Comparing apples and oranges frequently, this is what we do when we talk about similarities and differences regarding higher education in the United States and Europe. Based on the assumption that higher education policy texts are cultural texts to be interpreted, this book deconstructs four US American cultural narratives within higher education (co-opetition, the frontier myth, McDonaldization, and the narrative of security), and compares these to discourses prevailing in Europe. Disputing the prevalent claim that both the recent European higher education transformation initiative, the Bologna Process, and the establishment of the European Higher Education Area (EHEA) have had absolutely no impact on US institutions of higher learning, this study proves that cultural narratives in the last decade have strongly determined political and structural developments in higher education on both sides of the Atlantic. This book therefore adds another facet to the transatlantic dialogue on higher education by providing a cultural critical perspective, including the Foucauldian theory of governmentality as well as aspects of postcolonial theory.

Rethinking Legal Scholarship bridges the gap between American and European legal scholarship by looking at underlying methodological challenges.

This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas.

The 18 chapters in this book outline conceptual approaches to the field and provide practical resources for teaching, ranging from ideas for individual class sessions to full syllabi and curricular frameworks.

This is the first book-length treatment of the advancement of EU global data flows and digital trade through the framework of European institutionalisation. Drawing on case studies of EU-US, EU-Japan and EU-China relations it charts the theoretical and empirical approaches at play. It illustrates how the EU has pioneered high standards in data flows and how it engages in significant digital trade reforms, committed to those standards. The book marks a major shift in how institutionalisation and the EU should be viewed as it relates to two of the more extraordinary areas of global governance: trade and data flows. This significant book will be of interest to EU constitutional lawyers, as well as those researching in the field of IT and data law.

This is the first handbook to cover the sociological approaches to higher education. It is timely because of global expansions of mass higher educational systems, especially as these systems come under scrutiny by a variety of stakeholders. Questions are being raised about the value of traditional pedagogies along with calls for efficiency, accountability and cost-reduction, but above all job training. Within this neoliberal context, each chapter examines different sociological aspects of, and debates about, educational institutions as status-conferring organizations, with myriad positional characteristics, experiences, and outcomes. Many current debates concern the legitimacy of the statuses conferred, including the continuing debate regarding the role of universities in legitimating social class reproduction as well as more recent concerns about standards in mass systems. This handbook puts these issues and debates in focus in ways that will be of interest to a variety of stakeholders, within academia as well as in policy circles.