Policy learning to internationalize European science: Possibilities and limitations of open coordination

Mutual learning exercises have become increasingly employed in Europe over the last decade. This study examines the policy learning process in the area of internationalization of science and technology, which has been targeted as a priority for Europe. Through a case study of the open method of coor...

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Bibliographic Details
Published in:Higher education 2014-03, Vol.67 (3), p.317-331
Main Authors: Tamtik, Merli, Sa, Creso M
Format: Article
Language:English
Subjects:
Adult Learning
Ausland
Case Studies
Collaboration
Cooperation
Coordination
Education
Education and state
Education policy
Education, Higher
Educational aspects
Educational Policy
Environmental policy
Europa
Europe
European Commission
European Union
Evidence
Expertise
Foreign Countries
Forschung
Global Approach
Globalization
Governance
Higher Education
Higher education and state
Innovation
International aspects
International Cooperation
Internationalität
Internationalization
Knowledge
Laws, regulations and rules
Learner engagement
Learning
Learning experiences
Learning Processes
Learning theory
Lifelong Learning
Organizational change
Organizational Learning
Peer Influence
Political aspects
Preferences
Public policy
Research policy
Science
Science and technology
Science education
Sciences
Social interaction
Socialization
Symbolic Learning
Technology
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Description
Summary:Mutual learning exercises have become increasingly employed in Europe over the last decade. This study examines the policy learning process in the area of internationalization of science and technology, which has been targeted as a priority for Europe. Through a case study of the open method of coordination expert group in this area, the analysis identifies policy learning drivers, mechanisms and outcomes operating at multiple levels, from individual to organizational. Different theoretical perspectives are employed to analyze the findings, highlighting both the social and instrumental aspects of policy learning. Using multiple conceptual approaches helps account for important contributions as well as limitations of open coordination for the internationalization of science and technology agenda in Europe.
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-013-9654-4