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Mari Elken and Jens Jungblut
On the 3rd and 4th of March 2016, the European Research Area CRN had its final workshop at the Directorate General for Research & Innovation of the European Commission in Brussels, Belgium. Building on the diverse activities and encompassing research that has been conducted within the framework of the CRN, the workshop had two main aims: to present the research that the CRN facilitated, and to draw lessons from the results of the presented studies which can be of use for policymakers in the European Union. The invitation from DG Research and Innovation provided a common arena for both researchers and policymakers to openly discuss the policy implications of the work of participating CRN members.
In her introduction to the workshop, Meng-Hsuan Chou (NTU Singapore) reminded the audience of the diverse activities that the CRN undertook in the last years. While this was the final event for the CRN, she announced that the network will continue its work in the form of a Standing Group of the European Consortium for Political Research—the Politics of Higher, Research, and Innovation Standing Group.
In the first presentation Martina Vukasovic (University of Gent, Belgium), Mari Elken (NIFU, Norway) and Jens Jungblut (INCHER Kassel, Germany) used the results from five different but related research projects to unpack the multi-level and multi-actor dynamics of higher education policymaking in Europe. The topics discussed included the growing role of stakeholder organisations for policymaking on the European level, and how these organisations shift their own positions as a result of their involvement in European debates. Additionally, conditions for Europeanisation, both with regard to the translation of European policies to national and institutional settings, and European policymaking in the area of education that goes beyond the principal of subsidiarity have been presented. Furthermore, the changing governance of the Bologna Process throughout its development and the withering political salience of the process especially for EU member countries were highlighted in their presentation. Finally, and turning to the national level, the growing importance of political parties and their preferences for national higher education policymaking has been discussed linking also developments on the national level to potential effects for European discussions. Overall, the authors highlight through their different projects that change in European higher education policy does not unfold in a linear manner and that it takes time for policy change to materialise. Furthermore, it became clear that politics increasingly matter, be it due to a growing relevance of political parties or due to increasingly important stakeholder organisations. Finally, also sectoral dynamics and actors and their expertise have an important role to play in European policymaking for higher education.
Albert Sanchez-Graells (University of Bristol Law School, UK) presented a paper that was co-authored with Andrea Gideon (National University of Singapore) that addressed the question of how far and under which circumstances UK universities are bound by EU public procurement rules. Taking the confusion in British higher education about the degree to which UK universities are bound by European rules on public procurement as a starting point, their paper analyses the legal situation both with regards to the universities’ role as buyer of goods and services but also as providers of services in teaching and research. The decreasing level of national regulations in the UK in the context of market oriented governance reforms actually led to a growing importance of European regulations that are still present and valid for the universities even after national changes in the governance arrangements. Thus, marketisation did not free the universities from public procurement rules. On the contrary, the authors concluded that both in the case of universities acting as buyers as well as in situations where universities provided services in teaching and applied research they are in theory bound by EU public procurement rules. Only in the case of basic research the universities’ activities are clearly non-economic by nature and thus public procurement rules are less relevant in these cases. The paper thus presents an interesting case where European regulations and the lack of awareness of these create risks of litigations and liabilities for British universities and partly contradict national governance reforms.
The second day of the workshop began with a presentation from Meng-Hsuan Chou (NTU Singapore) and Pauline Ravinet (University of Lille 2, France). They provided new insights from an ongoing project about higher education regionalism. Their project has a dual aim of contributing to knowledge in two distinct research fields: new regionalism in international relations and EU studies, as well as higher education policy studies. Both of these sets of literature have traditionally had some limitations—literature on new regionalism has had limited empirical evidence, and literature on higher education policy studies in Europe has frequently been viewed as a unique case of integration. Consequently, there is also limited understanding of the similarities and differences between regional integration initiatives in Europe, Africa, Latin America, and Asia. Analytically, their work builds on three main dimensions: constellations of actors; institutional arrangements and policy instruments; ideas and principles underpinning these structures. During their presentation they showed initial results from their ongoing empirical work. They indicate that while Bologna is widely assumed to have been ‘exported’ to other regions, the so-called Bologna diffusion narrative has been somewhat overstated. While Bologna has created momentum, it is not a stable model that is being emulated. Furthermore, a number of the initiatives in East Asia also pre-date the Bologna Process. In their presentation, Chou and Ravinet showed how regional integration processes in Europe and South East Asia employ a rather similar policy toolkit, raising important questions of the scope and nature of regional integration processes. Overall, the project provides a much-needed comparative perspective to examining regional integration processes. The discussion that followed the presentation raised important questions of the future of the Bologna Process.
In the next presentation, Nicola Francesco Dotti (Vrije Universiteit Brussel, Belgium) examined Framework Programmes (FP) participation from a geographical perspective. The starting point for the presentation was that there is a widespread assumption of uneven spatial distribution of research and development, less is known about how this geography evolves. The aim of the analysis was to identify the drivers for this spatial distribution, examining notions such as diversification vs specialisation, advanced vs. lagging regions and the role of the cohesion policy. During the presentation, insights from two separate sets of analysis were presented, examining regional distribution of FP and spatial dimensions of knowledge brokerage. The first analysis examined regional drivers in the NUTS3 regions in the time period of 1999 to 2010 across six FP themes. The key finding was that there is a link between economic development and success with FP, thus there is higher rate of participation in FP in more advanced regions. Furthermore, the relationship is also evident for regions that are growing (increase) or in decline (decrease). In addition, smart specialisation appears to have little effect in FP participation. The second analysis focused on knowledge brokers, and in particular the Brussels region. While most regions have remained rather stable in their FP performance, Brussels had significantly improved its performance in FP participation (+1,2% from FP5 to FP7). Dotti argued that despite high level of fragmentation of Brussels as a region, the high number of knowledge brokers that the Commission attracts creates a unique benefit in that it creates a very fertile market for access to strategic information, thus benefiting the region.
Amelia Veiga (CIPES, Portugal) presented a joint study, with António Magalhães and Alberto Amaral, about the Bologna Process through the lens of differentiated integration, specifically via the process of enactment. They highlight that the Bologna Process has shifted from being a means to something and has become an end in itself. As empirical evidence across Europe shows that there is persistent variation in how the process is implemented on national level, this raises questions of how to tackle this divergence if the aim of the process is convergence. In their study, they find multiple connection points between the main structure of the process, and how it has been implemented across Europe. They mapped the Bologna Process according to the heuristic of various modes of differentiated integration, and found that, in the existing literature on differentiated integration, Bologna can best be placed under Europe a la carte, being a case of a permanent process, with territorial integration process, where differentiation primarily takes place on national level. It is also placed outside of EU treaties, included members beyond the EU, and uses an intergovernmental decision-making mode. From this perspective, Veiga emphasised the necessity to analyse policy implementation as a process of enactment to further understand the tensions created by differentiated integration and the kinds of translation and interpretation processes this creates on national level. Rather than viewing policy analysis as a uniform process across Europe, this calls for more idiosyncratic analysis. Indeed, to look at what is happening on the grounds.
Inga Ulnicane (University of Vienna, Austria) and Anete Vitola (University of Latvia, Latvia) then presented their joint study, with Julia Melkers (Georgia Tech, USA), on the notion of scientific diaspora. In the presentation, Inga Ulnicane first offered the results of a literature review that examined the definition of scientific diaspora as a concept, and the various roles it takes. These studies highlight the contradictory nature of the concept—as it emphasises an universalist view on science accompanied with a sense of allegiance to home country. Furthermore, diaspora can take multiple roles, being collaborative knowledge brokers, organising networks or supporting capacity building in home countries. In the presentation, Ulnicane indicated that specific scientific diaspora policies can now be identified in a number of countries, as well as international organisations, such as UNDP. As a case study, the researchers presented their analysis of scientific diaspora policies from Latvia. Latvia provides an interesting case for analysis as it has in recent times experienced a wave of emigration after joining the EU. It is also a country where there is considerable emphasis on using EU funds for capacity building and PhD education. Anete Vitola presented the results from the Latvian case study, showing a shifting policy focus on how diaspora policies were conceptualised. While initially these policies only emphasised on maintaining Latvian culture abroad, focus on scientific and business cooperation has emerged.
The final presentation of the day was from Charikleia Tzanakou (University of Warwick). She argues that knowledge policies are becoming increasingly in the forefront, thus the question ‘knowledge policies for whom’ becomes increasingly pressing. The presentation was based on a mixed methods study on examining career trajectories of Greek PhD graduates from natural sciences and engineering. Tzanakou argued that PhD graduates are a very uniquely placed group, as they are the user, output, beneficiary, and even ‘victim’ of knowledge policies. In the presentation, she highlighted that the rhetoric of ‘we need more PhD graduates’ is not met with appropriate measures for how the labour market is able to absorb them. In the study, she had found that there was considerable under-utilisation on national level, as industry was not always interested in hiring PhD graduates. Overall, the job opportunities in Greece were in many cases limited—both in academia and in industry. At the same time, the number of PhD graduates in Greece has been on the increase, among other things due to EU funding. She highlighted a number of policy implications of the analysis, in particular regarding the nature of the market of researchers in Europe: is the market really open or are we witnessing an increasingly segregated market? The presentation was followed by a lively and interesting discussion regarding the aims and organisation of PhD education in various European countries.
Overall, the workshop included a variety of topics concerning the key elements of Europe of Knowledge, highlighting the complexity of its multi-issue, multi-level, and multi-actor nature. At the same time, the experience also showed how these themes are interlinked, and how inputs from various fields are extremely relevant for advancing our collective insights on the construction of the European knowledge landscapes. The UACES CRN on the European Research Area thus provided an important arena to engage in cross-boundary work and to further the debates on knowledge policies across traditional sectoral divides within and beyond Europe. In the closing remarks, the European Commission representative Andreas Dahlen highlighted the positive experiences from the two days, expressing his wishes that this workshop could be the start for other kinds of knowledge exchange in the future. While this was the final event for the UACES CRN on the European Research Area, the network will continue to engage with scholars and practitioners in the newly established ECPR Standing Group on the Politics of Higher Education, Research, and Innovation.
Summaries & slides from the workshop
- 2016 Brussels workshop ABSTRACTS
- 1 Actors and Institutions in the EoK
- 2 When are Universities bound
- 4 Knowledge Brokerage
- 5 Differentiated Integration and BP
- 7 Knowledge policies for whom
3-4 March 2016
Directorate General Research & Innovation, European Commission, Square Frère Orban, 8, Brussels, Belgium
Please contact Vicente Andreo Pallares (Vicente.ANDREO-PALLARES [at] ec.europa.eu) if you would like to attend. Seating is limited.
We would like to thank UACES and the Directorate General Research and Innovation, European Commission for generously supporting this event
Day 1: 3 March 2016
Welcome – Dr Meng-Hsuan Chou (NTU Singapore) – 16.00-16.15
‘Actors and Institutions in the Europe of Knowledge’ – Dr Mari Elken (NIFU), Mr Jens Jungblut (University of Oslo), Dr Martina Vukasovic (Ghent University) – 16.15-17.00
‘When are universities bound by EU public procurement rules as buyers and providers? – English universities as a case study’ – Dr Andrea Gideon (NUS), Dr Albert Sanchez-Graells (University of Bristol Law School) – 17.00-17.45
Day 2: 4 March 2016
‘The Rise of Higher Education Regionalism’ – Dr Meng-Hsuan Chou (NTU Singapore) and Dr Pauline Ravinet (University of Lille 2) – 10.00-10.45
‘Knowledge Brokerage and FP participation: a geographical perspective’ – Dr Nicola Francesco Dotti (Vrije Universiteit Brussel) – 10.45-11.30
‘Differentiated Integration and the Bologna Process’ – Dr Amelia Veiga (Centre for Research on Higher Education Policies) – 11.30-12.15
Lunch – 12.15-13.30
‘Scientific Diaspora: Roles and Options for Knowledge Policies’ – Dr Inga Ulnicane (University of Vienna), Dr Anete Vitola (University of Latvia), and Dr Julia Melkers (Georgia Tech) – 13.30-14.15
‘Knowledge policies for whom?’ – Dr Charikleia Tzanakou (University of Warwick) – 14.15-15.00
Closing remarks – Dr Meng-Hsuan Chou (NTU Singapore) – 14.15-15.00
Panel: Policy failures in the knowledge domain
- Chair/discussant: Meng-Hsuan Chou (NTU, Singapore) – email@example.com
Higher education, research, and innovation policy domains have undergone dramatic changes in recent decades. Embedded in these changes are assumptions about failure and learning, and the belief that the ‘new and novel’ would ‘right’ the ‘wrongs’. Yet our understanding of the failure-learning mechanism remains under-developed. Indeed, social scientists often conflate three distinct types of failure—politics, policy, and instruments—in their analyses.
The consequences of failure also remain an on-going question. Do all failures lead to sizeable policy change or to less dramatic reforms or tinkering? Or to no actions at all? While spectacular policy failures are historically memorable, the subtle failures that trigger incremental changes, or indeed the acknowledgement of their very existence, are less examined. For instance, what are the modes of institutional change? To what extent do these changes lead to reform?
The above observations raise several questions about failures and learning in knowledge policymaking which scholars of public policy, comparative politics, international relations, and social sciences in general have only begun to address. These include, but are not limited to: why do some policy failures lead to institutional collapse or abandonment of policy ideas, while others do not? Indeed, why are some policy ideas more sticky than others? To what extent do policy failures shape the institutional design of international, regional, and national, and sub-national decision-making? Is there a cycle of failure and learning involved in the everyday functioning of political and knowledge institutions (e.g. universities and research institutes)? And, if so, how do we first detect and then determine which ‘failure-learning’ mechanism is weak and which one is robust?
This panel invites papers that seek to identify and unpack the failure-learning mechanism operational in specific knowledge policy changes. It welcomes a diversity of approaches – qualitative, quantitative, and mixed methods – from all scholars and practitioners interested in the above questions.
This panel is proposed for the 2016 ECPR Section (7-10 September 2016, Prague). Please contact the panel chair before 24 January 2016 with your abstract (300 words) if you are interested in submitting a paper for this panel.
Dorota Dakowska and Robert Harmsen
Why are Central and Eastern European countries said to be particularly exposed to European and international organizations? How did the Bologna Process become a central reference in many domestic reform projects in the region? This special issue of the European Journal of Higher Education (Volume 5, Issue 1, 2015) aims to refine our understanding of higher education (HE) transformations in a post-authoritarian context. It further contributes to debates on Europeanization and policy transfer in the field.
This special issue brings together an international and interdisciplinary team of contributors. Particular attention is focused on the different actors, who appropriate international norms in the cause of domestic reform, or conversely develop strategies of resistance. The range of national and thematic case studies included, spanning both EU member states and the wider post-Soviet area, allows for the drawing of a comparatively broad-based portrait of both the ‘uses’ and the ‘users’ of international norms in domestic debates.
Central and Eastern European countries may adopt different positions facing European HE policies. Some of them eagerly adopt European policy prescriptions, while others prefer a more selective approach. In any case, the Bologna Process and the European Higher Education Area are noticed, debated or even integrated in domestic political games. This being said, Europe is neither the only nor necessarily the main external reference in these countries. The interplay between the different external factors and actors is also highlighted in this issue.
The special issue derives from an international research collaboration, launched with a conference organised at the University of Luxembourg in November 2010 and continued with a two-year research and training project funded by the Interdisciplinary Centre for Studies and Research on Germany (CIERA): ‘Rebuilding Academia: The Transformations of Central-East European Universities since 1989’ (2011-2013). The current issue derives from a workshop held in Strasbourg in 2013 (‘Bologna and Beyond: Experts, Entrepreneurs, Users and the Internationalisation of Higher Education Institutions’). Further collaborative work was made possible owing to the funding secured through the Strasbourg School of European Studies ‘Excellence project’ and the University of Luxembourg’s ‘Global-Uni’ project (2013-16).
Inside the Central European Academic Laboratory
In the introductory article Dorota Dakowska and Robert Harmsen deal with higher education (HE) transformations in Central and Eastern Europe in the context of democratization and globalization. The authors briefly survey the wider canvas of reform since 1989, probing the extent to which the countries of the region may be treated as a distinctive or a cohesive group. Diverging experiences with communism, international organizations and the European Union are highlighted, while attention is also focused on the differing degrees of marketization exhibited by academic systems across the countries of region. Notwithstanding their differences, the latter emerge as distinctive ‘laboratories of reform’, privileged sites for understanding the interplay of external and domestic influences in the reshaping of the HE sector. The introduction then turns to understanding the domestic mediation of the processes of Europeanization and internationalization, identifying a series of key factors broadly discussed in terms of structures, norms and actors.
In the first article that follows, Michael Dobbins analyses developments in Polish public higher education (HE) based on historical institutionalism and organizational isomorphism. The author argues that Polish public HE has been characterized by fragmentary state-driven attempts to inject more competition into the system and altogether relative policy inertia, despite an internal and external environment which is highly conducive to policy change and in particular marketization.
The second contribution, by Ligia Deca, focuses on the uses of international norms in the Romanian higher education reforms. By focusing on three phases of policy change, the author observes when, why and by whom the international influences were strategically used in Romanian public discourse on higher education reform. She draws a balance sheet across the two decades of higher education reforms in Romania to provide insights into wider problematics of reform, Europeanization and internationalization in a context of transition and peripherality.
In the third article, Liudvika Leisyte, Rimantas Zelvys and Lina Zenkiene explore the implementation of selected Bologna action lines in Lithuanian higher education institutions (HEIs) from an organizational perspective. Although the Bologna process is likely to be normatively accepted by institutions in the context of high uncertainty, a phenomenon of national re-contextualization can be observed depending on the type of HEIs and the competitive horizons of academic disciplines.
In the fourth contribution Renáta Králiková sheds light on the domestic translation of international models basing on the Romanian and Lithuanian case of university governing boards. First, she stresses the importance of path dependent logics that go back to the transition period in the early 1990s. Second, she confirms that actors’ perceptions of institutions influence policy translation.
The fifth article written by Olga Gille-Belova, deals with the case of Belarus, which challenges the limits of the European Higher Education Area as the country is the only one that had at the time of writing not been accepted to join the Bologna Process. The contribution examines the strategic uses of the Bologna Process. The initial refusal of the Belarusian application reveals a complex interplay between the increasing importance of ‘technical’ criteria inside the EHEA and EU external policy considerations.
In her concluding comments Martina Vukasovic identifies a number of transversal themes and highlights the interplay between international, European and domestic influences on national policy changes. She then sketches a research agenda, outlines a theoretical framework and suggests topics for further research.
Dorota Dakowska is Professor of Political Science at the University of Lyon 2. She has published on EU Eastern Enlargement, German and European political foundations and the Europeanization of Polish Higher Education. Her current research project deals with the international dimension of academic reforms in Central and Eastern Europe.
Robert Harmsen is Professor of Political Science at the University of Luxembourg, where he directs the Master in European Governance. He has published extensively in the areas of European Politics and Public Policy, and is an editor of the Brill/Rodopi European Studies series. His publications include Debating Europe (Nomos, 2011; co-edited with Joachim Schild).
This entry was initially posted on Europe of Knowledge blog.
Invitation to support the formation of the ECPR Standing group ‘Politics of Higher Education, Research and Innovation’
We are inviting you to support the formation of the Standing Group on the ‘Politics of Higher Education, Research and Innovation’ with the European Consortium for Political Research (ECPR).
The Standing Group will facilitate research and debates on the politics of higher education, research and innovation around the world. It will do so by bringing together scholars at all stages of their careers from a variety of disciplines, including political science, international relations, European and area studies, research policy, higher education studies, law, and sociology of science and technology. Our intended academic activities include, for instance, engaging with the critical debates on the politics of higher education, research and innovation in practice, discussing all aspects of research (methodologies, theories, data collection, processing, and analysis), joint publishing, hosting workshops and applying for joint projects.
Please support the formation of this Standing Group by providing your endorsement here.
This initiative builds on the highly successful UACES collaborative research network on the European Research Area (ERA CRN). Since 2013, members of the ERA CRN have published several special issues and edited volumes on the politics of knowledge policies, organised a range of workshops and conference panels, as well as initiated several joint research projects. You can find more information about the ERA CRN here. The formation of the ECPR Standing Group on the Politics of Higher Education, Research and Innovation seeks to ensure the sustainability of the network’s research on the Europe of Knowledge as well as its expansion to include the politics of knowledge policies from around the world.
If you have any questions about the Standing Group, please contact any of the co-convenors:
Hsuan: menghsuan.chou [at] gmail.com
Inga: ingaulnicane [at] gmail.com
Mitchell: young.mitchell [at] gmail.com
Last week we convened in Montreal, Canada for the 9th general conference of the European Consortium for Political Research (ECPR), which took place from 26-29 August at University of Montreal. This was the first general conference of the ECPR to take place outside of Europe, and the francophone region of Quebec welcomed participants from around the world. The conference program included 59 sections, 372 panels and 1430 papers.
The Global Governance of Knowledge Policies: Europe of Knowledge in Context was the title of the Section 54. This section was organized by the UACES’s European Research Area – Collaborative Research Network (ERA-CRN) and co-chaired by Meng-Hsuan Chou (Nanyang Technological University in Singapore) and Mitchell Young (Charles University in Prague) who facilitated the nine panels among research and higher education policy scholars.
An overview of some of the panel topics includes Regionalism and multi-level governance of higher education and research. This panel made comparisons between the European Higher Education Area (EHEA) of the Bologna Process and the Association of Southeast Asian Nations (ASEAN) higher education policies on degree compatibility, quality assurance, and recognition of degrees. Global collaboration and competition in science, technology and innovation addressed international initiatives for research policy across countries in Europe and beyond.
The panel Researching the governance of knowledge policies: methodological and conceptual challenges made further comparisons among countries engaging in research innovation and explored ways to avoid methodological nationalism. The panel Trade agreements and the supranational shaping of knowledge policies discussed the progress of the Transatlantic Trade and Investment Partnership (TTIP) negotiations while explaining the relationship to the services sector of higher education. Themes on higher education governance, international cooperation in education, and research policies were dominant throughout the session over three days. All panels were well-attended and led to lively, high-quality discussions.
Next year the 10th general conference of the ECPR will take place in Prague, Czech Republic at Charles University from September 7 to 10, 2016. We welcome scholars at various stages in their careers to participate in the ECPR and the ERA-CRN workshops and activities in the future. At the moment the network is preparing an application for the ECPR Standing Group ‘Politics of Higher Education, Research, and Innovation’; if you would like to join, please sign up here.
In July 2015, UACES’s European Research Area CRN held its second workshop at the Department of Politics and International Studies (POLIS) in Cambridge. Knowledge policies continue to be at the forefront of contemporary global politics. There is an accepted belief among policymakers that knowledge is the foundation on which societies coalesce and economies thrive. Indeed, the competition for knowledge can be said to be driving the global race for talent. Building on the theme of the CRN’s first workshop, which explored the diverse roles of the ‘four I’s’ – ideas, interests, instruments and institutions in the ‘knowledge area building exercise’, this workshop invited contributions to examine the politics of knowledge policies in Europe and beyond.
Opening the session on ‘International policies, norms and knowledge policies’, Hannes Hansen-Magnusson (University of Hamburg) proposed a way to account for knowledge in practices of responsibility. In this co-authored paper (with Antje Wiener and Antje Vetterlein), he argued that researchers should uncover meso-level norms in order to ‘increase long-term sustainable normativity under conditions of globalisation’.
Is education policy an ‘internal consolidator or foreign policy vehicle? Amelia Hadfield (Canterbury Christ Church University) and Robert Summerby-Murray (Saint Mary’s University) asked. Using the EU and Canada as their examples, they highlighted how education policy has been co-opted to serve multiple purposes—as the modus operandi for cultivating notions of statehood and belonging, and as an extension to others of prevailing national cultural norms and understanding.
Turning to the session on ‘Regions and the re-configuration of knowledge policy areas: Examples from Canada, Europe and South East Asia’, Hannah Moscovitz (Ben-Gurion University of the Negev) compared how Quebec and Wallonia used higher education as a tool for identity promotion. She found that their approaches were distinct: whereas Quebec used knowledge policies to consolidate and foster its distinct identity, Wallonia used higher education policies as a promotional tool (the image of ‘Wallonia-Brussels’) to place itself on the global higher education map.
Offering another comparative perspective, Meng-Hsuan Chou (NTU Singapore) and Pauline Ravinet (Université Lille 2) discussed the rise of what they called ‘higher education regionalisms’ around the world. They showed how the supranational and national policy actors in Europe and South East Asia articulated their ambitions to establish common higher education areas in similar ways, but ultimately they adopt very different institutional arrangements for achieving their goals. Chou and Ravinet argued that there are varieties of ‘higher education regionalisms’ around the world and encouraged researchers to examine them empirically.
In the session ‘Studying Europe’s open labour market for researchers’, Inga Ulnicane (University of Vienna) presented the research design for a study for on the European Research Area. Her study will combine academic research and published studies to identify the shortcomings and gaps in priority areas of the ERA such as effective national research systems and transnational cooperation and competition.
In the penultimate session—‘Knowledge policy instrumentation: from failure to reform?’—Péter Erdélyi (Bournemouth University) discussed the rise and fall of UK’s Business Link, a policy instrument the government adopted for furthering its knowledge economy. In this co-authored paper (with Edgar Whitley), he showed the implementation challenges associated with Business Link the UK government faced in its attempts to address market failures impeding the growth of SMEs.
Examining the relationship between ideas and instruments, Mitchell Young (Charles University in Prague) argued that policy instruments embed politics. Using the cases of the new Swedish and Czech performance-based funding tools, along with EU’s framework programmes, he showed how studying policy instruments reveal the ideas and narratives steering politics.
Is there standardisation in higher education? Mari Elken (NIFU and University of Oslo) asked. Taking the case of the European Qualifications Framework (EQF) and its subsequent translation through National Qualifications Framework (NQF), she showed how the EQF has generated standardisation pressures across Europe. The most surprising element, Elken revealed, has been the voluntary nature of the instrument.
Closing the workshop with the session ‘The institutional design and implementation for excellence’, Thomas König (Institute for Advanced Studies, Vienna) presented three aspects concerning peer reviewing: (1) how it is defined; (2) when it entered the world of research funding; and (3) how the notion is applied in academia and research funding. He showed that peer review plays a very different role in research funding than in academia. In research funding, peer review is used to legitimise funding decisions and is greatly valued for its procedural flexibility.
Finally, in a co-authored paper (with Alberto Benitez-Amado), Luis Sanz-Menendez and Laura Cruz-Castro (both CSIC Institute of Public Goods and Policies) analysed the participation of Spanish universities in the European Research Council (ERC) funding calls. Studying a representative sample of eighteen universities across Spain, they found that Spanish higher education institutions did not respond to the calls in the same way. Put simply, there is no homogeneity in how Spanish universities approach ERC funding calls.
The European Research Area CRN would like to thank UACES and POLIS (University of Cambridge) for their generous support in the hosting of this workshop.