Manuel Souto‐otero
Biographic Data
| ID | 4598247 |
|---|---|
| NAME | Manuel Souto‐otero |
| GIVEN NAMES | Manuel |
| FAMILY NAME | Souto‐otero |
| SIGNATURE | OTERO M S |
| AFFILIATIONS | Graduate School of Education University of Bristol Bristol UK |
| ORCID | 0009-0001-4902-4615 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
International student mobility, Covid-19, and the labour market
The Covid-19 pandemic resulted in significant disruptions to both international student mobility and labour markets. Against this background, this scoping review documents findings from 35 studies, published between January 2020 and February 2024, that focused on international student mobility, Covid-19, labour market outcomes, and related regulations. The review shows that the Covid-19 pandemic negatively impacted (1) the labour market outcomes …
Graduates' conceptions of meaningful work
This paper explores how meaningful work is conceptualised by recent graduates. Whilst the imperative to maximise economic returns from higher education (HE) endures in HE policy, less attention is given to how meaningful work is and its relationship to values and identities. Based on a qualitative study with recent graduates in the United Kingdom, the findings show that graduates' conceptions of meaningful work centre on three, often interconnect…
Validation of non‐formal and informal learning in formal education
This article reframes the debate on the validation of non‐formal and informal learning by connecting it to the sociology of education and curriculum studies literatures. Building on these literatures, the article differentiates between four types of validation: (a) covert and implicit, (b) covert but embedded, (c) overt and functional and (d) overt and institutional. Based on this classification, I problematise the widespread view that there is l…
Migration and validation of non-formal and informal learning in Europe
Education, meritocracy and redistribution
This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument …
Filling in the gaps
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persist…
Migration and validation of non-formal and informal learning in Europe
Education, meritocracy and redistribution
This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument …
Filling in the gaps
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persist…
Filling in the gaps
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persist…
Education, meritocracy and redistribution
This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument …
Migration and validation of non-formal and informal learning in Europe
Validation of non‐formal and informal learning in formal education
This article reframes the debate on the validation of non‐formal and informal learning by connecting it to the sociology of education and curriculum studies literatures. Building on these literatures, the article differentiates between four types of validation: (a) covert and implicit, (b) covert but embedded, (c) overt and functional and (d) overt and institutional. Based on this classification, I problematise the widespread view that there is l…
International student mobility, Covid-19, and the labour market
The Covid-19 pandemic resulted in significant disruptions to both international student mobility and labour markets. Against this background, this scoping review documents findings from 35 studies, published between January 2020 and February 2024, that focused on international student mobility, Covid-19, labour market outcomes, and related regulations. The review shows that the Covid-19 pandemic negatively impacted (1) the labour market outcomes …
Graduates' conceptions of meaningful work
This paper explores how meaningful work is conceptualised by recent graduates. Whilst the imperative to maximise economic returns from higher education (HE) endures in HE policy, less attention is given to how meaningful work is and its relationship to values and identities. Based on a qualitative study with recent graduates in the United Kingdom, the findings show that graduates' conceptions of meaningful work centre on three, often interconnect…
Economics (4 works) · Political science (4 works) · Business (3 works) · Higher Education Learning Practices (3 works) · Law (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · European union (2 works) · Global Educational Policies and Reforms (2 works)