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In: IMF Working Papers, S. 1-68
SSRN
In: Multilingual Europe, Multilingual Europeans, S. 19-35
In: IMF Working Papers
This paper explains the continuing success of European cooperative banks through evolving comparative advantages. It points out that a cooperative is built around an intergenerational endowment without final owners, which creates particular governance challenges. Risks include the use of the endowment for purposes other than members' best interest, such as empire-building, and attempts at appropriation. The risk of empire-building is reinforced by mechanisms that foster capital accumulation and asymmetric opportunities for consolidation. The paper concludes that some form of independent extern
In: Land use policy: the international journal covering all aspects of land use, Band 76, S. 144-156
ISSN: 0264-8377
In: European business review, Band 13, Heft 1
ISSN: 1758-7107
In: Land use policy: the international journal covering all aspects of land use, Band 15, Heft 4, S. 331-332
ISSN: 0264-8377
In: International vergleichende Studien zur Arbeitspolitik und Personalökonomie 1
In: Nomos-Universitätsschriften
In: Wirtschaft
In: International Journal, Band 33, Heft 2, S. 387
In: Monetary and Wage Policies in the Euro Area, S. 202-207
In: Monetary and Wage Policies in the Euro Area, S. 238-243
In: Le mouvement social, Heft 162, S. 140
ISSN: 1961-8646
In: The Government and Politics of France, S. 311-327
In: Polish Political Science Yearbook, Band 49, Heft 2, S. 127-139
In: Policy and society, Band 36, Heft 1, S. 127-142
ISSN: 1839-3373
AbstractThe European educational landscape is changing. Education remains formally under the sphere of the nation states and has traditionally been resistant towards EU involvement. Several recent initiatives from joint policy-making point towards increased standardization as a key element of European integration in education and higher education. The article builds on the notion of standards-based governance and outlines this as a distinct mode for policy-making in the EU, emphasizing incentives and voluntary implementation, the use of expertise and technical calibration, their quasi-regulatory nature of the process. The article draws on a number of empirical examples to show how standards have been used for higher education policy on EU level.