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Peter Woelert, Lesley Vidovich & Thomas O’Donoghue. (2024) Breaking the mould: a comparative study of ‘radical’ university curriculum reforms in a context of global-local policy flows. Compare: A Journal of Comparative and International Education 54:2, pages 203-221.
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Yi-Hua Lai. (2024) Education reform through westernization in Taiwan: a case of transferring the constructivist-based mathematics curriculum from the United States. Journal of Asian Public Policy 17:1, pages 123-141.
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Sun Kim. (2017) Actors and ideology for educational policy transfer: the case of education reforms in the two Koreas during the Soviet and US military occupation. Oxford Review of Education 43:1, pages 55-68.
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Chuo-Chun Hsieh & Jeroen Huisman. (2017) Higher education policy change in the European higher education area: divergence of quality assurance systems in England and the Netherlands. Research Papers in Education 32:1, pages 71-83.
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Elizabeth Agbor Eta & Emmanuel Yenshu Vubo. (2016) Global references, local translation: adaptation of the Bologna Process degree structure and credit system at universities in Cameroon. Globalisation, Societies and Education 14:4, pages 492-512.
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Myroslava Hladchenko & Martin Benninghoff. (2020) Implementing the global model of the research university in a national context: perspectives of deans and departments heads. International Journal of Educational Management 34:10, pages 1493-1507.
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Elizabeth Agbor Eta, Johanna Kallo & Risto Rinne. (2017) Process of transfer and reception of Bologna Process ideas in the Cameroon higher education system. European Educational Research Journal 17:5, pages 656-675.
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Elizabeth Agbor Eta. (2017) Enhancing Graduate Employability in Cameroonian Universities Through Professionalization in the Context of the ‘Licence–Master–Doctorat’ Reform. Higher Education Policy 31:3, pages 309-332.
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