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The Role of Ideas in the Emergence of Convergent Higher Education Policies in Europe: The Case of France. CES Working Paper, no. 73

Musselin, Christine. (2000) The Role of Ideas in the Emergence of Convergent Higher Education Policies in Europe: The Case of France. CES Working Paper, no. 73. [Working Paper]

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    Abstract

    How do ideas influence public policy ? French higher education is a good case in point. It seems reasonable to think that the recent evolution French universities underwent resulted from the diffusion of the convergent discourse held by most European countries on the need for increased university autonomy and more self regulation. But no empirical evidence proves that this diffusion process occured in the French case. Nevertheless, if the recent contractual policy in France can not be understood as the product of the emergence of new beliefs, of a new vision of the (European higher education) world, it certainly gave rise to the development of a new or paradigm. This leads us to revisit the relation of ideas and public policy in two ways. First in arguing that the causal link between them is not as unidirectional as generally stated. Second that change does not always happen through a paradigmatic revolution, but rather through an incremental process.

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    Item Type: Working Paper
    Subjects for non-EU documents: EU policies and themes > Policies & related activities > education policy
    Countries > France
    Subjects for EU documents: UNSPECIFIED
    EU Series and Periodicals: UNSPECIFIED
    EU Annual Reports: UNSPECIFIED
    Series: Series > Harvard University, Center for European Studies > CES Working Papers Series
    Depositing User: Phil Wilkin
    Official EU Document: No
    Language: English
    Date Deposited: 30 Sep 2008
    Page Range: p. 32
    Last Modified: 15 Feb 2011 17:59
    URI: http://aei.pitt.edu/id/eprint/9148

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