Asia/Europe Inter-university Cooperation in Higher Education: The case of Tuning Central Asian Higher Education Area (TuCAHEA)
DOI:
https://doi.org/10.32674/jcihe.v13i5S.4248Keywords:
higher education inter-regionalism, capacity building, Central Asia, tuning, TuCAHEAAbstract
The purpose of the current paper is to share the preliminary findings of the working doctoral dissertation titled “Asia/Europe inter-university cooperation in higher education: The case of Tuning Central Asian Higher Education Area (TuCAHEA)". The dissertation is a qualitative case study of an EU-funded consortium of European and Central Asian universities, aimed at building Central Asia Higher Education Area. Preliminary findings suggest that the Tuning initiative helps to promote a competency-based approach as an international norm in higher education policy through the dissemination of causal beliefs. As an epistemic community, the Tuning initiative contributes to the European norm diffusion outside the Bologna process. Tuning helps to re-construct European discourse in higher education policy in Central Asia. Furthermore, the initiative promotes the Tuning framework as a policy instrument of regional harmonization of higher education programs. The study contributes to the understanding of the normative power of the European Union and international higher education policy diffusion in the Central Asian context.
References
Bislev, S., Salskov-Iversen, D., & Hansen, H. K. (2002). The global diffusion of managerialism: Transnational Discourse Communities at work. Global Society, 16(2), 199–212. https://doi.org/10.1080/09537320220132929
Bloodgood, E. (2008). CiteSeerX — Epistemic communities, Norms, and Knowledge. Retrieved October 1, 2021, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.701.9474.
Börzel, T. A., & Risse, T. (2009). The transformative power of Europe: The European Union and ... Retrieved October 1, 2021, from https://www.files.ethz.ch/isn/115939/2009-Tranformative-Power-of-Europe.pdf.
Börzel, T. A., & Risse, T. (2012). From Europeanisation to Diffusion: Introduction. West European Politics, 35(1), 1–19. https://doi.org/10.1080/01402382.2012.631310
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
de Almagro, M. M. (2018). Lost boomerangs, the rebound effect and transnational advocacy networks: A discursive approach to norm diffusion. Review of International Studies, 44(4), 672–693. https://doi.org/10.1017/s0260210518000086
Finnemore, M. (1996). Constructing Norms of Humanitarian Intervention. In P. J. Katzenstein (Ed.), The culture of national security: Norms and identity in world politics (pp. 153–185). Columbia University Press.
Goldstein, J., Goldstein, J. S., & Keohane, R. O. (Eds.). (1993). Ideas and foreign policy: beliefs, institutions, and political change. Cornell University Press.
Haas, P. M. (1992). Introduction: Epistemic communities and international policy coordination. International Organization, 46(1), 1–35. https://doi.org/10.1017/s0020818300001442
Haas, P. M. (2002). UN conferences and constructivist governance of the environment. Global Governance: A Review of Multilateralism and International Organizations, 8(1), 73–91. https://doi.org/10.1163/19426720-00801008
Keck, M. E., & Sikkink, K. (1999). Transnational Advocacy Networks in international and regional politics. International Social Science Journal, 51(159), 89–101. https://doi.org/10.1111/1468-2451.00179
Keck, M. E., & Sikkink, K. (2014). 1. Transnational Advocacy Networks in International Politics: Introduction. In Activists beyond borders (pp. 1-38). Cornell University Press.
Kratochwil, F., & Ruggie, J. G. (1986). International Organization: A state of the art on an art of the State. International Organization, 40(4), 753–775. https://doi.org/10.1017/s0020818300027363
Löblová, O. (2017). When epistemic communities fail: Exploring the mechanism of Policy Influence. Policy Studies Journal, 46(1), 160–189. https://doi.org/10.1111/psj.12213
Machoň, M. (2015). Vliv epistemických komunit na mezinárodní jednání o problému kosmické tříště [The Influence of Epistemic Communities on International Political Negotiations about the Space Debris Problem]. Mezinárodní vztahy, 50(4), 5-25.
Radaelli, C. M. (1999). The public policy of the European Union: Whither politics of expertise? Journal of European Public Policy, 6(5), 757–774. https://doi.org/10.1080/135017699343360
Risse-Kappen, T. (1994). Ideas do not float freely: Transnational coalitions, domestic structures, and the end of the Cold War. International Organization, 48(2), 185–214. https://doi.org/10.1017/s0020818300028162
Schmidt, V. (2005). The role of public discourse in European social democratic reform projects. Available at SSRN 754087.
Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11(1), 303–326. https://doi.org/10.1146/annurev.polisci.11.060606.135342
Sivesind, K., & Wahlström, N. (2017). Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach. In Bridging Educational Leadership, Curriculum Theory and Didaktik (pp. 439-462). Springer, Cham
.
Vögtle, E. M. (1970, January 1). Beyond Bologna: The bologna process as a global template for higher education reform efforts. KOPS. Retrieved October 1, 2021, from http://kops.uni-konstanz.de/handle/123456789/4333.
Vögtle, E. M., & Martens, K. (2014). The bologna process as a template for transnational policy coordination. Policy Studies, 35(3), 246–263. https://doi.org/10.1080/01442872.2013.875147
Wahlström, N., & Sundberg, D. (2017). Discursive institutionalism: Towards a framework for analysing the relation between policy and Curriculum. Journal of Education Policy, 33(1), 163–183. https://doi.org/10.1080/02680939.2017.1344879
Additional Files
Published
Issue
Section
License
Copyright (c) 2022 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.
