Nagel, Alexander-Kenneth

[["dc.bibliographiccitation.firstpage","28"],["dc.bibliographiccitation.lastpage","50"],["dc.contributor.author","Nagel, Alexander-Kenneth"],["dc.contributor.author","Bieber, Tonia"],["dc.contributor.author","Jakobi, Anja P."],["dc.contributor.author","Knodel, Philipp"],["dc.contributor.author","Niemann, Dennis"],["dc.contributor.author","Teltemann, Janna"],["dc.contributor.editor","Martens, Kerstin"],["dc.contributor.editor","Nagel, Alexander-Kenneth"],["dc.contributor.editor","Windzio, Michael"],["dc.contributor.editor","Weymann, Ansgar"],["dc.date.accessioned","2017-10-16T10:55:33Z"],["dc.date.available","2017-10-16T10:55:33Z"],["dc.date.issued","2016"],["dc.description.abstract","In his famous essay, “The Methodology of the Social Sciences” Max Weber indicated that new social and cultural phenomena bring along new academic problems. These new academic problems, however, call for an adjustment of the paradigmatic and methodological apparatus. In this chapter, we point to the methodological challenges arising from new and complex social phenomena in the realm of internationalizing education policy and how they can be addressed by a systematic combination and pooling of different methods with their particular strengths and limitations. Basically, new analytical problems can be dealt with in three different ways. The first and least desirable way is to downsize the phenomenon in question to make it accessible within a given methodological framework. The second is to refine a given methodological framework to make it cover more aspects of the phenomenon in question, thus to increase the validity of the respective type of data. The third is to deepen the overall validity of analysis by a systematic rearrangement of the methodological framework. Such an arrangement should combine both qualitative and quantitative methodological strategies with descriptive and explanative logics of research. A carefully arranged mixed-method approach can not only account more deeply for more facets of the phenomenon in question, but can also connect the methods involved in an appropriate way in order to counterbalance their limits and to pool their strengths."],["dc.identifier.doi","10.1057/9780230281295_2"],["dc.identifier.gro","3147015"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/9671"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.publisher","Palgrave Macmillan"],["dc.publisher.place","London"],["dc.relation.doi","10.1057/9780230281295"],["dc.relation.isbn","978-1-349-31953-4"],["dc.relation.ispartof","Transformation of Education Policy"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Soziologie"],["dc.relation.orgunit","Abteilung III: Kultursoziologie"],["dc.title","Measuring Transformation of Education Policy—a Mixed-Method Approach"],["dc.type","book_chapter"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.seriesnr","72"],["dc.contributor.author","Leuze, Kathrin"],["dc.contributor.author","Brand, Tilman"],["dc.contributor.author","Jakobi, Anja P."],["dc.contributor.author","Martens, Kerstin"],["dc.contributor.author","Nagel, Alexander-Kenneth"],["dc.contributor.author","Rusconi, Alessandra"],["dc.contributor.author","Weymann, Ansgar"],["dc.date.accessioned","2018-02-08T08:12:42Z"],["dc.date.available","2018-02-08T08:12:42Z"],["dc.date.issued","2008"],["dc.description.abstract","Education policy making is often considered an exclusive domain of the nation state in western industrialised countries. Since the 1990s, however, international organisations (IOs) have started to play a greater role in the field of education by developing new forms of governance. As a consequence, the predominance of the nation state in education becomes an increasingly contested issue. Yet, it is not clear what kind of effects IO governance will have, whether it brings about greater convergence among national education policies by promoting uniform solutions for commonly shared problems, or whether national institutions continue to follow their own logic, thereby hindering equal responses to IO governance. In order to develop a better understanding of the dynamics in this two-level game, this paper sets out to develop an analytical framework for examining the interplay between international and national determinants of change in the field of education. We argue that IOs apply different governance instruments by which they seek to influence national education policy making. However, the degree to which nation states will respond to these international stimuli is likely to be mediated by national transformation capacities, most prominently veto players and nationally rooted ideas of education. Based on these basic assumptions, we develop a parsimonious model in which we assess the influence of IO governance on national education policy making mediated through national transformation capacities."],["dc.format.extent","31"],["dc.identifier.issn","1861-1176"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/12044"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.publisher","Sonderforschungsbereich 597 \"Staatlichkeit im Wandel\""],["dc.publisher.place","Bremen"],["dc.relation.crisseries","TranState Working Papers"],["dc.relation.ispartofseries","TranState Working Papers; 72"],["dc.title","Analysing the two-level game: international and national determinants of change in education policy making"],["dc.type","working_paper"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.seriesnr","83"],["dc.contributor.author","Nagel, Alexander-Kenneth"],["dc.contributor.author","Bieber, Tonia"],["dc.contributor.author","Jakobi, Anja P."],["dc.contributor.author","Knodel, Philipp"],["dc.contributor.author","Niemann, Dennis"],["dc.contributor.author","Teltemann, Janna"],["dc.date.accessioned","2018-02-08T07:58:00Z"],["dc.date.available","2018-02-08T07:58:00Z"],["dc.date.issued","2009"],["dc.description.abstract","Despite of their methodological and practical significance mixed-methods-designs have so far largely been neglected by political science. In this working paper, we elaborate a mixed-methods-design combining qualitative methods, such as expert interviews and document analysis, and quantitative methods, such as network and regression analysis. This mixed-methods-approach is illustrated making use of an ongoing research project. After a detailed discussion of the respective strengths and weaknesses of the single methodical strategies applied we reconsider how their distinct logics can most fruitfully be intertwined to counterbalance their shortcomings and to pool their strengths. Here, we place special emphasis on the implementation timing and point to the particular advantages of concurrent implementation of methods over so called sequential designs."],["dc.format.extent","24"],["dc.identifier.issn","1861-1176"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/12043"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.publisher","Universität Bremen"],["dc.publisher.place","Bremen"],["dc.relation","SFB 597: Staatlichkeit im Wandel"],["dc.relation.crisseries","TranState Working Papers"],["dc.relation.ispartofseries","TranState working papers; 83"],["dc.title","Measuring transformation: a mixed-method-approach to the internationalization of education politics"],["dc.type","working_paper"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]