Changing Meanings of "The Europe of Knowledge" and "Modernizing the University," from Bologna to the "New Lisbon"

Autor/in	Dale, Roger
Titel	Changing Meanings of "The Europe of Knowledge" and "Modernizing the University," from Bologna to the "New Lisbon"
Quelle	In: European Education, 39 (2008) 4, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934390402
Schlagwörter	Educational Innovation; Higher Education; Information Technology; Foreign Countries; Educational Change; Educational Objectives; International Cooperation; Research Universities; Governance + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Ausland; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Internationale Kooperation; Internationale Zusammenarbeit; Forschungseinrichtung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung
Abstract	In this article, the author shows how the meaning of the phrases "Europe of Knowledge" and "modernization of the University" have changed since the Bologna Declaration. In terms of the former, the Europe of Knowledge is now seen essentially as a regionally based and governed space of innovation, which includes, but is by no means confined to universities, and which is very selective as to which universities qualify for membership in the Europe of Knowledge. This contributes to, thickens, embeds, and modifies the meaning of "Europe" itself; as Ruth Keeling (2006) puts it, the objective of Bologna was the production of Europeans, while the objective now is the production of Europe. From being an "economy" with a responsibility for social cohesion in the Lisbon strategy, it moves to the rather more restricted responsibility for growth and jobs, whose delivery it is to coordinate, largely through the Europe of Knowledge. "Knowledge," too, has a different meaning, or meanings, in this context. It is not just the perceived need for a division between research and teaching universities, but that only particular areas and forms of research, those directly related to innovation, really count. The "modernization of the university" has followed a parallel, and supportive, underlaboring task. It is not "modernization" in the sense of updating, or of making greater use of information technologies, for instance, that seeks to make the institution better able to carry out its core business more effectively, but modernization of the core of the institution of the university, which essentially fractures that traditional core, following the division of functions of universities. That is to say, in the process of being "modernized" the university has been transformed, in its missions, its governance, and its unity as a sector. The university summoned up in the introduction to the Bologna Declaration is not the university that will be attached to the European Institute of Technology. The sector has been identified as one that needs to undergo the kind of restructuring experienced by the heavy industries of postwar Western Europe. The likelihood of a single united sector being able to meet all the demands now placed on it seems remote. (Contains 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10