© 2014

Higher Education Governance and Policy Change in Western Europe

International Challenges to Historical Institutions


Part of the Palgrave Studies in Global Higher Education book series (PSGHE)

Table of contents

  1. Front Matter
    Pages i-x
  2. Michael Dobbins, Christoph Knill
    Pages 52-78
  3. Michael Dobbins, Christoph Knill
    Pages 79-109
  4. Michael Dobbins, Christoph Knill
    Pages 139-171
  5. Michael Dobbins, Christoph Knill
    Pages 172-196
  6. Back Matter
    Pages 197-232

About this book


This book provides a comparative analysis of the impact of 'soft Europeanization' on higher education governance in Western Europe. Using concrete indicators of policy change, it focuses on university reform in Italy, France, Germany and the UK to explore how historical legacies and transnational communication have impacted policy pathways.


Higher education governance Western Europe Bologna Process Germany Italy Great Britain France university reform knowledge economy Europeanization internationalization policy convergence communication education Europe Governance higher education Institution Nation Policy research Transnational transnationalization university

Authors and affiliations

  1. 1.Goethe University of FrankfurtGermany
  2. 2.University of MunichGermany

About the authors

Author Christoph Knill: Christoph Knill is Professor of Political Science and Public Administration at the University of Munich. Previously he has held positions at the Universities of Konstanz and Jena, the European University Institute in Florence and the Max-Planck Institute for the Study of Societies in Cologne. He has authored numerous publications including Public Policy: A New Introduction (Palgrave Macmillan 2012, with Jale Tosun) and Environmental Politics in the European Union: Policy-making, Implementation and Patterns of Multilevel Governance (Manchester University Press, 2007, with Duncan Liefferink).

Bibliographic information


“Since the national process tracing of the HE reforms with a comparative perspective and multi-model analysis is rich and presents theoretical challenges to advance the field, I highly recommend Dobbins’ and Knill’s book to students and researchers in the fields of education policy, comparative education, and political science as well as policy-makers.” (Marcelo Marques, Journal of Education Policy, Vol. 31 (1), January, 2016)