Pepka Boyadjieva

Pepka Boyadjieva
Bulgarian Academy of Sciences | BAS · Institute of Philosophy and Sociology

PhD; Doctor Habilitas

About

72
Publications
8,846
Reads
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563
Citations
Citations since 2017
42 Research Items
373 Citations
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
2017201820192020202120222023020406080100
Additional affiliations
January 2010 - present
Bulgarian Academy of Sciences
Position
  • Professor

Publications

Publications (72)
Article
This article argues for the need to regard social origin as a complex phenomenon in order to better understand the determinants of individuals’ participation in adult learning. It: 1) discusses the conceptualisation of social origin; 2) analyses how two of its components – parental (both father’s and mother’s) class and education – are interrelated...
Article
The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser’s three-dimensional scale of justice and develops a theoretical framework for understanding subjective well-being (SWB) as a positive functioning. It also proposes an instrument for measuring SWB and its relationship with participation in non-for...
Article
The paper discusses the main issues which emerge for the university as an institution in the European context from the development of the lifelong learning paradigm. It focuses on both the opportunity-creating and tension-provoking presence of the lifelong learning concept in the university’s institutional environment. The analysis is based on a th...
Article
The purpose of this article is fourfold: firstly, to present a theoretically grounded understanding of individual subjective well-being; secondly, to explore the relationship between individual subjective well-being and important factors at the individual and macro levels; thirdly, to examine the embeddedness of individual subjective well-being in...
Chapter
Our contemporary world is characterized by highly dynamic, growing inequalities between and within societies, as well as increased insecurity and vulnerability. Under such conditions, there are no ready, easily applied, and transferable answers about how individuals and societies can cope with these emerging challenges. Facing such new challenges,...
Article
Full-text available
Bulgaria’s educational and economic landscapes are marked by substantial regional disparities that are interlaced with ethnic inequalities in school-to-work transitions. Young adults from Roma and Turkish origins particularly suffer from disadvantages with respect to education and labour market participation. We ask how ethnicity affects labour mar...
Chapter
Nowadays, higher education institutions (HEIs) throughout the world face challenges that interfere not only with their functioning but also with their very identity as institutions. These are challenges stemming from the changed context in society as a whole, in science and in the wider realm of education, but also from the increased status hierarc...
Article
The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at count...
Article
Full-text available
Using the capability approach as a theoretical framework, this article aims to: (1) explore how subjective individual well-being differs among higher education graduates and especially to what extent it is associated with graduates’ vertical education–job mismatches; (2) reveal the embeddedness of the link between graduates’ vertical education–job...
Book
This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with in...
Chapter
This chapter presents a theoretical framework for better understanding both the tension-provoking presence of lifelong learning as a concept of scientific debate and the (national) specificity of its development within different socio-economic and cultural contexts. We argue that the lifelong learning paradigm is essentially generated by the societ...
Chapter
This chapter reveals the heuristic potential of recognition theory in studying adult education. We argue that (adult) education in modern knowledge-intensive societies should be regarded as a separate sphere of recognition and a pathway to recognition. The chapter demonstrates that the analysis of adult education requires taking into account both a...
Chapter
This chapter offers a discussion of the capability approach (A. Sen and M. Nussbaum) and its main concepts of capability, functionings, and conversion factors. It also addresses the main critiques towards this approach. The chapter furthermore makes an overview of the literature which applies the capability approach to research on education. It is...
Chapter
This chapter provides theoretical and evidence-based insights into the understanding of social justice in adult education. It conceptualises social equity as an important public good and focuses on the contribution of adult education to it. We define five dimensions of social justice in adult education—inclusion, fairness, social justice for whom,...
Chapter
This chapter presents the idea of the book, its structure, the chapters’ content, the main data sources, and the adopted mixed-methods approach. We argue that bringing together ideas from the capability approach with insights from recognition theory, the political economic perspective for understanding public and private goods, the embeddedness app...
Chapter
This chapter further contributes to imagining the empowerment role of adult education at the societal level by exploring how it influences social trust and how this influence is hampered by educational inequalities. Social trust is viewed as one of the most important conditions for promoting and making possible different public goods. The chapter p...
Chapter
This chapter presents the main arguments for regarding lifelong learning as a form of social control and explains how the book addresses them. The book conveys the message that the social role of adult education cannot be antecedently and unequivocally postulated outside of a specific social time and space. That is why, throughout the book, we not...
Chapter
This chapter rethinks the theoretical foundations for the development of a comprehensive model of the missions and roles of adult education, going beyond the economistic and instrumental perspectives towards it. Building on a synthetic analytical framework based on different theoretical approaches, we develop a holistic normative model of the missi...
Chapter
This chapter conceptualises adult education as a common good. It demonstrates the ‘irreducibly social’ character of adult education and argues that the extent to which adult education is accomplished as a common good reflects its accessibility, availability, and affordability, as well as the commitment of society and all its influential actors towa...
Chapter
This chapter draws on the capability approach in order to discuss agency regarding adult education and to conceptualise adult education as an empowerment process. It presents a static model of people’s (un)realised agency and (un)realised empowerment with regard to adult education. Empowerment in and through adult education is defined as an expansi...
Chapter
This methodological note describes the main international surveys from which data are drawn for the analyses: the Adult Education Survey, the Labour Force Survey, the European Social Survey, the European Values Study, the Programme for the International Assessment of Adult Competencies, and the Continuing Vocational Education Survey. It also discus...
Chapter
This chapter combines insights from the capability approach and the embeddedness approach. We introduce the notion of capability to participate in adult education and argue that it is richer than that of participation in adult education. The chapter proposes a theoretical framework which can underpin the building of an integrative adult education p...
Chapter
This chapter focuses on Youth Guarantee (YG) as a quick response to youth unemployment in Bulgaria. It analyses the use of financial mechanisms for tackling social challenges and governing policy in adult education. The chapter draws attention to governance structure, management and financial flows within the YG to show how the results of policy im...
Article
The article’s aim is twofold: to outline the specificity of the embeddedness approach and to explore the embeddedness of graduates’ education-job mismatch and the formation of lifelong learning policies. The study is based on both quantitative and qualitative data, obtained from the Bulgarian Universities Ranking System, and from interviews with ex...
Article
Full-text available
The article aims to outline a theoretical framework for conceptualising higher education as a common good, as well as to reveal the empirical manifestations of this phenomenon. It argues that the extent to which higher education as a common good is accomplished in a given society/country reflects the accessibility, availability, and affordability o...
Article
This article aims to explore how the situation of unemployment and – more generally – early job insecurity affects young people’s scope for exercising agency with regard to decisions about continuing and improving their education. Drawing on the theoretical underpinnings of the capability approach, the article develops the concept of patterns of ag...
Chapter
Full-text available
Episodes of unemployment or deskilling work can signal low ability to employers and impede individuals’ employment chances. In this chapter we analyse how the scarring effects of experiences of job insecurity vary across countries. We presented fictitious CVs integrated in an online survey to 1920 respondents recruiting for real jobs in five occupa...
Chapter
Full-text available
The chapter is available at this link: https://www.elgaronline.com/view/edcoll/9781788118880/9781788118880.00012.xml
Article
Full-text available
This article examines the importance of education in creating differences across European countries with regard to how young people experience job insecurity during their transition from school to work. On a theoretical level, two sets of educational system features which influence job insecurity are identified: institutional (stratification, vocat...
Article
Full-text available
The article outlines a theoretical framework for conceptualising adult education – and more broadly, lifelong learning – as a common good. It argues that the extent to which adult education as a common good is accomplished in a given society/country reflects its accessibility, availability, affordability and the social commitment to its functioning...
Chapter
Full-text available
The chapter aims to show the heuristic potential of the inequalities and their measurement as indicators for human capital and development and to discuss the place of Bulgaria in a cross-national comparative perspective. Building upon the complementarity of the human capital theory and the capability approach, we argue that the educational inequali...
Article
Full-text available
This article explores how the horizontal differentiation of upper secondary education affects students’ transitions after graduation. It builds upon the institutional perspective on education and draws on data from a nationally representative survey. The analysis shows a considerable variation in graduates’ patterns of transition according to the t...
Chapter
This short paper covers themes such as the development of Bulgarian higher education system, the governance of higher education institutions, the funding of higher education, the staff and students' composition. It also discusses issues such as the quality assurance, the ranking system of Bulgarian universities as well as the vision and objectives...
Chapter
The chapter offers a theoretical outline of the heuristic potential of the capability approach in conceptualizing lifelong learning and tests the capacity of this approach to guide empirical studies on lifelong learning. It argues that the capability approach provides a theoretical framework for the understanding of lifelong learning as an agency p...
Article
Full-text available
The article aims to explore the social embeddedness of the labour market misbalances for highly educated people, using Bulgaria as a case study. It argues that the labour market misbalances for highly educated people mirror structural problems in the economy and the educational system. These misbalances represent a way for fighting against unemploy...
Chapter
All countries around the world face the challenge of how to democratize access to quality higher education within the context of constant increase of its cost. A way out is sought by diversifying the sources of funding of education and by the introduction of different cost-sharing models. Two recent developments in the sphere of philanthropy and gi...
Article
Full-text available
The starting point of this study is the argument that not only rankings of higher education institutions (HEIs) are inescapable, but so is the constant criticism to which they are subjected. Against this background, the paper discusses how HEIs from Central and Eastern Europe countries (CEECs) are (non)represented in the main global university rank...
Article
The article claims that equity is an indispensable dimension of the widening of access to adult education. Building on the understanding of social justice in adult education as a complex phenomenon, two indicators are developed: an index of inclusion and an index of fairness in participation in adult education. The article analyses social justice s...
Research
Full-text available
The article is a review of the book: Adult learning in modern societies: an international comparison from a lifecourse perspective, edited by Hans-Peter Blossfeld, Elina Kilpi-Jakonen, Daniela Vono De Vilhena, and Sandra Buchholz, Cheltenham, Edward Elgar Publications, 2014
Chapter
Full-text available
The chapter aims to reconsider and suggest a more balanced understanding of the missions and values of higher education via the capability approach and the institutional perspective. It presents a theoretical model of higher education missions/roles which links together these two perspectives and acknowledges the intrinsic, instrumental and empower...
Chapter
This chapter challenges the view that expansion of higher education (HE) per se leads to worsening of graduate employability, by exploring how different types of dependent capitalism in nine post-socialist countries mediate the influence of HE expansion on graduate employability in the context of their Europeanization. Drawing on data from the Euro...
Article
School-to-work transitions are embedded in the institutional structures of educational systems. In particular, vocational education has been linked to greater horizontal gender segregation in employment. Similarly, research on higher education has uncovered how stratification at the tertiary level can promote gender segregation in the labour market...
Chapter
Full-text available
Nowadays, HEIs throughout the world face challenges that interfere not only with their functioning but also with their very identity as institutions. These are challenges stemming from the changed context both in society as a whole, in science and in the wider realm of education. Tapper and Palfreyman (2000) define the main problems facing contempo...
Chapter
Full-text available
This study seeks to ascertain whether there are regional gender differences in vocational education in Bulgaria at the upper secondary level and to shed more light on the main factors for the (non-)emergence of these differences. The research has drawn on data from the National Statistical Institute and the Centre for Information in Education in Bu...
Article
Full-text available
The paper analyzes the variety of discourses on social inequalities in postcommunist Bulgaria. The focus is on academic discourse, but political and everyday interpretations are presented as well. Politicians generally avoid talking about social differences and prefer instead the dichotomy of “elite” versus “the people,” whose interests the politic...
Article
Full-text available
The chapter focuses on how higher education (HE) influences the construction of social trust. Social trust is defined as one of the most important subjective aspect of people's well-being. The analysis refers to impersonal trust and institutional trust, and uses various indicators for measuring the two, such as generalized trust, generalized fairne...
Chapter
Full-text available
Recently the aim of enhancing graduate employability has been constantly on the European agenda and has been defined as one of the priorities of higher education (London Communiqué, 2007; Bucharest Communiqué, 2012).
Article
Full-text available
Beginning with a differentiation of science programmes into five different editorial concepts, this article explores the audience reach of science on television in 10 European countries with a special emphasis on young audiences aged between 14 and 29 years. In relation to the share of this age group in the entire population, science programmes in...
Article
This paper aims at studying the dynamics of inequalities in access to higher education (HE) both in a historical and a comparative perspective. It uses Bulgaria as a case study and places it among five other countries such as Estonia, Hungary, Poland, Slovakia and Slovenia. The adopted approach differentiates between equity in HE and inequalities i...
Article
Full-text available
The paper focuses on how higher education (HE) influences the construction of social trust and how this contribution is hampered by educational inequalities. Social trust is defined as one of the most important subjective aspects of people’s well-being. The analysis refers to impersonal and institutional trust, measured with indicators such as gene...
Article
Full-text available
This article discusses admissions policies to higher education during the Communist regime in Bulgaria (1946–89). It argues that under the conditions of the Bulgarian Communist regime, admissions policies were not only a component of the higher education system—viewed as an institution—but part and parcel of the process through which power was exer...
Article
Full-text available
On the basis of data from the official Bulgarian University Ranking System (BURS launched in 2011 and updated in 2012), the selection of weights for different indicators in a university ranking system is discussed. Weights represent the importance assigned to the different dimensions of performance measured through ranking, and can therefore be reg...
Article
Full-text available
This paper focuses on the overt and tacit role of the state and other stakeholders in defining objectives, concepts and approaches to citizenship education. It suggests a new approach for understanding citizenship education based on the assumption that trans-rational dimensions of human existence – interests, institutional culture, and traditions –...
Chapter
The appearance of private institutions of higher education after the political changes of 1989 signaled a transformation for the entire system of higher education in Bulgaria. Although private funding for education has its history—best exemplified by a large donation for the establishment of Sofia University,1 Bulgaria’s oldest and largest universi...
Chapter
All over the world new ideas and models emerge on how to organize the higher education sector and its institutions. The contributions in this volume identify the most influential transnational models and investigate their origins and mechanisms of dissemination as well as the resulting consequences for national systems. Will global trends in higher...
Article
More than three decades ago, Robert Hutchins published his visionary book, The Learning Society. “In the 21st century,” wrote Hutchins, “education can at last be come what it is in itself... The learning society will not only offer opportunities for developing every one’s education through all stages of one’s life but will also succeed to transform...
Article
Full-text available
Research on the public understanding of science has measured knowledge as acquaintance with scientific facts and methods and attitudes as evaluations of societal consequences of science and technology. The authors propose alternative concepts and measures: knowledge of the workings of scientific institutions and attitudes to the nature of science....
Article
Full-text available
This study is an attempt to reveal the historical roots of the idealized image of the scientist, and its functions for the scientific community. The analysis is based on historical excursions into important periods of the development of science. The evidence reveals the specific ways and means of the idealization of the image of the scientist, the...

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Projects

Projects (8)
Project
The project “DYNAMICS OF INEQUALITIES IN PARTICIPATION IN HIGHER AND ADULT EDUCATION: A COMPARATIVE SOCIAL JUSTICE PERSPECTIVE” (JUSTEDU) is realized by the Institute of Philosophy and Sociology at the Bulgarian Academy of Sciences with the financial support of the Bulgarian Science Fund, National Scientific Program “Vihren”, contract КП-06-ДВ-2 from 16th of December 2019. The project will develop an innovative multi-disciplinary theoretical framework for reconsidering the social justice in participation in higher and adult education by synthesizing ideas from the capability approach, the recognition theory and the political economy of education. The project foresees secondary data analysis of large-scale cross-national surveys and a qualitative case study of a particular group of students. In order to capture the multi-dimensional character of social justice in participation in higher and adult education the project will: a) conceptualize higher and adult education as spheres of recognition and pathways for overcoming inequalities in redistribution, recognition and representation; b) develop and test new methodological instruments (e.g. a complex social justice index, a recognition index) which capture different dimensions of inequalities in participation in higher and adult education and their dynamics; c) create multi-dimensional social justice profiles of different countries of participation in higher and adult education (on students’ social background, initial education, occupational status, place of residence, age); d) create profiles of different countries of sustainability of social justice in participation in higher and adult education (difference between social justice in access to higher and adult education and social justice in graduation from higher and adult education). More information is available at the project's website: https://justedu2020.eu/
Archived project
The project aims to develop an innovative synthetic theoretical framework and new methodological instruments which allow reconsidering the variety of benefits that the education may have for improving societal and individual well-being and to apply and specify them to adult and higher education.
Project
BEYOND4.0 aims to help deliver an inclusive European future by examining the impact of the new technologies on the future of jobs, business models and welfare. We use a multidisciplinary research approach undertaken by a top-tier consortium with stakeholder engagement throughout the project. BEYOND4.0 has five objectives: 1. Provide new, scientific insight into technological transformation; 2. Provide new, scientific insight into company strategies dealing with technological transformation; 3. Examine the impact of technological transformation on: a. quality, content, and distribution of work; b. skill needs; c. education and training; d. value creation by companies; 4. Identify policy options for: a. fiscal policy (e.g. robot taxes); b. welfare policy (e.g. basic income); 5. Identify social investment approaches and tools for inclusive growth. BEYOND4.0 generates this by: 1. Building on state-of-the-art research and other EU projects, 2. Using innovative methods, and 3. Combining historical, EU-wide, regional and company level data. We generate three new outcomes: 1. Scientific understanding of new technology impact; 2. Diagnostic and developmental tools to lever technological opportunities; 3. Evidence-based support for social and competitive EU policy strategy. BEYOND4.0 carefully disseminates and valorises results. BEYOND4.0 addresses the general priorities of the H2020 Work Programme (2018-2020) ‘Europe in a changing world - Inclusive, innovative and reflective societies’. We will: 1. Better address challenges of the 4th Industrial Revolution in context of digitisation by providing alternative policy options; 2. Contribute to equitable, sustainable prosperity through scientific evaluations, co-creation and bottom-up solutions; 3. Contribute to UN’s Sustainable Development Goals 1, 2, 5, 8 and 9. In conclusion, we provide insights and measures that help address poverty, equality, decent work, industrial strategy, innovation, and economic growth across Europe.