Universities and European Integration at a Time of Crisis: A Double Trust Problem?

Abstract

European integration (bottom-up) and Europeanisation (top-down) of higher education (HE), in comparison to other policy sectors (e.g. research), are expected to face increased obstacles at times of crisis. Firstly, according to the subsidiarity principle, HE is a national competence. Indeed, the recognition of qualifications in regulated professions is the only area in which binding EU directives have been adopted; all existing initiatives – either EU or pan-European (e.g. the Bologna Process) – in the HE field are voluntary. Secondly, HE systems and institutions are generally resistant to change due to the ‘bottom-heaviness’, ‘loose-coupling’ and importance of professional autonomy. This means that the Europeanisation of HE is likely to be incremental and partial even during ordinary times. It is assumed that the current crisis, or, rather, the multiplicity of crises related to the economic downturn, fiscal instability, perception of democratic deficit associated with the handling of the crisis, and decreased trust in European institutions, may lead governments to withdraw support from HE and focus on other ‘more pressing’ concerns. This panel invites contributions that address the following questions: How has the cooperation in the HE field responded to the multiplicity of crises in Europe? Has there only been one response or could we identify several (and are they complementary or contradictory)? Could we conclude that European HE initiatives have lost their momentum due to the crisis or have they become more robust and resilient? HE was exported to other sectors as a ‘solution’ previously, has this continued to be the case? In situations where governments have decreased their support (e.g. funding) for HE, how have HE institutions reacted? Did these institutions turn to the EU for support and, in so doing, increased their trust and interest in European HE initiatives?

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