南方教育共同市场的高等教育区域合作
发布时间：2021-01-30 19:23
本文采用实证研究的方法,探讨南美洲国家如何在共同教育市场条件下获得和增强高等教育区域合作的效益。我们力求对其不同的发展过程、趋势、特征、事实进行深入的分析和理解,并得出一般性的结论,在此基础上可以为南美共同市场未来发展的政策制定提供建议。论文的主要目的是基于普通教育特别是高等教育思想,寻求更好的合作渠道,以便为各国能力发展奠定基础;同时在国家无法推动的情况下,理性的决策选择可以是区域合作。在研究南美共同市场内的区域合作后,我们发现积极合作为行动者带来了相对收益并且也适合国家的合理定位;因为它为参与者提供了相对的收益,也有利于在国际化进程中适当地定位国家;然后进一步的合作将为每个参与者提供更多更好的收益,即被描述为相对收益。论文使用了几个主要的概念、定义、观点和理论框架,这些概念、定义和理论框架总是从不同的意义上加以界定和说明,对于它们的选择是根据研究者研究的需要而选择的。此研究首先是描述性的,其次是阐释性。我们提出了一个研究假设和若干研究问题,这意味着我们要选择一个自变量和一个因变量,并分别列出几个指标。该假设是指南美共同市场中存在的区域合作（自变量）为所有国家成员带来相对收益（因变量...
【文章来源】：浙江师范大学浙江省
【文章页数】：285 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
Introduction
The problems
Literature review
Research questions
Work hypothesis
Objectives and contents
Justification and importance of the research
Methodology
CHAPTER Ⅰ Regionalization of higher education in South America, a strategy tointernationalize
1.1 Introduction
1.2 Internationalization and regionalization
1.3 Realism and Liberal Institutionalism
1.4 Cooperation perspectives for South America
1.5 Defining indicators of internationalization and regionalization
1.6 Regionalization is a positive strategy for the South American region
1.6.1 Scenarios
1.6.1.1 Global scenario
1.6.1.2 Regional scenario
1.6.2 Profits
1.6.2.1 Economic returns
1.6.2.2 Soft power
1.6.2.3 Reputation
1.6.2.4 Relative gains
1.6.3 Actors
1.6.3.1 Supreme Players
1.6.3.2 Partial Players
1.6.3.3 Passive Players
1.6.3.4 Weak Players
1.7 Preliminary conclusions
CHAPTER Ⅱ Regionalization of Higher Education in South America: Spread of Proposals,coordination in Educative MERCOSUR
2.1 Introduction
2.2 The lessons learnt （or to be learn） from the Bologna Process
2.3 Benefits from regionalization, integration and harmonization
2.4 Spread of proposals in South American regionalization
2.4.1 Andean Community of Nations （CAN）
2.4.2 Pacific Alliance （PA）
2.4.3 South American Union of States （UNASUR）
2.4.4 Bolivarian Alternative for the People of our America （ALBA-TCP）
2.4.5 Latin American and Caribbean Community of Studies （CELAC）
2.4.6 South American Common Market and Educative MERCOSUR （MERCOSUR and EM）
2.5 Educative MERCOSUR, positive regionalization
2.5.1 Recognition of degrees and accreditation mechanism
2.5.2 Mobility
2.5.3 Inter institutional cooperation
2.6 Preliminary Conclusions & Suggestions
CHAPTER Ⅲ Indicators of higher education: Contextualizing South American HigherEducation Systems
3.1 Introduction
3.2 Indicators for Higher Education
3.2.1 Massification
3.2.2 Mobility of students
3.2.3 Inequalities: access and quality issues
3.2.4 Commercialization
3.2.5 Privatization
3.2.6 Competition
3.3 Preliminary Conclusions
CHAPTER Ⅳ Indicators for Regional Cooperation in Higher Education in EducativeMERCOSUR Member States
4.1 Introduction
4.2 Regional Cooperation in Educative MERCOSUR for relative gains
4.2.1 Indicators for the independent and dependant variables
4.2.2 Educative MERCOSUR as the object of study
4.3 Analysis of indicators
4.3.1 Degree recognition and credit system
4.3.2 Regional accreditation mechanism
4.3.3 Mobility of students inside EM
4.3.4 Language exchanges
4.3.5 Internationalization policies at the national level
4.3.6 Promotion of significant disciplines for the region
4.3.7 Institutionalization of EM
4.3.8 Academic cooperation
4.3.9 Funding
4.4 Preliminary Conclusions
Findings and Recommendations
Findings
Importance of the theoretical framework
Characteristics
Positive aspects
Obstacles and negative results
Experiences, lessons and learning
Recommendations
Further integration
Redefine region as Latin America
Institutional restructuring
Political independence
Economic sovereignty
Mobility and scholarships council
Joint research council
International funding for regional initiatives
Annual meetings of specialist
Significant disciplines for the regional development
Importance of HE for regional development
South-south potentials for cooperation
National importance and impact of the regional development
References
Appendix
Websites
Graphs, Tables and Data
Abbreviation Index
攻读学位期间取得的研究成果
Acknowledgements
本文编号：3009452
【文章来源】：浙江师范大学浙江省
【文章页数】：285 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
Introduction
The problems
Literature review
Research questions
Work hypothesis
Objectives and contents
Justification and importance of the research
Methodology
CHAPTER Ⅰ Regionalization of higher education in South America, a strategy tointernationalize
1.1 Introduction
1.2 Internationalization and regionalization
1.3 Realism and Liberal Institutionalism
1.4 Cooperation perspectives for South America
1.5 Defining indicators of internationalization and regionalization
1.6 Regionalization is a positive strategy for the South American region
1.6.1 Scenarios
1.6.1.1 Global scenario
1.6.1.2 Regional scenario
1.6.2 Profits
1.6.2.1 Economic returns
1.6.2.2 Soft power
1.6.2.3 Reputation
1.6.2.4 Relative gains
1.6.3 Actors
1.6.3.1 Supreme Players
1.6.3.2 Partial Players
1.6.3.3 Passive Players
1.6.3.4 Weak Players
1.7 Preliminary conclusions
CHAPTER Ⅱ Regionalization of Higher Education in South America: Spread of Proposals,coordination in Educative MERCOSUR
2.1 Introduction
2.2 The lessons learnt （or to be learn） from the Bologna Process
2.3 Benefits from regionalization, integration and harmonization
2.4 Spread of proposals in South American regionalization
2.4.1 Andean Community of Nations （CAN）
2.4.2 Pacific Alliance （PA）
2.4.3 South American Union of States （UNASUR）
2.4.4 Bolivarian Alternative for the People of our America （ALBA-TCP）
2.4.5 Latin American and Caribbean Community of Studies （CELAC）
2.4.6 South American Common Market and Educative MERCOSUR （MERCOSUR and EM）
2.5 Educative MERCOSUR, positive regionalization
2.5.1 Recognition of degrees and accreditation mechanism
2.5.2 Mobility
2.5.3 Inter institutional cooperation
2.6 Preliminary Conclusions & Suggestions
CHAPTER Ⅲ Indicators of higher education: Contextualizing South American HigherEducation Systems
3.1 Introduction
3.2 Indicators for Higher Education
3.2.1 Massification
3.2.2 Mobility of students
3.2.3 Inequalities: access and quality issues
3.2.4 Commercialization
3.2.5 Privatization
3.2.6 Competition
3.3 Preliminary Conclusions
CHAPTER Ⅳ Indicators for Regional Cooperation in Higher Education in EducativeMERCOSUR Member States
4.1 Introduction
4.2 Regional Cooperation in Educative MERCOSUR for relative gains
4.2.1 Indicators for the independent and dependant variables
4.2.2 Educative MERCOSUR as the object of study
4.3 Analysis of indicators
4.3.1 Degree recognition and credit system
4.3.2 Regional accreditation mechanism
4.3.3 Mobility of students inside EM
4.3.4 Language exchanges
4.3.5 Internationalization policies at the national level
4.3.6 Promotion of significant disciplines for the region
4.3.7 Institutionalization of EM
4.3.8 Academic cooperation
4.3.9 Funding
4.4 Preliminary Conclusions
Findings and Recommendations
Findings
Importance of the theoretical framework
Characteristics
Positive aspects
Obstacles and negative results
Experiences, lessons and learning
Recommendations
Further integration
Redefine region as Latin America
Institutional restructuring
Political independence
Economic sovereignty
Mobility and scholarships council
Joint research council
International funding for regional initiatives
Annual meetings of specialist
Significant disciplines for the regional development
Importance of HE for regional development
South-south potentials for cooperation
National importance and impact of the regional development
References
Appendix
Websites
Graphs, Tables and Data
Abbreviation Index
攻读学位期间取得的研究成果
Acknowledgements
本文编号：3009452
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