Bologna network: a new sociopolitical area in higher education

Abstract

The project of the Bologna process to create a ‘European Higher Education Area’ (EHEA) has established the necessary conditions for the emergence of a new sociopolitical space of higher education in Europe. This space has become a cooperation/competition area that changes the European and national balance of power: the relations the countries maintain both between them and with the European Commission are situated in a cooperation/competition game. The European Commission plays a central role in this area, alongside actor organisations who see themselves forced to discuss issues that had previously divided them and to modify their relationships at a national level. This article can be seen as a contribution to the analysis of international strategy in a global knowledge economy, especially to the two‐level game theory of Putnam for which international agreements are negotiated with success only if they lead to national advantages. In particular, it studies the role of the European Commission in this sociopolitical area and the mechanism by which it has taken the piloting of the Bologna process, which was launched in a field of national competency, to make it an instrument for the realisation of the Lisbon strategy aimed at making the European Union the most competitive economy in the world. This paper is based on data sources provided by the analysis of papers produced by the actors of the process and on 50 interviews of these actors.

Keywords:

• Europe
• Lisbon
• Bologna
• game theory
• higher education
• European Commission
• networks

Acknowledgement

This article has been made possible with the Support of IAP‐Belgium state 6/09, ‘Higher education and research: organization, market interaction and overall impact in the knowledgebased era’.

Notes

1. The Tuning Project builds bridges between European and Latin American systems of higher education in order to improve interregional collaboration in the development of quality, effectiveness and transparency. It aims to develop commonly accepted competences and learning outcomes in terms of knowledge, content and skills in the same subject areas.