Abstract
Universities in the European Union are called to support integration and pursue economic value, as evidenced in both European and national strategies. In line with this perspective, European higher education institutions strengthen the value of their education and knowledge output while reinforcing their economic basis. The former goal is in line with the greater competition among economies, the latter became important following the international crisis and the fiscal crisis of many European states. A particular feature of higher education institutions in the European Union is their role in supporting European integration, with particular concern for a unified labor market. Much of the EU action has thus been concentrated on moving governments and universities in the direction of pursuing the integration of national education systems. To do so, and given the limited EU competences in education, the European Commission has proposed strategies and goals and has provided (part of) the necessary resource basis. National governments in turn are called to implement the necessary reforms. The fundamental component of this approach is the so-called Bologna Process that created the European Higher Education Area. The core of the Process is to ensure comparability in the standards and quality of higher-education qualifications among European countries. The outcome of these processes has been important, but much remains to be done. The paper critically analyzes the evolution of the European higher education and research system within the frame of European integration and with a view to the goals pursued, the results achieved, and the challenges ahead.
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Notes
- 1.
- 2.
See EC (2018g) and Tuition Fees at Universities in Europe in 2019—Overview and Comparison, 9 Aug 2018, https://www.mastersportal.com/articles/405/tuition-fees-at-universities-in-europe-in-2019-overview-and-comparison.html.
- 3.
These programs were: (1) Comenius, sustaining actions for pre-universityschools; (2) Erasmus, supporting exchanges of higher education students and cooperation between universities and colleges; (3) Leonardo da Vinci, for actions in vocational education and training; (4) Grundtvig, pursuing adult education; (5) Transversal, covering activities across all sectors of education and training; (6) Jean Monnet, supporting institutions and actions in favor of European integration.
- 4.
These include the Lifelong Learning Programme, Youth in Action and five international cooperation programs (Erasmus Mundus, Tempus, Alfa, Edulink, and the program for cooperation with industrialized countries).
- 5.
Members include the 28 EU member countries (including Great Britain, plus Albania, Andorra, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Georgia, Iceland, Kazakhstan, Liechtenstein, Macedonia, Moldova, Montenegro, Norway, Russia, Serbia, Switzerland, Turkey, Ukraine, Vatican). Most countries adhered since the beginning in 1999.
- 6.
The European Qualifications Framework (EQF) was adopted in April 2008 and the European Register of Quality Assurance Agencies (EQAR) was established in June 2008.
- 7.
EHEA member countries adhere to the European Cultural Convention and to the objectives of the Bologna Process in their own systems of higher education. The process, started with the Sorbonne Declaration signed in 1998 by the ministers of France, Germany, Italy, and the UK, pursues two aims: harmonizing the architecture of the European higher education system in order to promote mobility of students, graduates and teaching staff, and ensuring the recognition of qualifications in the job market (http://www.ehea.info/media.ehea.info/file/1998_Sorbonne/61/2/1998_Sorbonne_Declaration_English_552612.pdf).
- 8.
The Diploma Supplement (DS) is a document accompanying a higher education diploma, providing a standardized description of the nature, level, context, content, and status of the studies completed by its holder. It is produced by the higher education institutions according to standards agreed by the European Commission, the Council of Europe, and UNESCO.
- 9.
As a result of the call, announced in June 2019, 17 European Universities involving 114 HEI from 24 countries were selected. Each European University receives up to €5 million in the coming three years out of an overall budget of up to €85 million available. For the next long-term EU budget (2021–2027), the Commission proposed to fully roll out European Universities under Erasmus+, with a significantly increased budget (EC 2019a, b, c).
- 10.
The Europe 2020 strategy has set as a target that 40% among the 30–34 year olds have a higher education qualification by 2020. Presently (in 2016) the rate was 39% on average in the EU-28 and in 18 countries the rate reached or surpassed this threshold. The highest rates are generally in northern European countries (Lithuania 59%, Ireland 53%, and Sweden 51%), while the lowest rates are in Italy and Romania (26%) (EU 2018c; Fournier et al. 2019).
- 11.
In some European countries Universities of Applied Science, particularly in Germany and other central European countries, contribute to the existence of a dual university system. These universities are devoted to practice-led research distinct from university research (de Weert 2011).
- 12.
The data is based on information from 66 European universities in the Top 500 of the 2006 Shanghai ranking. The sample is thus biased toward the more research intensive universities
- 13.
EUA is the largest and most comprehensive organization representing more than 800 universities and national rectors’ conferences in 48 European countries. EUA plays a crucial role in the Bologna Process and in influencing EU policies on higher education, research and innovation (https://eua.eu/).
- 14.
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Dallago, B. (2021). European Higher Education: Challenges and Achievement. In: Andreff, W. (eds) Comparative Economic Studies in Europe. Studies in Economic Transition. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48295-4_7
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