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University Dynamics and European IntegrationThe Lisbon Process: A Supranational Policy Perspective

University Dynamics and European Integration: The Lisbon Process: A Supranational Policy Perspective CHAPTER 8 THE LISBON PROCESS: A SUPRANATIONAL POLICY PERSPECTIVE INSTITUTIONALIZING THE OPEN METHOD OF COORDINATION Åse Gornitzka INTRODUCTION While national Ministers of Education across Europe were joining the Bologna process and were addressing common structural issues in European higher educa- tion outside the setting of the EU, the heads of state of the European Union met in Lisbon in 2000 and agreed to embark on a strategy to make the European Union the most competitive and dynamic knowledge based economy in the world by 2010. With the launching of the Lisbon Strategy the University came to the centre of atten- tion within the EU. In the Lisbon Strategy the University, as part of education and research systems in Europe, was envisioned as a core institution of “the Europe of knowledge.” Unlike the Bologna process – a European level process unique to the higher education sector – the Lisbon process directed the attention to education and research much more broadly in making them means to reach the ambition of socially and environmentally sustainable economic growth. The Lisbon Strategy signaled that this requires the EU to venture into nationally sensitive policy areas and areas with institutionally entrenched diversity. The Lis- bon http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

University Dynamics and European IntegrationThe Lisbon Process: A Supranational Policy Perspective

Part of the Higher Education Dynamics Book Series (volume 19)
Editors: Maassen, Peter; Olsen, Johan P.
Gornitzka, Åse
University Dynamics and European Integration — Jan 1, 2007
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Publisher
Springer Netherlands
Copyright
© Springer 2007
ISBN
978-1-4020-5970-4
Pages
155 –178
DOI
10.1007/978-1-4020-5971-1_8
Publisher site
See Chapter on Publisher Site

Abstract

CHAPTER 8 THE LISBON PROCESS: A SUPRANATIONAL POLICY PERSPECTIVE INSTITUTIONALIZING THE OPEN METHOD OF COORDINATION Åse Gornitzka INTRODUCTION While national Ministers of Education across Europe were joining the Bologna process and were addressing common structural issues in European higher educa- tion outside the setting of the EU, the heads of state of the European Union met in Lisbon in 2000 and agreed to embark on a strategy to make the European Union the most competitive and dynamic knowledge based economy in the world by 2010. With the launching of the Lisbon Strategy the University came to the centre of atten- tion within the EU. In the Lisbon Strategy the University, as part of education and research systems in Europe, was envisioned as a core institution of “the Europe of knowledge.” Unlike the Bologna process – a European level process unique to the higher education sector – the Lisbon process directed the attention to education and research much more broadly in making them means to reach the ambition of socially and environmentally sustainable economic growth. The Lisbon Strategy signaled that this requires the EU to venture into nationally sensitive policy areas and areas with institutionally entrenched diversity. The Lis- bon

Published: Jan 1, 2007

Keywords: European Level; Policy Domain; Political Space; Lisbon Strategy; Bologna Process

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