This chapter sheds light on the construction of a European higher education policy. The authors take a closer look at the structural arrangements and actor-constellations that have developed over time and explain the political intricacies of European higher education policy. It is thereby shown that an interpretive perspective on educational policymaking provides an adequate tool for understanding how political practice undermines the formal division of competences between the Commission and the member states, to capture the emergence and transnational circulation of narratives concerning higher education reform and to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.
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Front Matter
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PART I: .
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PART II: .
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PART III: .
