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140; see also Zajda 2005, 2015). At the same time, Moses and Nanna (2007) argue that high-stakes testing reforms, driven by political and cultural ideology and concerns for efficiency and economic productivity, serve to impede the development of real equality of educational opportunity, particularly for the least advantaged students (p. 56). Although centralization and decentralization reforms in education reflect a neo-liberal ideology at work, they do not necessarily capture a complexity of forces fuelling educational and policy change.

To develop the start list, we created separate indexes and then worked together to establish a combined set of codes. The provisional code list was open to new additions or modifications as needed, and we subsequently collaboratively revised the list after we had each coded the same three documents. Some codes were collapsed, while others were renamed or deleted. ” Second cycle coding involved pattern coding to move up from codes to categories and themes based on our original holistic and provisional coding.

Paris: UNESCO, International Institute for Education Planning. 18 J. Zajda and V. , Tilak, J. B. , & Wang, R. (2013). University expansion in a changing global economy: Triumph of the BRICs? Stanford: Stanford University Press. Clark, B. R. (2004). Delineating the character of the entrepreneurial university. Higher Education Policy, 17(4), 355–370. EFA Global Monitoring Report. (2009). Overcoming inequality: Why governance matters. Paris: OECD. Foucault, M. (1977). Discipline and punish: The birth of the prison.

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