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This article describes the emergence of higher education as a field of research, scholarship and study. In the first part, the meaning of higher education as a field of research is defined contrasting Europe and the US. Then, the institutional basis of higher education research in Europe is analysed (learned societies, institutes and centres, professorships, journals, study programmes). In the second part, the main areas of research and knowledge production are discussed, while the third focuses on the relationships between higher education research, policy and practice. The article ends with sections on future perspectives and conclusions. [ABSTRACT FROM AUTHOR]

The non-binding nature of the Bologna Declaration and loose policy-making and implementation through the open method of coordination ( OMC) have led to varied national responses to the Bologna Process. The OMC has allowed countries room for manoeuvre to interpret Bologna policy and attach different degrees of importance to it. Looking at the interplay between agency and structure in policy implementation, this article aims to illustrate the localised character of Bologna policy implementation driven by national priorities and political agendas, a reflection of the 'policy as text' metaphor (Ball, 1994). The analysis is driven by an agentic understanding of the policy process, highlighting 'actors' perceptions, perspectives, preferences, actions and interactions' (Trowler, 2002). Three different country reactions are examined - England, Portugal and Denmark, described as selective acquiescence, creative commitment and strategic conformity to capture the essence of the cases in question. In analysing the countries' responses, the article considers national readings of Bologna, motivations behind responses to the Process, as well as its reception and implementation at national level. [ABSTRACT FROM AUTHOR]

This article focuses on recent trends in quality assurance initiatives, analyses how the European Higher Education Area promotes quality enhancement mechanisms and their implications for quality cultures in universities. It presents and discusses two approaches towards quality enhancement both at the institutional and programme level: 1. Quality Enhancement at programme level: the Tuning approach and 2. Scottish Enhancement-led Institutional Review. It also argues that current approaches towards quality culture are reorienting the focus from quality assurance towards contextual quality enhancement and that quality enhancement becomes the primary responsibility of universities and university stakeholders. [ABSTRACT FROM AUTHOR]

What is changing in academic research? What has changed over the past decades and what might change in the coming ones? Could the research mission of universities be carried out in slightly or radically different ways in the medium term? This article aims to cast light on the trends and driving forces that can be observed in academic research over the past two decades in the OECD area. It gives an outlook of the main current characteristics of academic research at a macro level in terms of funding and activities in comparison with research performed by other sectors. It also highlights future challenges and sketches a few possible futures scenarios in a 20-year time frame. [ABSTRACT FROM AUTHOR]

The article introduces series of articles published in the June 2006 issue of the "European Journal of Education." Some authors investigate the relation between the producer and the user of research knowledge. One author focuses upon England and Scotland and their different legislative, political and cultural contexts in order to examine recent debates on the connection of disconnection of research and teaching at universities. The driving forces of the rise and fall of neo-liberal university is also described.

The article discusses implementation of comparable degrees in order to implement the Bologna process. Adopting a system of easily readable and comparable degrees, essentially based on two main cycles, was one of priorities of the Bologna Declaration. And to achieve this, governments and higher education institutes have to cooperate closely so that they can ensure that the implementation of the new degree structures is not done superficially but is accompanied by the necessary curricular reform, taking into account the ongoing European discussions on descriptors for Bachelor-level and Master-level degrees, learning outcomes and qualification profiles. It will also be essential that they elaborate national qualifications frameworks based on external reference points that are in tune with a common European Qualifications Framework.

Introduces a series of articles about the implications of lifelong learning initiatives for universities in Europe. Obstacles and problems experienced by universities in adapting to lifelong learning policies; Changes in the concepts and organization of knowledge; Impact of lifelong learning on power relations and university structures; Interplay of international policies, national policies, and university practices.

Focuses on the research evaluation practices in European universities. Internal and external evaluation of research practices; Quantitative and qualitative evaluations; Effects of evaluation.

Focuses on the principles and results of EUROPACE 2000, a European network which brings together universities to establish structures that will utilize technologies in education. Implementation of the virtual university concept; Potential of information and communication technologies; Learning models.