By Suman Gupta, Jernej Habjan, Hrvoje Tutek

This publication explores how the types of world-wide restructurings of upper schooling and study paintings which are underway at the present time haven't in simple terms elevated employment lack of confidence in academia yet may very well be generating unemployment either for these inside academia and for graduate job-seekers in different sectors. contemporary and present re-organisations of upper schooling and examine paintings, and re-orientations of educational lifestyles (as scholars, researchers, academics) mostly, that are occurring worldwide, in attaining precisely the contrary of what they declare: even though ostensibly undertaken to facilitate employment, those strikes truly produce unemployment either for these inside of academia and for graduate job-seekers in different sectors.

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2011). The EU as a norm entrepreneur: The case of lifelong learning. European Journal of Education, 46(1), 70–84. Kleibrink, A. (2012). Lifelong learning policies in Southeastern Europe: From emulation of life-long policies to tailor-made reforms? In M. Arandarenko & W. ), Labour market and skills in the Western Balkans. Belgrade: Foundation for Advancement of Economics. , & Musselin, C. (2009). European integration and the Europeanisation of higher education. In A. Amaral, G. Neave, C. Musselin, & P.

One of the implications of this, however, is the ‘truth status’ of policy recipes emerging from epistemic communities, which tend to travel to new policy contexts as authoritative knowledge. Along these lines, the central organising concept for the dominant policy paradigm in higher education and research—the ‘knowledge economy’—has a respectable pedigree in the social sciences, all the way from economics to sociology. Starting in the 1960s, on the one hand, Peter Drucker (1969) developed the concept of knowledge worker with a view to the service economy, emphasising the role of knowledge and formal qualifications as key resources.

A cultural political economy of competitiveness and its implications for higher education. In B. Jessop, N. Fairclough, & R. ), Education and the knowledge-based economy in Europe. Rotterdam: Sense Publishers. , & Mastruzzi, M. (2014). Worldwide governance indicators. The World Bank, 2014. org/governance/wgi/index. aspx#home. Date accessed July 6, 2015. Keeling, R. (2006). The Bologna process and the Lisbon research agenda: The European Commission’s expanding role in higher education discourse.

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