Transnational education in schools, universities, and beyond: Definitions and research areas

References

• Adam, S. (2001). Confederation of European Rectors’ Conferences (Transnational Education Project. Report and Recommendations). Retrieved from March 19, 2019 http://www.unesco.org/education/studyingabroad/highlights/tne.doc
   Google Scholar
• Adick, C. (1995). Formation of a world educational system. In P. M. Roeder, I. Richter, & H.-P. Füssel (Eds.), Pluralism and education. Current world trends in policy, law and administration (pp. 41–60). Berkeley: Institute of Governmental Studies Press.
   Google Scholar
• Adick, C. (2005). Transnationalisierung als Herausforderung für die International und Interkulturell Vergleichende Erziehungswissenschaft [Transnationalization as a challenge for international and intercultural comparative education]. Tertium Comparationis, 11(2), 243–269.
   Google Scholar
• Adick, C. (2008a). Transnationale Bildungsorganisationen in transnationalen Bildungsräumen: Begriffsdefinitionen und Vorschlag für eine Typologie [Transnational educational organizations in transnational educational spaces]. Tertium Comparationis, 14(2), 168–197.
   Google Scholar
• Adick, C. (2008b). Transnational organisations in education. In L. Pries (Ed.), Rethinking transnationalism. The Meso-link of organisations (pp. 126–154). New York, NY: Routledge.
   Google Scholar
• Adick, C. (2012). Transnationale Bildungsorganisationen: Global Players in einer Global Governance Architektur? [Transnational organizations in education: Global players in a global governance architecture?] Tertium Comparationis, 18(1), 82–107.
   Google Scholar
• Adick, C. (2014). Deutschland als Bildungsexportland [Germany as an export nation in education]. Zeitschrift für Pädagogik, 60(5), 744–763.
   Google Scholar
• Adick, C. (2016a). Putting educational spaces into international and comparative perspectives. International Journal for the Historiography of Education, 6(1), 104–108.
   Google Scholar
• Adick, C. (2016b). German foreign cultural and educational policy as a means of soft power. Hungarian Educational Research Journal, 6(3), 11–22. doi: 10.14413/herj.2016.03.02.10.14413/HERJ
   Google Scholar
• Adick, C., Hahm, E., & Weiler, A. (2014). Defining types of NPOs and sampling procedures. In: Transnational staff mobility in the German political foundations. In C. Adick, B. Gandlgruber, M. Maltezky, & L. Pries (Eds.), Cross-border staff mobility. A comparative study of profit and non-profit-organisations (pp. 132–141). Houndmills/Basingstoke (UK): Palgrave MacMillan Publishers Ltd..
   Google Scholar
• Altbach, P. G. (2015). Knowledge and education as international commodities; the collapse of the common good. International Higher Education, 2015, 2–5.
   Google Scholar
• Bannier, B. J. (2016). Global trends in transnational education. International Journal of Information and Education Technology, 6(1), 80–84.10.7763/IJIET.2016.V6.663
   Google Scholar
• Bray, M. (2017). Schooling and its supplements: Changing global patterns and implications. Comparative Education Review, 61(3), 469–491.
   Web of Science ®Google Scholar
• Daun, H., & Arjmand, R. (2005). Education in Europe and Muslim demands for competitive and moral education. International Review of Education, 51(5–6), 403–426.10.1007/s11159-005-0666-x
   Google Scholar
• Dunkel, T. (2006). Der europäische Qualifikationsrahmen als Integral von Hochschulbildung und beruflicher Bildung [The European qualifications framework as an integral of higher education and vocational education]. Tertium Comparationis, 12(2), 164–188.
   Google Scholar
• Evans, D. R. (1981). The planning of nonformal education. Paris: UNESCO.
   Google Scholar
• Hayden, M. C., & Thompson, J. J. (Eds.). (2001). International education. London: Principles and Practice.
   Google Scholar
• Hornberg, S. (2010). Schule im Prozess der Internationalisierung von Bildung [Schooling as part of the process of internationalization of education]. Münster: Waxmann.
   Google Scholar
• Kesper-Biermann, S. (2016). Putting the nation in perspective: Educational spaces – a concept for the historiography of education. International Journal for the Historiography of Education, 6(1), 92–95.
   Google Scholar
• Knight, J. (2002). Trade in higher education services: The implications of GATS. London: The Observatory on Borderless Higher Education.
   Google Scholar
• Knight, J., & McNamara, J. (2017). Transnational education: A classification framework and data collection guidelines for International Programme and Provider Mobility (IPPM). British Council & DAAD. Retrieved from https://www.britishcouncil.org/
   Google Scholar
• Kosmützky, A., & Putty, R. (2016). Transcending borders and traversing boundaries: A systematic review of the literature on transnational, offshore, cross-border, and borderless higher education. Journal of Studies in International Education, 20(1), 8–33.10.1177/1028315315604719
   Web of Science ®Google Scholar
• Lanzendorf, U. (2006). Deutsche Hochschulen als neue Transnational Player – Zwischenbilanz einer politischen Initiative zum Aufbau gebührenpflichtiger Studiengänge im Ausland [German higher education institutions as new transnational players]. Tertium Comparationis, 12(2), 189–211.
   Google Scholar
• Lanzendorf, U., & Teichler, U. (2003). Globalisierung im Hochschulwesen – ein Abschied von etablierten Werten der Internationalisierung? [Globalization in the higher education system – A departure from established values of internationalization?]. Zeitschrift für Erziehungswissenschaft, 6(2), 219–238.10.1007/s11618-003-0024-3
   Google Scholar
• Lohmann, I. (2001). After Neoliberalism. Können nationalstaatliche Bildungssysteme den ‘freien’ Markt überleben? [After neoliberalism. Can national education systems survive the‚ free’ market?] In I. Lohmann & R. Rilling (Eds.), Die verkaufte Bildung. Kritik und Kontroversen zur Kommerzialisierung von Schule, Weiterbildung, Erziehung und Wissenschaft (pp. 89–107). Opladen: Leske & Budrich.
   Google Scholar
• Morey, A. I. (2004). Globalization and the emergence of for-profit higher education. Higher Education, 48(1), 131–150.10.1023/B:HIGH.0000033768.76084.a0
   Web of Science ®Google Scholar
• Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.). (2016). The handbook of global education policy. Chichester: Wiley Blackwell.10.1002/9781118468005
   Google Scholar
• Norqvist, L., & Leffler, E. (2017). Learning in non-formal education: Is it ‘youthful’ for youth in action? International Review of Education, 63(2), 235–256.10.1007/s11159-017-9631-8
   Web of Science ®Google Scholar
• O’Mahony, J. (2014). Enhancing student learning and teacher development in transnational education. York (UK): The Higher Education Academy.
   Google Scholar
• OECD/UNESCO. (2005). Guidelines for quality provision in cross-border higher education. Retrieved from https://www.oecd.org/edu/innovation-education/35779480.pdf; also via http://www.unesco.org/education/guidelines_E.indd.pdf
   Google Scholar
• Pries, L. (2008). Transnational societal spaces: Which unites of analysis, reference, and measurement? In L. Pries (Ed.), Rethinking transnationalism. The Meso-link of organisations (pp. 1–20). London & New York: Routledge.
   Google Scholar
• Riep, C., & Machacek, M. (2016). Schooling the poor profitably – The innovations and deprivations of bridge international academies in Uganda. Education International. Retrieved from https://www.ei-ie.org/media_gallery/DOC_Final_28sept.pdf
   Google Scholar
• Robertson, S. L., Bonal, X., & Dale, R. (2002). GATS and the education service industry. The politics of scale and global reterritorialization. Comparative Education Review, 46(4), 472–496.
   Web of Science ®Google Scholar
• Scheunpflug, A., & Wenz, M. (2015). Non-governmental schools in primary and secondary education. Bonn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.
   Google Scholar
• Schuetze, H. G., & Slowey, M. (Eds.). (2000). Higher education and lifelong learners. International perspectives on change. London & New York: RoutledgeFalmer.
   Google Scholar
• Somalingam, T. (2017). Doing Diaspora. Ethnonationale Homogenisierung im transnationalen Bildungsraum der Tamil Diaspora [Doing Diaspora. Ethno-national homogenisation in transnational education spaces of the Tamil Diaspora]. Wiesbaden: Springer VS.
   Google Scholar
• Srivastava, P. (2016). Questioning the global scaling up of low-fee private schooling: The nexus between business, philanthropy, and PPPs. In A. Verger, C. Lubiensky, & G. Steiner-Khamsi (Eds.), The global education industry, world yearbook of education 2016 (pp. 248–263). London & New York: Routledge.
   Google Scholar
• Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education. A political economy of global education reform. New York & London: Teachers College Press, Columbia University.
   Google Scholar
• Verger, A., Lubienski, C., & Steiner-Khamsi, G. (Eds.). (2016). The global education industry. World yearbook of education 2016. London & New York: Routledge.
   Google Scholar
• Waters, J. L., & Leung, M. (2017). Trans-knowledge? Geography, mobility, and knowledge in transnational education. In H. Jöns, P. Meusburger, & M. Heffernan (Eds.), Mobilities of knowledge (pp. 269–285). Cham: Springer Open.10.1007/978-3-319-44654-7
   Google Scholar
• Zapp, M., & Dahmen, C. (2017). The diffusion of educational ideas among international organizations: An event history analysis of lifelong learning, 1990-2013. Comparative Education Review, 61(3), 492–518.10.1086/692607
   Web of Science ®Google Scholar