2025/11/27 by Jan Palmowski, Åse Gornitzka · 1 voice
Social Sciences · #European Union Policy and Governance #Global Educational Policies and Reforms #Globalization, Historical Perspectives, and International Relations
paper · pdf · doi:10.1080/07036337.2025.2592091
openalex publication_date 2025/11/27 · openalex created_date 2025/11/28 · openalex updated_date 2026/06/15
This article examines the impact of crises – beginning with Brexit in 2016 – on the European knowledge area, an area of growing political salience in the EU. We argue that by looking at the multi-level, multi-issue and multi-actor (multi-s) characteristics of governance, we can explain the changing dynamics of the knowledge area across research and education. We draw upon an analysis of the following empirical cases: open science and research assessment reform, the renewal of the European Research Area, and the European universities initiative. But, we argue, to understand how each policy was formed and implemented through different governance processes, it is also important to focus on how policy entrepreneurs, as ‘skilled social actors’, framed crises as a catalyst for reform in the context of multi-s dynamics to effect policy change and implementation.