The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
The Bologna Process and the Lisbon Research Agenda: the European Commission's expanding role in higher education discourse
Abstract
This article examines the role of the European Union’s Commission in weaving together the Bologna Process and the Lisbon research strategy with its existing educational initiatives to define and disseminate an influential vision of European higher education. The article begins by outlining the Commission’s activities in relation to EU education programmes, the Lisbon research agenda and the Bologna Process. It goes on to examine, in a variety of policy texts, the discourse of European higher education that is supported by, and supporting, these large‐scale policy developments. Whilst the overall coherence and cohesiveness of this emerging discourse can be queried, the article argues that the Commission is drawing effectively on both Bologna and Lisbon to firmly constitute — and reconstitute — higher education as a European policy domain. The article concludes with an analysis of how different educational stakeholders are supported and restricted by the Commission’s views of higher education, as articulated through its ‘hybrid’ Bologna/Lisbon agenda.
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“This holistic approach has either directly or indirectly influenced the foundational framework defining knowledge in TE across several Nordic countries, as well as the qualification frameworks out lined in European governing documents [55,23], which also motivates its relevance in this study.”
From In search of artificial intelligence (AI) literacy in teacher education: A scoping review (2024) · cites this paper as [23]
Citations
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Research works printed but not linked: 16
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- BerlinCommuniqué(2003)Realising the European Higher Education Area. Conference of Ministers responsible for Higher Education in 33 European countries (September).
- BolognaDeclaration(1999)Towards the European Higher European Area. Conference of Ministers responsible for Higher Education in 29 European countries (June) Bologna Italy.
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Sorted by citations
In search of artificial intelligence (AI) literacy in teacher education: A scoping review
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100169 · Cited by 498
Metadata
- Authors
- KEELING, R.
- Corresponding author
- KEELING, RUTH
- Venue
- European Journal of Education
- Publisher
- Wiley
- Published
- 2006-05-12
- Volume
- 41
- Issue
- 2
- Pages
- 203-223
- ISSN
- 0141-8211 (ISSN-L)
- 1465-3435
- OpenAlex
- W2160899359
- Cited by
- 473
- References
- 13
- Citations by year
- 2026: 5 · 2025: 18 · 2024: 10 · 2023: 17 · 2022: 15 · 2021: 22 · 2020: 25 · 2019: 25 · 2018: 29 · 2017: 32 · 2016: 36 · 2015: 50 · 2014: 45 · 2013: 38 · 2012: 32
- FWCI
- 87.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Education (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Governance and Development
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Political Science and International Relations › European Union Policy and Governance
- Keywords
- Bologna Process, Lisbon Strategy, European Commission, higher education policy, European higher education, science policy, policy discourse, stakeholder engagement, Europeanization of higher education
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