The geopolitics of higher education: the case of Moldova between the EU and Russia

ABSTRACT

The Republic of Moldova is located in a tense geopolitical environment between the European Union (EU) and the Russian Federation. As the EU and Russia have incorporated higher education in their foreign policy agendas, this article analyses (1) whether the higher education policies of the EU and Russia are in competition in Moldova and (2) how the Moldovan higher education system is positioned between these external actors. At the theoretical level, higher education policy is conceptualised as a part of the soft power portfolio of the EU and Russia. The article draws on policy documents, primary data on university partnerships, and secondary data on student mobility. It is indicated that higher education policy is viewed by the EU and Russia through a geopolitical prism and to bind Moldova closer into their own orbit, resulting in an element of competition. Simultaneously, the Bologna Process has created an element of regional convergence. As for Moldova’s positioning, a strong EU vector is identified, however, Russia continues to play a significant role – an orientation that is facilitated by domestic and international influences. Finally, a geopolitical divide in higher education is visible in the secessionist Transdniestria region, which almost exclusively relies on Russia.

KEYWORDS:

• Republic of Moldova
• higher education
• European Union
• Russia
• Transdniestria

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The author would like to thank two anonymous reviewers for their valuable comments on an earlier draft of this paper.

2 The region comprises Armenia, Azerbaijan, Belarus, Georgia, Moldova, and Ukraine.

3 Interestingly, Nye’s thoughts on power have also influenced the debate on new forms of geopolitics (Agnew and Crobridge 1995, 4–5).

4 ‘Federal Agency for the Commonwealth of Independent States Affairs, Compatriots Living Abroad, and International Humanitarian Cooperation’.

5 The foundation ‘Russkiy Mir’ is another important promoter of Russian language and culture (Dimitrova et al. 2017).

6 For a further discussion of different higher education regionalisms in the post-Soviet space see Leskina (2021) as well as Leskina and Sabzalieva (2021).

7 The data by the National Bureau of Statistics does not include the secessionist region Transdniestria.

8 For the remaining public HEIs sufficient information was not publicly available.

9 For a detailed discussion of the complex historical origins and processes of identity formation see King (1999).

10 It is noteworthy that the most important EU countries for university partnerships (Romania, France, Italy) are all part of the group of Romance languages.

11 Additionally, it is interesting to see that besides the listed international partnerships, four partnerships with Moldovan universities outside Transdniestria are also indicated.

12 The Republic of Moldova also attempts to attract students from Transdniestria and provides financial incentives. For example, in 2018, 170 students from Transdniestria received support. However, the figures are declining due to a demographic crisis in Transdniestria (von Löwis 2020, 8).

Additional information

Funding

Background research for this article has been conducted during the implementation of the Erasmus+ Capacity Building in Higher Education Project ‘Reforming Master Programmes in Finance in Armenia and Moldova’ (REFINE, 2017–2020). Project number: 585784-EPP-1-2017-1-AT-EPPKA2-CBHE-JP. Disclaimer: This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Education, Audiovisual and Culture Executive Agency (EACEA).