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At last! Here is a research rich and conceptually coherent account
of two interlinked policy domains that have scarcely featured in
either the Europeanisation or higher education literature. Such a
book is needed. During the last decade, a European Higher Education
Area has emerged and EU higher education and research are now
strategic issues for EU growth and innovation policies. The book
offers a convincing demonstration of why policy evolves in
different ways, even in related policy areas. The eight case
studies, written by established scholars and rising academic stars,
point up the clash of institutionally embedded tensions in EU
policy-making. These tensions are sector-specific. But, thanks to
the comparative nature of the study, we can also appreciate a
historical dimension to tensions of governance. This explains why
in some cases European integration is accepted, in others treated
with suspicion. This is a breakthrough book and as such is warmly
recommended for both European studies and higher education studies
teachers, researchers and students.' - Anne Corbett author of
Universities and the Europe of Knowledge: Ideas, Institutions and
Policy Entrepreneurship in European Union Higher Education Policy
and former Visiting Fellow, European Institute, London School of
Economics and Political Science, UKBuilding the Knowledge Economy
in Europe investigates the dynamics of emerging knowledge policy
domains on the European political agenda, and the dynamics of this
in relation to knowledge policies. This volume brings together
leading experts who address the two central pillars of the 'Europe
of Knowledge', research and higher education, to reveal the
vertical, horizontal and sequential tensions in European knowledge
governance This book is the first comparative volume on European
research and higher education policies. The chapters cover topics
such as the idea of the European Research Area, sustainability of
the Bologna Process, institution building for a Europe of
Knowledge, domestic impact of EU level initiatives, and the role of
the crisis in the European Higher Education Area. It accounts for
the creation of key institutions administering EU funding and
addresses the core issues of European integration in the knowledge
domains. This thought provoking book will engage academic readers
interested in European integration analyzed from general political
science, administrative science, organization theory perspectives
as well as in higher education and science studies. National
policy-makers, European policy-makers and practitioners will also
find much policy-relevant content, particularly because the
European Research Area is formally scheduled to be completed by
2014. Contributors include: M.-H. Chou, M. Elken, A. Gornitzka,
H.F. Hansen, C. Hoareau, J. Metz, J. Real-Dato, M. Vukasovic
This book introduces the concept of 'knowledge alchemy' to capture
the generic process of transforming mundane practices and policies
of governance into competitive ones following imagined global gold
standards. Using examples from North America, Europe and Asia, it
explores how knowledge alchemy increasingly informs national and
institutional policies and practices on economic performance,
higher education, research and innovation. The book examines how
governments around the world have embraced global models of
world-class university, human capital and talent competition as
essential in ensuring national competitiveness. Through its
analysis, the book shows how this strongly future-oriented and
anticipatory knowledge governance is steered by a surge of global
classifications, rankings and indicators, resulting in numerous
comparisons of various domains that today form more constraining
global policy scripts.
This edited volume introduces readers to the relationship between
higher education and transnational politics. It shows how higher
education is a significant arena for regional and international
transformation as well as domestic political struggle replete with
unequal power relations. This volume shows: The causes and impacts
of recent transformations in higher education within a
transnational context; Emerging similarities in objectives,
institutional set-ups, and approaches taking place within higher
education institutions across different world regions; The
asymmetrical relations between various kinds of institutional,
commercial and state actors across borders; The extent to which
historical and colonial legacies are important in the
transformation of higher education; The potential effects these
developments have on the current structure of international
political order. Drawing on case studies from across the Middle
East, Asia, Africa, Latin America, and Europe, the contributors
develop diverse perspectives explaining the impact of transnational
politics on higher education-and higher education on transitional
politics-across time and locality. This book is among the first
multi-disciplinary effort to wrestle with the question of how we
can understand the political role of higher education, and the
political force universities exert in the realm of international
relations.
This edited volume introduces readers to the relationship between
higher education and transnational politics. It shows how higher
education is a significant arena for regional and international
transformation as well as domestic political struggle replete with
unequal power relations. This volume shows: The causes and impacts
of recent transformations in higher education within a
transnational context; Emerging similarities in objectives,
institutional set-ups, and approaches taking place within higher
education institutions across different world regions; The
asymmetrical relations between various kinds of institutional,
commercial and state actors across borders; The extent to which
historical and colonial legacies are important in the
transformation of higher education; The potential effects these
developments have on the current structure of international
political order. Drawing on case studies from across the Middle
East, Asia, Africa, Latin America, and Europe, the contributors
develop diverse perspectives explaining the impact of transnational
politics on higher education-and higher education on transitional
politics-across time and locality. This book is among the first
multi-disciplinary effort to wrestle with the question of how we
can understand the political role of higher education, and the
political force universities exert in the realm of international
relations.
The field of policy studies has always been interested in analyzing
and improving the sets of policy tools adopted by governments to
correct policy problems, and better understanding and improving
processes of policy analysis and policy formulation in order to do
so. Past studies have helped clarify the role of historical
processes, policy capacities and design intentions in affecting
policy formulation processes, and more recently in understanding
how the bundling of multiple policy elements together to meet
policy goals can be better understood and done. While this work has
progressed, however, the discussion of what goals policy designs
should serve remains disjointed. Here it is argued that a central
goal, in fact, 'the' central goal, of policy design is
effectiveness. Effectiveness serves as the basic goal of any
design, upon which is built other goals such as efficiency or
equity.
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