Alina Felder-Stindt
Title
Dr.
Last Name
Felder-Stindt
First name
Alina
Email
alina.felder-stindt@unisg.ch
12 results
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Item type:Publication, How Geopolitics Shapes Higher Education Internationalization: Institutional Responses to the Russian Invasion of Ukraine<jats:p>Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents’ statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a geopolitical rationale governs institutional responses in a context where widely shared democratic values are under attack.</jats:p>Type:journal articleJournal:Journal of Comparative & International Higher EducationVolume:16Issue:3 - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Upskilling in the age of skill shortage: From active labour market policies to adult education.(2024); ; Bonoli, GiulianoType:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, European higher education regionalization(2023)European Union support for regionalization in higher education (HE) assumes different shapes such as funding instruments or the facilitation of best-practice exchange. Since regionalization in HE has been advanced both due to and regardless of EU policies and EU financial support, neither underes-timating nor overemphasizing the effects of EU regional policy is helpful. This contribution assumes the role of an arbiter between two extremes of the scholarly debate on the complex relationship be-tween regionalization endeavours and EU incentives. To disentangle changes that were introduced by the EU from pre-existing and independently developed cross-border cooperation patterns and structures, a theoretical model is developed that synthesizes insights from regionalization and Euro-peanization literature with their different underlying institutionalist logics. The theoretical model combines proposed typologies of regionalization endeavours with structural, relational, and cogni-tive Europeanization mechanisms. Applying the model to a cross-case analysis of two HE regionalization endeavours in border regions, the analysis provides that the Europeanization of HE institution cooperation is far from being an easy case. Even though international cooperation is at the core of HE institution missions, it is no self-fulfilling prophecy that HE institutions engage in cooperation across borders. What is more, the EU’s knowledge policies have created regional, European, and transna-tional roles for HE institutions. Given that the different knowledge policies pursue different objec-tives – student mobility, excellence in research and territorial cohesion – arriving at a European HE and research area that is clustered into networks among HE institutions appears very likely.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, What Role for Vocational Skills? The Higher Education Bias of EU Action for the Knowledge Economy(2023)The awareness of the necessity to adapt to the knowledge economy has been ever-present in the European debate, as greatly encapsulated by the “European year of skills” which is underway until May 2024. This adaptation, however, contains an interesting paradox. While vocational education and training (VET) has been an area of Community action since the Treaty of Rome, the EU has only been allowed to support Member States’ policy action in (higher) education policies. However, the EU supports intergovernmental cooperation and student mobility more widely and successfully in the area of higher education (HE) than in VET. European Union support for learners’ mobility is face with little demand the European credit transfer system for VET has experienced failure. In contrast, the EU has succeeded to foster a community approach with joint financial and legal instruments in the area of HE. This project analyses why and how European integration has developed differently in the areas of HE and VET. It takes the perspective of supranationalist theory and relies on (archival) EU documents and interviews with EU-level decision makers, bureaucrats and interest group representatives. The analysis is guided by the three components of supranationalism – EU rules, supranational organisation and transnational society. Taking EU-level advocacy into account (transnational society), the project compares how the respective credit transfer systems (EU rules) and portfolios in the European Commission have developed (supranational organisation). It is argued that even though supranational organisation in VET is strong with two dedicated EU agencies, transnational society has remained weak. A more coherent transnational society in the area of HE policy has instead led to a stronger development of supranational organization, which has the potential to lead to an expansion of EU rules.Type:conference paper - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, A Continent in Search of Skills? Aiding the Twin Transition Through Skill Formation Policy(2024-11-21); ; LUISS Hub for New Industrial Policy and Economic Governance (LUHNIP)Type:book section - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Co-creation of the European Universities Initiative (EUI): the role of higher education associations(2023); Marina VukasovicIn this study, we explore the role of interest organizations in the development of one of the EU flagship initiatives: the European Universities Initiative (EUI). Our particular focus is on the strategies and organizational characteristics of national and transnational associations of higher education institutions (HE associations). The study sheds lights on how much access did various HE associations have to the EU level decision-makers and what kind of lobbying strategies they employed. This provides the backdrop for exploring how organizational characteristics are related to access and lobbying strategies. The associations that are in focus of this study vary in terms of breadth of membership and breadth of policy agenda (from very narrow to rather encompassing), geographical scope (national, region, European-wide) and resources. Our empirical material comprises (1) semi-structured interviews with representatives of higher education associations and European Commission officials, as well as (2) associations’ position papers and European Commission documents. This provides us with a novel and rich empirical basis, suitable for analysing the role of organized interest in shaping an EU-level initiative of significant strategic importance.Type:case review (law) - Some of the metrics are blocked by yourconsent settings
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