Artikel

Based on our interviews with professors and administrators at 18 universities in three countries, we discuss how SET diffused in all the studied universities and how SET was translated and edited differently according to different sets of statements. SET diffused from the US, where it was initiated by students in the 1950s and later adopted by universities in the 1970s. German and Colombian universities only imported SET later, in the 2000s, and in the German public sector it is still not mandatory for all courses. SET gains legitimacy through different discourses, for instance, the discourse on the empowerment and rights of students. SET also connects to the discourse on increasing rationality that extends to the metrification of teaching.

In der Netzwerkforschung etablieren sich zunehmend qualitative Ansätze zur Untersuchung sozialer Beziehungen und sozialer Netzwerke. Bislang mangelt es aber an einer Spezifizierung der genuin qualitativen Perspektiven auf den Gegenstand Netzwerk sowie einer – im Sinne eines methodischen Holismus – konsistenten Forschungspraxis. In diesem Beitrag diskutieren wir, welche theoretischen und methodologischen Perspektiven mit dem symbolischen Interaktionismus in der Tradition Herbert BLUMERs zur qualitativen Untersuchung von sozialen Netzwerken einhergehen.

This article investigates the link between countries’ level of democracy and their ability to attract degree-mobile students from abroad. The network of international student mobility is analyzed for the time span between 2000 and 2009 in a cross-sectional manner, focusing on OECD and member countries of the European Higher Education Area (EHEA). Using Social Network Analysis and Exponential Random Graph Modelling, the study demonstrates that ties are more frequent when both countries in a dyad have either low or high levels of democracy, i. e., when there is homophily with regard to their democracy level. However, this applies only when the receiving country is economically wealthy