Building: Faculty of Arts Floor: 1 Room: FA131
Research and higher education policy studies often take the state as a starting point for analysis. Single country case studies and comparisons between individual countries seem to be the most common approaches. At the same time, governance of knowledge policies increasingly takes place in the context of globalisation and regional integration, and is of interest to various international, supranational and transnational organisations. Furthermore, new linkages are developed on sub-national level – in the form of various networks and co-operation constellations. Overall, one can find new forms of vertical and horizontal coordination in the area of knowledge policies. The question then is: how meaningful this single country approach is in an increasingly interconnected world? Does this lead to ‘methodological nationalism’ and limit the scope of analysis? Are there alternative conceptual and methodological approaches to be used, and if so – what would this mean?
We invite papers that examine (empirically, theoretically) the role of the nation state as well as inter-, trans-, supra- and sub-national arenas in knowledge policy studies. We aim to identify sector-specific methodological and conceptual challenges and highlight alternative (multi-level) approaches and foci.
This panel invites papers focused on questions such as: Which role does the nation state actually play in studies of higher education and research policy, and what are the advantages and disadvantages of such an approach? Which other units could we focus on if we want to avoid methodological nationalism and eurocentrism on the one hand but still on the other hand want to compare different policy designs of higher education and research policy? Are there sector-specific conceptual challenges for researching governance of knowledge in a multi-level policy context? What kind of conceptual challenges emerge in studying knowledge policies and linkages across levels and arenas? What are the appropriate approaches and designs for studying increased horizontal and vertical coordination? Where are existing conceptual blind spots? What are the consequences of this for both research design and methodology? What kind of differences in terms of methodology, research design etc. can be identified between higher education and research policy studies? What are the benefits and disadvantages of such approaches?
Papers at this panel could discuss the use of alternative entities than the nation state, including institutions, regions, networks, traditions, ideas, cultures etc. Papers for this panel could also examine the methodologies used in higher education and research policy studies – empirically and/or theoretically, including focus on comparative designs. Suggestions for innovative research designs are also welcome.