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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
Organising scholarly networks
18 December 2014, Gaskell Building Rm 210, Brunel University London
10.30-11.30: Keynote 1: Louise Ackers (Salford)
11.30-13.00: Panel 1: Scientific Diplomacy
- Tom Rusbridge (Sheffield): ‘England in Europe: Scholarly mobility in the sixteenth century’
- Meng-Hsuan Chou & Tamson Pietsch (Nanyang Singapore & Brunel/Sydney): ‘Organising scholarly networks: a literature review’
- Rasmus Gjedssø Bertelsen (Aalborg): ‘Arctic Science Diplomacy: accommodating a rising Asia’
- Commentator: Julie Smith (Cambridge)
14.00-15.30: Panel 2: Impacts and effects
- Branwyn Poleykett (Cambridge): ‘Being mobile, making meaning: studying exchanges of scientific ‘capacity’ between Denmark and East Africa’
- Lisa Scordato, Trude Røsdal, Agnete Vabø, Siri Aanstad & Rachel Sweetman (Nordic Institute for Studies in Innovation, Research and Education): ‘The impact of academic mobility programmes’ on strategic knowledge exchange’
- Inga Ulnicane (Vienna): ‘What role does mobility play in international research collaboration?’
- Commentator: Julie Smith (Cambridge)
16.00-17.00: Keynote 2: Heike Jöns (Loughborough)
18.30: Dinner for speakers
For further information, and if you wish to attend, please contact the organisers:
Dr Tamson Pietsch (Brunel/Sydney) tamson.pietsch [at] sydney.edu.au
Dr Meng-Hsuan Chou (Nangyang Technological University) hsuan.chou [at] cantab.net
We acknowledge the generous support of the following institutions:
Society for Research into Higher Education
Nanyang Technological University Singapore
The University of Sydney
Brunel University London
2014 Cambridge updated programme – FINAL PROGRAMME
DEADLINE 19 JANUARY 2014!
The year 2014 is significant for the Europe of Knowledge, marking the long-anticipated delivery and renewal of Europe’s ambition to become the global knowledge leader. Indeed, it is the deadline set for completing the European Research Area (ERA), as well as the official start of Horizon 2020, the main European Union (EU) funding instrument for pure and applied research. Against this backdrop, the third Europe of Knowledge section invites contributions to go beyond the ‘crisis mode’ that has occupied EU studies in recent years and to critically reflect on the evolution of European knowledge cooperation and governance. Specifically, we are interested in theoretical, empirical and comparative contributions that investigate the role of the ‘four I’s’ – ideas, interests, instruments and institutions – in the construction of the Europe of Knowledge. By ‘role’, we refer to the effects that an idea, an actor (individual or organisational), a policy instrument and an institution have on the ‘knowledge area building’ exercise. Our focus on ‘roles’ is to enable a multidisciplinary discussion on whether these factors share defining characteristics across the different knowledge policy domains (i.e. research and higher education). From a research design perspective, this entails conceptualising the ‘four I’s’ as either independent or intervening variables. Individual panels are encouraged to have a mix of papers reflecting the three thematic sectors of this section: higher education, research and science. This section continues to welcome all scholars, theoretical and methodological approaches (e.g. political science, European and EU studies, higher education studies, science and technology studies, international relations and public policy), to critically discuss the reconfiguration of European knowledge systems.
The following panels are issuing calls for papers, please send the following information to the designated contacts before 19 January 2014:
– Full name
– Postal Address
– Email Address
– The name of any co-authors
– The title of the paper
– Research discipline
– A 250-word abstract
The ‘big’ ideas in the Europe of Knowledge
Chair/discussant: Meng-Hsuan Chou (NTU, Singapore)
As Europe enters another phase in its knowledge cooperation with the launch of Horizon 2020, this panel takes a reflective approach and focuses on the role of ideas in these developments. Ideas are pervasive in all aspects of public policymaking at both the national and European levels. They act as deeply entrenched paradigmatic beliefs concerning how things should and ought to be done, as well as specific policy blueprints for resolving particular policy problems. Articulated through discourse, ideas, championed by ‘amplifiers’, may chart the pathways of integration in unexpected ways. This panel invites contributions that explore the role that ideas play in European research and higher education policy cooperation. By ‘role’, we refer to the independent or intervening effects that an idea – such as the ‘fifth freedom’, competitiveness, excellence, talent, internationalisation, ‘digital revolution’, ‘Single Market of Knowledge’ and so on – have had on constructing the Europe of Knowledge. Papers in this panel are invited to address any of these questions: What are the prominent ideas in the European Research Area and the European Higher Education Area and how have they determined the evolution of the Europe of Knowledge? Are there visible European and national champions of certain ideas and what strategies do they apply to promote them? Also, to what extent have these ideational champions collaborated with one another or do they work in isolation? How have ideas been translated into European and domestic research and higher education policies? Could we identify a consistent discourse or policy frame associated with these ideas? Similarly, could we detect an emergent actor constellation opposing the promoted ideas? And, if so, what are the alternative discourses or policy frames and to what extent have they been successful? To address these questions, we welcome comparative, theoretical and empirical approaches using documentary, survey or interview data.
Send paper abstracts to: Meng-Hsuan Chou (email@example.com), deadline 19 January 2014
Opening the ‘black-box’ of political actors in the Europe of Knowledge
Chair/discussant: Dragan Mihajlovic (BIGSSS, Germany)
Actors promote ideas and interests, and finally adopt policies in the Europe of Knowledge, but actor constellations shaping and emerging due to the overlapping boundaries of education and research remain very much a ‘black-box’. This panel invites papers to examine the role of politics and actors in the Europe of Knowledge. Potential contributions could address the following: Is there a dominant set of actors who are the driving force in the process of creating the Europe of Knowledge? Who are these actors on an individual or organisational level, what politics do they represent, and how do they reconcile the overlapping boundaries between education and research? Are they moving between the European Research Area and the European Higher Education Area? If so, are EU knowledge policies more coherent as a result of these actors’ stable interests? Or are these policies lacking coherence because these actors’ interests are in flux due to struggles in different fields? To what extent do the outcomes reflect these tensions? From another angle, contributions could also investigate: how are party politics, coalitions, political cleavages, social forces, and/or actor networks affecting policy? How do political changes over time within the member states impact EU policy formation? Papers might also take a more methodological approach: Is the world of policy making in the Europe of Knowledge virtually unknowable? How can we reveal these hidden processes? Are there prevailing ideas, interests, instruments and institutions (4Is) that political actors represent or stand for? How can we identify them and make them analytically operational?
Send paper abstracts to: Dragan Mihajlovic (firstname.lastname@example.org), deadline 19 January 2014
Converging modes of governance in the Europe of Knowledge (I): academic-oriented science
Chair/discussant: Dagmar Simon/Tim Flink (WZB, Germany)
Over the last decades, the academic-oriented science system has seen far-reaching changes triggered by other domains of society, in particular the state and business. Science is regarded as a major factor stimulating both economic innovation and for substantiating political decision-making. Researchers increasingly engage in consulting activities and collaborate with the private sector on a regular basis, allowing industry to turn ideas from the laboratory into marketable products. Hardly any policy field in modern welfare-state democracies does not rely on scientific expertise. Facing these changing demands and expectations from its institutional environment, the academic landscape has undergone such immense changes that political science should not blank out. Altogether, one can state that more than ever academic-oriented research seems to stand at the crossroads of either becoming increasingly defined by political and commercial interests or remaining autonomous in its operations, given that core scientific institutions are facing tremendous reorganization, with strategic concepts, governance modes and partnerships changing, and with new actors and actors’ constellations suddenly rising up. While increasing scepticism towards the self-regulatory capacities of science calling for more effective modes of evaluation (including peer reviewing, institutional and systemic evaluations) can be observed, there are also trends of resurrecting the legitimacy of fundamental science, borne by new (and discursive) categories of vertical and horizontal differentiation, e.g. frontier research and excellence. Will academic research, political and commercial interests become increasingly inseparable or will researchers reject or strategically cope with such demands and, thereby, even strengthen their academic and disciplinary identities? To elaborate on the interrelatedness of academic-oriented science vis-à-vis state and business interests, we invite scholars to present theoretical concepts, case studies and comparative research from different fields, such as science and technology studies, policy analysis and science policy studies, evaluation research, administrative science and global/transnational governance studies.
Send paper abstracts to: Tim Flink (email@example.com), deadline 19 January 2014
Converging modes of governance in the Europe of Knowledge (II): regulatory science
Chair/discussant: Rebecca-Lea Korinek/Holger Straßheim (WZB, Germany)
Regulatory science shows contradictions seemingly pertaining to the transforming of the science-policy nexus in total: the political interest in science to solve collective problems has never been higher, e.g. under the heading of evidence-based policy. However, while political and administrative actors in these areas insist on the scientific basis of regulation, regulatory science has lost credibility. Moreover, the dichotomy between academic-oriented and regulatory science has been contested, calling for more complex concepts of the science-policy-politics-nexus, its governance modes and cultural embeddedness. In discussing regulatory science vis-à-vis the state, business and society, this panel systematically links up to the second panel concerning academic-oriented science.
Send paper abstracts to: Tim Flink (firstname.lastname@example.org), deadline 19 January 2014
Comparative higher education regionalism
Chair/discussant: Marie-Luce Paris (UCD, Ireland)/Pauline Ravinet (Lille, France)
Higher education is often considered the next frontier in the ‘knowledge economy’ race to attract, train and retain the ‘best-and-brightest’. Throughout the last two decades, we see a multiplication of regional initiatives pre-dating or attempting to replicate the success of the Bologna Process. This panel invites papers to reflect on the uniqueness of the European experience as a part of the wider global phenomenon known as ‘higher education regionalism’.
Send paper abstracts to: Pauline Ravinet (email@example.com), deadline 19 January 2014
Instruments for attracting talent to the Europe of Knowledge
Chair/discussant: Lucie Cerna (OECD)
Attracting talent – students, researchers, entrepreneurs, professionals and scientists – remains a cornerstone for the Europe of Knowledge and this panel invites papers to examine the adopted instruments for this purpose. Policy instruments in the knowledge domain come in a variety of forms. They may be, inter alia, ‘hard’ (i.e. directives, regulations), ‘soft’ (standards), ‘distributive’ (framework programmes, now Horizon 2020), or even ‘networked’. Put simply, the instruments for consolidating the European Research Area (ERA) and the European Higher Education Area (EHEA) – the two central pillars making up the Europe of Knowledge – can be considered to be a veritable ‘policy mix’. This panel invites contributions that explore the role of instruments for attracting talent to the Europe of Knowledge. We are interested in papers that identify the explanatory or intervening effect that policy design and implementation have had on knowledge policy integration in Europe. Papers can address developments at the EU-level or the implementation or translation of EU instruments in domestic arenas. We welcome analyses of knowledge policy instruments in these areas: scientific mobility (e.g. knowledge networks; talent migration; scientific visa); funding; qualifications framework and so on. Papers can address any of these questions: How are these instruments developed, by whom, according to what models and with what political aims? What are the effects of policy implementation? To what extent has Europe succeeded in meeting its targets? In order to better assess developments in and outside of Europe, we also welcome a comparative approach: To what extent can we speak of EU/European approaches? Can we find similarities between EU instruments and those that have been adopted elsewhere in the world or in other regions (Asia, Latin America, Africa and so on)?
Send paper abstracts to: Lucie Cerna (firstname.lastname@example.org), deadline 19 January 2014
Instruments for research funding in the Europe of Knowledge
Chair/discussant: Mitchell Young (Charles University, Czech Republic)
Research funding instruments play a crucial role in shaping what is researched, where, and by whom. While the vast majority of research funding is controlled by national governments, the EU nevertheless has actively sought to shape the overall environment. This panel is interested in contributions that explore the effects that funding instruments have in constructing the Europe of Knowledge as well as the multi-level interaction between national and European instruments. Policy instruments come in a variety of forms. They may be, inter alia, ‘hard’ (i.e. directives, regulations), ‘soft’ (standards, Europe 2020 objectives), ‘distributive’ (framework programmes, now Horizon 2020), or even ‘networked’. We welcome analyses of any policy instruments that have shaped and are shaping research funding in Europe. This includes the broad distributive frameworks programmes, but also the specific instruments which are found under this umbrella (ERC, Societal Challenges, Marie Curie, EIT) as well as instruments related to mobility, spending levels, industrial competitiveness etc. We are especially interested in papers that identify the explanatory or intervening effect that policy design and implementation have had on knowledge policy integration in Europe, particularly those national instruments that incentivise applications to EU funding programmes. Papers can focus on developments at the EU-level or the implementation or translation of EU instruments in domestic arenas. Papers can address any of these questions: How are the instruments developed, by whom, according to what models and with what political aims? Are the national and EU instruments competing or complementing? Is there evidence to suggest that national or EU instruments are steering European research or higher education governance? Or are the pressures external to the integration process (‘internationalisation’)? What are the effects of policy implementation? To what extent has Europe succeeded in meeting its targets?
Send paper abstracts to: Mitchell Young (email@example.com), deadline 19 January 2014
Dear all, The UACES collaborative research network on the European Research Area invites you to submit papers to the following two panels (details below). Feel free to get in touch with us should you have any queries. All the very best wishes, Hsuan, Mitchell and Diana ---------------- Panel 1 (send abstracts to Mitchell Young: young.mitchell 'at' gmail.com) Exploring the role of ideas in the Europe of Knowledge: from paradigm to blueprints Chair/discussant: Meng-Hsuan Chou (NTU, Singapore) and Mitchell Young (Charles University, Prague, Czech Republic) The year 2014 is significant for the Europe of Knowledge, marking the long-anticipated delivery and renewal of Europe’s ambition to become the global knowledge leader. Indeed, it is the deadline set for completing the European Research Area (ERA), as well as the official start of Horizon 2020, the main EU funding instrument for pure and applied research. Against this backdrop this panel invites contributions that explore the role that ideas play in European research and higher education policy cooperation. By ‘role’, we refer to the independent or intervening effects that an idea – such as the ‘fifth freedom’, competitiveness, excellence, talent, internationalisation, ‘digital revolution’, ‘Single Market of Knowledge’ and so on – have had on constructing the Europe of Knowledge. Ideas are pervasive in all aspects of public policymaking at both the national and European levels. They act as deeply entrenched paradigmatic beliefs concerning how things should and ought to be done, as well as specific policy blueprints for resolving particular policy problems. Articulated through discourse, ideas, championed by ‘amplifiers’, may chart the pathways of integration in unexpected ways. How have prominent ideas in the ERA and the European Higher Education Area determined the evolution of the Europe of Knowledge? Are there visible European and national champions of certain ideas and what strategies do they apply to promote them? And how have ideas been translated into European and domestic research and higher education policies? We welcome comparative, theoretical and empirical papers addressing these questions from practitioners and scholars at all career stages. Panel 2 (send abstracts to Diana Beech: djb96 'at' cam.ac.uk) Policy instruments in the Europe of Knowledge: design and implementation Chair/discussant: Diana Beech (University of Cambridge, UK) Policy instruments in the knowledge domain come in a variety of forms. They may be, inter alia, ‘hard’ (i.e. directives, regulations), ‘soft’ (standards), ‘distributive’ (framework programmes, now Horizon 2020), or even ‘networked’. Put simply, the instruments for consolidating the European Research Area (ERA) and the European Higher Education Area (EHEA) – the two central pillars making up the Europe of Knowledge – can be considered to be a veritable ‘policy mix’. This panel invites contributions that explore the role of instruments in the construction of the Europe of Knowledge. We are interested in papers that identify the explanatory or intervening effect that policy design and implementation have had on knowledge policy integration in Europe. Papers can address developments at the EU-level or the implementation or translation of EU instruments in domestic arenas. We welcome analyses of any knowledge policy instruments: scientific mobility (e.g. knowledge networks; talent migration; scientific visa); funding; qualifications framework and so on. Papers can address any of these questions: How are the instruments developed, by whom, according to what models and with what political aims? Are the national and EU instruments competing or complementing? Is there evidence to suggest that national or EU instruments are steering European research or higher education governance? Or are the pressures external to the integration process (‘internationalisation’)? What are the effects of policy implementation? To what extent has Europe succeeded in meeting its targets? Papers adopting a comparative approach are especially encouraged. We welcome contributions from both practitioners and scholars at all career stages. Interested paper presenters are asked to circulate the following to the above designated panel chairs by 10 January 2014: - Full name - University/Institution - Postal Address - Email Address - The name of any co-authors - The title of the paper - Keyword(s) - Research discipline - A 250-word abstract
For details of the ERA-CRN launch events next month, check out our new poster!
Save the date!
European Research Area CRN launch meeting
Leeds, United Kingdom
2 September 2013
The UACES CRN on the European Research Area will host its launch meeting at the 2013 UACES General Meeting. We welcome all UACES members to come and learn more about our research objectives and clusters!
Time: 18.45-19.30, 2 September 2013 (Monday) at the Liberty Building (room 2.46), University of Leeds.
The ERA-CRN has had a Section accepted at the 7th ECPR General Conference to be held in Bordeaux, France, from 4 until 7th September 2013. The Section is entitled ‘Europe of Knowledge (Education, Higher Education and Research Policy)’ and includes no less than SEVEN panels. These are as follows:
1. Universities and European Integration at a Time of Crisis: A Double Trust Problem?
In this panel, we choose to investigate these potential redefinition and transformation through the question of the boundaries of the Europe of knowledge. Different types of boundaries will be considered. Some contributions of the panel will study geographical boundaries: Is there a renewed importance to national boundaries and competences or on the contrary a mechanism of more delegation to the European level (searching for more funding)? What about the Europe of knowledge in relations to other regions in the world? What initiatives are in place beyond the European Union and how do they impact developments in Europe (e.g. how have they evolved with the crisis)? Secondly, this panel aims to explore what is at play at sectoral boundaries. As a segment of European policy space, Europe of knowledge incorporates different policy sectors connected to the production, transmission and diffusion of knowledge. The boundaries between these sectors (for instance, higher education and research, education and lifelong learning, research and innovation) might be reinterpreted with the actual economic and political crisis, they might as well be a place of friction and reallocation of power. Finally, this panel would also consider to what extent the crisis is affecting the public / private boundaries in the Europe of knowledge. Can we observe that knowledge policies are understood as problem solvers to restore employment and competitiveness and therefore remain a priority for public intervention, or can we rather observe strategies to foster the mobilization of the private sector in times of cut of public spending? Or both combined?