This book addresses the recent impact of the ‘knowledge-based economy’ as an economic ‘imaginary’ and as a set of real economic developments on education, and especially higher education in Europe, including educational strategies and policies such as those of the Bologna process on a European scale.

This book is the first to systematically introduce and apply a social constructivist perspective to the study of European integration. Social constructivism is carefully located in terms of its philosophical and methodological origins. The wider debates and contribution of constructivist approaches to international relations are reviewed, and the insights that might then be afforded to European studies fully explored. Highlights include: new theoretical contributions to the debate by Ernst B. Haas, Andrew Moravcsik and Steve Smith; research on key aspects of European integration and EU governance applying a variety of constructivist approaches. The Social Construction of Europe provides new and important in

Focusing on experts in technology and science, Building Europe on Expertise delivers a new reading of European history. The authors show that modern Europe was built by experts using their unique knowledge to shape societies, set political agendas, and establish collaborations which proved decisive in integrating the continent. The Making Europe series was awarded the Freeman Award by the European Association for the Study of Science and Technology (EASST) in 2014, in recognition of its significant contribution to the interaction of science and technology studies with the study of innovation.

Provides the untold story of the crises and compromises that lead to the formation of the European Union.

The Routledge Handbook on the European Neighbourhood Policy provides a comprehensive overview of the EU’s most important foreign policy instrument, provided by leading experts in the field. Coherently structured and adopting a multidisciplinary approach, this handbook covers the most important themes, developments and dynamics in the EU’s neighbourhood policy framework through a series of cutting-edge contributions. With chapters from a substantial number of scholars who have been influential in shaping the study of the ENP, this handbook serves to encourage debates which will hopefully produce more conceptual as well as neighbourhood-specific perspectives leading to enriching future studies on the EU’s policies towards its neighbourhood. It will be a key reference point both for advanced-level students, scholars and professionals developing knowledge in the fields of EU/European Studies, European Foreign Policy Analysis, Area studies, EU law, and more broadly in political economy, political science, comparative politics and international relations.

This book analyses the transformation of European Education Policy from 1973 to 2020. In doing so, it offers a unique insight into the changes of European education from a predominantly national concern to a supranational policy framework, driven by an economic discourse concerning productivity and employability. The book shows that the idea of the “Europe of Knowledge” did not originate in the Lisbon Strategy of 2000, but rather was the result of a gradual development that started in the mid-1980s. This begun with the establishment of a specific problem definition of education as a solution for Europe’s lack of competitiveness, a definition that was incrementally constructed by the European Commission and the European business community. Highlighting significant and unexplored questions such as the role of European transnational business in education and the role of the “problem entrepreneur” in defining policy issues, this book will provide a comprehensive perspective on European Education Policy that will be of interest to all students of European Politics, Education Policy, and Public Policy.

This book is the first comparative volume on European research and higher education policies.