-Stefania Giannakaki, Andrew J. Hobson & Angi Malderez, Student Teachers' Perceptions of the Effectiveness of their Initial Preparation (456) Maria Liakopoulou, Teachers' Pedagogical Competence as a Prerequisite for Entering the Profession (474) Andrea Cammelli, Francesco Ferrante & Silvia Ghiselli, The Job Market for Teachers in Italy (489) Susanna Karakhanyan, Klaas van Veen & Th.C.M. (Theo) Bergen, Teachers' Voices in the Context of Higher Education Reforms in Armenia (508) Michalinos Zembylas, Panayiota Kendeou & Athina Michaelidou, The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-existence (524) Part II Xavier Pons, What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008) (540) Tommaso Agasisti, Does Competition Affect Schools' Performance? Evidence from Italy through OECD-PISA Data (549) Sorrel Penn-Edwards & Sharn Donnison, Engaging with Higher Education Academic Support: a first year student teacher transition model (566) Gábor Halász, Coping with Complexity and Instability in the UK Vocational Training System (581) Volume 47, Issue 1, March 2012

Russian Higher Education and the Post-Soviet Transition Jean Gordon & Jean-Pierre Jallade, Letter from the Joint Editors (1) W. John Morgan and Grigori A. Kliucharev, Higher Education and the Post-Soviet Transition in Russia (3) Part I David L. Konstantinovskiy, Social Inequality and Access to Higher Education in Russia (9) Galina Motova & Ritta Pykkö, Russian Higher Education and European Standards of Quality Assurance (25) Galina Telegina & Hermann Schwengel, The Bologna Process: perspectives and implications for the Russian university (37) Richard West & Elena Frumina, European Standards in Russian Higher Education and the Role of English: a case study of the National University of Science and Technology, Moscow (MISiS) (50)



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Natalia V. Latova & Vladimir I. Savinkov, The Influence of Academic Migration on the Intellectual Potential of Russia (64) Vladimir A. Geroimenko, Grigori A. Kliucharev & W. John Morgan, Private Higher Education in Russia: capacity for innovation and investment (77) Agata Ładykowska, The Role of Religious Higher Education in the Training of Teachers of Russian ‘Orthodox Culture’ (92) Part II Emilia Primeri and Emanuela Reale, How Europe Shapes Academic Research: insights from participation in European Union Framework Programmes (104) James Karlsen, Miren Larrea, James R. Wilson & Mari Jose Aranguren, Bridging the Gap between Academic Research and Regional Development in the Basque Country (122) Kuang-Hsu Chiang, Research and Teaching Revisited: a pre-Humboldtian or post-Humboldtian phenomenon? The cases of France and the UK (139) Juan Francisco Canal Domínguez & Manuel Antonio Muñiz Pérez, Professional Doctorates and Careers: the Spanish case (153) Volume 47, Issue 2, June 2012

The Privatisation of Higher Education: comparative perspectives Georg Krücken & Kathia Serrano-Velarde, Editorial (173) Part I Daniel C. Levy, How Important Is Private Higher Education in Europe? A Regional Analysis in Global Context (178) Robert D. Reisz & Manfred Stock, Private Higher Education and Economic Development (198) Gerald Wangenge-Ouma, Public by Day, Private by Night: examining the private lives of Kenya's public universities (213) Ka Ho Mok, Bringing the State Back In: restoring the role of the State in Chinese higher education (228) John Aubrey Douglass, The Rise of the For-Profit Sector in US Higher Education and the Brazilian Effect (242) Moris Triventi & Paolo Trivellato, Does Graduating from a Private University Make a Difference? Evidence from Italy (260)



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Kathia Serrano-Velarde & Georg Krücken, Private Sector Consultants and Public Universities: the challenges of cross-sectoral knowledge transfers (277) Part II Haim H. Gaziel, Privatisation by the Back Door: the case of the higher education policy in Israel (290) Ekrem Erdem & Can Tansel Tugcu, Higher Education and Unemployment: a cointegration and causality analysis of the case of Turkey (299) Orlanda Tavares & José Brites Ferreira, Choices and Motivations: the why and how of Portuguese students' enrolment choices (310) Ides Nicaise, A Smart Social Inclusion Policy for the EU: the role of education and training (327) Volume 47, Issue 3, September 2012

The Bologna Process Revisited Barbara M. Kehm, Editorial 343) Gabriele Ballarino & Loris Perotti, The Bologna Process in Italy (348) Aristotelis Zmas, The Transformation of the European Educational Discourse in the Balkans (364) Amélia Veiga, Bologna 2010. The Moment of Truth? (378) Cristina Sin, Academic Understandings of and Responses to Bologna: a three-country perspective (392) Justin J. W. Powell, Lukas Graf, Nadine Bernhard, Laurence Coutrot & Annick Kieffer, The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence? (405) Margaret S. G. Harris, Fulfilling a European Vision through Flexible Learning and Choice (424) Joan Mateo, Anna Escofet, Francesc Martínez-Olmo, Javier Ventura & Dimitrios Vlachopoulos, Evaluation Tools in the European Higher Education Area (EHEA): an assessment for evaluating the competences of the Final Year Project in the social sciences (435) Melanie Walker, Universities and a Human Development Ethics: a capabilities approach to curriculum (448) Manuel Salas Velasco, María Teresa Sánchez Martínez & Noelina Rodríguez Ferrero, Developing Generic Competences in the European Higher Education Area: a proposal for teaching the principles of economics (462)



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Volume 47, Issue 4, December 2012

Early Childhood Education and Care in Europe: re-thinking, re-searching and re-conceptualising policies and practices

Mathias Urban, Editorial (477) Part I Peter Moss, Caring and Learning Together: exploring the relationship between parental leave and early childhood education and care (482) Mathias Urban, Researching Early Childhood Policy and Practice. A Critical Ecology (494) Mathias Urban, Michel Vandenbroeck, Katrien Van Laere, Arianna Lazzari & Jan Peeters, Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice (508) Katrien Van Laere, Jan Peeters & Michel Vandenbroeck, The Education and Care Divide: the role of the early childhood workforce in 15 European countries (527) Maria Herczog, Rights of the Child and Early Childhood Education and Care in Europe (542) Arianna Lazzari, The Public Good. Historical and Political Roots of Municipal Preschools in Emilia Romagna (556) Colette Murray, A Minority within a Minority? Social Justice for Traveller and Roma Children in ECEC (569) Kirsti Karila, A Nordic Perspective on Early Childhood Education and Care Policy (584) Part II Stan van Alphen, The Benefit of Educational Inclusiveness for Early School Leavers in the European Labour Market (596) Volume 48, Issue 1, March 2013

ICT and Education: taking stock of progress and looking at the future Jean Gordon & Richard Desjardins, Letter from the Joint Editors (1) Yves Punie, Lieve Van den Brande & Ilkka Tuomi, Editorial (5) Part I Patricia Wastiau, Roger Blamire, Caroline Kearney, Valerie Quittre, Eva Van de Gaer & Christian Monseur, The Use of ICT in Education: a survey of schools in Europe (11) Federico Biagi & Massimo Loi, Measuring ICT Use and Learning Outcomes: evidence from recent econometric studies (28)



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David Istance & Marco Kools, OECD Work on Technology and Education: innovative learning environments as an integrating framework (43) Ilkka Tuomi, Open Educational Resources and the Transformation of Education (58) Christine Redecker & Øystein Johannessen, Changing Assessment — Towards a New Assessment Paradigm Using ICT (79) Brian Holmes, School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event (97) Stefania Bocconi, Panagiotis Kampylis & Yves Punie, Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe (113) Part II Kristof De Witte & Nicky Rogge, Dropout from Secondary Education: all's well that begins well (131) Enrique Fernández-Macías, José-Ignacio Antón, Francisco-Javier Braña & Rafael Muñoz De Bustillo, Early School-leaving in Spain: evolution, intensity and determinants (150) Elisabeth Hovdhaugen, Nicoline Frølich & Per Olaf Aamodt, Informing Institutional Management: institutional strategies and student retention (165) Roger Austin & Bill Hunter, ICT Policy and Implementation in Education: cases in Canada, Northern Ireland and Ireland (178) Volume 48, Issue 2, June 2013

Adult Learning Systems in a Comparative Perspective Richard Desjardins & Kjell Rubenson, Editorial (193) Part I Gareth Rees, Comparing Adult Learning Systems: an emerging political economy (200) Ellu Saar, Odd Bjørn Ure & Richard Desjardins, The Role of Diverse Institutions in Framing Adult Learning Systems (213) Philomena Murray & John Polesel, A Comparative Exploration of Learning Pathways and Transition Systems in Denmark and Australia (233) Lesley Andres & Hans Pechar, Participation Patterns in Higher Education: a comparative welfare and production régime perspective (247) Richard Desjardins & Kjell Rubenson, Participation Patterns in Adult Education: the role of institutions and public policy frameworks in resolving coordination problems (262)



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Jörg Markowitsch, Bernd Käpplinger & Günter Hefler, Firm-provided Training in Europe and the Limits of National Skills Strategies (281) Part II Florin D. Salajan, Policy Formulation and Networks of Practice in European eLearning: the emergence of a European E-Learning Area (292) Kaya Yilmaz, Comparison of Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences (311) Volume 48, Issue 3, September 2013

Problematising the Issue of Early School Leaving in the European Context

Alistair Ross & Carole Leathwood, Editorial: conceptualising Early School Leaving (327) Part I Kristof De Witte, Ides Nicaise, Jeroen Lavrijsen, Georges Van Landeghem, Carl Lamote & Jan Van Damme, The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: a comparative analysis of EU countries (331) Paul Downes, Developing a Framework and Agenda for Students' Voices in the School System across Europe: from diametric to concentric relational spaces for early school leaving prevention (346) Ivana Jugović & Karin Doolan, Is There Anything Specific about Early School Leaving in Southeast Europe? A Review of Research and Policy (363) Margareta Cederberg & Nanny Hartsmar, Some Aspects of Early School Leaving in Sweden, Denmark, Norway and Finland (378) Claudia Vallejo & Melinda Dooly, Early School Leavers and Social Disadvantage in Spain: from books to bricks and vice-versa (390) Alistair Ross & Carole Leathwood, Problematising Early School Leaving (405) Part II Nilani Ljunggren De Silva, Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: on whose terms? A Field Study in Stockholm Suburbs (419) Susanne Strauss & Kathrin Leuze, Further Education of Higher Education Graduates — the More, the Better? (436) Amélia Veiga, Maria João Rosa, Diana Dias & Alberto Amaral, Why is it Difficult to Grasp the Impacts of the Portuguese Quality Assurance System? (454)



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Volume 48, Issue 4, December 2013 Literacy – Is Europe Fit for the Future?

Roberto Carneiro & Jean Gordon, Editorial (471) Part I Roberto Carneiro & Jean Gordon, Warranting our Future: literacy and literacies (476) Agnes Stancel-Piątak, Plamen Mirazchiyski & Deana Desa, Promotion of Reading and Early Literacy Skills in Schools: a comparison of three European countries (498) Eithne Kennedy, Literacy Policy in Ireland (511) Sari Sulkunen, Adolescent Literacy in Europe — An Urgent Call for Action (528) JD Carpentieri, Evidence, Evaluation and the ‘Tyranny of Effect Size’: a proposal to more accurately measure programme impacts in adult and family literacy (543) Greg Brooks, The Prerequisites for Successful Teaching and Learning of Literacy (557) Part II Anastasia Gouseti, ‘Old Wine in Even Newer Bottles’: the uneasy relationship between web 2.0 technologies and European school collaboration (570) Denis Feather, Has Cinderella Become so Fragmented That She Can No Longer Identify her Area of Expertise (586) Volume 49, Issue 1, March 2014

Global University Rankings. A Critical Assessment Jean Gordon & Richard Desjardins, Letter from the Joint Editors (1) Barbara M. Kehm & Tero Erkkilä, Editorial: The Ranking Game (3) Part I Ellen Hazelkorn, Reflections on a Decade of Global Rankings: what we've learned and outstanding issues (12) Andrejs Rauhvargers, Where Are the Global Rankings Leading Us? An Analysis of Recent Methodological Changes and New Developments (29) Simon Marginson, University Rankings and Social Science (45) Richard Münch & Len Ole Schäfer, Rankings, Diversity and the Power of Renewal in Science. A Comparison between Germany, the UK and the US (60)



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William Locke, The Intensification of Rankings Logic in an Increasingly Marketised Higher Education Environment (77) Tero Erkkilä, Global University Rankings, Transnational Policy Discourse and Higher Education in Europe (91) Barbara M. Kehm, Global University Rankings — Impacts and Unintended Side Effects (102) Part II Marc Pilkington, Converging Higher Education Systems in a Global Setting: the example of France and India (113) Miquel Àngel Alegre & Ricard Benito, Youth Education Attainment and Participation in Europe: the role of contextual factors and the scope of education policy (127) Madalena Fonseca, Diana Dias, Carla Sá & Alberto Amaral, Waves of (Dis)Satisfaction: effects of the Numerus Clausus system in Portugal (144) Volume 49, Issue 2, June 2014

Teacher Education and Professional Development Alain Michel & Anne Sliwka, Editorial (159) Part I Lindsey Conner & Anne Sliwka, Implications of Research on Effective Learning Environments for Initial Teacher Education (165) Graham Donaldson, Teacher Education and Curriculum Change in Scotland (178) Milena Valenčič Zuljan & Barica Marentič Požarnik, Induction and Early-career Support of Teachers in Europe (192) Linda Kaser & Judy Halbert, Creating and Sustaining Inquiry Spaces For Teacher Learning and System Transformation (206) Kay Livingston, Teacher Educators: hidden professionals? (218) Part II Scott Fernie, Nick Pilcher & Karen L. Smith, The Scottish Credit and Qualifications Framework: what's academic practice got to do with it? (233) Fidel Molina & Núria Casado, Living Together in European Intercultural Schools: the case of the Catalan school system (Spain) (249) Matti Lindberg, Implications of the Bologna Process for Throughput in the Higher Education Sector: an empirical illustration based on a Finnish-British comparison (259)



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Karin Ishimine & Collette Tayler, Assessing Quality in Early Childhood Education and Care (272) Diana Dias & Maria José Sá, The Impact of the Transition to HE: emotions, feelings and sensations (291) Volume 49, Issue 3, September 2014

The Changing Role of Teachers Gábor Halász, Janet Looney & Alejandro Tiana, Editorial (305) Part I Francesca Caena, Teacher Competence Frameworks in Europe: policy-as-discourse and policy-as-practice (311) Csilla Stéger, Review and Analysis of the EU Teacher-related Policies and Activities (332) Paul Collard & Janet Looney, Nurturing Creativity in Education (348) Víctor Pérez-Díaz & Juan Carlos Rodríguez, Teachers' Prestige in Spain: probing the public's and the teachers' contrary views (365) Thomas Radinger, School Leader Appraisal — A Tool to Strengthen School Leaders' Pedagogical Leadership and Skills for Teacher Management? (378) Part II Samih M. Al-karasneh, Reflective Journal Writing as a Tool to Teach Aspects of Social Studies (395) Kristof K.P. Vanhoutte, The Future Starts in the Past. The Loss of the Spiritual Centre of the University (409) Don F. Westerheijden, Bjørn Stensaker, Maria J. Rosa & Anne Corbett, Next Generations, Catwalks, Random Walks and Arms Races: conceptualising the development of quality assurance schemes (421) Mikolaj Herbst & Jakub Rok, Equity in an Educational Boom: lessons from the expansion and marketisation of tertiary schooling in Poland (435) Volume 49, Issue 4, December 2014

Dropout from University Richard Desjardins, Jean Gordon, & Janet Looney, Letter from the Joint Editors (451) Barbara M. Kehm, Editorial (453) Part I Liz Thomas & Elisabeth Hovdhaugen, Complexities and Challenges of Researching Student Completion and Non-completion of HE Programmes in Europe: a comparative analysis between England and Norway (457)



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Stefan C. Wolter, Andrea Diem & Dolores Messer, Drop-outs from Swiss Universities: an empirical analysis of data on all students between 1975 and 2008 (471) Rie Troelsen & Per F. Laursen, Is Drop-out from University Dependent on National Culture and Policy? The Case of Denmark (484) Ulrich Heublein, Student Drop-out from German Higher Education Institutions (497) Part II Ellen Geboers, Femke Geijsel, Wilfried Admiraal & Geert ten Dam, Typology of Student Citizenship (514) Cristina Sin & Murray Saunders, Selective Acquiescence, Creative Commitment and Strategic Conformity: situated national policy responses to Bologna (529) Tommaso Agasisti, The Efficiency of Public Spending on Education: an empirical comparison of EU countries (543) Osmo Kivinen & Jouni Nurmi, Labour Market Relevance of European University Education. From Enrolment to Professional Employment in 12 Countries (558) Camino Ferreira, Javier Vidal & María José Vieira, Student Guidance and Attention to Diversity in the Processes of Quality Assurance in Higher Education (575) Volume 50, Issue 1, January 2015 Roberto Carneiro, Richard Desjardins, Jean Gordon and Janet Looney, Editorial (1) Part I: Thought Pieces Mamphela Ramphele Meaning and Mission (10) Valerie Hannon, What is Learning For? (14) Michael Young, What is Learning and Why Does It Matter? (17) Ilkka Tuomi, Epistemic Literacy or a Clash of Clans? A Capability-based View on the Future of Learning and Education (21) Xavier Prats Monné, What Is Learning For? The Promise of a Better Future (25) Part II: Original Articles Knud Illeris, The Development of a Comprehensive and Coherent Theory of Learning (29) Karl Steffens, Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning (41)



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Barbara M. Kehm, Higher Education as a Field of Study and Research in Europe (60) Gert Biesta, What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism (75) Maren Elfert, UNESCO, the Faure Report, the Delors Report, and the Political Utopia of Lifelong Learning (88) Roberto Carneiro, Learning: The Treasure within — Prospects for Education in the 21st Century (101) Volume 50, Issue 2, June 2015 David Istance, Editorial (113) Part I: Thought Pieces David Puttnam, Learning to Be — Do Our Education Systems Do Enough to Enable Learners to Flourish as Independent, Autonomous and Well-Balanced Individuals? (120) Ruby Takanishi, Do Our Education Systems Do Enough to Enable Learners to Flourish as Independent, Autonomous and Well-Balanced Individuals? (123) Kai-ming Cheng, Learning in a Different Era: do our education systems do enough to enable learners to flourish as independent, autonomous and well-balanced individuals? (128) José Weinstein, The Latin American School and The Challenge of Developing Fraternity (131) Part II Original articles Richard Desjardins, The Precarious Role of Education in Identity and Value Formation Processes: the shift from state to market forces (134) Koji Miyamoto, Maria C. Huerta and Katarzyna Kubacka, Fostering Social and Emotional Skills for Well-Being and Social Progress (147) Collette Tayler, Learning in Early Childhood: experiences, relationships and ‘Learning to Be’ (160) Anne Sliwka and Brandy Yee, From Alternative Education to The Mainstream: approaches in Canada and Germany to Preparing Learners to Live in a Changing World (175) David Crossley, An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England (184) Judy Halbert and Linda Kaser, Learning to Be. A Perspective from British Columbia, Canada (196)



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Tom Schuller and David Watson, ‘The Treasure Within’ and ‘Learning Through Life’: A Review and Prospectus (214) David Istance, Learning in Retirement and Old Age: an agenda for the 21st century (225) Volume 50, Issue 3, September 2015 Richard Desjardins, Editorial (239) Part I: Thought Pieces Alan Tuckett, Adult Education, Social Transformation and the Pursuit of Social Justice (245) Mannie Sher & Sadie King, What Role, if any, Can Education Systems Play in Fostering Social Transformation for Social Justice? Prospects, Challenges and Limitations (250) Rodolfo Stavenhagen, Indigenous Peoples’ Rights to Education (254) Stephen J. Ball, Living the Neo-liberal University (258) Part II Original articles Carlos Alberto Torres, Global Citizenship and Global Universities. The Age of Global Interdependence and Cosmopolitanism (262) Greg William Misiaszek, Ecopedagogy and Citizenship in the Age of Globalisation: connections between environmental and global citizenship education to save the planet (280) Mathias Urban, From ‘Closing the Gap’ to an Ethics of Affirmation. Reconceptualising the Role of Early Childhood Services in Times of Uncertainty (293) Nelly P. Stromquist, Women’s Empowerment and Education: linking knowledge to transformative action (307) Maurice Crul, Is Education the Pathway to Success? A Comparison of Second Generation Turkish Professionals in Sweden, France, Germany and The Netherlands (325) Lauren B. Resnick & Faith Schantz, Re-thinking Intelligence: schools that build the mind (340) Gábor Halász, Education and Social Transformation in Central and Eastern Europe (350) Volume 50, Issue 4, December 2015

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