...Abstract This chapter is based on the authors’ recent paper ¹ and provides an updated perspective of how the European Higher Education Area (EHEA) has shaped its approach to sustainable development (SD) in international policy since 2020, situating this within broader debates about...

...: Germany, France, Italy and the United Kingdom, as members and founders of the European Higher Education Area. Data collection and analysis methods are also detailed here. Europe the European project politics Europeanisation European Higher Education Area higher education UK Germany France Italy...

...Abstract This chapter maps the landscape of existing research on the European project and European higher education initiatives, focusing predominantly on the European Higher Education Area (EHEA). This literature explores key debates around the borders of the European project, analyses...

...Abstract This chapter places Germany, as one of the four founders of the European Higher Education Area (EHEA), at the centre of attention and analyses its Bologna stakeholders' perspectives on the role of European higher education (HE) represented by the case of the EHEA in the evolving mission...

...Abstract This chapter analyses the politics of Italian Bologna stakeholders' membership in the European Higher Education Area (EHEA) and the significance of this for the European region in the early 2020s. Drawing on neo-institutionalism and relying on seven in-depth interviews with key Italian...

...Abstract This chapter focuses on the United Kingdom's two memberships in the European Higher Education Area (EHEA), which represent the final aspects of the collective case study of the EHEA's founders' perspectives regarding the role of European cooperation in higher education, represented...

...Abstract This chapter integrates and further discusses the findings from the previous four chapters regarding the perspectives of key higher education actors in the founding countries of the European Higher Education Area (Germany, France, Italy and the United Kingdom) on the strategic...

...Abstract This is the final chapter of this book, which summarises the story in the book and its contributions. This chapter also proposes further research directions that stem from the research findings presented in the earlier chapters. Higher education European Higher Education Area EHEA...

...Abstract The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter traces integrative curriculum ideas in the BP post-2020 and explains why they are symbolic policies. Prior research...

...Abstract This opening chapter introduces the European Higher Education Area (EHEA) and the project for its development – the Bologna Process, and it explains the growth and current structure of the EHEA and the governance of the Bologna Process. It also explains the interest in Bologna beyond...

... its reach in national contexts later in the book. Bologna Process European Higher Education Area inclusion social justice neoliberalism policy Introduction This chapter is developed on the basis of my previous article ( Kushnir, 2019 ), extending the scope of its methodological approach...

...Abstract The Bologna Process (BP) seeks to harmonise higher education (HE) across the European Higher Education Area (EHEA). The social dimension of the BP was adopted to encourage member states to develop widening access measures. Countries were free to interpret guidance as they saw fit...

... in Scotland is presented through the lens of two major global crises. The two crises are the 2008–2009 Global Recession and the 2019–present day COVID-19 pandemic, which have impacted the planning and provision of education across the European Higher Education Area (EHEA). Analysis is drawn from national...

... documents at different phases of the process (see Chapter 2). At the national level, these themes have been examined within the national contexts of Slovakia, Spain, Turkey, Scotland and Cameroon with different connections and relationships to the European Higher Education Area (EHEA). In this concluding...