Mike Zapp
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Université du Luxembourg 2, Avenue de l'Université L-4365 Esch-sur-Alzette |
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Mike Zapp is a post-doctoral researcher at the Institute of Education and Society, Université du Luxembourg.
Before joining UL, he worked as a fellow at Johns Hopkins University and Stanford University and held a prior post-doc position at UL within the project The New Governance of Educational Research.
His research is interested in institutional change in (global) (higher) education, international organizations and global governance.
Last updated on: mardi 21 janvier 2020
2005-2009: MA Social Sciences and Cultural Anthropology at Universities Koblenz-Landau and Paris VII, Denis Diderot
2009: Researcher at German State Agency for Civic Education
2010: Research consultant at European Technology and Training Center Erbil, Iraq (German Foreign Office and UNESCO-funded)
2010-2014: Teaching and research at Universities Koblenz-Landau and Göttingen, free-lance intercultural trainer
Since 2015: Post-doc at UL on the project: EDRESGOV - The New Governance of Educational Research: Comparing Trajectories, Turns and Transformations in the United Kingdom, Germany, Norway and Belgium
2017: Research Fellow at AICGS Johns Hopkins University
2018: Research Fellow at Graduate School of Education Stanford University
Last updated on: 22 août 2018
Research interests:
- Globalization of educational and social policies and policy-making
- International organizations
- New modes of governance and knowledge production in education
- Neoinstitutionalism, world culture theory
Last updated on: 22 août 2018
2022
Europeanizing Universities: Expanding and Consolidating Networks of the Erasmus Mundus Joint Master Degree Programme (2004–2017); ;
in Higher Education Policy (2022), 35
2021
Higher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis; ; ;
in Theory and Method in Higher Education Research (2021), 7
International Organisations and the Proliferation of Scientised Global Reporting, 1947–2019in Global Society: Journal of Interdisciplinary International Relations (2021)
Blurring the boundaries: University actorhood and institutional change in global higher education; ;
in Comparative Education (2021), 57
2020
Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era;
in Minerva: A Review of Science, Learning and Policy (2020)
The authority of science and the legitimacy of international organisations: OECD, UNESCO andWorld Bank in global education governancein Compare: A Journal of Comparative Education (2020)
Legitimacy, Stratification, and Internationalization in Global Higher Education: The Case of the International Association of Universities; ;
in Tertiary Education and Management (2020)
Imagining the World – Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide;
in Sociology of Education (2020)
2019
Empowerment for individual agency: an analysis of international organizations’ curriculum recommendationsin Globalisation, Societies and Education (2019)
Beyond internationalisation and isomorphism – the construction of a global higher education regime;
in Comparative Education (2019)
2018
The RAE/REF have engendered evaluation selectivity and strategic behaviour, reinforced scientific norms, and further stratified UK higher education; ; ;
Article for general public (2018)
(Re)shaping Educational Research through ‘Programmification’: Institutional Expansion, Change, and Translation in Norway; ;
in European Journal of Education (2018), 52
European Educational Research (Re)Constructed; ; ; ;
Book published by Symposium Books - First Edition (2018)
2017
How does research evaluation impact educational research? Exploring intended and unintended consequences of research assessment in the United Kingdom, 1986–2014; ; ;
in European Educational Research Journal (2017), 16(6), 820-842
The World Bank and Education: Governing (through) Knowledgein International Journal of Educational Development (2017), 1
The Scientization of the World Polity. International Organizations and the Production of Scientific Knowledgein International Sociology (2017)
The Diffusion of Educational Ideas among International Organizations. An Event History Analysis of Lifelong Learning, 1990-2013;
in Comparative Education Review (2017)
Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies and themes in educational research in the United Kingdom and Germany, 2005–2015; ;
in Research in Comparative and International Education (2017), 12(4), 375-397
Moving towards Mode 2? Evidence-based Policy-Making and the Changing Conditions for Educational Research in Germany;
in Science and Public Policy (2017), 44(5), 645-655
2016
How to Construct an Organizational Field: Empirical Educational Research in Germany, 1995–2015;
in European Educational Research Journal (2016), 15(5), 537-557
2014
Over-educating the World? Exploring a Taboo in the International Development Discourse.Scientific Conference (2014)
2013
La integración social en América Latina: Más profunda y más conflictiva?Scientific Conference (2013)
Globalizing and Regionalizing Lifelong Learning - International Organizations' Role in the Diffusion of LifelongScientific Conference (2013)
2012
Globalizing Lifelong Learning - International Organizations' Strategies of Lifelong LearningScientific Conference (2012)
2011
Muslime in der Psychotherapie – Ein kultursensibler Ratgeber;
Book published by Vandenhoeck & Ruprecht (2011)
2010
2009
Theories of National Social Policy in Light of Emerging Global Social Policy PatternsBachelor/master dissertation (2009)
