This article addresses why and how mobility has become central to the EU’s idea of doctoral education, aiming to reconstruct, in a historical perspective, the gradual conceptualisation of mobility as a policy idea. This process began with the discussion of academic mobility in the 1970s, when the European Communities had as yet no responsibility in the field of education, which resulted in the Erasmus Programme. In the late 1990s, the Bologna Process strengthened the discussion, substantially contributing to a consideration of mobility as a policy tool and the establishment of a mobility strategy. In connection with the EU research policy, the integration of doctoral studies into the Bologna Process is specifically analysed. The article concludes with some open questions, including the potentially negative consequences of the instrumentalisation of higher education for the concept of mobility.
How has mobility become central to the EU’s idea of doctoral education?
A brief overview of the history of a policy idea
Part 4: Universities in the Knowledge Economy
Pavel Zgaga, Corina Balaban, Miguel Antonio Lim, Janja Komljenovic, Amélia Veiga, António M. Magalhães, and Jakob Williams Ørberg
In this section, participants in the Universities in the Knowledge Economy project (UNIKE 2013–2017) and European Universities – Critical Futures (2019–2023) write about the distinctive features of these projects, their contribution to contemporary debates about the reform of higher education, and how Sue's ideas and ways of working influenced their own research and practice.