Odd Bjørn Ure (2022): The EU Introduction of Learning Outcomes: Norms and Standards versus Transparency and Comparability of Qualifications?, International Journal of Public Administration

The article contributes to a debate about theoretical perspectives able to capture central characteristics of the education policies of the European Union, in this case the introduction of Learning Outcomes. The empirical material sustaining the article suggests that discourse theories serve this purpose in so far as they are supplemented by reform theories and institutional perspectives on education and training. One conclusion is that the theoretical strand ‘discursive institutionalism’ is useful for combining these theories.