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In the absence of major programmes to strengthen the quality and competitiveness of European destinations, the role of the EU in tourism development has often been seen as fairly limited. Despite this, spill-overs or side effects from adjoining policy areas with extensive European regulation or intervention can be equally important, and the paper examines key aspects of the EU's role in tourism development in order to discuss to what extent the traditional interpretation of a passive actor of little consequence should be modified or even discarded. Drawing upon European and Nordic documentary sources as well as existing specialist literature, the text first examines the development of an EU policy statement on tourism, and then two areas of EU policy - competition policy and regional development - are analysed with a view to establishing side-effects in European and Nordic destinations. It is concluded that while policies specifically targeting tourism have been limited in reach and profile, the touristic side effects of other economic and social policies central at the European level have clearly been considerable, primarily by facilitating the emergence of new multinational tour operators and budget airlines, but also by supporting development of new services and experiences in parts of Europe where tourism has until now been a socio-economic activity of relatively limited importance. [ABSTRACT FROM AUTHOR]

In many parts of the world, higher education is viewed as a prime 'motor' for the development of a knowledge-based economy. Under the banner of this 'new economy', higher education policies, programmes and practices have been increasingly co-opted and shaped by wider geo-strategic political and economic interests. This paper explores three, interlinked, higher education policy spaces - in Europe, the United States, and Australia. It explores how the growing range of educational initiatives at the European level has affected - both directly and indirectly - American and Australian policymaking in higher education. The European higher education project, which is increasingly perceived as having some significance to the global economy, has set off a series of dynamic reactions in both Australia and the United States, which is leading to multiple new logics and new imaginaries about the global higher education landscape. Through this, a more integrated and relational global system of higher education is emerging. [ABSTRACT FROM AUTHOR]

Based on the entire population of Nobel laureates in science from 1901 to 2017, we show that North America’s rise as global power in science started in the 1920s. Following a transition period (1940s to 1960s), its scientific hegemony was consolidated in the 1970s. Yet since the 2000s, North America’s global leadership in science has come under pressure. In that time, its share of laureates across disciplines dropped, although it has retained its attractiveness as a destination for future laureates from Europe and the Asia-Pacific region. In addition, we find that North America has become apparently less effective since 2010 in transferring capacities for conducting ground-breaking research from one generation of scientists to another. Furthermore, both Europe and the Asia-Pacific region have similarly high shares of newcomer organizations with regard to where prize-winning work is conducted, indicating that these two regions are very active in the inter-organizational competition for scientific talent. Despite this competition, however, we find no support for the rise of a new global center of science. [ABSTRACT FROM AUTHOR]

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