By Jürgen Enders, Harry De Boer, Jon File (auth.), J. Enders, H. F. de Boer, D. F. Westerheijden (eds.)
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Extra resources for Reform of Higher Education in Europe
International Higher Education, (32), 15–18. Westerheijden, D. , & Klemperer, A. (2002). Sta niet met je rug naar de grens: Eindrapport evaluatie Regeling stimulering grensoverschrijdende samenwerking hoger onderwijs 1997–2000. Zoetermeer: Ministerie van Onderwijs, Cultuur en Wetenschappen. 27 FABER AND WESTERHEIJDEN Westerheijden, D. , & Lugthart, E. (1999). Banen naar techniek: Een vergelijking van technische opleidingen in Vlaanderen en Nederland. ), Banen naar en in techniek: Vergelijking van opleidingen en arbeidskansen in techniek in Vlaanderen en Nederland.
Before the implementation of the Salzburg Principles, the reform of doctoral education was stuck in most European countries. Changes often happened as muddling through or were only partially affecting doctoral education. Now, to implement a doctoral or research school is at the agenda of almost every European university. Given these strong changes, the question arises of which factors have driven this silent revolution and how to understand this rapid diffusion of a certain policy instrument across Europe.
5 CONCLUSION: A NEW ARENA OF EDUCATIONAL GOVERNANCE? Besides the dramatic speed of the reform of doctoral education, what is most interesting about it is that the reform happened in a new form or arena of governance. To understand the underlying process, it is irrelevant whether it can be understood as internationalisation, globalisation or Europeanisation. What is more important is the fact that responsibility for the reform was moved from the nation states and their governments to international organisations and higher education institutions.