Bologne confisqué.Constitution, autour de la Commission européenne, d'un acteur-réseau et d'un dispositif européen de l'enseignement supérieur
(2009)
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- (en) As the result of an intergovernmental agreement of cooperation between the ministers of higher education of four states at the Sorbonne in 1998, the Bologna process was initially steered by the representatives of the states. Its initiator, the French minister Claude Allègre, had explicitly excluded the European Commission from the exclusive club of the initiators of the process. The Bologna process and its ambition to create a "European Higher Education Area" did not remain for long under the control of the states alone. In 2001, at the Prague Summit, the ministers created a follow-up group composed by representatives of the states and the European Commission, to which was added the EUA (European University Association), the EURASHE (European Association of Institutions of Higher Education), the ESIB (National Unions of Students in Europe) and the Council of Europe. Since 2001, the European Commission plays a central role in the Bologna process, alongside actor's organizations who see themselves forced to discuss issues that had previously divided them and to modify their relationships at a national level. Since 2005, the Commission has the right to vote in the follow-up group of the Bologna process, in an Europeanization process in a field of national competence. The Commission has oriented the reform of the university and would like to define the good institution (with the European Institute of Technology as model) and the good science (with the European Research Council). The Commission promotes its "knowledge triangle" composed by education, research and innovation. This thesis focuses on the decision making mechanism of the Bologna process. It analyses the networks that constitute the new sociopolitical area in higher education, the strategies and the tactics developed by its actors. Moreover, this thesis analyzes the actions of the European Commission to integrate the Bologna process and to control higher education policies. This thesis takes its theoretical support on Foucault's work (especially concept of device, governmentality, knowledge/power report, regime of truth) and on the Actor-network theory from Callon and Latour (with some of the concept of translation process). Some second theoretical support comes from the work of Boltanski and Thevenot, Kingdon (with policy entrepreneurs), the institutionalism. The argument of this thesis is that Allègre has activated a "European device of higher education" in 1998, a device progressively oriented by the European Commission. With the concept of the Actor-network theory, this work describes the different stages traversed by the European Commission to become the "macroactor" or the "actor-network" of the Bologna process.
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FUCaM Sciences Politiques, Sociales et de Communication
Citations
Croché, S. (2009). Bologne confisqué.Constitution, autour de la Commission européenne, d’un acteur-réseau et d’un dispositif européen de l’enseignement supérieur. https://hdl.handle.net/2078.5/88591