Suchergebnisse

Since the twentieth century, sports have developed based on their"eternal values," as set forth by Pierre de Coubertin; these valueshave been transmitted by the Olympic Games and have graduallybecome institutionalized worldwide. By being included in programssuch as Europe's Erasmus student exchange or projects with nonmemberstates, "sports diplomacy" has acquired a dimension thatis social, cultural, political, and even "linguistic," both within andoutside the EU. This has made it a pillar of public diplomacy thatrelies on neither propaganda nor any overt governmental influence.

L'Union européenne intègre différents ensembles d'États membres liés dans le cadre d'accords spécifiques. Le groupe de Visegrád (V4) réunit ainsi la Hongrie, la Pologne, la République tchèque et la Slovaquie, à l'origine dans le cadre d'une coopération en vue de faciliter l'adhésion des quatre pays après la chute du mur de Berlin. Par la suite, le V4 a changé d'objectif et constitue désormais un ensemble fondé sur une coopération politique au sein de l'Union européenne. Cette alliance particulière a-t‑elle une influence positive ou négative sur l'intégration européenne ? ; The European Union has specific agreements with different groups of Member States. The Višegrad Group (V4), comprising Hungary, Poland, the Czech Republic and Slovakia, was originally set up as a framework for cooperation to facilitate membership of the four countries after the fall of the Berlin Wall. Subsequently, the V4 changed its aims to become a group cooperating on policy within the EU. We discuss here whether this particular alliance has had a positive or negative influence on European integration.

Abstract

Objective: This contribution attempts to highlight the convergences and divergences of the strategies and modes of governance put in place in the current context of European universities (knowledge economy, budget restrictions, changing demand of students and employers).

Methodology: A study of three universities from three different countries, two public and one private, is proposed from the analysis of the internal official documents (strategic projects) of the structures and interviews with the leaders.

Findings: Elements of convergences and divergences are highlighted, which makes it possible to make hypotheses to verify in other researches.

Value Added: The approach is exploratory and complementary to the analyses in terms of the structure and strategy model of higher education institutions

Recommendations: The implementation of the Bologna Process is still often instrumentalized or rejected (defence of local specificities or fears of excessive standardization), but the current evolution of constraints and environments seems to go far beyond this non-normative project. It should therefore be considered as an opportunity for a positive and effective response to the present stakes.