This book presents in a concise and accessible way why the EU institutional system exists in its present form, how the EU fits into the world as a system of governance, and who is involved in EU policy processes. It outlines the historical context which has shaped the EU system, gives a summary of the system's basic principles and structures, and describes its actors, procedures and instruments. The main theme is to show that EU decision-making is not just a matter of action at some higher and separate level, of ‘them and us’, but rather that it involves different forms of cooperation between European, national and regional authorities, as well as interaction between public and private actors. Numerous short case studies illustrate how people’s day-to-day activities are affected by EU decisions, and how individuals’ concerns are represented in the decision-making process. The book provides insights and examples which will be very helpful for all students of European integration. It will also be a valuable resource for European citizens wishing to understand the basic realities and rationales, as well as some of the dilemmas, behind EU policy-making.
This book takes stock of learning theories in the European Union (EU) integration literature and assesses what insights the concept of ‘learning’ has added to our understanding of the European integration processes. Given the European integration dynamics since 2000 (including enlargement and new governance approaches and instruments), learning and learning-related theories have gained major EU significance. The book addresses the less noticed micro level patterns of behavioural change that deserve more visibility in the EU's theoretical toolbox. It focuses on the conditions under which EU actors in various decision-making processes learn or do not learn. In asking this question it raises issues about the EU’s nature. Do the EU conditions that favour learning outweigh the EU conditions that inhibit learning? Is the EU system too complex for learning processes to have a discernible, concrete impact? To assess the degree that the EU system and its member states learn, the authors selected for this volume are all explicitly comparative in their approach, and have been encouraged to look at differences across political systems. In doing so, the authors study how EU member states, EU institutions, and other groups and organisations pursue learning across the multi-level EU policy process. This book was previously published as a special issue of Journal of European Public Policy.
This book provides an easy, but comprehensive and rigorous access to the main concepts, terminology, methods and procedures of risk analysis intended for all those involved in the EU policy and regulatory decision making on risks. It establishes a common ground of knowledge which enables a more informed dialogue on risks, a closer collaboration between decision makers and scientists and a better appraisal of the potential and limits of risk science. The book also brings together in an accessible way much multidisciplinary knowledge which had been dispersed over many technical documents and specialist books. The EU is in the front line of health, safety and environmental risk management. GMOs, food safety, hazardous chemicals, climate change, radiation hazards, are just a few of the popular risk issues addressed by the EU through policy and regulatory measures. The risk analysis paradigm, including risk assessment, management and communication has been at the core of the EU decision making for a long time already. EU Institutions strive for a science-based approach to risk management. Nevertheless, the dialogue and collaboration on risk issues between policy makers, stakeholders and scientists are still difficult and the potential and limits of science in support of decision making, as well as the basic concepts of risk analysis are not fully understood outside the narrow specialist circles.
The high level Douro seminars are now a well-established tradition in the annual activities promoted by Hedda, a European consortium of nine centres and ins- tutes devoted to research on higher education, and CIPES, its Portuguese associated centre. At the seminars, each member of a small group of invited researchers presents and discusses an original research-based paper that is revised afterwards taking into account the comments of the participating colleagues. The revised papers form the basis for the annual thematic book published by Springer in the book series called Higher Education Dynamics (HEDY). Paying tribute to the regularity of the seminars, it was decided that the volumes originating from the initiative would be collected in a ‘series in the series’ called the Douro Series. Previous seminars were dedicated to in-depth analyses of different aspects of higher education systems and institutions, including institutional governance, the emergence of managerialism, markets as instruments of public policy, cost-sharing and accessibility of students to higher education and developments in quality assurance. The present volume aims at analysing the change process which the European university is undergoing as a consequence of European integration efforts. In the case of higher education, these have materialised, amongst other things, in the - plementation of the Bologna process, while the Lisbon summit also has important consequences for the university. In March 2000, the Lisbon European Council set the goal for the EU to become the most competitive and dynamic knowledge-based society in the world by 2010.
This is a fully revised edition of a well-established text for students. It offers an invaluable and up-to- date interpretation of the European policy process. Helen Wallace and William Wallace have assembled a team of internationally-renowned authors to present fourteen case studies --ranging from analyses of the CAP and environmental policy, to the politics of Economic and Monetary Union and the new World Trade Organisation. Helen Wallace also provides, in the two opening chapters, an introduction and overview of European politics, policy, and institutions. In concluding thevolume, William Wallace reflects on the future for the EU as it faces calls for ever closer political integration. Policy-Making in the European Union provides the student with a timely and provocative insight into European integration in a period of critical change.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)
This book is the result of the PhD project I started four years ago at Europa-Kolleg Hamburg. I had the great opportunity to work on it for one year at the European University Institute in Florence and to finalise the oeuvre during my stay with the European Commission's Institute for Prospective Technological Studies in Seville. The subject matter of the book is intellectual property rights, patents in particular, and their process of harmonisation in Europe. At the beginning of the work, the intention was not to focus immediately on one narrow field in the huge realm of intellectual property rights but rather to open my mind in order to capture a broad variety of new ideas and concepts in the book. The work at three different institutes in three different European countries over the period of four years naturally exposed the work to diverging ideas and the exchange of views with many people. This is one reason for the wide spread of topics ordered around the given leitmotif, such as epistemological foundations, political background information,. the protection of biotechnological inventions and the building up process of intellectual property right systems in the countries of Central and Eastern Europe. In chapter two I take up Polanyi's differentiation of codifiable and tacit knowledge. Applying these concepts to my own work I realise that this book is only the visible and codified part of knowledge I was able to capture.
This book explains the causal pathways, the mechanisms and the politics that define the quantity and quality of policy learning. A rich collection of case studies structured around a strong conceptual architecture, the volume comprises fresh, original, empirical evidence for a large number of countries, sectors and multi-level governance settings including the European Commission, the European Union, and individual countries across Europe, Australia, Canada and Brazil. The theoretically diverse chapters address both the presence of learning and its pathologies, deploying state-of-the-art methods, including process tracing, diffusion models, and fuzzy-set techniques.
Analysis and case studies of emerging forms of private, public, and hybrid social and environmental governance. The effects of globalization on governance are complex and uncertain. As markets integrate, governments have become increasingly hesitant to enforce regulations inside their own jurisdictions. At the same time, multilateralism has proven unsuccessful in coordinating states' responses to global challenges. In this book, Lena Partzsch describes alternatives to multilateralism, offering analyses and case studies of emerging--alternative--forms of private, public, and hybrid social and environmental regulation. In doing so, she offers a unique overview of cutting-edge approaches to global governance.
