Higher Education in Europe and the European Commission

This qualitative study investigates how international organisations exercise influence on domestic higher education policy processes. The study adopts a sociological institutionalist perspective and examines the role of the European Commission in the framework of the ‘intensive transgovernmental’ Bologna Process. This paper seeks to understand how the European Commission is influencing higher education policy and therefore focuses on the Bologna Follow-Up Group, of which the Commission is a permanent member. The empirical evidence includes primary documents from the BFUG and the European Union from the time period 2004-2007, which have been analysed by means of a deductive content analysis, using the process tracing method.

Beginning with a brief outline on higher education policy reform dynamics in Europe, the introduction sets out the research focus and design, moving on to the methodology and a discussion of the limitations of the study. The theoretical framework based on institutionalist theory is then developed, with an exploration of the two hypotheses that are guiding the research. After a brief historiography of education policy in the European Union and a description of the functioning of the Bologna Process and its objectives, the study moves on to the data analysis. The study argues that the European Commission, through its ability to coordinate and to form public opinion, is able to influence the Bologna Follow-Up Group and, consequently the policy-making of the Bologna Process, aiming at establishing a European Higher Education Space as well as a European Research Area. Finally, the study gives recommendations on further avenues for research.