Using a dataset of higher education institutional alliances within the framework of the European University initiative (EUi), we test empirically whether the policy-defined goal of a relative balance between "excellence and inclusiveness" within the scheme has been achieved. Specifically, we provide a descriptive and analytical account…

The European Union Framework Programme (EUFP) is the most institutionalised form of supranational thematic programming in the world and the centrepiece of European Union research policy. Since 1994, the EUFP has also funded collaborative research projects in the social sciences. Surprisingly, little attention has been paid to its genesis,…

Academic debate highlights the need to develop suitable teaching and training practices to accompany the implementation of universal design for learning (UDL) and inclusive higher education policies. This study addresses this need by investigating the relationship between knowledge and utilization of inclusive pedagogy, on the one hand, and the…

Does empirical evidence or ideology most influence homeschooling policy? It depends. Where empirical research and social experience abound, regulations seem less restrictive but where there is less data or experience policies seem more restrictive and ideologically driven. By comparing Europe and the United States with a look at South Africa,…

This paper analyses the potential of micro-credentials in adult education through upcoming EU policies and initiatives, bearing in mind the increasing use of online learning platforms globally. Understanding national and international approaches to micro-credentials allows undergraduate programmes and teaching practices to flourish in economically…

Applying qualitative methods, this paper examines the burgeoning of quality assurance databases, processes and networks of actors in the field of higher education in Europe. Our main argument is that there has been a move from the Bologna Process being the near singular focus for European-level coordination and harmonisation of higher education,…

Using data from 27 European countries in the academic years 2005/06, 2010/11, and 2015/16, we investigate the association between student funding policies and student labour during term time -- a phenomenon often seen as detrimental for higher education outcomes. Income substitution effects between entitlements to different types of financial aid…

The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions.…

In the context of policy-driven language testing for citizenship, a growing body of research examines the political justifications and ethical implications of language requirements and test use. However, virtually no studies have looked at the role that language testers play in the evolution of language requirements. Critical gaps remain in our…

The European Credit Transfer and Accumulation System (ECTS) is based on a quantitative and accumulative understanding of time, which increasingly frames academic practices and notions of learning in higher education (HE). By example of a recent Danish policy reform, the article explores the connections between the ECTS, new institutional…

The COVID-19 pandemic disrupted education worldwide as educational systems made the decision to close schools to contain the spread of the virus. The duration of school closures varied greatly internationally. In this study, we use representative trend data from more than 300,000 students in 29 countries to examine whether the cross-country…

Women have been underrepresented, and even excluded from academic life throughout history. As countries look to address ongoing inequality in academia, state-mandated gender quotas for academic boards and committees have emerged as a recommended practice in Europe. Although an increasing number of countries have adopted this policy model, little…

This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi's 'What's the problem represented to be' (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems…

The European Education Area aims to support Member States' efforts in enhancing the educational attainment of younger generations. In this policy context, there is a need for an objective tool to assess the educational outcomes of EU countries. The present report addresses this need by pursuing two objectives: (1) providing a comprehensive method…

The aim of this scoping review is to systematically investigate the framing of European empirical research on digitalization for teaching and learning in the classroom within primary and secondary school (K-12/K-13). We believe it is crucial to gain insight in the framing of the knowledge production taking place in the fast-evolving field of…