Citations (22)
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J. Annala, J. Lindén, M. Mäkinen & J. Henriksson. (2023) Understanding academic agency in curriculum change in higher education. Teaching in Higher Education 28:6, pages 1310-1327.
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Aliya Kuzhabekova, Arailym Soltanbekova & Ainur Almukhambetova. (2018) Educational Flagships as Brokers in International Policy Transfer: Learning from the Experience of Kazakhstan. European Education 50:4, pages 353-370.
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Dorthe Staunæs, Katja Brøgger & John Benedicto Krejsler. (2018) How reforms morph as they move. Performative approaches to education reforms and their un/intended effects. International Journal of Qualitative Studies in Education 31:5, pages 345-352.
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Katja Brøgger. (2018) The performative power of (non)human agency assemblages of soft governance. International Journal of Qualitative Studies in Education 31:5, pages 353-366.
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Nana Vaaben. (2018) Reforming time in Danish schools. International Journal of Qualitative Studies in Education 31:5, pages 422-435.
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Cathy Amanti. (2017) ‘This education is not for our students’: responses of Mexican educators to globalising education policies and practices. Globalisation, Societies and Education 15:4, pages 531-544.
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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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Katja Brøgger. (2016) The rule of mimetic desire in higher education: governing through naming, shaming and faming. British Journal of Sociology of Education 37:1, pages 72-91.
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Michael Gallagher, Stuart Nicol & Markus Breines. (2022) Ghost Hunting in the Broken Archives: Re-Historicizing Digital Education in an Institutional Context. Postdigital Science and Education.
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Tobias Jung & Kevin Orr. (2021) What lies beneath? Spectrality as a focal phenomenon and a focal theory for strengthening engagement with philanthropic foundations. International Journal of Management Reviews 23:3, pages 312-329.
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Richard A. Dunk. (2019)
Diffracting the “Quantum” and the “Social”:
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Katja Brøgger. (2018) How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process. European Educational Research Journal 18:2, pages 158-180.
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Katja BrøggerKatja Brøgger. 2019. Governing through Standards: the Faceless Masters of Higher Education. Governing through Standards: the Faceless Masters of Higher Education
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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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Sabina Pultz. (2018) Shame and passion: The affective governing of young unemployed people. Theory & Psychology 28:3, pages 358-381.
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Elizabeth Stigger, Marian Wang, David Laurence & Anna BordilovskayaElizabeth Stigger. 2018. Internationalization within Higher Education. Internationalization within Higher Education
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Katja Brøgger & Dorthe Staunæs. (2016) Standards and (self)implosion: How the circulation of affects accelerates the spread of standards and intensifies the embodiment of colliding, temporal ontologies. Theory & Psychology 26:2, pages 223-242.
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Monne Wihlborg & Christine Teelken. (2014) Striving for Uniformity, Hoping for Innovation and Diversification: A Critical Review concerning the Bologna Process – Providing an Overview and Reflecting on the Criticism. Policy Futures in Education 12:8, pages 1084-1100.
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