<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Higher education institutions around the world have embarked on complex journeys of organizational change to facilitate the transition towards a more competent and educated society, especially one able to adapt to advanced and sustainable political, economic and sociotechnical paradigms. in this context, leading universities have adopted the <italic>Research-Based</italic> (rB) approach as a fundamental component of their strategies to bring closer together their main educational activities: teaching, learning and research. However, in spite of ample efforts, serious shortcomings at the implementation level are commonly reported. Especially revealing are the students’ limited self-reliance, confidence, and academic research and writing skills documented in the literature. This article examines and updates the concept of <italic>Research-Based</italic> maps and explores the multilevel regulatory framework that has conditioned the implementation and alignment of educational initiatives, including the institutional arrangements that are common in public universities in the European union, and in Estonia, as an example. it enhances the understanding of complex institutional and regulatory interactions in general, emphasizing the importance of reflexive and well justified normative determination.</p>
</abstract>

Higher education institutions around the world have embarked on complex journeys of organizational change to facilitate the transition towards a more competent and educated society, especially one able to adapt to advanced and sustainable political, economic and sociotechnical paradigms. in this context, leading universities have adopted the Research-Based (rB) approach as a fundamental component of their strategies to bring closer together their main educational activities: teaching, learning and research. However, in spite of ample efforts, serious shortcomings at the implementation level are commonly reported. Especially revealing are the students’ limited self-reliance, confidence, and academic research and writing skills documented in the literature. This article examines and updates the concept of Research-Based maps and explores the multilevel regulatory framework that has conditioned the implementation and alignment of educational initiatives, including the institutional arrangements that are common in public universities in the European union, and in Estonia, as an example. it enhances the understanding of complex institutional and regulatory interactions in general, emphasizing the importance of reflexive and well justified normative determination.

Regulatory Framework of the Research-Based Approach to Education in the EU

Department of Law, School of Business and Governance

TalTech Journal of European Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Regulatory Framework of the Research-Based Approach to Education in the EU"}

Higher education institutions around the world have embarked on complex journeys of organizational change to facilitate the transition towards a more competent...

Regulatory Framework of the Research-Based Approach to Education in the EU

Publié en ligne: 24 déc. 2020

Pages: 109 - 136

DOI: https://doi.org/10.1515/bjes-2020-0024

Mots clés
digital age education, educational policy, EU regulatory strategy, functional institutional analysis, research-based education, research universities

© 2020 Kristi Joamets et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Regulatory Framework of the Research-Based Approach to Education in the EU

Publié en ligne: 24 déc. 2020

Pages: 109 - 136

DOI: https://doi.org/10.1515/bjes-2020-0024

Mots clésdigital age education, educational policy, EU regulatory strategy, functional institutional analysis, research-based education, research universities

© 2020 Kristi Joamets et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
digital age education, educational policy, EU regulatory strategy, functional institutional analysis, research-based education, research universities