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The Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; then, a literature review on Bologna Declaration implementation in nursing was conducted on the Medline and CINAHL databases. Critical analyses of these documents were performed by expert nurse educators. Structural, organizational, functional and cultural obstacles are hindering full Bologna Process implementation in nursing education within European Economic Area. A call for action is offered in order to achieve a functionally unified system within nursing.

The process of reviewing the European pharmaceutical legislation resulted in a codex, which contains two new instruments related to marketing authorisation of biological medicines: Plasma Master File (PMF) and Vaccine Antigen Master File (VAMF). In the manufacture of plasma derivatives (e. g. coagulation factors, albumin, immunoglobulins), usually the same starting material, i. e. a plasma pool, is used for several products. In the case of vaccines, the same active substance, i.e. vaccine antigen, may be included in several combination vaccine products. The intention behind the introduction of PMF and VAMF was to avoid unnecessary and redundant documentation, and to improve and harmonise assessment by means of procedures for certification of master files on the community level.

The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students' Union (ESU), Erasmus Student Network (ESN) and European Students' Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

Since the mid 1990s vocational and education and training systems across Europe have had to respond to a number of external factors which have transformed the demand for skills. This paper examines the way in which VET systems have responded to the external factors and increase their resilience in the face of external shocks of one kind or another. The paper also reveals the way in which VET increasing established itself as a mainstream option for young people over the same period because of its capacity to deliver skills which the labour market demands.

Purpose -- European paper industry has been struggling with margins and profitability for more than decade time period. At typical in markets of west, paper product demand is at long-term decline, mostly driven by continuously increasing internet use. However, in emerging markets demand still exists, and in Europe numerous small markets in east have even some growth available. The paper aims to discuss these issues. Design/methodology/approach -- The authors analyse in this research work with longitudinal data (period of 2002-2009) from one large Finnish paper mill and data envelopment analysis (DEA) approach, how distribution efficiency to selected eight East European markets has evolved. Findings -- In general distribution efficiency has improved, but this has taken place in step-wise manner rather than being linear year-to-year development (year 2006 found to be the threshold). Reason is mostly in better management of transportation costs, and in particular lower monthly deviation of these costs. It is surprising that case paper mill has been able to manage transportation costs in rapidly increasing energy cost environment so efficiently. Maybe European Union enlargement of 2004 and 2007 has had its effects on distribution efficiency. Research limitations/implications -- The research is limited to the deliveries of one paper mill located in Finland. Also East European markets in the early periods of this study were emerging papers markets, and distribution practices were clearly evolving. Practical implications -- Based on the study East European paper market distribution should give more attention on transportation cost control, and trying to find solutions to minimize it with low monthly fluctuation. Originality/value -- Very few studies exist from East European distribution issues, and particularly that of paper industry. Also used quantitative method of DEA is relatively new in this context and gives valuable insights for the distribution efficiency development. [ABSTRACT FROM AUTHOR]

This paper assesses how UK universities seek to maintain their global dominant position post-Brexit through comprehensive strategic partnerships with key European institutions as part of their internationalisation strategies. Drawing on 24 semi-structured interviews conducted from November 2017 to July 2018 in 12 UK universities vertically differentiated and spread along the highly hierarchised spectrum of British universities in all four nations, we aim to examine which types of universities are most inclined to form international comprehensive university-wide strategic partnerships, and how they identify their partners. The analysis is framed within Bourdieu's theory of "economy of practices" which considers all university practices as economic practices that are ultimately tailored towards maximising either material or symbolic profit. Unlike in business and industry, where organisations traditionally compete to maximise profit, universities must both compete and collaborate with one another in order to improve (or maintain) their position in the field. UK universities will need to navigate the post-Brexit space they find themselves thrown into, and in the process will need to review international institutional links with both European Union (EU) based and non-EU universities. This paper will assess how UK universities seek to maintain their dominant position in the field through comprehensive strategic partnerships with key foreign institutions.

Economic, social and environmental sustainability are becoming more important in urban and territorial development policies in Europe and internationally. Recently, the United States and Europe have put forth the green deals proposing programmatic provisions for achieving territorial sustainability through the redevelopment of brownfield land into Sustainable Industrial Areas (SIAs). This opinion paper presents the benefits of the European Green Deal (EGD) policies as support for brownfield land redevelopment, SIA implementation and urban regeneration in light of the experiences of many countries in the European Union (EU). Moreover, this paper makes policy recommendations and discusses future research directions. • The European Green Deal provisions inspire the brownfield land redevelopment from a sustainable perspective. • The redevelopment of industrial area in Sustainable Industrial Area (SIA) provides economic, environmental-social benefits. • SIA experiences in Europe can provide decision-makers with guidelines for the conversion of brownfield land. • Urban regeneration actions for SIA by the European Green Deal can cover multi-dimensional areas, from small to large scale. • Using natural elements can foster sustainable urban development. [ABSTRACT FROM AUTHOR]

Purpose: In light of the public resistance towards the deepening of European integration (EI) and the role that education is anticipated to have in supporting the process, this paper examines the conceptualisation of EI in lower secondary textbooks for History, Geography and Civics. Specifically, the paper asks whether EI is conceived of as a vehicle for the post-national transformation of Europe or as an instrument for interstate cooperation. Design: Drawing on the insights of EI theories and content analysis, the paper adopts a qualitative approach. Applying this approach, the textbooks currently used in Slovakia's lower secondary schools are analysed as a case study. Findings: The findings are inconclusive with regard to the research question. Indeed, while the sources are positive about EI, the findings suggest some problematic aspects in terms of how the textbooks analysed conceive the nature of the integration process. Research implications: The approach taken in this paper could be replicated on a larger scale in other countries. Practical implications: Curricula and textbook designers ought to consider how to include a critical discussion on the deepening of EI in secondary education.

This paper analyses the purposes of cooperation as they challenge the European governance of higher education. Using Brexit to analyse meanings of "cooperation" and conveying secondary data analysis of ten case studies undertaken in the framework of the exploratory research project titled "Brexit and higher education in the UK and Europe: Towards a cross-country investigation," this study identifies a plurality of meanings of cooperation. These meanings resonate within the scenarios of Europe 2025 traced by the European Commission. In the scenarios (1) "nothing but the single market," (2) "doing less more efficiently," (3) "those who want more do more," the different meanings of cooperation put at risk the future of cooperation driven by academic values and beliefs at the core of the Europeanisation of knowledge policies. Ultimately, the paper underlines that cooperation as a driver of the internationalisation of higher education questions the role of national openness and/or closure in framing shared European interests and the value of international cooperation.

Purpose: To assess the inclusivity of on-farm demonstration across Europe, in relation to age, gender, and geographical location of participants. Methodology: The paper is based on a survey of 1162 on-farm demonstrators (farmers and organisations) and three supra-regional workshops. Findings: Overall, on farm-demonstrations were found to be engaging young(er) farmers who are at a career stage of being able to implement long-term innovations. However, across Europe demonstrations were primarily attended by men. On-farm demonstrations were most common in Northern Europe, where advisory services brought together multiple AKIS actors. There were fewer on-farm demonstrations in Southern Europe, where demonstrations were more likely to be led by research institutes or individual farmers. Eastern Europe is notable for greater diversity in terms of gender and age of demonstration participants. Within countries, on-farm demonstrations occurred more frequently in regions of high agricultural profitability; more remotely located farmers had fewer opportunities to participate. Practical implications: Demonstrations led by public and privately funded advisory services appear to attract primarily male farmers, thus reinforcing gendered patterns of participation in European agriculture. The location of advisory services and research institutes in high profitability locales disproportionately privileges farmers located there. More targeted efforts are required to ensure the participation of farmers who are female, older and located in less productive regions. Theoretical implications: The paper draws attention to the lack of inclusivity of on-farm demonstration, developing a conceptual framework based on Lukes' three faces of power. Originality: The paper utilises the first European-wide inventory of on-farm demonstration to assess inclusivity.

EU educational mobility programmes have long been geared towards not only the promotion of intercultural communicative competence but also the uptake of European civic values. While the linguistic and socio-cultural effects of European training mobilities have been extensively studied, their effectiveness in supporting active citizenship and the emergence of shared community values remains largely unexplored. Similarly, no previous research has attempted to systematise the various conceptualisations of European civic and democratic values invoked in mobility projects addressing the topic. To bridge this lacuna, this paper reviews qualitative data from EU school-based mobility projects whose stated purpose, singularly or in conjunction with other educational goals, is the promotion of European civic awareness and democratic values among adult participants in a Spanish region. The methodological approach for the compilation of the corpus of project records, data extraction, and processing follows that of Qualitative Comparative Analyses. The results point to a broad operationalisation of European civic and democratic themes in the examined projects. The coexistence of a limited number of specific proposals for deliberate educational intervention aimed at promoting democracy and European citizenship abroad, alongside the prevailing stance, posits a spontaneous acquisition of such values through participation in transnational learning activities aimed at developing communicative, intercultural, and digital skills, is also reported.

Discusses the challenges facing the European paper industry and managing director Teresa Presas of the Confederation of European Paper Industries (CEPI). Reorganization of the CEPI to accommodate expansion of the European Union; Chemical legislation; Recycling targets; Future wood availability; Sustainability; Renewable energy sources; Emission trading directive.

Aim This study examined the outputs of research papers in diabetes from 31 European countries between 2002 and 2013, and their funding. Methods Diabetes research papers in the Web of Science were identified by means of a filter based on journals and title words. For 2009-2013 papers, the funders were coded to show their sector and nationality. Results Europe published 40 547 diabetes papers in the 12 years between 2002 and 2013. Denmark, Sweden and Finland published the most relative to their wealth, but the UK published the most absolutely despite an apparently low burden (as measured by disability-adjusted life years). The largest source of funding was government (30%), followed by the non-profit sector (18%) and industry (13%). The European Commission supported 2.7% of papers, but more in Latvia (33%) and Estonia (16%). Based on an estimated cost per paper of €260 000, the annual research expenditure in Europe was approximately €986 million in 2013. Conclusions The European diabetes burden in disability-adjusted life years increased by one third between 2002 and 2012, but its output of research papers has decreased from 44% to 36% of the world total. This decrease needs to be reviewed in the context of European non-communicable disease research policy. [ABSTRACT FROM AUTHOR]

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers' training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers' mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers' professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils' knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers' participation have been developed in almost all EU countries.

The article focuses on the White Paper on damage actions for breach of Articles 81 and 82 EC published by the European Commission in Europe on April 2, 2008. The published White Paper features a comprehensive recommendation to help victims of competition law infringements abuses in claiming full compensation for the damages that they suffered. The White Paper aspires to strengthen and improve the private implementation of Articles 81 and 82 of the EC Treaty. It also tries to simplify the primary goals of antitrust enforcement framework and facilitate whether the antitrust enforcement framework in the European Union (EU) obtain those goals, if not, it offers an optimal and effective substitute.

Purpose – The purpose of this paper is to provide a brief introduction to the telecommunication reform process in Europe, its status, and upcoming policy issues. Furthermore, it also aims to provide an overview of the papers in this special issue.Design/methodology/approach – The paper provides an introduction to the telecom reform process based on previous research and the papers in this issue of info.Findings – The introduction argues that the European telecommunication reform process with the telecommunications green paper of 1987 as an important point of departure has been a success in many ways. It has, for example, facilitated the development of mobile, of the internet and its many applications, and considerably lowered prices. However, there are important areas where a single European market has not developed. Moreover, new challenges are rising in terms of upcoming reconfigurations of the whole information communications technology (ICT) area requiring new policy and regulatory answers.Originality/value – The paper provides a brief introduction to the European telecommunication reform process, its achievements, present challenges, and the policy responses of the European Union. In addition, an overview of the papers of this issue of info is provided. [ABSTRACT FROM AUTHOR]

While the Bologna Process in Europe is the leading example, regional efforts towards harmonization of higher education are taking place in every corner of the world. In Africa, such a process has its roots from decades ago, although more coordinated activities are only recent phenomena. This paper looks back at the harmonization processes in Africa and Europe, and argues that although the process in Africa has been influenced by its European counterpart, the former has its own unique features, among other things, in its thematic and sub-regional initiatives. The paper notes similarities and differences between the two processes, appreciates the strengths and shortcomings of the African process, and highlights the importance for the African Union to more effectively utilize its leverage as a coordinating body, with a wider and more meaningful involvement of higher education institutions and other stakeholders. It also calls for more exploration into the potential strengths and risks in harmonization initiatives strongly rooted at sub-regional level.

Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how mechanisms, processes, and key agents of Europeanisation, internal or external to the European Union (EU), influence the transformation of teacher education policies and practices in Europe. Transformation is understood in the context of Europeanisation, and emphasis of the analysis is placed on the process rather than the content of transforming teacher education in Europe. To this end, data have been collected through document review and expert interviews with European policy officials. As a result of qualitative content analysis, the data have been clustered and analysed according to the following categories, which mutually reinforce each other: (1) policy coordination; (2) cross-sectoral instruments; (3) evidence-based management; (4) the Bologna process; (5) educational programmes; and (6) stakeholder pressure. Findings provide a conceptual framework for mapping the ETEA as a complex policy ecosystem that includes vertical and horizontal procedures of Europeanisation. The EU has developed extensive capacities to influence teacher education in Europe and increasingly involves other sectors, such as employment, in this process.

In this article, the author deals with the white paper of the European Commission (EC) about European Union (EU) governance. The author says that the speech delivered by EC President Romano Prodi in Strasbourg, France on February 15, 2000 regarding reforms of European governance is far-reaching and ambitious. The author claims that reformers and outside observers welcomed the governance reforms initiative in the hopes that they will improve EU. The author discusses the concerns raised by the reforms including the possibility that they are doomed to fail.

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen's capability approach, Bourdieu's theory of capital and Bernstein's framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children's capability to benefit from digital schooling. The most important differences are found in regard to parents' familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

This paper discusses the significance of international and transnational developments for education policy research, with a focus on the European Union. The rise of policy projects at the EU level since 2000, has altered the relationships between the state, EU institutions and education policy, in terms of the definition of values, purposes, and mechanisms of education change, in what is often referred to as the europeanisation of education policy and governance. In a time of financial crisis and extensive population migrations to and within the European space, the paper argues for further critical research on the EU institutions and their relationship to national education systems, as well as on the social justice dimensions and implications of considering both national and EU sites of policy for addressing young and vulnerable peoples' education and social futures.

A wave of company law reform has swept across Europe and has now reached Denmark, where a proposal for a new combined companies act has been put forward and will soon enter the legislative process. In this article, the driving forces behind these reforms are explored. They are: the freedom to choose among the company law regimes of the European Union that follows from the case law of the EC Court of Justice; the demise of the doctrine of protection of capital; and the increasing insignificance of the distinction within company law between public and private limited companies. The main tenets of the Danish reform are: the introduction of a combined companies act to cover both the public and the private limited company; the possibility to choose between the main corporate governance models known in European company law, which, in combination with the possibility to use English at board meetings, the general meeting of shareholders and in public documents and accounts, should cater to the needs of crossborder business and investment; and a relaxation of the capital regime allowing limited companies more freedom in deciding the structure of their share capital and the distribution of control. [ABSTRACT FROM AUTHOR]

The article focuses on the Green Paper, Equality and Non-Discrimination in an Enlarged European Union of European Community (EC) Treaty in the European Commission in Europe. It notes that the paper has two objectives including the analyses of European Union's (EU) efforts to combat discrimination and to promote equal treatment. It is divided in three sections, which assess the EC achievements in the implementation of non-discrimination policy.

Objective: To describe mental health care needs and challenges across the WHO European region of 51 nations. Method: Based on morbidity and mortality data from HFA Statistical Database and Health21, the policy framework of WHO Europe, major trends in mental health care needs, psychiatric reform and mental health promotion are discussed. Results: There is a mortality crisis related to mental ill health in Eastern European populations of transition. Destigmatization is required to improve early intervention and humanization of services, and national mental health audits are needed to create the basis for national mental health planning, implementation and monitoring. There are both problems and advances in service restructuring, and comprehensive mental health promotion programmes, preventive and monitoring strategies are required. Conclusion: Partnerships between national and international organizations, especially WHO and the European Union, have to be strengthened to make progress on the way to integrated community mental health services. [ABSTRACT FROM AUTHOR]

This paper explores the contribution to geography teaching which can be made by serious games. We describe the ways in which gaming has progressed from "dissected maps" and jigsaws through board games, to the range of online games which are available today. We describe the development, in conjunction with European partner institutions, of a new game, entitled "RU EU?", intended to raise student awareness of European issues, notably the question of European identity; this seems to be both important and topical at the time of Brexit. We describe the development and the nature of the game and its launch, and the feedback which we have received from students who have played it, and suggest that, while it is not necessarily a substitute for traditional lecture-style teaching, games such as this can provide an additional tool in the geography lecturer's armoury.

Multicultural European societies increasingly demand internationally oriented citizens, who are willing to actively participate in civic life and able to successfully access the labour market. The European dimension in education supposedly endows youngsters with civic values, multiculturalist attitudes and plurilingual competences which ultimately lead to raising awareness of their Europeanness. Formative years at university, pivotal to students' individual life course and projects, are a decisive stage in the development of supranational, collective identity-formation. Similarly, pan-European study programmes are aimed at inspiring a sense of European citizenship and identity, the most renowned of which within the Higher Education context is Erasmus+. By conducting focus group interviews, this paper probes Andalusian university students' understanding of their European identity and verifies the causal dynamics between European identity-taking and foreign country sojourns, comparing the perceptions expressed by returnees to those by students who have not had the opportunity to participate in international study programmes (ISP) at higher education yet. Results evidence students' apparent supranational orientation, general awareness of commonalities across Europe and utilitarian outlooks on the EU, although not a clear discernment of its institutions or a marked European identity.

Purpose – The purpose of this paper is to demonstrate that telecommunications liberalization in Europe has taken the European telecommunications and internet sectors a breathtaking leap forward. To counter the leveling off of growth and facing the smartphone revolution, new structural changes are now required.Design/methodology/approach – The paper assesses in a concise manner the effect of telecommunications liberalization in Europe based on the 1987 green paper. It demonstrates the enormous dynamics created in the mobile and fixed network sectors and the key role of liberalization to make Europe internet-ready during the 1990s. The paper then proceeds to the analysis of the leveling off of growth during the last few years and discusses required changes to restart dynamics.Findings – The green paper of 1987 successfully defined a framework within which political and legal action in both regulatory and competition fields could develop, leading to full liberalization of telecommunications in the European Union by 1998. The subsequent decade saw an enormous expansion of both mobile and fixed services, which only abated by the end of the decade. Liberalization and coordination of licensing of mobile systems were the basis for the entry of the internet in Europe and the explosive growth of GSM mobile services. The paper finds that the deployment of broadband internet and fourth generation mobile now needs further change to relaunch dynamics. It welcomes the goals of the digital agenda for Europe in the context of the 2020 objectives of the European Union, but argues that deeper structural changes are needed to achieve these goals.Originality/value – Liberalization of European telecommunications was guided by a strategic framework set out in the 1987 telecommunications green paper and developed subsequently further. Comprehensive frameworks of this nature will be needed if Europe wants to gain a leading role in the future smart phone and broadband internet markets. [ABSTRACT FROM AUTHOR]

The paper introduces two emerging concepts of European Studies - Superstate Europe and Europe of nations. The two interpret the future of Europe in very different perspectives. While Superstate Europe envisions a political unification in which the supranational entity is becoming the main source of power, Europe of nations, on the contrary, tries to restore the member states' sovereignties over the EU. Thus, both framings have explicit political contents, and neither of them can be considered exclusively academic. Of course, in the field of European Studies this is not unprecedented. Nonetheless, the emergence of two such rival ideas is symbolizing the political polarization of the EU, as well as the politicization of European Studies. In its first section, the paper describes the general logic, main points, and basic inner-linkages of Superstate Europe and Europe of nations, and then in the second part it identifies their positions in the conceptual space of European Studies. This latter effort tries to reveal the relatedness of these framings to other European integration theories. The main finding of this meta-analysis is that Superstate Europe is more embedded conceptually, and this helps to better explain or criticize certain aspects of the idea, while Europe of nations can be considered more original in the sense of reflecting on the previously unaddressed challenge of proposing a disintegration theory among many European integration theories. [ABSTRACT FROM AUTHOR]

After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred paradigm in schools that was both dominant in these countries during pre- and post-Soviet times. National reforms demanded more student-active and problem-based science education under the heading of hands-on and inquiry-based learning. Unfortunately, in many cases, the curricula, teaching materials, and teacher training facilities were inadequate in implementing these reforms successfully. In the case of science education, this paper reflects upon how European Union (EU) initiatives can help the countries in Central and Eastern Europe in their reform efforts. Reflection is performed in relation to the cross-regional TEMPUS IV project SALiS (Student Active Learning in Science). SALiS envisages countries strengthening their capacities to promote contemporary science education through investments in science teacher education curricula and infrastructure. The current paper discusses the potential of such EU projects for aiding reform in science education in EU-neighbouring countries.

Rationale, aims and objective: Substituting outpatient hospital care with primary care is seen as a solution to decrease unnecessary referrals to outpatient hospital care and decrease rising healthcare costs. This systematic review aimed to evaluate the effects on quality of care, health and costs outcomes of substituting outpatient hospital care with primary care-based interventions, which are performed by medical specialists in face-to-face consultations in a primary care setting. Method: The systematic review was performed using the PICO framework. Original papers in which the premise of the intervention was to substitute outpatient hospital care with primary care through the involvement of a medical specialist in a primary care setting were eligible. Results: A total of 14 papers were included. A substitution intervention in general practitioner (GP) practices was described in 11 papers, three described a joint consultation intervention in which GPs see patients together with a medical specialist. This study showed that substitution initiatives result mostly in favourable outcomes compared to outpatient hospital care. The initiatives resulted mostly in shorter waiting lists, shorter clinic waiting times and higher patient satisfaction. Costs for treating one extra patient seemed to be higher in the intervention settings. This was mainly caused by inefficient planning of consultation hours and lower patient numbers. Conclusions: Despite the fact that internationally a lot has been written about the importance of performing substitution interventions in which preventing unnecessary referrals to outpatient hospital care was the aim, only 14 papers were included. Future systematic reviews should focus on the effects on the Triple Aim of substitution initiatives in which other healthcare professions than medical specialists are involved along with new technologies, such as e-consults. Additionally, to gain more insight into the effects of substitution initiatives operating in a dynamic healthcare context, it is important to keep evaluating the interventions in a longitudinal study design. [ABSTRACT FROM AUTHOR]

This article uses a Polanyian frame to place the plight of Roma in Europe in the context of an age of crisis, as evidenced by faltering neoliberal economies and a corresponding rise in xenophobia and extreme manifestations of nationalism. The situation of the Roma remains precarious, a situation exacerbated by the 2008 economic crises and the COVID-pandemic. Despite a number of social inclusion measures in recent decades, at the national and European level which target the Roma, Roma exclusion remains a serious challenge. The paper assesses why previous policy regimes failed but also reflects on what is the way forward in terms of inclusive policy frameworks. The article seeks to provide some answers to these questions with a vision of a Polanyian countermovement in the form of a New Social Europe predicated on redistribution, recognition and community action but also a re-envisioning of integration and transformative change in structural and cultural terms. [ABSTRACT FROM AUTHOR]

European discourse on linguistic minorities reflect the construction of inter-ethnic boundaries between national (such as Dutch or French), indigenous minorities (such as Basque, Catalan or Frisian), and immigrant minorities (Arabic, Berber or Turkish). In the European public discourse on immigrant minority groups, two major characteristics emerge: immigrant minority groups are often referred to as foreigners ("étrangers," "Ausländer") and as being in need of integration. It is common practice to refer to immigrant minority groups in terms of non-national residents and to their languages in terms of non-territorial, non-regional, non-indigenous, or non-European languages. This conceptual exclusion rather than inclusion in the European public discourse derives from a restrictive interpretation of the notions of citizenship and nationality. Based on the empirical evidence derived from Language Rich Europe project, a phenomenological perspective on ethnic minorities and inter-ethnic boundary construction will be presented in this paper.

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004-2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.