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Marte Mangset

British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure was generalised in British universities 15 years ahead of Bologna as the one-year taught master's degree gained ground. This article argues that there were similar concerns related to massification and to an increasing demand for efficiency and employability in British, French and Norwegian higher education policy. These common concerns have been met by common reform measures in the three countries: a transition from individual and unstructured postgraduate degrees to structured and skill-oriented taught degrees. In contrast to the situation in other European countries, the Bologna Process has not represented a legitimate framework for higher education policy in Britain. However, British universities have proved susceptible both to national policy measures and to foreign university models. If the Bologna Process gradually appears as a strong and unified model, the British universities might not be immune to change.

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Jeroen Huisman

-American systems and includes chapters on, for example, France, Scandinavia, Russia, South Asia, Japan and China. In this sense, the book is fairly encompassing – in a geographical sense – and takes a broader perspective than a comparator like Patricia Gumport

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Digital Media and Contested Visions of Education

Wesley Shumar and Susan Wright

-Saharan Africa programme (TESSA) operates in nine countries and has helped train 500,000 teachers since 2005. The project’s large bank of materials in Arabic, French, English and kiSwahili are free for teachers to use in classroom activities and to improve their

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Teaching internationalisation?

Surveying the lack of pedagogical and theoretical diversity in American International Relations

Christopher R. Cook

.S. manufactured paradigms to make studies of fellow citizens – all this packaged and presented in jargon, but still basically in English’. In Holsti’s (1985) study of IR citations in Australia, Canada, France, India, Korea, the U.S. and the U.K he discovered

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Jacqui Close

California Press . Bourdieu , P. ( 1999 ) The Weight of the World: Social Suffering in Contemporary Society Cambridge : Polity Press . Bourdieu , P. and Passeron , J.C. ( 1979 ) The Inheritors: French Students and Their Relation to Culture

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Neriko Musha Doerr

students have experienced, remarked: ‘Half of the children in my classroom are international travellers, and yet this experience is not recognised or valued because they are Mexican children going to Mexico. Anglo children may spend a summer in France and

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Inside the global teaching machine

MOOCs, academic labour and the future of the university

Michael A. Peters

metropolis-university suggesting that there is a political cycle of struggles: ‘from Italy to U.S. precarious students/researchers and graduate students, in France against CPE, in Greece against the Bologna Process reforms, or in China in the elite

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Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

accept the risk of economic sanctions and/or expulsion for delay as a meaningful incentive to comply and adapt to a faster pace of study. The French sociologist Bruno Latour's concept of ‘translation’ provides a platform that is sensitive to the students