Axiological dimension of European higher education area: traditions and novelties

The aim of the paper is to analyse values of European higher education area tracing back their origins and subsequent development. In order to achieve this goal, following tasks have to be fulfilled: to single out main principles and values underpinning European Higher Education Area, followed by their classification and analysis of history of their development. Methodology of the research relies on the “Normative power Europe” approach, according to which norms are constitutive factors to the EU itself and its relations with third parties. As higher education plays an important role in EU economic development and the construction of European identity, this research contributes to the normative theory by analysing EU norms in higher education. Main methods are traditional analysis of literature and qualitative content analysis of documents. The problematic field of the research arises from the insufficient information on the axiological foundations of European Higher Education Area, and, stemming from it, contradictory assessments of the impact of Bologna process on the universities: from dismissal of the fundamental values of European university to an attempt to protect them. The research relies on official declarations of Bologna process and documents reflecting position of its main stakeholders, i.e. European Students Union, European Association of Universities and European Commission. The research results led the author to the following conclusions: values of Bologna process represent a multi-layered structure, reflecting the nature of the process itself, which is a forum, where main stakeholders can discuss and decide on reforms. Three categories of norms can be distinguished: fundamental, social and economic ones. Fundamental principles such as academic freedom and autonomy are intrinsic to the university. While idea of knowledge as a public good also dates back to the Middle Ages, only in Modern times it developed into the fair access to higher education. Marketisation reform is the most recent trend that challenges autonomy, academic freedom and social dimension of the university. However, Bologna process tries to counterbalance the negative effects, turning the commercialisation into a tool to strengthen the university autonomy. Thus, European Higher Education Area represents an attempt to incorporate all three generations of values and to balance them.

Keywords

Authors

References