Abstract
The Bologna process appears novel to many on the European higher education scene. It associates 46 governments and the European Commission in the construction of a European Higher Education Area by 2010,1 and is complemented by EU activity linked to the Lisbon agenda to develop and greatly expand Europe’s knowledge economy (European Commission 2007). The Commission President, Jose Manuel Barroso, maintains that universities have never been so high on the Commission’s agenda (EUA 2005). But if we are to make sense of the universities’ importance in contemporary Europe, such claims need to be put into a comparative perspective of the policy-making and political processes generated in other historical contexts (Mahoney and Rueschmeyer 2003).
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Acknowledgments
An early version of this paper was given at the Douro 6 Seminar in Portugal in September/October 2006 and at seminars at ARENA at the University of Oslo, the Department of Administration and Organisation Theory of the University of Bergen in November 2006 and the European Educational Policy Network in Cambridge in January 2007. My thanks to discussants; to reviewers of my book; to Michael Barzelay, Raquel Gallego and Valentina Mele, with whom I have worked on theory; and the editors of this book for their constructive comments on an earlierdraft.
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Corbett, A. (2009). Process, Persistence and Pragmatism: Reconstructing the Creation of the European University Institute and the Erasmus Programme, 1955–1989. In: Amaral, A., Neave, G., Musselin, C., Maassen, P. (eds) European Integration and the Governance of Higher Education and Research. Higher Education Dynamics, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9505-4_3
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