Abstract
The constitutional authority for education policy granted to the 17 subnational autonomous communities in Spain has uniquely influenced higher education reforms. There has been less statewide cohesion in policy reform in Spain than in Portugal because of the competing notions of nationalism across these autonomous communities. Similar to Portugal, the dominant stakeholder in Spain is the public sector, which drives the higher education policy reforms at the national level. While Portugal’s government received international financial assistance (from 2011 to 2014), Spain received this assistance primarily to support the financial and banking sector. Both the governments practiced austerity measures during this period. Together with the structure of the government, consistency in political leadership and funding dedicated for higher education impact policy reforms at the national level.
We acknowledge the key role of the academic community—institutional leaders, teachers, researchers, administrative staff and students—in making the European Higher Education Area a reality, providing the learners with the opportunity to acquire knowledge, skills and competences furthering their careers and lives as democratic citizens as well as their personal development.
Budapest–Vienna Communiqué (excerpt), March 12, 2010
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Barrett, B. (2017). The Role of Stakeholders in Internationalization in Spain. In: Globalization and Change in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-52368-2_9
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DOI: https://doi.org/10.1007/978-3-319-52368-2_9
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