TY - CHAP A1 - Marques, Marcelo A1 - Zapp, Mike A1 - Dusdal, Jennifer A1 - Powell, Justin J.W. ED - Huisman, Jeroen ED - Tight, Malcolm T1 - Higher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis T2 - Theory and Method in Higher Education Research N2 - Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands – institutional and relational – that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight strategic action fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and, thus, to advance contemporary higher education research in a collaborative era. Y1 - 2021 SN - 978-1-80262-442-7 U6 - https://doi.org/10.1108/S2056-375220210000007004 VL - 7 SP - 55 EP - 73 PB - Emerald Publishing Limited CY - Bingley ER - TY - CHAP A1 - Marques, Marcelo ED - Jules, Tavis D. ED - Shields, Robin ED - Thomas, Matthew A.M. T1 - One Structural-Functionalism in Comparative and International Education. Antecedents, Development and Applications. T2 - The Bloomsbury Handbook of Theory in Comparative and International Education N2 - Developed throughout the nineteenth century and the first half of the twentieth century, structural-functionalism profoundly shaped social sciences thinking, including Comparative and International Education. This school of thought analyzes the functions of the interrelated parts that constitute society, including education, to explain how they contribute to maintaining order and harmony in society. The first part of the chapter provides an overview of the antecedents and developments of the structural-functionalism by making reference to the main scholars and ideas that contributed to its elaborations. The second part of the chapter explores its applications in the field of comparative international education by providing several examples of how structural-functionalism influenced the analyses of early comparativists. The chapter ends with a conclusion, a list of further reading, and a mini-case study. Y1 - 2021 UR - https://www.bloomsburycollections.com/book/the-bloomsbury-handbook-of-theory-in-comparative-and-international-education/chone-structural-functionalism-in-comparative-and-international-education SP - 23 EP - 36 PB - Bloomsbury CY - New York ER - TY - JOUR A1 - Marques, Marcelo T1 - How do policy instruments generate new ones? Analysing policy instruments feedback and interaction in educational research in England, 1986-2014 JF - Research Policy N2 - The study of research funding arrangements and the production of scientific knowledge has been marked by a lack of understanding about how research funding instruments interact and how these instruments shape policy-making and research fields. To fill this research gap, this study is theoretically supported by policy feedback and policy instruments’ interaction studies. It investigates the effects of the UK's research assessment exercise in the creation of the most emblematic national thematic research program for the field of educational research in the country – the Teaching and Learning Research Programme (TLRP). Based on qualitative analysis of policy documents and semi-structured interviews with policy-makers and boundary-spanners, this paper shows how the research assessment exercise contributed to the creation of the TLRP and how the interaction between the two policy instruments shaped the field of educational research in England. In particular, the results show a) how the institutionalisation of the research assessment led to frame a “quality problem” in educational research that legitimated several policy initiatives, including the creation of the national thematic research programme (interpretative effects) and a shift in resources allocation (resource/incentive effects); and b) how the interaction between the two policy instruments contributed to methodological and epistemic drifts in the field of educational research. Y1 - 2021 U6 - https://doi.org/10.1016/j.respol.2021.104367 VL - 50 IS - 10 ER - TY - JOUR A1 - Marques, Marcelo A1 - Zapp, Mike A1 - Powell, Justin J.W. T1 - Blurring the boundaries. University actorhood and institutional change in global higher education JF - Comparative Education N2 - Higher education (HE) scholarship often focuses on the so-called ‘entrepreneurial’ university as a consequence of new public management reforms. Simultaneously, the remarkable expansion of private HE is said to fragment, specialize, and diversify HE systems. Such diagnoses are misleading as they ignore wider environmental pressures and simultaneous changes in both public, non-profit and for-profit HE. We argue that putative diversity in HE operates as a ceremonial façade behind which large-scale isomorphic change across national HE systems, sectors, and organizational forms occurs. Multiple causes trigger such change originating in the increasingly global HE environment, including a burgeoning international HE regime, accounting and accountability practices, increased permeability of HE systems facilitated by open borders, education markets, and global science as well as (neo)liberal ideologies stressing human capital and human rights. As other organizations, those in HE become subject to these pressures turning universities into more rationalized, standardized, and strategic actors. Y1 - 2021 U6 - https://doi.org/10.1080/03050068.2021.1967591 VL - 57 IS - 4 SP - 538 EP - 559 ER -