Nagel, Alexander-Kenneth

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[["dc.bibliographiccitation.firstpage","3"],["dc.bibliographiccitation.lastpage","27"],["dc.contributor.author","Nagel, Alexander-Kenneth"],["dc.contributor.author","Martens, Kerstin"],["dc.contributor.author","Windzio, Michael"],["dc.contributor.editor","Martens, Kerstin"],["dc.contributor.editor","Nagel, Alexander-Kenneth"],["dc.contributor.editor","Windzio, Michael"],["dc.contributor.editor","Weymann, Ansgar"],["dc.date.accessioned","2017-10-16T10:55:34Z"],["dc.date.available","2017-10-16T10:55:34Z"],["dc.date.issued","2010"],["dc.description.abstract","2010 is an “education year”: the results of the “Programme for International Student Assessment” (PISA)—the largest survey on students’ performance—are being published again and will continue for another round of three evaluations; the Bologna Process—the largest project to provide Europe with a comparative higher education degree system—is supposed to be implemented within the region. Although the PISA Study and the Bologna Process have by now established themselves as prominent political issues with substantial impact on the political debate all over Europe and beyond, scholars of political science and political sociology have been rather reluctant to give this field the attention needed. This volume analyzes the significant changes in the field of education policy observable since the 1990s. It deals with the impact of the PISA Study and the Bologna Process as the most prominent examples with regard to the growing role of international organizations (IOs) and their impact on national education systems."],["dc.identifier.doi","10.1057/9780230281295_1"],["dc.identifier.gro","3147019"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/9675"],["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.title","Introduction - Education Policy in Transformation"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

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[["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"]]

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