Education Studies

A selection of studies chosen by the author to illustrate formative and inspirational moments from his years as a dedicated teacher and father.

Although the same computer games are played across cultures, they give rise to different concerns: nationally, across families, law, science and industry.

This volume explores phenomena of resistance in a range of historical and contemporary environments, thus opening up a theoretical dialogue on terms and concepts of resistance both in and across disciplines.

Educational Science faces the multimodality, plurality and translocality of educational phenomena. What can ethnography contribute to their exploration?

Some recent structural reforms in Western universities reflect fundamental changes in the organization of knowledge production and teaching. This publication wants to take a fresh look at the meaning given to the concept of interdisciplinarity with these reforms.

Worldwide, scholarship and policy-making develop new ideas and models for the role of higher education and research in society and economy. This development points to changing relationships and boundaries between the public and private spheres in higher education including their public and private steering and funding, public-private partnerships between universities and firms, the rise of private higher education and of business models in the management of universities. The contributions to this edited volume investigate into the dynamics of blurring boundaries between the public and the private in higher education and their consequences for the university.

All over the world new ideas and models emerge on how to organize the higher education sector and its institutions. The contributions in this volume identify the most influential transnational models and investigate their origins and mechanisms of dissemination as well as the resulting consequences for national systems. Will global trends in higher education lead to homogeneity or will they result in an increased differentiation? This question is addressed by higher education researchers with very different disciplinary and national backgrounds.
Contributors are, among others, Jürgen Enders, John W. Meyer, Christine Musselin and Kerstin Sahlin-Andersson.