Issues, Models and Cases
Edited by Carmelo Mazza, Paolo Quattrone and Angelo Riccaboni
Chapter 3: PhD Education – Challenges and Opportunities of Europeanization
3. PhD education – challenges and opportunities of Europeanization 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...
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