Next Article in Journal
Teaching Mathematics with Technology: TPACK and Effective Teaching Practices
Next Article in Special Issue
Governing Spatial Disparities in School Infrastructure by Numbers: Investments in Form, Tensions, New Compromises?
Previous Article in Journal
Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy
Previous Article in Special Issue
Swiss VET between National Framework and Cantonal Autonomy: A Historical Perspective
 
 
Article

Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain

German Institute for Adult Education Leibniz Centre for Lifelong Learning, 53175 Bonn, Germany
*
Authors to whom correspondence should be addressed.
Academic Editors: Regula Julia Leemann, Kriesi Irene and Rita Nikolai
Educ. Sci. 2022, 12(2), 132; https://doi.org/10.3390/educsci12020132
Received: 30 October 2021 / Revised: 10 February 2022 / Accepted: 14 February 2022 / Published: 18 February 2022
In this research, we compare interrelations between institutional settings and regional provision structures of continuing higher education (CHE) in England and Spain. The aim of the qualitative analysis is to identify and to compare country-specific linkages between national and regional policies, legal and financial regulations and their impact on providers, types of provision and target groups of CHE at the regional level. Theoretical assumptions of educational governance, environmental neo-institutionalism, and the sociology of conventions guide the analysis, based on expert interviews in England and Spain. Our research questions are: What modes of coordination of action to provide CHE are caused by national and regional regulations in England and Spain? How are these actions justified, and how do they influence regional CHE provision types and target groups in both countries? Interview-based findings show that national and regional regulations embrace hybrid modes of coordination of action regarding CHE provision in both countries. Specifically, centralised national policies in England and a mixture of centralised and decentralised legal frameworks in Spain impact regional CHE provision by universities, as does the scope of university autonomy in both countries. However, national frameworks only explain regional disparities in CHE provision to a limited extent. Less formal normative dimensions and social orders of university orientations and labour market demands also influence regional types of provision, concepts, provider cooperation, and adult CHE learners. View Full-Text
Keywords: continuing higher education; international comparison; expert interviews; governance; institutional analysis; regional coordination of action continuing higher education; international comparison; expert interviews; governance; institutional analysis; regional coordination of action
MDPI and ACS Style

Treviño-Eberhard, D.; Kaufmann-Kuchta, K. Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain. Educ. Sci. 2022, 12, 132. https://doi.org/10.3390/educsci12020132

AMA Style

Treviño-Eberhard D, Kaufmann-Kuchta K. Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain. Education Sciences. 2022; 12(2):132. https://doi.org/10.3390/educsci12020132

Chicago/Turabian Style

Treviño-Eberhard, Diana, and Katrin Kaufmann-Kuchta. 2022. "Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain" Education Sciences 12, no. 2: 132. https://doi.org/10.3390/educsci12020132

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop