Researching the European Higher Education Area external effectiveness: regime complexity and interplay

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“…The participation of countries that are not members of the Bologna System has decreased since 2010 (Asderaki, 2018). This shows the importance given, possibly diminished in some cases, by the non-member states to this forum.…”

Opportunity, Presence and Entrepreneurship: Why the EU Acts Externally on Higher Education*

“…During the 2010s the EU's presence in HE policy was additionally shaped by three developments. First, as the Commission took the driving seat to implement it, the BP definitively changed from being an external opportunity into a component of EU presence (Asderaki, 2019, p. 50). While the EU's evolution from outsider to insider and finally de facto manager of the BP resulted from a gradual evolution, its co‐option became obvious with the completion of the EHEA in 2010 (Damro and Friedman, 2018, pp.…”

“…Bestowed with a legal personality (Art. 47 Treaty on European Union ‐ TEU), the EU has been able to reinforce its ‘strategic positioning within various regimes’ spanning the global landscape of HE (Asderaki, 2019, p. 31). This, in turn, has further enhanced the EU's ‘ability to shape the perceptions, [and] expectations … of others’ (Bretherton and Vogler, 2013, p. 377).…”

“…For example, the United Nations Educational, Scientific and Cultural Organization, the Council of Europe or the Organization for Economic Co-operation and Development as well the dense network of non-governmental organizationsa constellation that has been comprehensively analysed byAsderaki (2019).5 Marquand (2007, pp. 68-69) provides a detailed account on the background, composition and function of the Task Force.…”

The role of higher education for the development of entrepreneurial ecosystems

“…As a decentralized but coordinated intergovernmental process of 48 European countries, the European Higher Education Area (EHEA), it has a network-like model of governance, it directly shapes the hitherto bureaucratic governance model in which state actors have sole authority (Klemenčič 2019;Klemenčič and Galàn Palomares 2017). This unique international collaboration on Higher Education of countries with different political, cultural and academic traditions has become a co-shaper of an emerging global Higher Education agenda and governance architecture aiming to promote and co-shape the Higher Education global order (Asderaki 2019). A robust literature shows how regional and local entrepreneurial ecosystems have benefitted from the mobility of students and academics caused by the Bologna Process.…”