Table of Contents

European Universities in Transition

European Universities in Transition

Issues, Models and Cases

Edited by Carmelo Mazza, Paolo Quattrone and Angelo Riccaboni

This timely and important book provides a critical analysis of the changes and challenges that currently affect European universities. Using both theoretical contributions and applied case studies, leading experts argue that universities as institutions are in need of change – although the routes that the process may take are heterogeneous.

Chapter 3: PhD Education – Challenges and Opportunities of Europeanization

Marie-Laure Djelic

Subjects: business and management, critical management studies, management and universities, organisation studies, education, management and universities


Marie-Laure Djelic1 The European Union projects itself as becoming ‘the most competitive and dynamic knowledge-driven economy by 2010’ (European Parliament, 2000). Policy pronouncements advocate, beyond national specificities, a European model of economic development where knowledge drives collective and individual welfare. As a consequence, the European Union identifies as key policy priorities the development of knowledge-production and knowledgeexploitation capacities. And the European Union vouches to ‘contribute to the development of quality education by encouraging cooperation between Member states and if necessary by supporting and supplementing their action’ (European Parliament, 2000). This applies at all levels of the education chain but takes particular significance at the level of higher education – where knowledge is not only to be reproduced but also produced. European universities hence are in the eye of the storm. Having traditionally been at the core of knowledge production within nation states, they are expected to play a role tomorrow in the ambitious move towards a European knowledge economy. This implies that universities have to change. First, they need to reach a European – if not global – scope and progressively deploy European identities. Second, they have to see themselves in close and tight interaction with their surrounding socio-economic environment. The knowledge they produce cannot be only knowledge for the sake of knowledge. It should also be knowledge for welfare and collective wealth. Concretely, this means that the university increasingly needs to work together with – and not in isolation of – key socio-economic actors. In particular, the nexus between the university,...

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