· 2 romanian asociation of international relations and european studies scientific committee...

Romanian Journal of International Relations and European Studies

(ROJIRES)

Current Problems in the Development of the European

and/or EU Studies Curriculum

Vol.1, nr. 1/2012

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Romanian Asociation of International Relations and European Studies Scientific Committee

Enrique Banus (Barcelona) Adrian Basarab (Timişoara) Iordan Gheorghe Bărbulescu (Bucureşti) Mircea Brie (Oradea) Mariana Cojoc (ConstanŃa) George Contogeorgis (Athene) Gabriela Drăgan (Bucureşti) Ioan Horga (Oradea) Adrian Ivan (Cluj-Napoca) Ariane Landuyt (Siena) Francisco Aldecoa Luzzaraga (Madrid) Andrei Marga (Cluj-Napoca) Adrian Miroiu (Bucureşti) Gabriela Pascariu (Iaşi) Nicolae Păun (Cluj-Napoca) George Poede (Iaşi) Vasile Puşcaş (Cluj-Napoca) Denis Rolland (Strasbourg) Maria Manuela Tavares Ribeiro (Coimbra) Sophie Vanhoonacker (Maastricht)

Editorial Committee

George AngliŃoiu (Bucureşti) Simion Costea (Tg. Mureş) Radu Cucuta (Bucureşti) Natalia Cugleşan (Cluj-Napoca) Oana-Andreea Ion (Bucureşti) Claudiu Marian (Cluj-Napoca) Florin Pastoiu (Craiova) Andra Popa (Bucureşti) Adrian Claudiu Popoviciu (Oradea) Alina Stoica (Oradea) IonuŃ Virgil Şerban (Craiova) LuminiŃa Şoproni (Oradea) Nicolae Toderaş (Bucureşti) Ioana Vrăbiescu (Bucureşti)

Editorial Assistance: Elena ZIERLER

ISSN 2284 – 9882

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Contents

Iordan Gheorghe BĂRBULESCU � Foreword: ROJIRES - Not just Another Journal .... 5

Ioan HORGA, Mariana BUDA � Analytical and Methodological Framework of Research in European and/or EU Studies Curriculum ............................................. 7

Cristina DOGOT � Traditional European and/or EU Studies Curriculum .................... 21

Adrian-Claudiu POPOVICIU � European/EU Legal Studies ......................................... 35

Alina STOICA, Barbu ŞTEFĂNESCU � European Historical Studies or EU Historical Studies .................................................................................................... 53

Constantin łOCA, LuminiŃa ŞOPRONI � European/EU Economic Studies Curricula . 67

Mariana BUDA� European and/or EU Interdisciplinary Studies–a new Curriculum ... 85

Mircea BRIE, Dorin I. DOLGHI, Dana PANTEA � The New European and/or EU Studies Curriculum .................................................................................................. 97

Ioan HORGA � European and/or EU Studies Curriculum between Internal and External drivers ..................................................................................................... 107

Iordan Gheorghe BĂRBULESCU, Oana Andreea ION, Nicolae TODERAŞ � Summary ................................................................................................................ 129

Book review .................................................................................................................... 132

Simona R. SOARE � CARR, E.H., Criza Celor Douazeci de Ani (1919-1939): O Introducere în Studiul Relațiilor Internaționale ................................................... 132

Florentina CHIRODEA� European Union Borders Studies. Social and Political Aspects ................................................................................................................... 135

Liviu Ştefan RÂNCIOAGĂ � WALLACE Helen, POLLACK, Mark A., YOUNG, Alasdair R., Elaborarea politicilor în Uniunea Europeană .................................. 140

Monica OPROIU � GUINEA LLORENTE, Mercedes, ALDECOA LUZARRAGA, Francisco, Europa viitorului. Tratatul de la Lisabona ......................................... 145

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Foreword: ROJIRES - Not just Another Journal

Iordan Gheorghe BĂRBULESCU*

The Romanian Journal of International Relations and European Studies

(ROJIRES) is an initiative of the Romanian Association for International Relations and European Studies (RAIRES).

The Romanian market has seen its fair share of publications dedicated to debates and information on international relations or European issues. Moreover, in recent years, several high-profile magazines, journals or newspapers have been translated into Romanian or have developed Romanian editions. The quality of the comments and media reports on international or European issues has increased considerably. It is in this particular context that the editors have undertaken the serious task of publishing this journal and it is in this context that we must make clear the objectives of the Journal.

ROJIRES aims to set new standards in terms of international relations or European studies research in Romania. Both the international relations and the European studies fields have been marred by a profound lack of expertise – it is the expertise of the most important global and Romanian academics that we wish to build upon in order to develop a venue for fresh and relevant debates pertaining to today’s most serious or grave international or European problems.

Both the expertise the board and the contributors will provide and the debates we hope we will foster are paramount not only to a lively and healthy academic undertaking, such as the journal, but to other linked activity fields in the wider social environment, media and the political sphere being only the most prominent. ROJIRES aims to identify the key issues, to analyze public policies and even to submit policy recommendations, thus bringing together the academic environment and the political deciders.

Furthermore, we wish to develop a publication venue for young researchers and scholars, as well as a forum for academic debate. ROJIRES takes quality very seriously and will ensure that all of the published articles or reviews will be subjected to a double-blind peer review process.

The Journal aims to promote a deeper research, study and understanding of the fields of International Relations and European Studies, by bringing together the foremost Romanian researchers and important names from the global academic environment and by striving to promote research with a strong interdisciplinary emphasis. The Journal is open to contributions from various paradigms and theoretical backgrounds and does not show a preference towards a particular theoretical, methodological or epistemic approach.

The editors of the Journal, as well as the organization that has supported and funded this initiative look forward to achieving its goals and would like to thank the reviewers, contributors and the partners of ROJIRES, hoping that the readers find this current issue a pleasant and instructive reading!

* National School of Political Studies and Public Administration Bucharest.

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Analytical and Methodological Framework of Research in

European and/or EU Studies Curriculum

Ioan HORGA* & Mariana BUDA**

Abstract: The aim of this part is to provide a thorough view of the methodological and analytical framework of our study concerning the most important aspects of current developments within the EU Studies curricula. Lately, while speaking about Core Curriculum in European Studies, one can find various names: EU Studies, European Integration Studies or simply, European Studies. So, starting off from previous findings of other research conducted within the field (EpsNet, TEPSA, UACES, Tuning, Enseigner l’Europe), we tried to harmonize the actual debate of Curriculum in European Studies.

The Methodology of our research consisted in collecting information about courses of European Studies from 12 EU Member States: BE, DK, FR, GE, IT, PT, SP, UK, LT, PL, RO, SK at the three level degrees: BA, MA and PhD. Then, we proceeded to identify the domains for each course, by placing them in the 9 fields agreed by the European Commission: EU Political and Administrative Studies, EU Legal Studies, EU Historical Studies, EU Economic Studies, EU International Relations and Diplomacy Studies, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU Interdisciplinary Studies. Subdomains were established for each domain. We arranged the courses first in compliance with the found categories and then upon the specializations where they are taught. This allowed us to notice that, unlike the previous approaches which regarded European Studies as both a Multidisciplinarity, and also as an Interdisciplinary discipline, we can perceive the European Studies also as a Disciplinary approach, i.e. as a subdomain of either a traditional domain, or of a new one (e.g. Political Studies; Law; History; Economy; Sociology; International Relations; Communication; Regional Studies).

Key words: Development of European Studies, Core Curriculum in EU Studies, subfields

of EU Studies, European universities, Research Methodology European Studies, which are taught in most European Universities nowadays, at

Bachelor, Master or doctoral-level programmes, have become a natural component of curricula in university studies. They introduce the European dimension in university studies and in time have contributed to the continuous European integration of European countries into the European Community and later on into the European Union.

European Studies are centred on the analysis of national and transnational changes on the European continent as a unity, emphasising the European integration as the core of curricula (González and Wagenaar 2005: 19). Taking into consideration that defining this area of study is connected to events that take place nowadays, the curricula are continuously developing, e.g. the terrorist attacks (in Madrid, 2004 and London, 2005) and the answers given by the European institutions to the stirring debates on foreign policies, migration, human freedom, or intercultural relations. The rejection of the proposed EU constitution in referenda in France and the Netherlands in 2005 rekindled the

* University of Oradea ** University of Oradea

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debates on the essence of European Union and European identity. Such important events have found correspondents within the university curricula.

The European Studies are both multidisciplinary and interdisciplinary, at the same time. There is variety of diplomas, and their areas of applicability are Law, Economics, Politics, International Relations, History, Sociology and Business Management. Differences were found in the structure of the European Studies, their contents and their approach towards teaching and learning depending on both traditions, and on the universities or departments that develop these studies.

1. Current aspects of curricula development in European Studies To get involved in developing curricula for European Studies means to enter an

area where the debate on the notion of European Studies is vivid, due to the ambiguity between European Studies and European Integration Studies and EU Studies. For example, Michael Smith said that EU Studies (Smith M 2003: 3) is the core of European Studies. Also, Chris Rumford and Philomena Murray assert that EU Studies have long been European Integration (EI) studies (Rumford and Murray 2003: 86).

The assumption that integration is central to EU studies has been institutionalised in the often repeated conflicts between neo-functionalists and the intergouvernmentalists. If European Integration Studies refers to the analysis of phenomena connected to the common market and other linked phenomena, EU Studies should be seen as more than just a market analysis. It embodies a “social model” (Rumford and Murray 2003: 88). EU may be “a moral framework for globalisation, anchored in solidarity and sustainable development (European Council in Lacken 2001).” The topic of government is more and more present within the European Studies, especially since the debate on multilevel government has grown (Hooghe and Marks 2001). The multilevel governance model allowed the separation of EU Studies from European Integration Studies (Murray 2000) as EU Studies allows the development of other approaches - EU regional policy studies; studies of the relationship between globalisation and EU area.

We believe that the notion of European Studies, in spite of the existing ambiguity and potential criticism, expresses in the best possible way, the whole of this field, from the perspective of its institutional and curricular evolution, to the perspective of its various national experience, which covers not only the founding countries of the European Union, but also the East and Central Europe countries that have since joined the European Union.

Even though European Studies (Manners 2003) have had a slow dynamics until 19891, the real development took place after 1995-1996, when European Studies became a part of Eastern and Central countries. A huge explosion is seen after 2000, when countries in the process of joining the EU became more active, when thoughts on European Agenda are expressed more variously and questions on the new university approach are asked.

We have conducted a survey through which we are trying to establish the status of European Studies at the present time. To make our research more clear, we have

1 European Community Studies Association (ECSA) has issued a comprehensive report titled

« Place de l’intégration européenne dans les programmes universitaires. Rapports nationaux » resented at Bruxelles in June 29-30, 1989 within the ECSA-Europe Conference on the status of courses with European vocation, at the level of each Member State of the European Community, or as the name says, on the place of European integration within university curricula.

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conducted a study case in which we have gathered data from universities from twelve European Union countries. As main sources of the study we have used official websites of these universities, building a database containing information on all European Studies courses we found.

For our survey we gathered information on courses about European Studies from twelve European countries: Slovakia, Lithuania, Poland, Spain, Italy, Portugal, Great Britain, Belgium, Germany, France and Denmark. Although these countries were chosen randomly out of the twenty-seven countries that belong to the European Union, we have focused on two aspects: these countries represent approximately half of the members of the European Union and cover all European regions (to the East: Poland, Romania, Slovakia; to the North: Denmark, Lithuania, Great Britain; to the South: Italy, Portugal, Spain; and to the West: Belgium, France and Germany). Moreover, for the majority of countries, the data was collected by specialist from these particular countries, i.e. we made use of the human contacts that we have.

The reviewed courses belong to the academic year 2008/2009, summing up to almost 10,000 courses on European Studies on the three level programmes.

But the number and contents of questions on European Studies evolution did not keep up with the rapid expansion of Europe. The crossing between the object of European Studies/European Integration Studies/EU Studies, the knowledge of this object and the extension of academic courses is in a continuous interaction, with different nuances from one subfield to another, and from one country to another. EU Studies is a very rich field where the dynamics of this interaction can be seen (Schmidt 2002; Wessels 2006).

The interaction object / production/ teaching of European Studies is very active in the UK both institutionally, through the University Association for Contemporary European Studies (UACES) (Jones 2000) and Standing Conference of Heads of European Studies (SCHES) (Smith M. 2003), and individually (Church 1993; Flood 1997; Bruzzone 2000; Smith M. 2003), advancing quickly after 1993. What is worth mentioning is the fact that in North America, Australia and New Zeeland there is an interesting theory on European Studies which came into being during the last decade (Makins 1998; Pavkovic and Welch 1999; Field 2001; Bukowski 1997; Hägele 2000). In Eastern and Central Europe thoughts on developing European Studies can be found starting on 1997, even though the field is still new. In 1997, in Cluj-Napoca (Romania) the European Studies Today Conference houses a debate on the multidisciplinarity of the field, thus allowing the description, explanation and understanding of the European reality, which would be impossible within one single subject (Marga 1997: 13).

Starting on 2000, while the European Union has been expanding towards East, thoughts on European Studies evolution get obvious dynamics. Now we can speak about new studies on measuring the evolution and the drawing of a common agenda within the contents of European Studies, strictly connected to the Bologna directives. We can mention Erasmus Thematic Network in Political Sciences (EPSNet) and its thoughts on the topic2 and the Tuning project, especially its second stage after 2003 (González and Wagenaar 2005: 93-98).

2 European Thematic Network in Political Scence (EPSnet) developed by the Institut d'Études

Politiques de Paris, and the Jean Monnet Chair in Political Sciences at the Université de Cologne within 2000-2004 and the Trans European Policy Studies Association (TEPSA), www.uni-koeln.de/wiso-fak/powi/wessels/Core-Curriculum/index.htm

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Second, there are studies meant to highlight the need for flexibility, which contradicts the idea of being limited. Our arguments are based on the requirement that the European Studies programme has a contemporary focus based on an engagement with aspects of the current processes of European integration; the requirement of foreign language teaching that is closely applied to other elements of the programme; a multidisciplinary approach to the subjects covered (Smith M.L. 2003: 24). Only flexible curricula, without limitations, can be beneficial to students at educational specializations, students who are future teachers and who can help young people understand the notion of multiple identities: European, national, local.

To conclude, we have in mind studies that bring challenges which European Studies (Clegg 2002; Smith M.L. 2003) have to face, conditions in which they are taught (Smith, Belot and Georgakakis 2004; Cini and Bourne 2006), the social sciences of EU Studies (Warleigh 2004; Rosamond 2007). Even in countries preparing to join the European Union – that is the Baltics (Muravska 2005), Poland (Rudniki 2009), Romania (Craciun 2003) – there are studies meant to help adjust university studies to the Bologna project.

The real European dimension needs following of values which require developing skills and competence specific to the European education, necessary for developing a European Conscience: cooperation, interaction, interdisciplinarity, anticipation, innovation etc. Actually, the European dimension of education represents the result of surpassing national boundaries, of particularities that came into being in certain regions, with time based on traditions; it also means to have a clear idea of what is common to different social, cultural and religious entities.

Since teenagers are familiarised with the ideas of Europe, European unity, integration, we need to know if they are aware of the countries that truly belong to the big family and moreover, if they are ready to live and work within a united Europe. Thus every specialization should adopt a real « éducation à l’Europe » (Massit-Folléa and Epinette 1992: 135), as teaching (both as an act, and as a profession) requires this.

The new millennium brings changes in education, especially in universities. The changes are numerous, approaches, too. A first step would be the introduction of Bologna project, a major university reform. Then, the theory of European Studies: there are more and more articles and research on European Studies, which show a differentiation within European Studies. They are no longer called European Studies, but European integration studies, European unity studies, or European Union studies. Many authors speak about including European Studies in a major field: Political Studies, Social Studies or Humanities. This is justified if we consider their diversity, since European Studies are practically multidisciplinary studies.

2. European Studies/ EU Studies between “Towards a Core Curriculum in EU

Studies” and “Do We Need a Core Curriculum in European Studies?” Having analysed the scientific developments within this field, we came to the

conclusion that the debate on European Studies curricula is set between two theoretical limitations (Umbach and Scholl 2003; Rumford and Murray P 2003). On the one hand, there is a trend that shows the existence of intellectual and resource waste in teaching European Studies, with two complementary facets:

a) The idea of curricula. The evolution of European Union seen from the perspective of its expansion, on the one hand, associated with the expansion of teaching Europe, require an academic environment preoccupied with European studies of a core curriculum, understood as a list of essential items for European Studies; a list of

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objectives, of topics and teaching methods. Setting a core curriculum does not mean “to monopolise one approach or school of thought, but to present a pluralist list and reflect about competing explanations” (Wessels, Linsenmann and Hägele 2001:4). Similar approaches are found also within the candidate countries. The Inter-Faculty Center of Euroepan Studes at the Jagellonian University in Krakaw and the European University Institute in Florence have developed a project titled European Studies Curriculum Development for Central and Eastern Europe, project that undertakes the development of a European Studies curriculum in Poland. (Rudniki 2009: 7). Setting a core curriculum is necessary in order to offer university support to prepare students for job opportunities at the international, European, national and/or regional level. There are many common aspects which could translate themselves into a core curriculum: the institutions and the procedures of EU, polity, policies, etc. According to these, a core curriculum does no cancel the variety of offered courses, but give numerous and various experiences.

b) The idea of a teaching companion. The teaching companion of the European Studies was the second stage of EpsNet/EPISTEME II (Umbach 2003). Such teaching companion shall promote European cooperation in quality control, in developing a European dimension within universities and provide most fundamental information about EU. At the same time, it shall offer “a guide to European Integration that can serve for the conceptualisation of university courses in different educational systems.” (Umbach 2003: 7). Also the teaching companion shall support the teaching within the EU, not by means of harmonisation, but by establishing common frameworks, in which the content can be transferred across national and disciplinary borders.

In opposition with the supporters of the core curriculum, we have found those who believe that a core curriculum is against the university spirit. This does not reflect only the interests and expertise of an individual within a limited number of individuals, but through its diversity it invites to a debate. First, it is considered that the core curriculum is a risk of “setting up core leaders of the discipline with followers who apply and teach their thoughts” (Rumford and Murray 2003). It has limitations on academic imagination. There is no need for common curricula, but for a diversity framework for debate, a theory and new approaches to European evolution. If at the Bachelor-level programme there may be a common curriculum at European level, at the Masters-level programme such common curriculum is almost impossible, taking into consideration the variety of opportunities and challenges that these studies require (Wisniewska 1998; Andreytcheva 1998).

Secondly, it may be said that a core curriculum can be drawn for European Integrations Studies, which represents the central cleavage of European Studies, in general. But to cover the variety of thoughts on European evolution in its ambivalence of open/closed (Delanty 2006; Banus 2007), hard to soft (Maron 2007), from communitarian to national, from exclusive to inclusive (Horga and Pantea 2007), from monocultural to multicultural (Marga 1998), only the open, but not free curricula can answer to the phenomenon of multilevel Europeanization.

Even initiators of core curriculum in EU Studies mention that diversity must remain as an important factor of diversification and specialization in EU Studies, as it emphasises the open character of curricular development in European Studies.

Developing curricula in European Studies should surpass the strictly academic framework, should face challenges in the continuous dynamics of European construction. Starting with the questions asked by European Thematic Network in Political Science (EPSnet), developed by the Institut d'Études Politiques de Paris, and the Jean Monnet

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Chair in Political Science at the University of Cologne and the Trans European Policy Studies Association (TEPSA), regarding the demands for a core curriculum, within our research we have tried to see if, in almost 10 years since this project has been initiated, there is a dynamics in the direction suggested by the EPSnet initiators or there is a multidimensional curriculum. Thus we have tried to see if European Studies stay set in traditional courses on comparative political government and in courses on international affairs (Remacle 2000) or “remains highly disjointed, seated in various disciplines and educational schemes” (Umbach and Scholl 2003).

The object of our research was the courses on Europe taught at the three level programmes - Bachelor’s, Master’s and PhD - during 2008/2009 academic year, in universities from twelve EU Member States (Belgium, Denmark, France, Spain, Germany, Italy, Lithuania, Poland, Portugal, Romania, Slovakia and United Kingdom). Two independent studies on developing European Studies in Baltic countries and Turkey were added to our research.

3. Research methodology This research was born, on the one hand, from the desire to identify all courses

that discuss the European dimension at the level of European universities, attempting to address the queries of students pursuing training in European Studies and on the other hand, in order to make an inventory of universities and their specializations that transmit the idea of European unity.

This research is not complete. It is merely the reflection of a status quo of an existing reality, an inventory of current resources and it is a tool capable to reflect a new approach and a dynamics towards the needs of European university teaching.

Specialists collected data complying with a set of requirements, which included: the name of the university in its native language, its name translated into English, the specialization or the study programme, the title of the course, the field to which the course belongs, the type of course (core, elective or free), number of hours and number of credits. It is possible that during our data gathering some courses might have been omitted, having in view that we generally used online research, which may not have allowed other courses to be discovered, thus affecting the rigour of this research. But all these possible omissions cannot be of such great importance as to question our gathered information. Taking upon us these mishaps, normal to such work, we shall try to present the specifics of EU Studies curriculum in universities of the above-mentioned twelve countries. Our work has covered the selection of information in two stages.

3.1. Selecting courses referring to EU Studies Using EU Studies framework given by the European commission through Jean

Monnet Action, we have included every course into one of the nine existing fields: EU Legal Studies, EU Political and Administrative Studies, EU Economic Studies, EU Historical Studies, EU Interdisciplinary Studies, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU International Relations and Diplomacy Studies3.

This was difficult due to at least two points of view, which may raise some questions on our research. First, the title of the course is not always as relevant as to be

3 “http://eacea.ec.europa.eu/llp/jeanmonnet/directory/New/Version/2008/V1/ajmrepertoire/distrib.Asp

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mentioned in the EU Studies curricula. In view of the aforementioned, many discussions may be stirred up by EU Historical Studies, EU Interdisciplinary Studies, and EU Intercultural Dialogue Studies. Assuming the responsibility of choosing courses referring to European History or European Cultural History and including the category of EU Historical Studies, we wanted to view the EU Studies curricula from a wider perspective, in which courses on old, medieval or modern history, or part of courses offered to human science students (history, cultural studies, pedagogical studies, European Studies etc.) offer a solid basis for European unity. We kept the same view on general courses on European Cultural History offered to students of technical or non-humanities specializations4.

In the case of EU Interdisciplinary Studies, the situation is even more open to interpretations since it generically includes, on the one hand, courses whose titles are somewhere between general EU Studies and other studies (sociology, linguistics, geography, theology etc.). In this case, too, we opted for a wider perspective when given the opportunity to link the title to the specializations of students who benefitted from them. On the other hand, we included in this category courses that can be considered to be part of EU Studies although their titles make one look for an adjacent field (i.e. EU Political Studies and Administrative Studies and EU and Comparative Regionalism Studies, or EU International Relations and Diplomacy Studies; EU Historical Studies and EU Intercultural Dialogue Studies, or EU Communication and Information Studies etc.). We included these courses in the second stage of EU Interdisciplinary Studies research, in subfields such as Social Studies, Education Studies, Multilingualism, Religious Studies, Regional Studies, etc.

If the first two aforementioned fields (Historical Studies and EU Interdisciplinary Studies) have a certain tradition in European practice, taking into account that they belong, next to EU Political Studies and Administrative Studies, EU Legal Studies and EU Economic Studies, to the five fields set by Jean Monnet structures (models, permanent courses, chairs) the EU Intercultural Dialogue Studies field has more recently been promoted, i.e. sometime after 2007. This is why we are set on a shaken ground, on the one hand because of the lack of explicit courses on this subject, on the other hand, because of the researcher’s desire to include this field in his/her research. This is why we decided to include in this category only two types of courses (those referring to extra European civilisations – the Islam and those referring to Europe’s cultural diversity). We favoured titles that included the idea of European civilisation (European religious phenomenon and multilinguistics), related to our research and qualifying to be included in EU Interdisciplinary Studies.

Actually, our limiting towards more recent research in EU Studies (EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU International Relations and Diplomacy Studies) was our choice for which we bear responsibility. On the one hand, as they are so new, there are not so many examples of good practice or contents either institutionally (if we consider Jean Monnet Directive in diversifying fields) or from the didactics point of view. On the other hand, we do not have enough elements to analyse or to include this type of course into a certain category (having only titles of courses does not allow us to grasp the contents).

4 Technische Universität Hamburg-Harburg; UniversitätUniversiät Paderborn; Universität Postdam

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Second, the titles are often border line between two or more fields. Only in the case of EU Legal Studies things are clearer, having the word “legal” or “right” associated with “European”, “EU” or “communitarian”, preventing us from including the courses in other fields.

Once we looked onto each field we found that some could be more represented, like EU Political and Administrative Studies, EU Interdisciplinary Studies or EU Historical Studies, either by including some courses that do not belong to EU Studies, or by including courses which, after accessing the studying schedule, could facilitate the classification into a more adequate course contents category.

We found other fields like EU Economic Studies, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU International Relations and Diplomacy Studies to be underrepresented because courses belonging to this category – based on the title – were included in more represented fields (EU Intercultural Dialogue Studies versus EU Communication and Information Studies; EU and Comparative Regionalism Studies versus EU International Relations and Diplomacy Studies).

Within EU Political and Administrative Studies we might have found the biggest ambiguity with reference to whether a course should be housed here or not, considering that it could be found in almost all other fields (except for EU Legal Studies, partially EU Historical Studies and partially EU Economic Studies). For instance, a course titled European Integration, very often with this title, but also in association with other titles like Theory and History, Governance and Political Economy, Identity, etc., could be fitted either in EU Historical Studies, studying the integration process from a diachronic perspective, or in EU Economic Studies, looking from the perspective of a synchronous unique market. The same, a generic course, The European Union, or associated with History and Institutions or Economic Policy, place us in a situation of choosing without a precise argument. In conclusion, although the objectivity of our survey seems to be questioned we can state that, if we look at the relevance of some courses in order to be part of EU Studies curricula or at the fact that the titles of some courses are often borderline between two or more fields, we shall take the responsibility for our findings, as a few ambiguities encountered during our research (circa 10-15%) cannot change the validity of general observation and therefore, they cannot alter the synthetic conclusion.

3.2. The breakdown of courses on subfields of EU Studies For a more complex analysis of the collected data, we made a working template

for each EU Studies field, with the following categories: subfield, types/groups of courses, courses titles and university examples. This template was adapted to the content of each field, considering the selected courses. Each field template was realized using as case study the Curriculum for European Studies for BA degree programme in Germany. We used this example because we were to find found, on the one hand most courses of EU studies (1105 titles), and on the other hand, because we find the biggest contents variety that totally covers all 9 fields agreed by European Commission. The template was then adapted for the Master and doctoral studies for each field for the eleven evaluated countries. Proudly we can say that the original template answered 95% of situations during data analysis.

Below you can find a short review of subfields and types of courses that were established for each field of EU Studies.

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Reviewing courses titles and specializations where EU Legal Studies is taught, we noticed that courses can be grouped in five subfields: European Law, Public European Law, Private European Law, Economic European Law and Social European Law. Regarding EU Political and Administrative Studies, we created 9 subfields considering the type of courses: Generalities, European Integration, European Politics, EU as Global Actor, Political Analysis of Central and Eastern European Countries, European Economic Policy, European Social Policy, European Education Policy, European Foreign and Security Policy, Multi-Level-Governance in the EU. Analysing the courses titles and the specializations where EU Economy Studies are taught, we noticed three subfields: European Economy; European Management, Europe and Global Economy. Analysing the courses titles and the specializations where EU Historical Studies are taught, we divided them into four subfields: Memory and Europeanization; History of European Integration, Types of European History, and History of Europe. Being a newer field, we noticed that EU Interdisciplinary Studies contain four subfields: European Social Studies, European Educations Studies; European Ethnology; Other Studies about Europe.

For EU Communication and Information Studies the following courses categories were established: Media Systems; Another forms of EU Communication and Information Studies, and for EU and Comparative Regionalism Studies: European Regions; European Border Regions. Analysing courses titles and specializations where EU Intercultural Dialogue Studies is taught, we noticed three categories (with fewer courses). So, the following types were set: Islam in Europe; Europeanization and cultural diversity; European Dialogue with other geo-cultural spaces; for EU International Relations and Diplomacy Studies, having fewer courses, we broke them down into two: The EU in International Relations; International Partners of EU.

3.3. Quantitative analysis of courses about EU Studies (Bachelor, Master,

Doctoral) The Jean Monnet Programme is an action of the European Union which refers to

the education development and academic research in European integration field, to studying of how to build communitarian Europe and his institutional, legal, political, economic and social development. Jean Monnet programme aims to stimulate excellence in higher education, research and the influence concerning studies about European integration in higher education around the world.

According to the information published (The Jean Monnet Action 2008: 3) by European Commission, The Jean Monnet Action includes the following main activities: university projects about European integration, special projects about teaching, research and debates on European integration process, organized by higher studies institution or associations of teacher and researchers specialized in this field. We can say that the Jean Monnet Action was the engine of introduction in university education of courses that approach European integration. Numbers show that this action was accepted in the majority of European universities and increased step by step.

Considering the importance of the Jean Monnet Action in promoting and sustaining the European Studies at European level, we considered relevant for our research the impact that the Jean Monnet Action has in the curricular development within European Studies field.

So, to move on to a more complex analysis of collected data, we put the previously collected data in a table structured by countries, levels of study (Bachelor, Master, PhD) and the 9 established fields of EU Studies.

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We collected from the Jean Monnet Action site the teaching structure situation (modules, permanent courses, chairs and centres) for the academic year 2009 for each country included in our research. Unfortunately, we could not access the content of teaching structures, for us to determine which courses belong to Jean Monnet structures. We partially solved this problem by communicating with chair holders of concerned Jean Monnet structures. The data gathered in our investigation were included in our centralizing situation under curricular Jean Monnet units. We tried to compare this information with the one partially published on site, by the Jean Monnet Action for year 2010.

By caring out this comparative analysis, we tried to see the general impact of the Jean Monnet Action over the curricula for European Studies development, for each country included in our survey. In this respect, we wanted to highlight the fact that the more Jean Monnet Action is involved in financing the courses, the more the European Studies curricula is richer, and this was about to be reflected in the number of reviewed courses from our database.

Thus, we established that, when less than 5 curricular units are financed, the impact of the Jean Monnet Action is major, as the number of courses financed by Jean Monnet is huge (like in Italy and Spain); when 5 - 10 units are financed, the impact is optimal (Denmark and Poland). When 15 - 10 curricular units are financed, the impact is medium. Most assessed countries fit in this category fit. When 20-15 curricular units are financed, the impact is low, and when more than 20 curricular units are financed, the impact is very low.

On the other hand, we wanted to see the impact of the Jean Monnet Action for each application field of European Studies, namely the level of the Jean Monnet Action impact over EU Legal Studies, EU Political and Administrative Studies, EU Economic Studies, EU Historical Studies, EU Interdisciplinary Studies, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU International Relations and Diplomacy Studies.

To materialize our step, we used the same curricular units and data collected from the official Jean Monnet website from 2009. Thus, checking the number of courses financed by the Jean Monnet Action for each country and each field, we have observed that the most funds go to the traditional fields, like EU Legal Studies, EU Economic Studies, followed by EU Interdisciplinary Studies, and then, in continuous evolution, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU International Relations and Diplomacy Studies.

This comparative analysis should highlight how one of the most important Action which refers to education and academic research development within the European integration field, to the study of building the Communitarian Europe and his institutional, legal, political, economic and social developments, succeed to influence the European Studies curricula in different European Union countries.

4. Internal drivers versus external drivers Specialists who have studied the appearance and development of European

Studies consider that this phenomenon has taken place in the context of convergent action of two categories of drivers: internal drivers and external drivers. Therefore, in our research we followed the way of action of these drivers in curricular development.

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4.1. Internal Drivers First, we followed the measure of existence of “a flexible and differentiated

curriculum for European Studies”. Unlike the EPSnet project developers, who follow this phenomenon from the teaching of EU Studies point of view to other discipline (Wessels, Linsenmann and Hägele 2001), we developed the analysis from the perspective of studying programmes (specializations) where courses of European Studies are taught, having this way the following point of reflection: European Studies as Disciplinary Framework (Political Science), European Studies as Multidisciplinary Framework (European Studies like area of studies), European Studies as Interdisciplinary Framework. This way, the status of the European Studies curricula seems more visible and we could determine if it is flexible or not, or if it is differentiated or monolithic.

Second, we have followed the way that European Studies curricula help the mobility in various ways for crossing the disciplinary (interdisciplinary) and national (transnational) borders. Once here, after completing de results of EPSnet project, we focused to identify the primary compatibilities between taught disciplines and the degree of their interdisciplinary.

Also, we have followed the evolution of ICT application in developing the curriculum for European Studies, from EPSnet/EPISTEME II project interrogation until now, on the one hand as teaching resource, and on the other hand as research resource (Umbach 2003).

4.2. External Drivers First, we followed the way that the European Studies curricula keep up with

practical and theoretical evolutions of processes within the European Union. These phenomena researchers were focused on establishing a set of themes within the area of European Studies/ EU Studies/European Integration Studies, themes that, within the academic space, will mirror theoretical debates on European evolutions. All this sets of themes are build “as opposed to national politics, and as opposed to law, economics, history, but as the study of politics, polity and polity of the European Union” (Wessels, Linsenmann and Hägele 2001: 3). Second, we tried to see the way the development of flexible curricula, differentiated, transnational, transdisciplinary and up to date with the evolution of the European Union receive drivers from European authorities, especially by means of the Jean Monnet Action. a) We made an evaluation of the impact of projects financed by the Jean Monnet Action (modules, permanent courses, Chairs, centres) over European Studies curricula development from each country. b) We conducted an evaluation of the impact of projects financed by the Jean Monnet Action modules, permanent courses, Chairs, centres) over European Studies curricula development for each study field.

Finally, we tried to understand the way the courses from European Studies curricula respond to evolution within the European labour market.

a) First, we tried to see how European Studies courses can provide students with specialized knowledge in a way that can solve problems in a systemic way, to formulate hypotheses and put them to the text, to examine conflicting points of view and to argue their opinion, to bring in new perspectives and solutions (Marga 2009: 167). b) Second, we focused on the way that European Studies courses can help shaping a culture within development of local, regional, national, European and global community.

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c) Third, the way multiple values are promoted – free speech, protection of truth, social responsibility, integrity, equity, creativity through European Studies courses. d) Finally, we focused on the way European Studies courses help forming a culture of quality, by developing competences and motivation of action; by preparing students to active participation not only in university, but after finishing; by developing the entrepreneurial spirit and leadership; developing de communication skills (Kohler 2009: 206-209), etc. We can conclude that, in the last years, the European Union has become an increasingly important part of the academic and professional programmes. As an academic issue, the related disciplines have become more relevant in most European universities, particularly in fields like Law, Economy, History or Political Science, even if the approach of these disciplines is still different. Analysing the evolution of European Studies from the beginning of this field until now, we can say that they have undergone many changes, both in their shape and in their contents. In the beginning, European Studies had been considered interdisciplinary studies, according to Legal Studies, Economics, Political Science, History, Foreign Languages. Over the time they have greatly evolved from optional courses to university specializations; nowadays the are part, together with other classical disciplines, of the category of standalone educational structures, having its own curricula, its own teaching and learning methods and well stated objectives.

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Traditional European and/or EU Studies Curriculum

Cristina DOGOT* Abstract: Normally, the courses in European or/and EU Studies can be grouped in

relation with the nine fields agreed by the European Commission: EU Political and Administrative Studies, EU Legal Studies, EU Historical Studies, EU Economic Studies, EU International Relations and Diplomacy Studies, EU Intercultural Dialogue Studies, EU Communication and Information Studies, EU and Comparative Regionalism Studies, EU Interdisciplinary Studies.

This part will present the evolution of the curricula in five of the fields mentioned above which have a large tradition in European and/or EU Studies: EU Political EU Political and Administrative Studies, EU Legal Studies, EU Historical Studies, EU Economic Studies and EU Interdisciplinary Studies, from several points of view.

First, we will take into consideration the perspective that each curriculum from the five domains have in the ensemble of European and/or EU Studies, the traditional domains, at the three levels of study, Bachelor, Master and PhD in the twelve countries that made the object of our research, emphasizing the nuances from one country to another.

Secondly, we will trace the evolution of each curriculum based on the internal drivers (the dynamics of the study programmes/specializations where European Studies are taught from the perspective of European Studies as a Disciplinary Framework, Interdisciplinary Framework and Multidisciplinary Framework), we will stress the role of mobility in various ways for crossing the disciplinary (transdisciplinarity) and national (transnational) borders and we will follow the application of ICT in the development of European studies curricula in the mentioned field.

Finally, we will stress the evolution of each curriculum based on the external drivers: the evolution of each curriculum according to the European Agenda, the extent to which the curriculum is adjusted to the changes on the European Labour Market, the impact of the Jean Monnet Action on the curricular development in European Studies for each field of study.

Key words: EU studies, political studies, administrative studies, academic curricula, interdisciplinarity

EU Political and Administrative Studies Political and Administrative Sciences could be considered the academic field with

the largest interest for European affairs, as shown by our survey of the education plans offered by universities. Moreover, the Jean Monnet impact indicators provide us with a synthetic view of the European Studies within universities scattered throughout twelve European countries. Quantitative data collected from these universities gave us an overview of the place held by European Studies in the university curricula in the field of Political and Administrative Studies; this field accounted a number of 2827 courses.

The over three hundred subfields that have been identified within the field of EU Political and Administrative Studies can be grouped in a few networks or clusters of subfields whose heterogeneousness is dense enough even within the network. A keyword has been assigned to each network of subfields, in order to create a picture of the subfield * University of Oradea

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as complete as possible. The networks of subfields that have been identified are considered to be the following:

- Generalities: subfield that covers a very large typology of courses, with a high level of generality in terms of the subject (e.g.: European Union; European Dimension; European Community policy).

- Public Administration and Local Development: subfield mainly comprising courses regarding the process of decentralization and regionalization in the community area, but also courses in European Construction or in European Institutions, and courses in European Policies.

- Public Policies and Sustainable Development: with preponderant courses related to the various community public policies, and the interdependencies between community institutions and their role in drafting and implementing public policies. Moreover, with a lower level of significance, there are some courses concerning the process of European integration.

- The Management of Public Organizations: with courses regarding the decentralization process, the local and/or European public institutions, European policies, the European institutions and also the process of European integration.

- Anthropology. Social Anthropology: with courses regarding European issues from a societal perspective and European institutions and policies. The weight of this subfield is very small.

- Economic Policy: a subfield incorporating highly diversified courses regarding the European economic policies; European economic, business and judicial background and its connections to the European and national institutions, or even to those outside the community area; courses regarding the European and national institutions; courses regarding the principles of European governance, but also courses with a high level of generality (e.g.: Comprendre l’Europe; Basic knowledge of European Union).

- European and International Political and Economic Relations. This subfield include a very wide range of courses ranging from European economic policies, judicial framework of European economic relations, European labour market, to the single European market, the international economic background, or European institutions.

- European Construction and Integration. I included in this subfield only the courses that had an explicit reference to the process of European construction/integration not only from a historical perspective, but also from a theoretical and prospective point of view, without being susceptible of interdependencies.

-Political and European Studies. This is the subfield that includes the greatest variety of courses, the majority of them concerning the European integration and the European institutions.

-European Policies, with courses concerning cohesion policies, common agricultural policy, environment policies, social policies, media policies, consumer’s protection, etc.

-European Institutions and Governance, with courses regarding the functioning of the European institutions, the models and the instruments of European governance.

-Geography and Territorial Development, with courses concerning regional issues, regional development, European regional policies and self-governance.

-International Relations and European and International Security, with courses regarding the field of international relations, with a view on the interdependences between actors and courses concerning the issue of international security, e.g.: European Union and NATO as Actors of Security; New Security Thinking in Europe: Global Change and

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Geostrategic Conclusions; The Evolution of European Security Institutions Must, Can and Will Europe Defend Itself?; The European Security Strategy - Concept "Peace Power"?; European Security Policy; European Foreign Policy etc.

The analysis of the typology of subfields and their related courses allowed us to develop a pattern of the academic curricula according to two factors: internal and external drivers and the impact of the Jean Monnet programme.

1. Role of internal stimuli (drivers) in developing EU Political and

Administrative Studies

1. 1. EU Political and Administrative Studies as Disciplinary Framework

1.1.1. At the BA level, the EU Political and Administrative Studies curricula are much diversified, often comprising the subfield of Political and European Studies, which includes the basic courses of European Integration, European Institutions and European Governance.

The European Integration course appears either by this general name, or with a clear reference to the involved perspective (economic, political or monetary integration), in almost every academic environments that have been studied1, with various levels of significance within the assessed national universities. Likewise, most of the courses concerning European Integration can be found in Germany, Portugal, Romania and Poland, e.g. Present and Future of European Integration; Industrial Relations and European Integration; Principles of European Integration; Theories of European Integration; Political Integration of Europe; The European Integration - The Eastern Enlargement; The Politics of European Integration; EU Integration: History, Theory, Institutions; Integration Processes in Europe; Plans of European Integration; Socio-Cultural Dimension of European Integration; Essential Issues of European Integration; European Integration and the Policies of the Community; European Political Integration; International Economics and European Integration; Political History of European Integration.

The second main course within the EU Political and Administrative Studies

curricula, the one concerning the European Institutions, is also found at the BA level2, with various similar terms, e.g. Institutions and Policy of the European Union; The Institutional System and the Principle Policies of the EU; Political Institutions in Europe; Institutions of the European Union; Institutions and Law of the European Union; European Institutions and Churches; European Institutions; European Institutions and Communitarian Law; European Institutions and European Political Life; The Institutions 1 Examples BA level: Freie Universität Berlin; Ruhr-Universität Bochum; Universität Erfurt;

Fachhochschule Münster; Friedrich-Schiller-Universität Jena; Universitat Oberta de Catalunya; Universitat Pompeu Fabra; Universitatea “Transilvania” din Braşov, Universitatea "Dunărea de Jos" GalaŃi; Politechnika Białostocka; Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie; Uniwersytet Marii Curie-Skłodowskiej w Lublinie.

2 The universities within this course is most often found are those form France, where there are almost 50 courses at BA level, all referring to the issue of the European institutions. Among the academic environments with a high frequency of such courses is Poland, Romania, Spain, Belgium, Italy. Within the other university systems analysed, the number of courses is very small (between 2 and 5), therefore they have not been mentioned anymore.

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of the European Union: How the System Works; The Evolution of European Security Institutions; Institutions and Policies; Institutions and Law; Institutions and Charges; Decision-Making Processes and Institutions in the European Union; Lobbing in European Institutions; Decisional Institutions and Processes; European Institutions and the Mechanisms of Integration; European Politics and Institutions; European Political Institutions.

The third type of course, European Governance, was more seldom found in the studied curricula, but this is because of the novelty of the concept of European governance. We can thus determine which academic areas are more dynamic and which have adjusted their curriculum to the new institutional and political realities of the community area. The literal use of the word governance is found in Germany (8 references at BA level), Romania (3 references at BA level), Portugal (two references at BA level), Belgium (one reference at BA level), Denmark (one reference at BA level). Some titles can be mentioned: Systems of Governance in European Comparison; European Governance; Governance and Political Economy; The Governance of Migration in Europe; Governance and Administration in Germany and Europe; Governance in the European Union; Governance in the Multi-Layered Systems of Europe and the USA - a Comparison; Political Organization and Governance in the European Union; Introduction to European Union Governance; Public Organisation and Governance of the European Union; Multi-Level Governance in EU; Multi-Level Governance and Societal Security in the European Union.

1.1.2. Master’s degrees in EU Political and Administrative Studies also

comprise sufficiently diversified curricula in countries like France, Germany, Poland, Spain, Italy or Romania.

The best MA represented subfield, European and Political Studies shows some differences. The courses in European Integration are seldom found at this level (France, 4 references; Germany, 1; Portugal, 2; Romania, 1), but with titles that reflect the necessity to overcome the general character of the BA level and to achieve a deeper level of specialization, required by the MA level. Thus, among the identified titles, we can mention Constitution and European Integration; The Welfare State, Globalization and European Integration; European Integration and Economic Policy; Model of European Political Integration; The Political Problems in Europe: Citizenship vs. Integration; Political Theories on European Integration; Economic Bases of the European Integration; Theories of Integration and European Public Policies; Economic European Integration; European Financial Integration; Regional Integration; Political Theory of European Integration and Democracy; Communitarian Integration and the Europe of the Defence; Monetary and Financial European Integration; European Integration and Foreign Relations of EU; Euro-Mediterranean Integration; European Integration and Fiscal Politics; European Integration and Tourism; Economical and Political Aspects of the European Integration; Applications to European Integration; European Integration - Source, Periods, Ideas; Political Immigration in UE European Models and National Integration Strategies; Migration and Integration Policy in Europe; Territorial Administration and European Integration; Territorial Integration and EU Structural Policies; Globalization and Regional Integration; Economic and Geographical Integration; Supranational Integration and Nationalism; Managerial Aspects of European Integration; Public Administration and European Integration; Linguistic Politics and

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European Integration; Germany and European Integration of the East European Countries.

Courses in European Institutions are best represented in France, Spain, Romania and Poland3; they are listed most often under this title, but also in more complex titles, fact that shows a more specific approach with an increasing level of training and specialization. Among the examples: European Institutions and Integration Theories; Institutions and Policies of the European Union; The political and institutional structure of the European Union; The Government of the EU institutions and decision-making process; Institutions and great principles of European governance; International and Communitarian Institutions; European institutions and social economy; Institutions and public action in Europe; Social funds and institutions in Europe; Organizations and institutions of political Europe; Institutions and process of taking a decision in EU; European administrative institutions; Structures, mechanisms and EU institutions; Communitarian political institutions in the period of integration and globalization; European institutions involvement in regional development; European Institutions: Legitimacy and Efficacy; Political Institutions of the European Union; The deepening and widening of European institutions.

Courses in European Governance have the same weight as at the BA level, having been found only in certain universities, either under this title or obviously referring to the decisional (and political) European system (Spain-7; Romania-7; France-5; UK-4; Germany-2; Slovakia-2; Poland-1; Belgium-1): Europe and global governance; Governance and Democracy in the European Union; Governance and Policy Making in the European Union; Governance in the European Union; Governance in the multi-layered systems of Europe and the USA - a Comparison; Institutions and great principles or European governance; The mechanisms of European governance; Decision-making in the European Union; Governing in Europe's Multi-Party and Multi-Level System; European governance; European Union Governance; The European Union and Global Governance; Regional Development, Policy and Governance in the EU; The deepening and widening of European institutions; Government & Politics in CEE; Political system of the European Union. There are also situations where institutions and governance issues are listed together: Institutional Structure and Constitutional Governance in the EU; Politics and the Administration of the EU (UK); EU Political Processes and Practice (SK).

1.1.3. At the doctoral level, the EU Political and Administrative Studies curricula

in the Political and European Studies subfield, is poorly enough represented; they are limited as courses offered and reduced in point of number in comparison with the BA and MA levels. This should not be surprising, because after the MA the number of doctoral students is decreasing. In addition, we have to note that the doctoral schools do not provide as many subfields as the BA and the MA programmes, fact that is explained not only by the small number of beneficiaries, but also by the necessity to concentrate all subfields in more general titles, thus covering a larger range of specialization. 3 In Britain we found only two courses mentioning the European institutions: Institutional Structure

and Constitutional Governance in the EU; The deepening and widening of European institutions, but they represent rather the typology of the lectures about governance than the functioning of the European institutions. For this reason we will list them in this category.

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Most courses belong to the domain of EU Political and Administrative Studies as Disciplinary Framework, Spain being the best represented (see the below centralising tables), followed by Germany and France. In the case of Spain, the subfield Political and European Studies is enough represented, approximately 2/5 of the EU Political and Administrative Studies courses belonging to this subfield. With reference to the typology of titles, the differences are not that significant if compared to BA and MA levels. Among the titles we can mention Pluralism, freedom of belief and integration in Europe; Consideration of public policy in the process of European economic integration; The European constitutional challenge; The Europe of politics and the politics of Europe. These courses are offered by the University of Almeria, University of Carlos III de Madrid, University of Coruna, University San Pablo CEU and University of Valencia.

France offer different courses at PhD level than at the BA and the MA levels in terms of denomination and typology, and they are more applied (e.g. Conventional Activities of the Council of Europe; Europeanization and Policy Transfer. Some Methodological Puzzles; Compared politics and European Studies). These courses are offered by the Montesquieu University, Bordeaux IV; Pierre-Mendès University, Grenoble.

1.2. From the point of view of Political and Administrative Studies as

Multidisciplinary Framework (European Studies Programmes), the curricula in European Studies hold a privileged position, with various incidence/weights as a field of study within all surveyed universities.

1.2.1. Bachelor degree. At this level the situation is quite diverse. It is a level

where the issue of specialization is less important than accumulating general knowledge about one or more interrelated topics. For this reason the BA programmes frequently offer European Studies in the field of Political Science. Examples are numerous, but we will list only a few of them, those we considered more relevant for the assessed universities: France - University Paul Cézanne-Aix-Marseille 3, University of Auvergne, University of Lille 2, University of Paris Ouest Nanterre La Défense, University Toulouse 1 Capitole, Institute for Political Studies; Italy- University of Bologna, University of Cagliari, University of Catania, University of Parma, University of Siena Belgium- Saint-Louis University in Brussels, Catholic University of Louvain, Gent University; Denmark - Roskilde University; Lithuania - European Humanities University; Military Academy of Lithuania; Vytautas Magnus University; United Kingdom - University of Aberystwyth, University of Birmingham, University of Nottingham; Slovakia - Slovak University of Agriculture in Nitra, University of Matej Bel in Banská Bystrica; Romania - Alexandru Ioan Cuza University from Iasi; University of Oradea, National School for Political and Administrative Studies, Bucharest; Babes-Bolyai Cluj, University of Bucharest, West University from Timisoara.

In the former communist countries the study of political science was ideologically ceased (as in the case of Stefan Gheorghiu Academy, Bucharest), but after the collapse of communist regimes the faculties and specializations in the field of Political Science, held in the area of either Law, or History, or International Relations, sometimes independently, have proliferated. The curricular survey of universities from Eastern European led to the conclusion that numerous courses in European Studies are offered within the area of Political Science.

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1.2.2. Master’s degree. At this level, France is clearly leading, with over 20 universities teaching Political Science with European studies curricula: University Paul Cézanne-Aix-Marseille 3, University Lille 2, University of Paris 1 Panthéon-Sorbonne; University of Paris West Nanterre La Défense; University of Strasbourg, Sciences PO. Universities with European Studies as independent study domain are: University of Sorbonne Nouvelle Paris 3 (UFR European Studies), University of Strasbourg (Institute of High European Studies (IHEE). Among the academic systems that developed European Studies in the area of Political and Administrative Science, with a rich curricula, we can mention Belgium (with the same universities listed at BA level); Denmark, better represented than at BA level (Aarhus University, University of Copenhagen); Romania, Lithuania, Czech Republic; Italy and Great Britain offer very low number of these courses.

1.2.3. Doctoral studies in the field of European Studies. Just as the EU Political and Administrative Studies as Disciplinary Framework, the curricula are less represented at this level. However, there are a few examples, such as of Italy, Spain, Romania, Slovakia, Great Britain, Belgium and Denmark (last 3 ones with an average of 1-2 courses). Please note that that the states belonging to Eastern Europe have developed ample curricula in Political Science, well-populated with courses from the European Studies domain. In addition to the novelty of this subject, there is a need for specialised professionals: after a long period of ideological suppress of Political Science the foreign affairs are now booming, and not only in a political direction. 1.3. From the point of view of EU Political and Administrative Studies as Interdisciplinary Framework, there are some distinctive elements.

1.3.1. Bachelor degree. The curricula in EU Political and Administrative Studies can be found in the curricula of different study programmes such as Law, Social Sciences, Geography, Humanities, Linguistics, technical fields. On the one hand, this fact highlights the level of adaptability of the curricula in EU Political and Administrative Studies; on the other hand, this clearly shows the necessity of different specializations to inform the student regarding the political framework and European institutions where they would carry out their activities in the near future.

In some reviewed academic systems, the courses of EU Political and Administrative Studies domain, were found in the analytical programmes of Law4, Economy5, Energy and climate change6, Geography7, History8, Affaires Management9, 4 France- Université de Bretagne Occidentale – Brest: International and European Institution;

Université de Bourgogne – Dijon: Europe and its institutions; Université de Nantes: The political system of EU; Université de Versailles - Saint Quentin en Yvelines: European Institutions and political life; Romania-Universitatea Babeş-Bolyai Cluj-Napoca, Faculty of Law: European Construction; Italy: Università degli Studi del Piemonte Orientale “Amedeo Avogadro”: The common transport policy: the Trans-European Networks.

5 France- Université de Limoges: French and European Institutions; Université de Savoie: European Integration; Université Pierre-Mendès-Grenoble: European Construction. Romania- Universitatea “Transilvania” din Braşov: European Integration – communitarian politics; Italy - Università degli Studi di Genova, Structural policies of the European Union; Lithuania- Vilniaus teises ir verslo kolegija: Political and EU Studies; Slovakia- Univerzita Komenského v Bratislave: Political Cultures in Europe; Matej Bel University Banská Bystrica: European Union.

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Applied mathematics and Social Sciences10, Engineering11, Agriculture12, Sociology13, Letters14, Cultural Studies15, Theology16, Medicine17.

In the East-European states we have noted enough examples of situations listing EU Political and Administrative Studies as part of the curricula of other specializations than Political Science or European Studies. Instead, in the western academic space, the situation is more balanced; France and Germany currently have the monopole of the most 6 France - Université Paul Verlaine - Metz: Assistance program of the European Commission;

Great Britain - University of Dundee, School of Social and Environmental Sciences: European Urban Conservation and Regeneration.

7 France - Université de Bretagne Occidentale - Brest: Creation and role of the EU; Université de Reims Champagne-Ardenne: European Construction; Université Paul Verlaine - Metz: Another power of the European Union; Université Joseph Fourier -Grenoble: Territorial Politics in Europe.

8 France - Université Jean Moulin Lyon 3: Europe: territorial integration; Romania Universitatea “Babes-Bolyai” Cluj-Napoca: Multilevel governance in UE; Multilevel governance and societal security in the EU.

9 France - Université de Rennes 1: French and European Public Institutions; Université de Rennes 1: Understanding Europe; Université Jean Monnet, Saint Etienne: Understanding European Institutions; Denmark- Handelshøjskolen, specialization International Business and Politics: The European Union: Changing Framework of Business; Great Britain-Brunel University, Brunel Business School: Politics and Policy of the EU; University of Essex, Essex Business School: Introduction to European Politics.

10 France - Université Blaise Pascal, Clermont-Ferrand II: Law and European Institutions. 11 France - Université de Limoges: Organisations, networks and politics: European Union & State;

Romania - Universitatea de Nord din Baia -Mare – Facultatea de Inginerie: European Integration Politics; Universitatea "Dunărea de Jos" Galati, Facultatea de Mecanica: Politics of European integration; Acquis communautaire in the field of environment protection; Lithuania - Vilniaus Gedimino Technikos Universitetas, Faculty of Transport Engineering: Basics of the EU Transport Policy; Germany-Technische Universität Chemnitz: What is Europe?; The European Neighbourhood Policy; Technische Universität Darmstadt: Elites and Power - Political Elites in Europe? A Space of Democracy, Law and Peace?; Technische Universität Dresden: Where does Europe end? - Ukraine as a Border Region of the EU; European Business Policy; European Corporate Safety Policy; Forms of Families and Gender Arrangements in European Comparison; Technische Fach-Hochschule Wildau: Social Policy in Europe; Technische Universität Carolo-Wilhelmina zu Braunschweig: National Competition and/or European Social Model?; University of Technology, Munich: Higher Education Systems in Europe and Abroad.

12 Lithuania - Lietuvos veterinarijos akademija: Economic Policy of European Union. 13 France - Université de Rennes 2, Haute Bretagne: Sociology of the European institutions;

Université de Strasbourg: European Construction; Romania- Universitatea din Bucureşti, Faculty of Sociology and Social Assistance: International Relations and European politics; Belgium - Vrije Universiteit Brussel: Political Structure and Processes of the European Union.

14 Italy - Università di Bologna: Urban European Systems; Università degli Studi di Brescia: European Geopolitics

15 Denmark- Aalborg Universitet, Faculty of International Cultural Studies: International Society and Politics.

16 Germany - Philipps - Universität Marburg, specialization Ecumenic Theology: European Identity; Europäische Fernhochschule Hamburg, specialization of Ecumenic Thelogy: Europe in the Wider World

17 Germany - Ruhr-Universität Bochum: specialization, Therapeutic Pedagogy.

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numerous curricula offered by universities with programmes other than Political Science or European Studies, and courses in European Studies. Our findings with respect to other states are irrelevant.

1.3.2. Master’s degree. The situation is similar to the BA level programmes, with

variable weights depending upon the requirement to deepen the degree of specialization. Law18, Economy19, Engineering20, Chemistry21, Tourism22, Human Science23, Journalism24, Linguistics25, Philosophy26, Sociology27, Geography28, Health Science29, Agriculture30 are some of such examples. 18 Italy -Università degli Studi di Parma: European Institutions; France - Université Montesquieu -

Bordeaux IV, specialization Medical Law and Public Health: International and European Institutions; Romania - Universitatea Alexandru Ioan Cuza, Iaşi, Faculty of Law: European Construction; Great Britain-University of Leicester, School of Law: Graduate Studies: Institutional Structure and Constitutional Governance in the EU.

19 Denmark - Aarhus Universitet, Aarhus School of Business: Political and Economic Integration in the EU; Syddansk Universitet, specialization Economics and Business Administration: European Affairs; France - Université de Technologie de Belfort-Montbéliard, Economy: Regional integration; Université de Lille 1, specialization Education Sciences and Adults Education: European Training Systems; Université du Littoral Côte d'Opale, specialization International Marketing / Logistics and transport: European Integration; Romania - Universitatea din Oradea, Faculty of Economic Sciences: EU Constitution and Political European Integration; ASE Bucureşti, Faculty of Management: EU Basis; Belgium - Katholieke Universiteit, Faculty of Economics and Applied Economics: Managerial Aspects of European Integration; Slovakia - Ekonomická univerzita v Bratislave, Faculty of Commerce: European Union; Slovenská poľnohospodárska univerzita v Nitre, Economy & Management: Economics & Policies of the EU; Trenčianska univerzita A. Dubčeka, Faculty of Economy: European Integration; Poland - Akademia Ekonomiczna w Katowicach: Effective Lobbying in the EU Areas of cooperation EU; European Institutions and organ.

20 Germany - Rheinisch - Westfälische Technische Hochschule Aachen: European Institutions; European Politics in Practices; European Politics I, II; Lithuania - Vilniaus Gedimino technikos universitetas, Faculty of Architecture: Direction and Development Policy of Territorial Planning in European Union; Poland - Politechnika Gdańska: Cultural aspects of European integration; European educational policy.

21 France - Université de Provence - Aix-Marseille 1, Sciences and Technology, specialization Chemistry: Administration of Entreprise/European institutions.

22 France - Université d’Angers, IMIS-ESTHUA (Institut de Maintenance Immobilière et Sécurité-Etudes Supérieures de Tourisme et d'Hôtellerie de l'Université d'Angers): Politics and European cultural networks; Université de Sovoie, Institut of Management: European Tourism Policies, Planning and Development.

23 France - Université de Bretagne Occidentale – Brest, specialization Management and Accountability Services: French and European Politics: Ageing and disability; Université de Bourgogne – Dijon, specialization Management of urban security in France and in Europe: The urban security politics in Europe; Littoral Université du Littoral Côte d'Opale, specialization Urban Territories Mutation and Integrated Development of Coastal Areas: Knowledge of European institutions; Romania - Universitatea din Oradea, Faculty of Social and Human Sciences: Romania’s public administration reform and European integration.

24 Great Britain - Brunel University, School of Arts, specialization International Journalism MA: UK, European and International Institutions.

25 Great Britain - University of Edinburgh, College of Humanities and Social Science: The Economics and Politics of the European Union.

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Courses in the field of EU Political and Administrative Studies are very frequently listed in the curricula of various specializations, other than Political Science or European Studies. Although we have not listed all the examples, they are very numerous in academic environments such as Germany, France, Romania, Poland, Slovakia, Lithuania, and less numerous in the remaining countries.

1.3.3. Doctoral studies. EU Political and Administrative Studies are seldom

present in doctoral schools in different fields, but there are very few academic environments with doctoral studies within this field. Among the examples are: Romania - Police Faculty, "Alexandru Ioan Cuza" Police Academy, Penal national and European politics; Faculty of Letters, University Ovidius from Constanta, European research project and programmes; France - University Pierre-Mendès from Grenoble, Faculty of Law: EU external politics; University Pierre-Mendès from Grenoble, Human Science and Humanities-Science of society: Europeanization and institutional transfer: methodological issues; Europeanization and Policy Transfer. Some Methodological Puzzles; Bringing the Actors Back In. Europeanization and Domestic Policy Change : The Case of the European Employment Strategy in Italy and France; Italy-University of Palermo, Faculty of Education Sciences: Enhancement of liberty in Palermo-European perspective; Lithuania-Kaunas University of Technology, Electrical and Control Engineering: Co-operation issues among power systems of other Baltic States and power systems of Western Europe; Great Britain-Anglia Ruskin University, Faculty of Science and Technology: Spatial planning in its local, regional, and European dimension.

1.4. The role of mobility in various ways for crossing the disciplinary

(transdisciplinary) and national (transnational) borders 1.4.1. EU Political and Administrative Studies curricula within the

Disciplinary Framework Generally, at the BA level, the curricula for EU Political and Administrative

Studies are compatible particularly with EU Historical Studies and certain courses from EU Legal Studies, especially the course on European Integration or European Institutions. On the other hand, the curricula for EU Political and Administrative Studies have a powerful European imprint, but it also reflects the national or regional perspectives (for example, there are courses covering a certain state and its related integration issues; France offers equal numbers of courses covering national institutions and European institutions). 26 Belgium - Université Saint - Louis, specialization Philosophy: Political Concepts of European

Integration. 27 Lithuania - Mykolo Romerio universitetas, Faculty of Sociology: Comparative Analysis of Social

Policies of EU Member States. 28 France - Université de Cergy-Pontoise, specialization Geography - Cultural development and

enhancement of patrimony: European Institutions. 29 France - Université de Cergy-Pontoise, specialization Health Assessment and Clinical Research:

European Health Policy. 30 Lithuania - Lietuvos žem÷s ūkio universitetas, Faculty of Forestry: EU Forestry Policy.

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The curricula for EU Political and Administrative Studies at MA level are much diversified, using various terminologies that most of the time covers the same area of study.

In the case of doctoral studies, we have seen that transdisciplinary mobility has the lowest level out of the three. Even though there are countries whose universities develop programmes on bilateral or multilateral research programmes, their number is too low to state that doctoral studies in EU Political and Administrative Studies have a transnational dimension.

1.4.2. EU Political and Administrative Studies Curricula within the

Multidisciplinary Framework EU Political and Administrative Studies curricula within the Multidisciplinary

Framework (European Studies Programme) have a fairly high transdisciplinary profile at all levels of study, considering that, on the one hand, most courses belonging to this programme belong to Political and European Studies, so that they complete other subjects belonging to this programme: Economic Science, Public Administration, Legal Studies or technical areas. On the other hand, within the Multidisciplinary Framework the curriculum of EU Political and Administrative Studies has the opportunity to diversify its profile by conjunction with the other elements of the mentioned program of study.

The level of the transdisciplinarity between BA and MA is not very large. This situation allow that in the Multidisciplinary Framework the curriculum of EU Political and Administrative Studies has a very important place for the process of curricular Europeanization, by the joint diploma, by the students’ mobility trough Long Life Learning Program, by setting up of some master of arts with European structure. Therefore, the curriculum of EU Political and Administrative Studies from the perspective of Multidisciplinary Framework highlights the opportunities that EU Political and Administrative Studies offers for a dynamic and flexible curriculum, opened to the new internal or external stimuli.

Although the number of doctoral schools in European Studies is quite limited (or, perhaps, harder to detect), those that exist have either a socio-economic-political perspective or a historical one. Starting from the data held, we cannot clearly appreciate if the EU Political and Administrative Studies have a very important place in the curriculum of this level of education.

1.4 3. The curriculum of the EU Political and Administrative Studies at the

Interdisciplinary Framework The presence of EU Political and Administrative Studies in the curricula of

different areas of study which summarize the university curricula of the 12 evaluated countries shows an as high as transdisciplinary structure as in the case of Multidisciplinary Framework, but more diversified like this, because it can synchronize with many subjects. This highlights not only the flexibility EU Political and Administrative Studies, but also its opening and importance. In this case there is also an additional note of flexibility and dynamism in terms of both BA and MA level. The presence of the EU Political and Administrative Studies in the curriculum of Interdisciplinary Framework is an important prerequisite for ensuring the transnational and transdisciplinary nature of the domain. European Educational framework, mainly at the MA level, develops a lot of master programmes involving transnational EU Political and Administrative Studies, especially in the field of law, public administration, economy, commerce, history, Human Resources development. The place of EU Political and Administrative Studies in building an

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interdisciplinary curriculum for the doctoral programmes is quite important, with some exceptions for the social sciences.

1.5. NITC Application in European studies curriculum development in the

field of EU Political and Administrative Studies EU Political and Administrative Studies is an area that lends itself quite well to

the application of ICT in curriculum development. There are still necessary some efforts to overcome the traditional framework of teaching and the implementation of some active teaching methods. Between the fields of EU Studies, the field EU Political and Administrative Studies is one of the most active in this direction, simulations can be achieved (even in Eastern European academic establishments are organized a lot of simulations of the European institutions). In addition, courses such as Political and social issues of European integration (Paris-Dauphine University); European political institutions: regional actions (Antilles-Guyane Inter-regional University (Guadeloupe - Martinique – Guyane)); Decision-making in the European Union (University of Lille 2, Law and Health); Major European debates (University of Lille 2, Law and Health) prove the academic interest for the current European issues (in such cases it is French, but examples can be found from other areas).

Looking at these examples profiled in the European curricular area of the field of EU Political and Administrative Studies, we may highlight the necessity to widely introduce NITC in the development of curricula of EU Political and Administrative Studies, both for its monodisciplinary structure, and especially in the multidisciplinary and interdisciplinary ones.

2. The development of the EU Political and Administrative Studies

curriculum depending on the external stimuli

2.1. The evolution the EU Political and Administrative Studies depending on

the European agenda The following of the evolution of the EU Political and Administrative Studies

curriculum depending on the European agenda is difficult because we should have access even to the content of courses due to the fact that just the entitling of courses is not always relevant.

The problem of the need of the European political presence on the international stage is one of the current themes from the EU Political and Administrative Studies curriculum, but this has, in general terms and in a considerable manner, a character rather auto-reflexive (courses that explain the European and political institutions) than a general analytic one (courses that analyse the institutional role of the EU are very few in proportion with the impulses that come in this way from the European leadership environment). On the other hand, this situation is comprehensive because within the courses there are offered information with a much high level of theory or generality (which can be pointed out if the courses are interactive, with up-to-date examples), while present problems can be tackled during seminars/practical papers.

2.2. In what degree the EU Political and Administrative Studies curriculum

is adapted to the changes on the European labour market? The EU Political and Administrative Studies courses offer students specialized

knowledge which gives them information about the European, and sometimes even

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international, political and institutional reality. At a first glance, the character of courses from this domain is one quite theoretic but this impression may not totally be confirmed as there was no access to the courses contents. The courses that deal with matters of European policies and matters of European Common Foreign Policy could be considered very important. EU Political and Administrative Studies are highly adjusted to the to the labour market requirements; the curricula contain some courses that address punctual problems particularly in the MA programmes, fact that contribute to the specialization of the students in certain areas.

If we analyse the way in which the EU Political and Administrative Studies can contribute to the formation of a culture of local, regional, national, European and global communities it can be noticed that at BA level the EU Political and Administrative Studies curricula are focused on the European dimension in terms of the evolution of the integration process and of the related European institutions, sometimes in correlation with the global dimension (courses about the European and international institutions), sometimes in correlation with the regional and local dimensions (for instance, courses addressing the European institutions) and sometimes in correlation with the national dimensions (courses about the European-regional interrelations). These approaches can be found both at BA level and MA level, a fact that demonstrates the academic interest in the acquainting the teaching process with the evolution of the European space, in general, but at the same time, with the actors and the problems of the European political space.

2.3 Impact of the Jean Monnet Action in developing the EU Political and

Administrative Studies Out of the external stimuli with an important impact in developing EU Political

and Administrative Studies, we can mention “Jean Monnet” action. In fact, previous surveys have mentioned the role of the Jean Monnet Action in stimulating the establishment of Jean Monnet structures (modules, permanent courses, chairs and centres) in the field of EU Political and Administrative Studies domain. For instance, Celine Belot and Claire Brachet in their 2004 survey showed that in the year 2004, Political Science held the second place on the level of Jean Monnet structures distribution with 26% from the total of these units in the 15 EU member states and the third place in EU candidate countries with 17% out of the total number of Chairs Jean Monnet.

From the 307 courses monitored by Celine Belot and Claire Brache (most courses are dealing with public policy matters followed by those regarding international relations and European institutions). The authors found that, in what concerns the courses on European integration problems and the political Europe, they are less numerous but in a quite important quantity (Belot and Brachet 2004 : 153-154). One of the reasons is the traditionally attachment of certain fields to Political Science (the case of law in France); another reason is the underdevelopment of Political Science field within Eastern-European countries.

Our analysis reveals the fact that 1215 teaching structures (modules, permanent courses, chairs and centres) were funded until 2009 throughout the twelve countries we have assessed. The field of EU Political and Administrative Studies comes third, with 262 funded projects. If we make the relation between the number of teaching structures and the number of course EU Political and Administrative Studies we have identified during our assessment for the academic year 2008/2009, we can notice that 10,79 courses correspond to one structural unit (module, permanent course, chair and centre) funded by the Jean Monnet Action (JMA). EU Political and Administrative Studies hold the fifth place of the JMA impact on the development of the field.

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If we analyse the impact from the point of view of curricular development in each of the twelve countries assessed by us, through the relation courses/JMA unit, we have the following situation: A./ major impact countries (1-5 courses / JMA unit): Italy = 1.62, Poland = 1.97; Spain = 2.49, Denmark = 4.15; B./ optimal impact countries (5-10 courses / JMA unit): United Kingdom = 5.20; Slovakia = 5.40; Romania = 5.42, = 6.43 France, Germany = 7.71; C./ countries with environmental impact (10-15 courses / JMA unit): Portugal 10 , 02, very low impact countries (over 20 courses / JMA unit): Belgium = 27.57; Lithuania = 38.

From our comparison can be observed the fact that the JMA impact is very differentiated between the countries evaluate from 1.62 in Italy to 38 in Lithuania. The new countries entered in the EU can be found in majority in the group with a major impact of the JMA (Poland-1.97; Slovakia-5.40; Romania-5.42), excepting Lithuania. This shows us that there are no differences of positioning caused by the gap from the curricular integration process in the EU Legal Studies field of the new integrated countries in comparison with the other countries from the point of view of the JMA impact. The differences of positioning are on one hand determined by the action of the external stimuli which favours the development of one domain or another.

Conclusions The EU Political and Administrative Studies curriculum in the 2008/2009

university year held the second place in point of number of courses in programmes of study provided by the assessed universities throughout the twelve assessed countries and the second place in point of number of structures supported by the Jean Monnet Action (2009). Adjunctions can be considered as coming from fields like: EU Historical Studies, EU International Relations and Diplomacy Studies.

The EU Political and Administrative Studies curricula are very rich in sub-fields although, as mentioned above, we have tried to condensate them, otherwise being hard to standardize all the sub-fields. They are very flexible and dynamic. Its development was determined mainly by the action of the internal stimuli, firstly by the interdisciplinary teaching programmes (Political Sciences, European Studies, International Relations) followed by the monodisciplinary programmes and then, at a very large distance, by multidisciplinary programmes.

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European/EU Legal Studies

Adrian-Claudiu POPOVICIU*

Abstract. The European Studies field can not be conceived without the EU Legal Studies component. Right from the beginning of the analysis I presented as relevance the high share (30,05%) of the EU Legal Studies in the curricula of European studies developed at the level of the 12 European states that made the object of the research. This aspect determined our research to start from the division of the EU Legal Studies into five main categories, which were subsequently researched from two development perspectives: internal drivers (dynamics of Legal Studies specializations; the role of mobility in various ways for crossing the disciplinary (trans-disciplinarily) and national (transnational) borders; the role of NITC in developing the EU Legal Studies curricula); then, the external drivers (curriculum evolution in the light of changing and level of information about the European agenda; impact of the Jean Monnet Action/Programme in European Studies curriculum development within the particular field). This research aims, mainly, the quantitative analysis regarding the way in which the EU Legal Studies define the European Studies domain.

Key-words: European Law; EU Law and Institutions; European Social Law; EU Legal Studies Curricula

The area of European Law or EU Legal Studies holds a significant place within the whole field of European Studies as it has been shown by most activities to assess curricula activities carried out so far1. According to a quantitative analysis (see the annex) carried out on European Study courses taught in universities from within twelve European countries in the academic year 2008/2009, this field holds the first position with 30.05 % of the courses total. Italy (54%) and Belgium (32%) rank above the average of the twelve assessed countries. Below the average we have found: Denmark (15.52%), Lithuania (17.67%), Portugal (17.71%), Poland (17.83%), Spain (20.86%), France (25.49%), Romania (26.96%), UK (27.78%), Slovakia (28.21%) and Germany (29.71%).

* University of Oradea 1 Report titled « Place de l’intégration européenne dans les programmes universitaires. Rapports

nationaux » read at Brussels on June 29-30th, 1989 at the ECSA-Europa Conference on the status of subjects with a European orientation reveals that European law was the most studied discipline in European universities at that time; Michael Smith, The State of European Studies. Report commissioned by the Standing Conference of Heads of European Studies (SCHES), 2003, p. 50 reveals that the EU Legal Studies were among the most attended by the students from UK; Celine Belot and Claire Brachet, « Enseigner Europe à travers l’Action Jean Monnet. Etat de lieux et pistes de réflexions », in Enseigner l’Europe (ed. Andy Smith, Celine Belot, Didier Georgakakis), Paris, Harmattan,, 2004, p.153, show that, from the point of view of “Jean Monnet” Chair distribution in 2003/2004, the communitarian law takes the first position, with 42% of the Chairs total, in the 15 EU member-states and the second position with 31% of the Chairs total of EU candidate-states.

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When analysing the titles of the courses and specializations teaching courses in EU Economic Studies, we have noticed that they can be divided into five subfields: European General Law, European Public Law, European Private Law, European Economic Law and European Social Law. In doing such division we have considered a series of arguments. Second, starting from a social and developed European Union, as legislated in art. 3, para. 3 of the Treaty on EU, we have established two legal studies categories: European Economic Law and European Social Law. With reference to the category called General European Law, its addition was determined by those courses which target to familiarize the student with general and fundamental aspects of Law, not as a science, but as part of the social reality. Within European General Law we have selected the following types of courses: European Law (general or basic), East European Law.

Within European Public Law we have placed the following courses: European Public Law, European Constitutional Law, European Administrational Law, European Human Rights, European Criminal Law, European Public Health Law, European Environmental Law.

Within the European Private Law we have grouped the following types of courses: European Private Law, European Civil Law and European Agricultural Law.

European Economic Law2 is part of European Private Law, but considering its

impact and its addressing another European Studies area, i.e. EU Economics Studies, we have decided to pay closer attention. Therefore, within its contents we have placed the following courses: European Economic Law, European Tax Law, European Company Law, European Business Law, European Cartel Law, European Energy Law, European Commercial Law, European Patent Law, European Contract Law, European Transport Law, European Competition Law, European Consumer Law, European Bank Law, European Food Law, European Media Law.

Within European Social Law we have placed to following courses: European Social Law, European Labour Law, and European Family Law.

1. Role of internal stimuli (internal drivers) in developing EU Legal Studies

curricula According to the research methodology we have used to analyse the EU Studies curricula within the SENT Project, we have monitored how the progress of European Studies related programmes contributes to the development of such fields. Our study has used the following pillars: EU Legal Studies as Disciplinary Framework, EU Legal Studies as Multidisciplinary Framework (European Studies as the area of studies), EU Legal Studies as Interdisciplinary Framework.

1.1. In terms of EU Legal Studies as Disciplinary Framework (Law) the curricula is well developed, especially for BA and MA, but underdeveloped for the doctoral programme. The EU Legal Studies curricula for Law programmes tend to standardize at European level, which shows not only the old age of this programme, but also its maturity. 1.1.1. At the BA level, the EU Legal Studies curricula are fairly standardized, most often containing the European Law course, which is customized according to 2 We placed in this category all courses, some of them belong to the area of public law, others to

private law, that study the legal rules regulating the economic legal relationships.

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cultural traditions in approaching European issues: European Law in Germany, UK, Poland, Slovakia and Denmark; EU Law especially in Italy and Belgium; Communitarian Law in France, Romania and Spain. European Law is frequently listed in the EU Legal Studies curricula as Law of European Union, especially in Poland and Spain, or EU Law and Institutions in Germany and Italy. It is not rare when European Law is taught in combination with International Law (e.g. Germany, Poland and the UK), or in combination with the national legal system (e.g. Germany). It is interesting to note that in terms of knowing the system of European law in its entirety, we found the largest concentration of Eastern European Law courses in Germany and occasionally in Italy, which throws an interesting perspective on how the European unity is approached within the curriculum of various countries. We also need to highlight a certain ease of concept usage in naming the courses, i.e. European Law and Community Law. While European Law includes regulations of the two large European intergovernmental structures, the European Union and the Council of Europe, Community Law covers only the study of the European Union regulations. European Law could as well address those major courses studying the major legal systems within Europe. The BA curricula of EU Legal Studies also list courses of European Public Law. The most frequently listed courses belong to the Legal Studies programme, i.e. European Constitutional Law (very frequent in Germany and Italy, Spain, the UK). European Administrative Law enjoys much attention, especially in Italy and Poland. European Environmental Law receives greater interest from European Studies taught in Germany, France, Romania, the UK or Slovakia. Although less present in the curricula, European Criminal Law is taught in Germany and Italy. The protection of human rights holds a core place in the curricula of Legal Studies at the BA level, especially in Belgium and France, but also in Germany and Denmark. Instead, with the exception of Poland, it is less frequent in the newer EU countries. The BA curricula in Legal Studies do not contain a great variety of European Private Law courses. This is an area that needs to become more dynamic considering all perspectives offered by The Treaty of Lisbon (very promising in terms of potential actions within this field). We still have to show that there is interest in developing a curriculum in European Private Law, especially in the basic knowledge (mostly in Germany, Spain, the UK and Poland). Another interesting aspect regards the European Agricultural Law, that aims at the legislation under the Common Agricultural Policy, course that we found in the education plans from the Slovak University of Agriculture in Nitra, although within the former communist bloc such course was studied at all Law specializations, and the community agricultural policy may be raising the highest interest within the member states. European Economic Law is the subfield which at the BA level has a varied distribution between EU Legal Studies as Disciplinary Framework (Law), as Multidisciplinary Framework (in European Studies programmes) and as Interdisciplinary Framework (in other disciplines programmes). Further to our research on the place that European Economic Law holds within the Legal Studies curricula, we have noted that the courses in European Company Law are the most frequent (in Belgium, France, Germany, Poland and the UK), together with European Contract Law (Denmark, Germany, Italy and Spain); we have found European Business Law less frequently listed (only in Belgium, France, Poland, Romania and the UK). Instead, all programmes of economic/commercial/business law list European Business Law (in most countries); European Commercial Law (Germany, France, Lithuania, Poland, Romania, Spain and the UK) ; European Cartel Law (Germany, France and the

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UK); European Competition Law (Germany, France); European Contract Law (seldom listed); European Consumer Law (seldom found in the curricula for Economic Law); European Patent Law (Belgium, Germany, France, the UK). In the Economic Law curricula, we have found specializations like European Transport Law that, in addition to the aforementioned, teach the Distribution and Logistics Law (France, Italy, Romania). The programmes of Administrative Law or Public Administration have a higher frequency of European Contract Law courses (Belgium, France, Italy, Poland, the UK); European Tax Law (Belgium, France). European Business Law and European Commercial Law are frequently listed in the programmes of Administrative Law or Public Administration, where there is a strong economic component (Denmark, France, Germany, Poland and Romania). European Social Law is another subfield of the EU Legal Studies, which is listed in the core curricula of Law programmes, while being listed at the same time, on a larger scale, in the Multidisciplinary Framework, (in European Studies programmes) and as Interdisciplinary Framework (other programmes). The most common type of courses that we found in the curricula of Legal Studies within all surveyed countries is European Labour Law. We seldom found European Social Law or European Family Law courses, frequently taught under the curricula of European Social Law, especially in Belgium, France and Romania.

1.1.2. Master’s degrees in EU Legal Studies comprise very diverse curricula, fact that is easily explained by the specific of MA programmes after implementing the Bologna system, programmes that offer specializations in numerous areas. Thus, at the MA level the curricula of EU Legal Studies are more flexible than at the BA level. However, even under these conditions, EU Legal Studies curricula have more obvious uniformity by comparison with other areas of European Studies. The presence of EU/European Law in the MA curricula for Legal Studies programmes is scarce, being listed in only few countries, like Italy, Lithuania, Romania. Instead, we have a more important share of applied European Law courses: European Law and European Structural Policy; Legal Form and European Law; European Planning Law (Germany); Advanced European Law (France); Sources of law of the European Union (Spain); European Institutions and Law (Poland). European Public Law is listed in the curricula for the MA in Law, mostly with courses of European Human Rights. This is particularly evident in Germany, where Magister Diploma in Law is subject to attending at least one course in the field of Human Rights. In France, there are no Masters in Law that lack European Human Rights courses. In all surveyed countries, the Master’s curricula include such courses of Law. Not the same thing can be said about other packages of the European Public Law courses. For example, in Germany there are very few courses in this package, and the courses are generally applied to another area. European Administrative Law, European Constitutional Law or European Criminal Law enjoy great attention (Italy, Poland, Romania). Of course, European Administrative Law is more frequently listed in the curricula for the Master’s programme in European Administrative Law. European Environmental Law is increasingly studied in Belgium, Denmark, France, Romania, Slovakia or the UK. European Private Law is generally missing from the curriculum of the Master’s programme in Legal Studies in many countries, but it is currently present in the curricula from Italy and France, where European Private Law courses are most frequently taught. In other countries, European Private Law is combined with International Private Law

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(Belgium, Germany, Spain and the UK). The absence of this subfield in MA curricula can be explained by the fact that the students previously benefited from these courses at the BA level. This subfield was found in many situations in the MA curricula of other study programmes (Interdisciplinary Framework Programmes). In the new EU member countries (Lithuania, Poland, Romania and Slovakia), all courses identified in European Private Law subfield belong to the MA curricula for Legal Studies programme, which shows, on the one hand, a retaking of courses taught at the BA level, or a doubling; on the other hand, this means that during the BA programmes, the students accumulate general knowledge of Private Law and within the MA programmes more specialized areas of law are taught. As mentioned above, we have found European Agricultural Law studied at Master’s level in France, and of course, in Slovakia. European Economic Law is largely represented in the MA curricula for Legal Studies. Comparing between the five subfields of the EU Legal Studies curricula on levels of BA and MA, we have noticed that in most surveyed countries, at the BA level, the first place is held by European Law, and the second by European Economic Law; at the MA level, the places were reversed, with few exceptions (the new EU member states). For example, in Germany over half of the MA courses for Legal Studies belong to European Economic Law. This is normal considering that the MA programme, especially the MA in Legal Studies, provides to the students very specialized knowledge. Also the widespread occurrence of derivatives of MA in the field of Law - Economic Law, Business Law - multiplies the appearance of specialized courses in European Economic Law. In the basic MA programmes for Legal Studies, the most frequently listed courses are: European Company Law (in Belgium, Denmark, France, Germany, Lithuania, Poland and the UK), European Business Law (France); European Contract Law (Denmark, Germany, Italy, Romania and Spain), European Patent Law (Germany, France and the UK); and seldom European Business Law (only in Belgium, France, Poland, Romania and the UK). In the programmes of Economic/Commercial/Business Law, there is a high frequency of European Company Law (Germany, Magister Diploma level; France, Italy); European Business Law (in almost all countries); European Commercial Law (Germany, France, Italy, Lithuania, Poland, Spain, Slovakia and the UK); European Cartel Law (Germany); European Competition Law (Belgium, Germany, France, Slovakia, Spain and the UK); European Consumer Law (listed in the Economic Law curricula in Germany and France); European Patent Law (Germany, France and the UK); European Environmental Law (Belgium, Denmark, Germany, France, Romania and the UK); European Tax Law (Belgium, France, Italy and the UK). At MA programmes in European Economic Law we have found highly specialized courses: European Bank Law (France); European Media Law (Germany); European Transport Law (France), Distribution and Logistics Law (France and Italy). With reference to the European Social Law subfield present in the core curricula for Legal Studies programmes or European Social Law programmes, we must say that it is very limited.

1.1.3. For Doctoral studies, the EU Legal Studies curricula are very limited, over half of the courses offered within Legal Studies as Disciplinary Framework belong to European Law, followed by European Public Law, and then at some distance followed by European Private Law. European Economic Law and European Social Law are underrepresented in the curricula for a PhD in legal studies. The above mentioned courses are mostly found within the doctoral programmes in other areas (Multilaterally

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Framework). In terms of diversity of courses offered by doctoral programmes in Law, we have noticed that it is limited, as more emphasis is put on the depth of knowledge, rather than on approaching new opportunities for analysis. Based on what we have observed in the twelve surveyed countries, we believe that the doctorate program was the least reached by the effects of Bologna process in terms of contents. Of course, such apparent falling behind is compensated by the research topics conducted by the doctoral students, topics that can bring the extra perspective for interpretation which appears to be missing from the doctoral programmes.

1.2. From the point of view of EU Legal Studies as Multidisciplinary Framework (European Studies Programmes), EU Legal Studies curricula have almost the same status as EU Economics Studies, namely to give an applicative perspective to this field of studies. The courses in Law offered to students at European Studies specializations are beginner’s level courses at BA programmes and advanced (thorough) courses at MA programmes. There are very few courses for the EU Legal Studies doctoral program in European Studies so that we cannot issue value judgments. 1.2.1. Bachelor degree, the European Studies curricula contain 90% courses of European Law, of the total of offered EU Legal Studies courses. A special feature is the fact that more than ¾ of the European Law courses are found in the curricula of BA of the new EU entrants. This is due to the explosion of European Studies programmes at BA level in the countries of Central and Eastern Europe. Romania has 18 programmes, Poland has 16 programmes and Germany has only 7 programmes. Furthermore, they have Faculties of European Studies, with multiple specializations at BA level3. What is very interesting to note is that courses of EU / European Law, together with courses of Communitarian Law (as listed in France and Romania) are the most solid foundation for knowledge consistencies provided to Law students in European Studies, as they will seldom have the possibility to get familiar with general introductive legal notions. Therefore, the course of EU/European Law for the BA students in European Studies has a double connotation, both initiation and familiarity with Law and European Law. Sometimes, after taking International Law as well, the students of this programme obtain rigorous knowledge of Law, in general. There are cases of a preliminary introductive course in Law, and only then EU/European Law and/or International Law are studied. Please note that the programmes of some German universities located in the Eastern part of the country (Oldenburg, Passau, Regensburg) have in the curricula of European Studies course in Eastern European Law. Regarding the courses of European Public Law, they do not appear much in the BA programmes in European Studies. They do not depend on knowledge, but on the existence of specialized professors in the universities that house European Studies programmes, e.g. European Constitutional Law (Germany, Romania, Lithuania); European Human Rights (France, Poland). European Private Law courses are scarce in the curricula of EU Legal Studies offered to BA students in European Studies. They are listed only where the European

3 Universitatea “Babes-Bolyai” din Cluj-Napoca (Romania); Slovenská poľnohospodárska

univerzita v Nitre (Slovakia)

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Studies specialization belongs to the same Faculty as the Legal Study specialization (e.g. Romania, 2 cases). European Economic Law and European Social Law are rare in the curriculum for European Studies. Only European Business Law (Germany) and European Agricultural Law (Slovakia) are taught (one course each). 1.2.2. Master’s degree in European Studies seems to be more generous with courses of EU Legal Studies. The MA programmes in research are more inclined towards courses of EU/European Law (Belgium, Denmark, Poland and Romania). The professional MA programmes favour more applied EU Legal Studies. We have in mind first the courses in European Administrative Law, for MA programmes in public management (Germany, Poland) and in European Human Right (Belgium, Denmark, Portugal and Slovakia). Second, there are the courses in European Economic Law. Looking to find a penetration niche between the Economic Law and the specific Economic studies, the MA programmes in European Studies generally offer the following courses: European Company Law (for basic notions, e.g. Poland, Slovakia); European Insurance Law (France); European Patent Law (France, Romania); European Media Law (Germany); European Consumer Law (Slovakia). Finally, the European Social Law courses are present mainly with classes about free movement of persons and immigrants’ rights (Belgium, France, Germany, Portugal and Spain). 1.2.3. Doctoral studies in the field of European Studies are generally rare in the countries that we have surveyed, considering that in countries like the UK, Denmark France, Germany, European Studies are seen as a subfield of Political Science. In countries like Italy, Portugal or Spain, European Studies are perceived more in terms of European Law, European Economy and History of European Construction and thus, the doctoral schools in European Studies exclusively are very rare, and when they exist they are developed on one of these domains. In the new EU entrants, even if there is an explosion of BA and MA programmes in this field, a doctorate degree in European Studies is tributary to the foundations of European studies (economy in Poland, Slovakia, Lithuania and Romania); Legal Studies (Poland and Lithuania), Political Science (Lithuania, Romania and Slovakia); History (Romania). Therefore, except for Belgium, EU Legal Studies at the level of PhD in European Studies is irrelevant. 1.3. EU Legal Studies as Interdisciplinary Framework: a few general elements have been noted. On the one hand, its association to other study programmes has led to diversification of course areas offered to students, but also to the emergence of possible new study programmes of applied Law (e.g. Media, Energy, Telecommunications, Cyber Law, etc.). . On the other hand, out of the three levels of studies, the MA in EU Legal Studies has flexible and dynamic curricula, aspect that makes us believe that a flexible and dynamic curriculum highly enhances the main intrinsic objectives of such field. Finally, EU Legal Studies in association with other courses has tremendously contributed to its becoming dynamic and to a greater constitutive and interpretive rigor. 1.3.1. Bachelor degree. Analysing the curricula of various study fields, we have noticed that, on the one hand, the vitality of EU/European Law is ensured by its teaching

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at a wide array of study programmes (Political Science, Social Sciences, Economy, Geography, Humanities, Linguistics), but also at fields placed somehow outside the knowledge area (technical studies, mainly in France and Spain; economical and commercial studies – in France, Germany, Italy, UK; agricultural studies – Slovakia). On the other hand, it has had a huge contribution to the process of Europeanization of higher education in all fields. When taught at non-legal specializations in addition to the well-established titles: European Law, EU Law, Community Law, we have often found Foundations of EU Law/ Elements of EU Law/Principles of EU Law (Italy), Introduction au droit européen/ comunautaire (Introduction to European / Community Law) (Belgium, France); Basics of European Law, Basic Features of European Law (Germany); Bases of European Union Law (Poland). European Public Law is little present in the EU Legal Studies curricula for Interdisciplinary Framework; only in the case of European Administrative Law we have found it at Public Administration and Public Management specializations, and European Human Rights at Social Sciences and Political Science programmes. With reference to the course of European Environmental Law, although regulating one of the most present policies within public space, i.e. environment protection, it is seldom studied (Germany, France and UK). European Private Law is not listed in the EU Legal Studies curricula for Interdisciplinary Framework, except for European Law of Family within Social Sciences programmes. The European Agricultural Law is shown no interest in this third aspect, as Interdisciplinary Framework, being subject of interest only for specializations in France and Slovakia.

European Economic Law is an assistant to EU/European Law, especially for Economic Studies programmes (Business, Commerce, Tourism), but also within technical studies programmes. To be noted that the BA programmes list neither a big quantity, nor a big diversity of courses in European Economic Law, as it observed in the case of the MA programmes. The most frequently found courses are: European Commercial Law (Germany, France, Spain, Poland, Romania, UK); European Cartel Law (Germany, France, UK); European Competition Law (Germany, France); European Contract Law

(Germany); European Consumer Law (found in the curricula of Belgian and Danish trade study programmes); European Patent Law (Belgium, Germany, France, UK); European Transport Law (France, Italy); European Tax Law (France, UK); European Energy Law (Germany, France); European Media Law (France, Germany, UK). Note that the newer EU entrants subject to our survey (Lithuania, Poland, Romania and sometimes Slovakia) are behind with adjusting the curricula of European Economic Law to other study areas.

European Social Law is mainly listed in the curricula for Social Sciences, Social Security and Human Resources programmes. The BA programmes house only general courses, particularly European Social Law (Belgium, France, Germany, Italy and the UK) and European Labour Law (France, Germany, Italy). We have noted that, again, the newer EU countries are behind with adjusting the curricula for European Social Law to other study areas. Also, the European Social Law curricula on the whole seem to be rather standardized, being less flexible than the MA curricula.

1.3.2. Master’s degree. The MA of Interdisciplinary Framework highlights best

the flexibility of the EU Legal Studies curricula. The need to find answers to regulating new opportunities and increasingly diverse requirements of the society leads to adjusting

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the EU Legal Studies curricula to such challenges. From this point of view, new independent European Law discipline areas arise independently and spread across most European universities, thus contributing to deepening the integration process of higher education in the field of Legal Studies in Europe. There are also fields which are taking shape in other areas of Law (European Telecommunications Law, European Law on Information and Communication Technologies, Bioethics Law, Innovation Law, etc.), but tomorrow they will be the ones replacing the general courses that are still being taught and will stimulate the emergence of new MA programmes.

Going through each subfield of the EU Legal Studies listed in the curricula of some Interdisciplinary Framework, we have noted at least four things.

First, we have found that because of maintaining certain incoherencies in the BA general curricula (i.e. the European Law is not offered to all students); the legal knowledge is transferred to the MA programme. In our opinion, which has also been expressed in the Bologna process strategy, the BA students must have minimal knowledge of European Law; unfortunately, this aspect does not translate in reality, fact that loads the MA curricula, especially in the case of the newer EU countries, but also of the older ones (Italy, Portugal), with European Law courses. The MA curricula should develop more Legal Studies courses applied to the MA programme profile. From this point of view, there is a small number of MA programmes with Legal Studies courses. Most of these programmes were identified in Belgium, Denmark, France, Germany, the UK, countries with a close EU Legal Studies curricular interdependence between BA and MA programmes.

Second, because the field of European Law is also mistaken for courses of European Integration or European Institutions, which belong to the field of EU Political Science, it is thought that, if one of the two courses was studied, the student has enough knowledge to be able to enrol in a MA programme within a European related study field.

Third, out of the five categories we suggested for EU Legal Studies, European Economic Law and European Social Law contain most of the applied European Law courses. Of course, this is different from country to country. If in Belgium and France we have found over 63% of the total courses of European Economic Law, in Germany, 57%, in the UK 56%, in Italy 49%, in Denmark, 44%, in Spain 42%, some countries showed gaps: Portugal, 28%, Poland 25,5%, Lithuania 23%, Slovakia 18%, Romania 17%.

A final aspect which we would like to bring to the reader’s attention refers to one of the most established courses within the Interdisciplinary Framework curricula: European Tax Law4; European Company Law5, European Commercial Law6, European Competition Law7; European Business Law8; European Environmental Law9.

4 Accounting Law (Katholische Universität Ingolstadt-Eichstätt); International Taxation Law with

Special Regards to European References (Fachhochschule Westküste Heide/Holstein); Tax Legal Protection in Europe (Universität des Saarlandes); European and International Insurance Law (Fachhochschule Köln); Droit fiscal communautaire/européen (Université de Nantes; Université de Paris 1 Panthéon-Sorbonne; Université Toulouse 1 Capitole; Université Paris Descartes; Université Paris 8; Université de Strasbourg).

5 Continental European Law and Company Law (SRH Hochschule Berlin ); Corporation Law, Group Law, Euroepan and International Company Law (Katholische Universität Ingolstadt-Eichstätt); Current Development in German and European Corporate Law (Universität Erfurt); European and National Company and Taxation Law (Katholische Fachhochscule Freiburg); German and European Company Law; German and European Bancruptcy Law (Hochschule für Wirtschaft und Umwelt Nürtingen-Geislingen); Right of the Corporations with European-

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Juridical Relations (Passau Universität); German and European Cartel Right (Universität Rostock); Droit européen de l’entreprise (Université Paul Cézanne - Aix-Marseille 3; Université Panthéon Assas; Université Toulouse 1 Capitole); Droit international et communautaire des sociétés (Université de Cergy-Pontoise); Droit Européen des Sociétés (Université d'Avignon et des Pays de Vaucluse); Strategie giuridiche europee d'impresa (Université Jean Moulin Lyon); Droit public interne et communautaire des entreprises (Université du Maine); Droit interne et européen des entreprises en difficulté (Université Paris Ouest); Droits étrangers et européens des entreprises (Université d'Orléans); Droit européen des sociétés et des groupements (Université Paris-Dauphine); Droit européen des sociétés cotées (Université de Strasbourg).

6 International/ European Economic Right and Commercial Right (Universität Paderborn)); European and International Legal Framework for Foreign Trade; Private, Trade, and European Law (SRH Hochschule Berlin); German and European Capital Market Law (Leuphana Universität Lüneburg); Droit commercial européen (Université Paul Verlaine - Metz; Université Toulouse 1 Capitole ); Droit commercial français et européen (Université d'Angers); European and International Commercial Law (Université de Savoie); Cas pratique en droit des échanges en Europe (Université de Picardie Jules Verne); Droit communautaire du commerce électronique (Université Lille 2 Droit et Santé); Les accords de coopération et d’association de l’UE avec les pays tiers du sud (Université de Strasbourg); EU Law - Module Commercial (Università degli Studi Mediterranea di Reggio Calabria); Single Market Law (Università degli Studi di Napoli; Università degli studi di Catania); EU Law - Markets and Commercial (Università degli studi di Catania); International and EU Commercial Law (Università degli Studi di Napoli); International and European private law and commercial (Uniwersytet Marii Curie-Skłodowskiej)

7 European Competition Law (Universität Kassel; Fachhochschule Mainz; Università degli Studi Roma Tre; Universitatea « Babes-Bolyai » Cluj-Napoca; Universitatea de Vest Timisoara; Universitatea « Ovidius » Constanta ); European and International Law of Competition Organistion (Universität Kassel).

8 FH Oldenburg; Basic Business Laws in Comparison of the Jurisdiction of the European Court of Justice, European Court of Human Rights and the German Federal Consitutional Court (Friedrich-Alexander-Universität Erlangen-Nürnberg); Droit européen/communautaire des affaires (Université d'Angers; Université de Bourgogne – Dijon; Université Evry-Val-d’Essonne; Université Pierre-Mendès-Grenoble; Université de Limoges; Université Lumière Lyon 2; Université de Savoie; Université Montpellier 1; Université de Nice Sophia-Antipolis; Université d'Orléans; Université Panthéon Assas; Université Paris-Dauphine; Université de Perpignan; Université de Rennes 2 - Haute Bretagne; Université de Rouen; Université Jean Monnet - Saint Etiennne, Université de Paris 1 Panthéon-Sorbonne lists it twice, as Droit européen des affaires and as Droit communautaire des affaires); International Business Law (Università di Bologna); European Contractual Law (Università di Camerino; Libera Università Mediterranea Jean Monnet di Casamassima; Universitatea din Bucureşti, Institutul Franco-Roman de Dreptul Afacerilor Bucureşti; Universitatea Ovidius din Constanta with 2 courses; Universitatea de Vest din Timisoara with 2 courses; Business Law in România and UE (Universitatea Ovidius din Constanta); EU business law (University of Bialystok)

9 Fachhochschule Anhalt/Technische Universität Dresden; Environmental Law of Nations and European Law of Nations (Universität Bielefeld); International and European Environmental Law (Universität Kassel); European Environment Guidelines (Fachhochschule Erfurt); Droit communautaire/européen de l’environnement (Université Paul Cézanne - Aix-Marseille 3; Université de Nantes; Université du Sud Toulon Var; European regulation & Environment (Université de Paris 1 Panthéon-Sorbonne); Contentieux communautaire de l’environnement (Université Paul Cézanne - Aix-Marseille 3); Droit européen/communautaire et international de l’environnement (Université Montpellier 1; Université de La Rochelle; Université Lille 2

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There are also courses that promise to become of the utmost interest along with the penetration of the acquis communautaire in more and more areas of society: European Patent Law10; European Transports & Logistic Law11; European/ Community Health Law12; European Media and Artistic Heritage Law13.

European Social Law is the category of courses offered by the MA programmes within Social Sciences, Political Science or Human Resources. It is also a well-established field in various countries, especially within those which rest on a social philosophy in building the political system (France, partially Italy and Romania). There are established courses like European Labour Law in Denmark, Germany, Italy, Spain and Romania, the UK14. European Social Law became important within Social Work, Social Protection and Human Resources Development programmes, especially in Belgium and France.

Droit et Santé; Université Jean Moulin Lyon; Université de Rouen); Droit international et européen/communautaire de l’environnement et du développement durable (Université Pierre -Mendès-Grenoble; Université Paris Ouest Nanterre La Défense); Droit européen/ communautaire de l'environnement (Université Pierre-Mendès-Grenoble; Université de Limoges); Droit international, communautaire et interne de l'environnement et l'urbanisme (Université de Limoges; Università degli Studi dell'Insubria, Sapienza Università di Roma; Universitatea “Ovidius” din Constanta)

10 Droit communautaire/européen de la propriété intellectuelle (Université de Nice Sophia-Antipolis; Université Paris Descartes; Université Paris-Est Créteil Val de Marne; Université Toulouse 1 Capitole); Droit international et européen de la propriété intellectuelle (Université Montesquieu Bordeaux IV; Université Pierre-Mendès-Grenoble; Université de Versailles - Saint Quentin en Yvelines); Droit français et communautaire de la propriété intellectuelle (Université Paris-Dauphine); La protection européenne de la propriété intellectuelle (Université Lille 2 Droit et Santé); Droit européen et international des brevets (Université Lille 2 Droit et Santé); Droit européen de l'innovation (Université de Nantes); Industrial property law of the European Union (Uniwersytet Marii Curie-Skłodowskiej; Universitatea din Bucureşti; Universitatea « Babes-Bolyai » Cluj-Napoca; Universitatea de Vest din Timisoara); Droit communautaire de la propriété intellectuelle (Institutul Franco-Roman de Dreptul Afacerilor, Universitatea din Bucureşti);

11 Droit européen des transports (Université du Littoral Côte d'Opale; Université Lumière Lyon 2, Université de Nice Sophia-Antipolis); Transport ferroviaire – Droit communautaire et international; Transport routier – Droit communautaire international (Université Paul Cézanne - Aix-Marseille 3); Normalisation et directives européennes pour les transports (Université de Valenciennes et du Hainaut Cambrésis); Droit communautaire maritime (Université de Nantes); Droit européen de la distribution (Université Lille 2 Droit et Santé)

12 Droit européen/communautaire de la sante (Université de Picardie Jules Verne/ Université Montpellier 1); Droit international et communautaire de la santé (Université de Nantes); Droit français et européen dans le domaine de la santé et de la recherche biomédicale (Université de Versailles - Saint Quentin en Yvelines)

13 Droit international et européen des medias (Université Paul Cézanne - Aix-Marseille 3); Droit communautaire de l’audiovisuel (Université de Bourgogne – Dijon; Université de Paris 1 Panthéon-Sorbonne)

14 Diploma de Master: National and European Labour and Social Security Lawş International and European Social Policy. Public Employment and Social Policy in EU (Universität Bremen) European Employment Law Part (Ernst-Moritz-Arndt-Universität Greifswald); Labor Legislation and Working Relations in Europe (Universität Oldenburg); Diploma de Magister: European and German Labour Law (Katholische Universität Ingolstadt-Eichstätt); European Labour Law (Fachhochschule Köln); EU Labour Law (Università degli Studi di Catania);

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The courses in European Social Security Law and European Family Law, although consistently represented in some countries (Belgium, France, the UK), need to become stronger in the future curriculum of specializations like Social Work or Social sciences.

1.3.3. Doctoral studies. EU Legal Studies are seldom present in different fields.

They are sometimes associated with EU Economics Studies (in Germany, France) and EU Political and Administrative Studies (Belgium, France, Italy and the UK). It remains a goal for the future to create interdisciplinary doctoral schools, where EU Legal Studies will have a well-defined place.


(transdisciplinarity) and national (transnational) borders

1.4.1. EU Legal Studies curricula within Legal Studies Disciplinary Framework In terms of basic compatibility with other areas of EU Studies, EU Legal Studies

appear to synchronize naturally, with certain variations at MA level. The BA curricula for Legal Studies has rather standardized contents, although they keep a strong national print in France, Germany, Italy, Portugal or the UK. We found the BA curricula for Legal Studies to be more open to a transnational perspective in Belgium, Denmark, Lithuania, Poland, Romania, Slovakia or Spain.

Instead, the MA curricula in EU Legal Studies bear an insignificant national print, while there is a strong synchronization in transnational interdependence. Unfortunately, this is where the compatibility with other areas of EU Studies fades away.

We have found that the transdisciplinary mobility for the doctoral program has the lowest rate of all three programmes, even if there are countries whose universities are developing bilateral or multilateral research programmes, their number is too low to be able to state that doctoral studies in EU Legal Studies have a transnational dimension.

1.4.2. EU Legal Studies curricula within Multidisciplinary Framework The EU Legal Studies curricula within the Multidisciplinary Framework (European

Studies Programme) have in general a greater transdisciplinary characteristic at all three levels of study programmes, given the fact that, on the one hand, the majority of courses belong to European Law, so they come in addition to other subjects of the programme: Political Science, Public Administration, Economics. On the other hand, within the Multidisciplinary Framework, the EU Legal Studies curricula can diversify their profile by converging with other subjects belonging to the abovementioned programme of study.

The transdisciplinarity distance between the BA and MA levels is not very great. This fact allows for the EU Legal Studies curricula within the Multidisciplinary Framework to actively partake in the curricular Europeanization process, by double degree, student mobility within the Life Long Learning Programme, by creating MA programmes in European Studies. Consequently, the EU Legal Studies curricula partaking in the Multidisciplinary Framework is highly flexible. We could say that of all three types

Community Labour Law (Università "Cà Foscari" di Venezia); Derecho Laboral y Social Europeo (Universitat Autònoma de Barcelona); European Labour Law (Academia de Studii Economice, Bucureşti )

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of programmes, the Multidisciplinary Framework outlines the possibilities that EU Legal Studies should have dynamic, flexible and open curricula.

Unfortunately, the number of doctoral schools in European Studies is very limited, and the existing ones have a perspective either social political, or historical. Therefore, EU Legal Studies do not have room in the curricula of this level of studies, which does not allow us to formulate value judgements.

1.4.3. EU Legal Studies curricula within the Interdisciplinary Framework In different fields making up an academic curriculum in the twelve countries that

have been assessed shows a transdisciplinary profile as high as the Multidisciplinary Framework. However, unlike the latter, the former is much more diversified as it can be provided at all levels of study.

This underlines not only the flexibility of EU Legal Studies; it also shows its openness. There is a supplementary note of flexibility and dynamics favouring MA studies as compared to BA studies in this case, too. The presence of EU Legal Studies in the curricula of Interdisciplinary Framework is a substantial premise to provide a transnational character to the field. Unfortunately, the number of interdisciplinary study programmes in the European education market is still low at all degree levels, with some positive highlights for MA, for certain countries that have developed such programmes (Belgium, France, Germany, the UK) and certain areas of study: Economy, Social Work, Public Administration, Commerce, Human Resources Development. We believe that the introduction at wider scale of EU Legal Studies courses in the Interdisciplinary Framework curricula will not only primarily agree all taught subjects, but also increase the transnational interdependence of this type of programme. The place of EU Legal Studies in the curricular structure of certain interdisciplinary doctoral programmes is very low, with a few exceptions for the areas of Political Science, Economics, Social Sciences.

1.4. Using NITC in the development of the European Studies curricula in the

aforementioned fields EU Legal Studies benefit very little of the ICT application to the curricula

development in all three degree programmes listing it. Nevertheless, there are some areas which required the adjustment of the EU Legal Studies to the new means of information and communication technology (NITC). Such study areas are found at the MA degree programme: Droit communautaire du commerce électronique15, Droit européen et international des NTIC16. Also, an increasingly important role played in the EU Legal Studies curricula is attributed to NITC within the industrial property law or intellectual property courses, taught not only at other specializations, but also within the Disciplinary Framework (Law) and the Multidisciplinary Framework (European Studies). From this point of view there is already a dedicated expertise not only in countries with a tradition in the area (Belgium, France, Germany, UK), but also in recent entrants to the EU countries (Romania or Slovakia).

15Université Lille 2 Droit et Santé, spécialisation Droit du cyberespace 16Université Paris Ouest Nanterre La Défense, spécialisation Droit des Nouvelles technologies et

Société de l'information

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Looking at these examples, recently profiled within the European curricular landscape in the EU Legal Studies, we can state that there are untapped possibilities to use NITC at large in developing EU Legal Studies curricula in both its monodisciplinary and multidisciplinary forms and particularly in its interdisciplinary dimension.

2. Developing EU Legal Studies curricula according to external stimuli

2.1. Evolution of the EU Legal Studies curricula according to the European

Agenda Analysing the evolution of the EU Legal Studies curriculum according to the

European agenda is a difficult and risky enterprise as it may be subjective. This difficulty is caused by multiple vectors. On the one hand, please note that our survey was based on collecting courses titles of EU Legal Studies of university curricula from twelve countries, fact that denied us the possibility of entering the individual contents of each course, so that we would be able to tell to which extent it has been adapted to the European political and development agendas. On the other hand, within the EU Legal Studies and moreover its basic components, such as EU/European/Community Law, the changing degree of the courses titles according to the European agenda is very insignificant, given the fact that there has been a tradition in knowledge and teaching which encounter little change; only fundamental documents might change the title, such as the Treaty of Lisbon. Although our survey was based on the 2008/2009 curricula, we have failed to be able to tell from the courses titles how much the Treaty of Lisbon has been assimilated into the education process. We believe that the true assimilation of this fundamental document has been commenced since 2009/2010 especially that it came into force in December 2009. If on the Treaty of Lisbon, the 2008/2009 courses titles do not allow us to state the degree of adjustment to the EU Legal Studies curricula, instead other European political events, the enlargement or the evolution of the integration processes enable us to discover to which extent these curricula are constantly growing. For example, the UE Enlargement Process determined Germany and Italy to study the legal systems of the Central and Eastern-European countries, of course in relation to Community Law. The BA programme studies: East Law East Europe and the European Union; Introduction to Central and East European Legal Systems; Seminar on human rights complaints against states in Eastern Europe; Constitutionalisation of Civil Law in Central and Eastern Europe: Selected Problems17. Four Italian universities from North and North-East teach at the BA level East European Law (Oriental Europe Law), marking the very tight economic connection with the countries of Central and Eastern Europe.18. In France we have come across a course titled: Droit social et transition vers l'économie de marché en Europe19. In the remaining countries that were subject to our survey we failed to find Legal Studies courses designed to provide knowledge of legal issues relevant to the countries of Central and Eastern Europe

In addition to specific political drivers of the European agenda, the EU Legal Studies curriculum has been greatly added also due to the adoption of the acquis communautaire in all

17 Christian-Albrechts-Universität zu Kiel; Universität zu Köln; Universität Regensburg 18 Università degli Studi di Torino; Università degli Studi di Trento; Università degli Studi di

Trieste; Università degli Studi di Udine 19 Université Paris Nanterre La Défense

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the EU countries. The evolution of Public Law, in general, and in particular of two of its components, European Administrative Law, and mostly European Human Rights, proves that the integration pulses echo not only at the level of knowledge, but also at the training of future citizens of the EU. The fact that in the twelve surveyed countries, the European Human Rights rank among the top five types of courses that form the EU Legal Studies curricula, demonstrates how EU Legal Studies adjust to one of the European Construction priorities – to protect the fundamental human rights, which was also asserted in The Laeken Convention, in the Treaty establishing a Constitution for Europe (TCE) and most of all, in The Treaty of Lisbon. With reference to European Private Law we cannot predict how courses will respond to external drivers, especially that all states retain their sovereignty in matters of regulations on private legal relations of private law.

The most spectacular evolution following external drivers is registered to European Economic Law curricula, which should give appropriate answers in the context of knowledge about the functioning of the European market within a globalized world economy and an on-going diversification of offered services. If for certain subfields – European Company Law; European Business Law; European Commercial Law, and partially, European Tax Law, since 2000 a rich scientific literature has taken shape for other areas like European Competition Law; European Consumer Law; European Patent Law; European Energy Law, European Media Law, European Law of NITC the transfer of knowledge to the formative level occurs every 1-2 years. This requires the European Economic Law to have a very flexible and always open curriculum.

European Social Law fits the very dynamic areas of evolution in relation to external drivers. Moreover, once the Treaty of Lisbon adopted the social model as a paradigm for EU development, European Social Law will be highly in vogue, especially in terms of social security, family and work law.

2.2. To which extent are the EU Legal Studies curricula adjusted to changes

in the European labour market? The EU Legal Studies courses generally provide students with specialised

knowledge, capable to develop an amount of knowledge within various areas and highly complex within the Legal Studies. The courses belonging to the categories of European General Law, European Public Law and European Private Law ensure not only the transfer of theoretical knowledge, but also the formation of legal skills of applying knowledge to specific cases. Thus, in countries like Belgium, France, Germany or the UK, courses in European jurisprudence analysis are taught. In contrast, other countries need more applied courses, including at the MA level programmes. The EU Legal Studies adaptability to the labour market is best seen on the contents of the two categories, European Economic Law and European Social Law. The presence within the EU Legal Studies curriculum of such courses in a high share (average over 1/3) is an important indicator for assessing the compatibility of the study area with the labour market.

If we review how the EU Legal Studies courses can assist to building a culture of local, regional, national, European and global community, it is clear that, at the BA programme level, the EU Legal Studies curricula focus on the European dimension in correlation with the global dimension, by association with International Law (e.g. Belgium, Denmark, France, Germany, Lithuania, Romania, UK), in association with the national dimension (e.g. France, Germany, Italy, Poland, Portugal, Spain) and a very scarce local coverage (most evidently in France). At the MA level, there is a wider variety of

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approaches, where aside from the global and sometimes national dimensions, new regional and local dimensions have been emerging (ex. Belgium, France, Germany, Italy, Spain).

The EU Legal Studies curricula contribute to promoting important values on labour market at all levels of study, such as individual and organisational initiative, corporatist responsibility combined with individual and social wellbeing.

The EU Legal Studies courses contribute to providing area-specific competencies, among which the most important are: advanced instrumental-applicative competencies, which allow the solving of problems and cases, i.e. applying the legal theoretical knowledge to concrete situations within the sphere of international, European or national law; competencies of comparative understanding of the national or European legal phenomenon in international context; competency to correctly understand and interpret the normative text , especially from the international or European law, using well established methods and techniques for juridical interpretation; capacity to make critical judgements with scientific character, to develop a set of arguments in support of ideas; capacity to elaborate a complex summary of ideas and current issues in theory and practice in relation to a specific subject, with implications for international, European or comparative law; ability to make a rationally justified choice between several alternatives; ability to collect and put in order specific information about a topic; ability to carry out an independent research in a field, either new, or legal related, or adjacent.

2.3. Impact of The Jean Monnet Action in developing the EU Legal Studies

curricula According to a comparative analysis between the other areas of study, we have

found that the EU Legal Studies has had the greatest support from the “Jean Monnet” Action: 35.05% of the total of financed projects, until 2009, from within the twelve European countries subject to our research are from EU Legal Studies area. If we relate the number of teaching structures and the number of courses of EU Legal Studies, we note that one structural unit (modules, permanent courses, chair and centre) funded by the Jean Monnet Action (JMA), corresponds to 6.90 courses. With the exception of EU Economic Studies (4.66 courses/ JMA unit) and EU Interdisciplinary Studies, we note the major impact that JMA has on the curricular development of the EU Legal Studies in the twelve surveyed countries. If we analyse the impact from the curricular development perspective in each of the twelve surveyed countries, through the relation courses/JMA unit, we have the following situation: countries with major impact (1-5 course/JMA unit): Spain = 1.29; Italy = 4.38; countries with optimal impact (5-10 course/JMA unit): Portugal = 5.23; Poland = 5.66; Slovakia = 9.71; Lithuania = 9.75; countries with medium impact (10-15 course/JMA unit): United Kingdom = 11.43; Germany = 13.00; France, 13.26); countries with little impact (over 20 de course/JMA unit): Denmark = 25.00; Romania = 44,14 ; Belgium 45,87. Our comparison shows that the JMA impact is much differentiated amongst the assessed countries, from 1.29 in Spain up to 45.87 in Belgium. The new entrants to EU mostly belong in the JMA optimal impact group (Lithuania, Poland and Slovakia), with the exception of Romania. This shows that there are no positioning differences due to the gap in the process of curricular integration in the field of EU Legal Studies amongst the EU newcomers as compared to other countries from the point of view of the JMA impact. Positioning impact differences are determined by internal stimuli favouring the development of one field or another. For instance, in countries like Denmark, Poland, Portugal, or Romania, the EU Legal Studies come in second to other areas of European

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Studies; in countries like Germany, Lithuania, or the UK there is a certain balance between EU Legal Studies with EU Political Science and Administrative Studies, or EU Economics Studies; for the remaining countries, EU Legal Studies are in a privileged position. On the other hand, this positioning is also given by certain national specificity within the general curricular construction.

Conclusions Walter Hallstein’s statement, “Europe is no creation. It is a rediscovery.” by one of the founders of the European Union wanted to highlight the existence of common values which can help overcome differences and conflicts between individuals, groups or states in Europe; we believe that this statement is self-explanatory for the particular relevance of the EU Legal Studies within the homogeneous construction of the European Studies curricula at the level of European Union, and for achieving a university education in synchronization with the European values and traditions and oriented towards the major objectives of European construction.

The share (30.05%) of the EU Legal Studies in European Studies curricula developed in the twelve assessed European countries is very large. This aspect determined our research to start from the division of the EU Legal Studies into five main categories, which were subsequently researched from two development perspectives: internal drivers (dynamics of Legal Studies specializations; the role of mobility in various ways for crossing the disciplinary (transdisciplinarity) and national (transnational) borders; the role of NITC in developing the EU Legal Studies curricula); then, the external drivers (curriculum evolution in the light of changing and level of information about the European agenda; impact of the Jean Monnet Action/Programme in European Studies curriculum development within the particular field).

One of the main conclusive aspects arising from our survey shows that EU Legal Studies are current and homogeneous. If, on the one hand, being current is organically and inherently determined by the link between politics and the rule of law, on the other hand, being homogeneous, trait which we have noticed at EU Legal Studies, is a novelty. Thus, at the BA and MA programmes levels, we have found a rather levelled distribution of the main classic areas of law, both as a Disciplinary Framework, and as a Multidisciplinary Framework. With reference to the EU Legal Studies as Interdisciplinary Framework, we have found not only a diversification of the studied legal institutions, but also the emergence of possible new study programmes of applied law (e.g. Media, Energy, Telecommunications, Cyber Law, etc.). The two aforementioned characteristics of the EU Legal Studies have demonstrated the curriculum flexibility and dynamism that enhance the main intrinsic objectives of such field.

Another element that we have found during or survey refers to the high capacity of reformulation and communisation of the two areas of EU Legal Studies: European Social Law and European Economic Law. The explanation for this adaptability, specific to both categories, can be found first within the fundaments of Europe construction: a common market based on, among other things, free movement of labour and on the other hand, today, within the European Union: the sacramental importance of economic and social policies.

We must, in the end, emphasize the fact that the dynamics of all areas of EU Legal Studies that we have surveyed is imprinted also by external drivers, amongst which the Jean Monnet Action has a consistent impact, not only by financing teaching structures, but also through the research directions considered within the financing policy.

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Although our research might be criticised, either under the aspect of chosen methodology, or under the aspect of the results, not always probative, we consider this early approach to be helpful in conducting much deeper research, quantitative and/or qualitative over the EU Legal Studies within the entire communitarian space, and in the end our efforts will promote the European dimensions necessary to the higher education (curricular development, inter-institutional cooperation, mobility programmes, integrated programmes of study, training and research).

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European Historical Studies or EU Historical Studies

Alina STOICA*, Barbu STEFANESCU** Abstract: Contemporary realities are shaped by the evolutions in time of the processes,

phenomena, institutions etc. So from this perspective History is not a limited domain but one which interferes with all possible scopes. Therefore curricula written for EU Historical Studies programmes granted a great importance to studies in history.

This paper aims at a quantitative and qualitative analysis of the university curricula in what concerns the large scope of EU Historical Studies. Main issues approached are: Role of internal drivers in developing EU Historical Studies curricula, Developing of the EU Historical Studies curricula according to external stimuli etc.

Key words: history, curricula, Europe, European Studies

Discipline of human development, among the social sciences History remains the academic area with the largest interest within university curricula. People use for History more and more the plural, “histories”, given that on the border with the other sciences there are a number of new emerging subjects based on interdisciplinary collaborations. History, regarded as the progress of a system in time, provides the other sciences with the much needed chronological perspective. At the same time, when defining its area of interest as being anything human or human-related, History takes interest, either from a global or from a sector perspective, in themes that are common or borderline with other disciplines. What gives History its particular characteristic is the evolution perspective.

If we take our discussion to a European level, the current realities are shaped by the evolutions in time and they are found at the entrance point of such evolutions; therefore, the realities are partially solidary with those from other times, making the inevitable call for the specialised disciplines to follow them. Be they processes, phenomena or institutions with major roles, they possess a precedence, expressed in premises, chronological landmarks of appearance and evolution, which the global history or its specialised areas are summoned to record and explain. Even if there are voices stating that no one can bring the future closer by permanently looking back, the memory, together with the history as a form of memory, cannot and shall not be eluded in multiple explanations of the world or of the contemporary humanity. Therefore, viewed from this perspective, History is not a limited field, but it interferes with all possible fields (Law, Economy, Geography, etc.), being always present within interdisciplinary researches.

This was understood by those who, in institutions and different countries have drawn up curricula for European Historical Studies. They allowed important historical studies to be carried out within the examination of the European unity evolution, as proven by our current research. For this purpose, the approach of History has been greatly changed; emphasis has been put on the history of difference, the one which favoured political specificities, served national states, justified evolutions towards national states,

* University of Oradea ** University of Oradea

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often from partisan positions, based on common traditions of culture, civilizations and spirituality. All of the above support our decision to include in our survey the more restrictive area of the EU Historical Studies within the wider European Historical Studies, with no loss of identity for the first. The idea of Europe, which designates a specific geographical space, is millennia old. The aware process of European construction, of formation of economic, political and institutional unity of the said space is several decades old, being actually triggered by the world bipolarity installed immediately after the Second World War, leaving Europe with the chance to save its position, role and identity only by applying the premises of its unity. Therefore, the European Union is a political construction emerged at the half of the XX century, but which has not yet included all the states of the historic Europe, states that are part of the European identity and that share a common history with the European Union Member States.

We thus believed indispensable the presence and implicitly our analysis of the subdomains forming the general framework of the European Studies, the historical context, e.g. European History, Memory and Europeanization, European Cultural History, together with disciplines directly addressing the European Union, e.g. History of European Integration, History of European Unification, etc. they are all an important support in building the European identity based on the same value systems found in the documents under which the European institutions work, or on a sum of common symbols or a common cultural heritage, all of which created in time, followed and monitored by historical studies. Be they disciplinary, multidisciplinary or interdisciplinary, at Bachelor, Master and PhD programmes levels, the historical studies prove to be useful and effective in accrediting the image of a new Europe, institutionally united, and also in promoting the language and cultural diversity. It is not seldom when History, with the purpose of sustaining such ideas, is found in various combinations, multi- and interdisciplinary, with disciplines from the same epistemological area, such as Cultural Anthropology, Economy, Political Science, or Sociology.

Another idea resulting from the review of the European Studies university curricula is that History disciplines open the path for knowing the Central and South-Eastern Europe history, with specific evolutions related to those of the Western Europe, before and during the communist regimes.

History, as currently studied within the European Studies specializations is meant to contribute through specific means to fulfilling its mission, that is to provide an integrated perspective of the European unification and integration.

The field of EU Historical Studies holds the third position within the whole field of the EU Studies curricula. Most curriculum assessment activities carried out so far highlight such aspect. According to a quantitative analysis run on European Study courses taught in universities from within the twelve European countries subject to our research for the academic year 2008/2009, EU Historical Studies hold almost 12% of the EU Studies total. Above the average of the twelve assessed countries we found: Portugal (18%), Latvia (17,12%), Slovakia (15%), Poland (14,81%), UK (14,50%), Germany (13,21%); below the average: Belgium (6,25%), Denmark (8,65%), France (10,61%), Italy (9,88%), Romania (8,90%) and Spain (11,11%).

After reviewing the titles of courses and specializations where such courses are taught, we have noted that we can group the courses into 4 subfields: Memory and Europeanization, History of European Integration, Types of European History and History of Europe.

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Within the first subfield, Memory and Europeanization, we have placed the following courses: The Historic Fundaments of the European Law and Memory and Europeanization.

Within the second subfield, History of European Integration, we have grouped History of European Integration/ History of European Unification and History of European Institutions.

Within the third subfield, Types of European History, we have placed the following courses: European Cultural History, European Economic History, European Religions History, The History of European Urban and Regional Development, European History of Music.

Within the fourth subfield, History of Europe, we have arranged Ideas of Europe in History, Image of Europe, European History and Aspects of Contemporary History in East and South-East.

The curricular database of the four subfields has been the support needed to seize the development of curricula in EU Historical Studies through internal and external elements contributing to its development.

1. Role of internal drivers in developing EU Historical Studies curricula

1.1. EU Historical Studies as Disciplinary Framework (History) the curricula

are is well-developed, especially for BA and MA, but less developed for the doctoral degree programme. In general, because history has been studied for centuries, the EU Historical Studies curricula within the history programmes are more developed in comparison with EU Historical Studies in Multidisciplinary Framework and EU Historical Studies in Interdisciplinary Framework. Although certain tendencies of standardization could be observed in the disciplines taught in these fields, there are also important differences from one country to another. This fact proves the old age, perseverance and importance of this field, as well as its permanent updating thanks to the specialists’ concern in order to gradually increase the quality by aiming higher and higher.

1.1.1. At the BA level, the EU Historical curricula are rather complex and

different from one country to another. It most commonly contains courses from The History of Europe subfield. Therefore, we note the existence of numerous disciplines which approach the history of Europe from a chronological perspective, with names more or less resembling from one country to another. In Italy, for instance, in 90% of the cases we have come across the course titled History of Europe, taught at the universities of Torino, Trieste, Salerno, Bologna, Siena, Trento and Verona. In Spain, in 50% of EU Historical Studies courses (namely 30 courses) are related to the history of Europe1, while the percentage decreases, comparatively, in the case of Germany (4%) and France (7%). Some courses are taught in Germany2 and in France3: Espaces européens a l`époque 1 History of the discovery of extinction in Europe and America, Universidad de Córdoba, Rights

and values of European History, Universidad de Salamanca, Current History of Europe, Universidad de Castilla la Mancha, History of Europe in the universal context, Universitat Autònoma de Barcelona, etc.

2 Universität Potsdam, Universität Leipzig, Eberhard Karls Universität Tübingen, Universität des Saarlandes, Universität Rostock, Universität Passau, Universität Osnabrück, Universität Regensburg, Universität Konstanz, Universität Paderborn, Philipps-Universität Marburg , Universität Mannheim

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moderne: conscience, représentations, expériences, Espaces européen et lÙnion Européenne, Histoire et civilisation de lÈurope (L`époque contemporaine), Histoire de lÈurope4. Portugal, too, adopted this type of courses, also under the name of History of Europe, at the University of Coimbra, New University of Lisbon.

In Central and South-Eastern Europe, as a consequence of the EU accession waves, we note an explosion of European Studies programmes, especially of BA degree programmes. We note that the new EU entrants, Latvia, Poland, Slovakia and Romania, are committed to the course title – History of Europe5.

Another type of course is Idea of Europe which frequently shows up in the curricula of all twelve surveyed counties6, although not always present at the history specializations.

An important aspect of this subfield makes us underline the fact that within the new entrants to the EU there is a great interest for European Identity, which folds perfectly on their interest of identifying themselves with the European Union. Therefore, we single out Latvia, as an example, where during the 2008/2009 academic year we have observed a special interest for the European Identity courses, found at the European Humanity University at many specializations. The same type of course was also found in Romania, at the Alexandru Ioan Cuza University from Iasi.

Things are slightly different where Aspects of Contemporary History in East and South-East Europe is concerned, to which, in the Western Europe, a special place was given by the universities from the Eastern part of Germany7 and Italy8. Nevertheless, this course is completely lacking in France, Spain and Denmark. We found it again in the UK9, Portugal10, and Belgium11.

We have found normal concern regarding this type of course in the surveyed countries from Central and South-Eastern Europe, especially in Romania12, Poland13,

3 Université de Provence-Aix-Marseille, Université de Strasbourg, Université de Bourgogne-Dijon,

Université Charles-de Gaulle-Lille 3, Université de Bretagne Occidental-Brest, Université de Corse Pasquale Paoli, Université inter-régionale Antilles-Guyanne (Guadeloupe - Martinique - Guyane)

4 Université Lumière Lyon 2 5 Romania: Universitatea „Babes-Bolyai” Cluj Napoca, Universitatea de Vest din Timisoara,

Slovacia: Univerzita Komenského v Bratislave, Slovenská poľnohospodárska univerzita v Nitre; Polonia- Uniwersytet Ekonomiczny w Krakowie

6 Germany: Europe – Idea and Reality, Westfälische Wilhelms-Universität Münster, Europe and the Non-European World, Ludwig-Maximilians-Universität München; France: Histoire de lìdée européenne, Université de Nantes, Université de Lille 2 Droit et Santé

7 Where is East Europe, Georg - August - Universität Göttingen, The Decay of the Eastern Block - The end of Communist Systems in Central and Eastern Europe (1985-1991), Justus -Liebig-Universität Gießen

8 History of Oriental Europe, Università degli Studi di Camerino, Università degli Studi di Firenze, Università degli Studi di Milano, Università degli Studi della Tuscia, Università degli Studi di Bari, History of Central Europe, Università degli Studi della Tuscia.

9 Central and Eastern Europe since 1945, University of St Andrews, Civil society and the state in Central and Eastern Europe, An economic and social history of Eastern Europe 1918–89, University of Glasgow, Europe East and West, 1943-1991, Durham University

10 History of Slavic countries of the Central Europe, Universidade de Lisboa, Slavic and European International Relations (19th and 20th centuries), Universidade de Lisboa

11 History of Central Europe and the Balkans, Universiteit Antwerpen. 12 The South-Eastern Europe in the Contemporary Period, Universitatea Alexandru Ioan Cuza din

Iaşi, The South-Eastern Europe in the Contemporary Period, Universitatea de Vest din

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Slovakia14, but also in Latvia15. Yet we can note especially the fact that in this part of Europe, EU Historical Studies programmes are still in permanent transformation.

1.1.2. The MA programme of the historical field contains a more applied EU

Historical Studies curricula, in comparison with the BA programme. In a certain measure, the BA courses of the EU Historical Studies field are taken

up at the Master level programme, too, more or less theorized, depending of the state. In what concerns The History of Europe subfield at the Master level programme,

its presence in the basic history programmes is very low, being however observed in the curricula of some MA programmes in France under the same theoretic form16, but also under a more applied form17, like the UK18, where it is met inside the European History MA programmes; and Portugal19. In Italy’s case, the Master level programme curriculum of this subfield is more theoretical. Like the previous case of BA level programme, we found also at the MA level programme, in 90% of the courses, titles like History of Contemporary Europe and History of Europe20. In Germany’s case we found three types of applied courses: Basics of European Scientific History, European History and Politics, European Contemporary History and in the case of Belgium, two21. In Spain and Denmark this kind of courses is totally lacking.

The MA programmes from within Central and South-Eastern Europe, from the states evaluated for the purpose of this project (i.e. SENT), adapted relatively quickly to the Bologna Process and to the realities that concern them as European Union Member States, interested in defining the identity, but also the European integration. Therefore, courses belonging to The History of Europe subfield were found in the curriculum of the

Timisoara, The History of Central and Eastern Europe, Universitatea din Oradea, The History of Byzantium and South-Eastern Europe, Universitatea “Ovidius” din Constanta.

13 The recent history of Eastern Europe, Uniwersytet Marii Curie-Skłodowskiej, History of the Eastern Europe, Poland in Europe, Uniwersytet Warszawski

14 Cultural and Political History of Central Europe, Univerzita sv. Cyrila a Metoda, Transformation Processes in countries of Eastern Europe, Transformation Processes in Central Europe, Trenčianska univerzita A. Dubčeka

15 Civil Society in Eastern Europe, LCC tarptautinis universitetas 16 European History, Université de Paris-Sorbonne 4, The History of Europe, Université Pierre-

Mendès-Grenoble 17 History and Actors in the European Union, Université Pierre-Mendès-Grenoble, Cultural and

Social History of Europe, Université de Versailles Saint- Quentin- en- Yvelines, Social and Economic History of Europe, Université d’Angers

18 Conflict in European history, University of Glasgow 19 Comparative and transnational history of Europe, Universidade de Evora, The State in European

History, The Nation in European History, History of the contemporary Europe, Universidade Lusíada in Lisbon, Topics In History Of Europe, Universidade do Porto, Political History Of Europe Post-War, Universidade Católica Portuguesa

20 Università degli Studi di Firenze, Università degli Studi di Torino, Università di Bologna, Università degli Studi di Milano.

21 History of European Populations from Ancient Regime to this day, Western Europe and its Overseas Territories: Expansion and Withdrawal, Université de Liège

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MA in History from Romania22; none was found in the curricula of Slovakia, Poland and Latvia.

In the cases of the courses titled Ideas of Europe in History and Image of Europe, we note a lesser frequency in the curricula of the evaluated states. In the first case, the disciplines keep the same theoretic form as in the BA programmes; we find them in France, at the University of Rochelle, the Paris Quest Nanterre La Défense University and the Universities of Nantes and Sorbonne 3, in most universities of Romania, Spain, at the University of Salamanca, and in Portugal, at the University of Coimbra.

In what concerns the Aspects of Contemporary History in East and South-East Europe type of course, we note a special interest in Romania23and Latvia24, where 90% of the courses taught at the MA in History programmes approach, in one way or another, aspects of the Central and South-Eastern Europe; similar interest was noted in the case of Poland25. The Western states also give a certain importance to this type of courses, especially Germany through the University of Friedrich-Schiller Jena and France at the University of Strasbourg and the University of Paris Quest Nanterre la Défense.

1.1.3. At the doctoral level, the EU Historical Studies curricula are extremely

limited. Courses more applicable to the Disciplinary Framework are to be found in a

greater number at prestigious universities, with tradition at this level of studies: in the UK (University of Glasgow), in Italy26, in Spain (University of Cordoba, University of Vigo, Complutense, University of Madrid27) and also in Romania28 (Babes-Bolyai University Cluj-Napoca). Such courses are fitted in The History of Europe and the Aspects of Contemporary History in East and South-East Europe. In the remaining surveyed countries the courses from the EU Historical Studies field are totally absent.

22 The History of Europe and the European Union, The modern European History, Academia de

Studii Economice din Bucureşti, The European Union from Maastricht to the project of threaty of establishing a European Constitution, Universitatea “Babes-Bolyai” Cluj Napoca

23 Ethnic minorities' political representation in Central and Eastern Europe, Political modernity’s in South-East Europe, Revolutions and regime change in Eastern Europe. The Jewish Intellectuality in the Central and Eastern Europe, The Holocaust in Europe and Romania, The Communism in Balkans and the Central Europe, The Eastern Europe States in Post-communism, in universities like: University of Bucureşti, University "Dunarea de Jos" of Galati, sity Alexandru Ioan Cuza of Iaşi, Western University of Timisoara, University of Oradea

24 Eastern and Central Europe: the History of the 20th Century, Vilniaus universitetas, National Movements in Central East Europe, Vytauto Didžiojo universitetas

25 The Eastern Europe, Uniwersytet Szczeciński, The recent history of East Europe after 1945, History of the regions of Europe and the World, Uniwersytet w Białymstoku

26 Ideas of Europe in History, Image of Europe, European History, Aspects of Contemporary History in East and South East Europe, Università degli Studi di Genova

27 Comparative political History of Europe, Recent European Prehistory, The Social History of Europe and its overseas screening

28 Shaping the New Europe, Representing of Central Europe, The Statute in Central and Eastern Europe after 1945

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1.2. From the EU Historical Studies as Multidisciplinary Framework

(European Studies Program) point of view One of the characteristics of European Studies programme is to provide an applied

perspective where it naturally fits the EU Historical Studies field. The initiation courses present within the BA curricula are detailed at the MA level. At the PhD level, in comparison with the BA and the MA, the EU Historical Studies courses are not numerous. It is absolutely necessary to mention that there are different perspectives in seeing the European Studies field, from one country to another, fact easily seen in our evaluation of the twelve European countries.

1.2.1. At the Bachelor degree level, a particularity is represented by the fact that

this kind of courses are to be found with the same weight in the universities from the founding countries of the European Union, promoters of the European Studies Program, as well as in those which are newer members of the Union.

The first subfield, that of the EU Historical Studies, is a special one - Memory and Europeanization, in which we grouped the courses in the following types: The historic fundaments of the European law and Memory and Europeanization. This subfield, yet part of the EU Historical Studies, touches and completes the EU Legal Studies field, by The Historic Fundaments of the European Law. Germany gave great importance to this aspect, proved by the existence of this kind of courses in four universities29. There is a special interest for the History of European Private Law course, which is repeated in three of the four mentioned universities. In England30, Italy31 and Portugal32 we found History of Law courses, much more applied and taught at the European Studies specializations.

In the case of the Memory and Europeanization course, Germany comes again with an even larger variety of disciplines than the previous type. These are taught in over five universities33. A certain interest in this respect we have noted in England34, as well. The remaining curricula show no type of such course.

The most developed subfield as number of disciplines inside the European Studies Curricula is the History of European Integration, containing the following types of courses: History of European Integration/ History of European Unification, History of European Institutions.

29 Universität Augsburg, Ruprecht-Karls-Universität Heidelberg, Westfälische Wilhelms-

Universität Münster, Ruhr-Universität Bochum 30 Crime and Punishment in Britain and Europe, University of Dundee, 31 Constitutional History of Modern Europe, Università degli Studi di Milano 32 Foundations of the European citizenship, Universidade do Porto. 33 National Places of Memory and Europeanization of Remembrance, Universität Mannheim, War

and the Memory of War in the Modern European History, Freie Universität Berlin , “Grosses Kino” – European Contemporary History of Movies, The Social Upheavals 1989/90 in the Context of German and European History, Homeland Security in Europe in the 20th Century, Ruhr-Universität Bochum, The Revolutions of 1848 as Europe’s “Memorial Place”, Universität Paderborn, Collective Memories of the First World War in Europe, The long Century: National, European and Global Perspectives History of Northern Europe from the Squid Union until the First World War, Universität Mannheim, etc. another universities where similar courses are taught: Hochschule für Jüdische Studien Heidelberg, Ruprecht-Karls-Universität Heidelberg, Ludwig-Maximilians-Universität München.

34 War, Persecution and Memory in Twentieth Century Europe, University of Chichester

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In the context of the evolutions within the European Union, of the numerous accession waves, we will try to see the way in which the disciplines of this subfield have changed or could still change. In this respect, for instance, in 2009, at the initiative of the Harvard University and the Centre for European Studies within the same university, the 40 Years On: Europe, the Disciplines and the World35

conference was organised, endorsing debates on the topic. And yet, our analysis is based on courses taught in 2008/2009. We first mention the courses debating the process of European unification. In this context please note that their number is considerable. In Germany alone, 15 such courses36 were discovered, with names close to that of The History of the European Unification; in France over 11 courses, a few in Portugal37 and for the rest of the analysed universities such courses are almost inexistent. European Construction courses, with close names, are found in France38, Romania, Germany, etc.

Another frequent type of course is The History of European Integration, which seems slightly particularized in the approach of the European matters, depending on the cultural traditions from the analysed countries: Historical Foundations of European Integration39, in Germany, Histoire du processus dìntégration européenne and Histoire de Processus dìntégration européenne in France40, but also in Portugal, Spain41 and the evaluated states from the Central and South-Eastern Europe.

The last pole of this subfield is that regarding the History of the European Institutions: The History of the European institutions,, The History of the European Political institutions,42Introduction to the History of the European Constitutions43 in Germany; Fondements Gréco-romains de la culture européenne: institutions politiques44, Histoire du Droit des institutions: lÈurope modern45 in France. These kinds of disciplines are also found in Spain46, Poland47 and Romania48.

We consider important to also mention that the European Studies are a new teaching structure in the academic space of the Central and South-Eastern Europe, projected as an effort of modernization, in agreement with the evolution of the contemporary Central and South-Eastern European world, oriented to the European 35 Vezi: http://www.ces.fas.harvard.edu/conferences/ 36 European Unification after 1945, Heinrich-Heine-Universität Düsseldorf, Introduction into the

History of European Unification 1947-1992, Albert-Ludwigs-Universität Freiburg, etc. 37 History of the European Unification: the European integration, Universidade de Coimbra,

History of the European Union, Universidade Técnica de Lisboa 38 Université de Versailles Saint-Quentin-en-Yvelines, Université de Toulouse 1 Capitole,

Université de Nantes 39 Universität zu Köln, Ludwig-Maximilians-Universität München, Universität Hildesheim 40 Université Lille 2 Droit et Sante 41 History of European Integration, Universidad de Huelva, Universidad de Salamanca,

Universidad de Las Palmas de Gran Canaria, etc. 42 Albert-Ludwigs-Universität Freiburg, 43 FernUniversität Hagen 44 Université de Limoges 45 Université de Paris- Nanterre La Defense, Université de Paris Descartes 46 History/current Spanish and European institutions, Universidad de Zaragoza, History of the

institutions of the European community, Universidad de Alicante, History of the economic institutions in Europa, Universidad Jaume 1

47 History of Public Administration in Europe, Uniwersytet Marii Curie-Skłodowskiej in Lublin 48 The History of European Institutions, Universitatea Ovidius din Constanta

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integration and trying to answer the requirements of this process. The EU Historical Studies disciplines offer a diversified preparation ready to meet the choices and study interest of the European students.

1.2.2. At the Master’s degree level, the European Studies Curricula contain less EU Historical Studies courses. Being much more applied, this level of study did not keep so many of the EU Historical Studies theoretical courses. However, they can be frequently met in the courses of the History of European Integration subfield. Histoire de la Construction Européenne was found in Romania49 and Italy. Then, there is the History of European Integration, taught in Spain50, Romania at the University of Bucharest, Poland at the Nicolaus Copernicus University in Torun, Slovakia at the University of Matej Bel in Banská Bystrica, in Italy at the University of Bergamo and University Cattolica of Brescia. The UK and Germany, for the curricula of the MA in European Studies, did not seem to put any specific weight on this type of disciplines; on the contrary, they seem to prefer a more applied and less general MA degree programmes.

1.2.3. The PhD in the European Studies field is, in general, as it was mentioned,

scarce in the evaluated countries, more so as in these countries the European Studies are perceived as part of the Political Sciences, Law, Economy or History.

1.3. From the point of view of EU Historical Studies as Interdisciplinary Framework, its presence is by association to programmes other than history. This teaching strategy was used only to diversify the area of disciplines offered to the students. Therefore, at the BA, as well as at the MA levels, the curricula proved to be flexible and dynamic.

1.3.1. Bachelor. We note here the Types of European History subfield, which we

found in the curricula of some various programmes, ranging from the economic sciences, law, administration, economy and continuing, for instance, with political science.

Inside this subfield, we identified many types of courses. Among them, European Cultural History reaches the pinnacle of its development in France and Germany. If in Germany the approach on the history of the European culture is from an ultra-current perspective51, France, besides the German approach, shows a classical approach, following a traditional line52 (University of Provence-Aix-Marseille 153and University of

49 Universitatea din Oradea, Universitatea din Bucureşti, Universitatea Babes-Bolyai din Cluj

Napoca, etc 50 Universidad Nacional de Educación a Distancia, Universidad CEU San Pablo, 51 Main Features of the European Cultural History, Katholische Universität Eichstätt-Ingolstadt,

Cultures of History in European Comparison, Goethe-Universität Frankfurt am Main, European History of Culture and education, European Cultural History 2, Pädagogische Hochschule Freiburg, Cultural History of European Clothing, Technische Universität Hamburg-Harburg, Universität Paderborn, Comparative European Cultural History, Pädagogische Hochschule Heidelberg, specialization Fashion and Textiles, Introduction into European Cultural and Contemporary History, Universität Hildesheim

52 The History of the European Traditional Policy, Université de Paris 1 Pantheon Sorbonne, Istoria Civilizatiei si Gandirii Europene, Université du Littoral Côte d'Opale, etc

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Toulouse II-le Mirail54). We also found this type of courses in Spain55and Portugal56 inside programmes of European Studies, Artistic Studies, Culture and Foreign Languages, Social and Human Sciences, Classic Linguistic Sciences; we found them in Latvia, as well.

The disciplines that were grouped inside the European Economic History type are not quite numerous. They were however identified in Germany 57, France58, Portugal59, Romania, Spain60, etc. the situation proved to be quite alike also in the case of the European Religions History61, The History of European Urban and Regional Development, European History of Music62.

Therefore, we state that numerous disciplines from the EU Historical Studies field find their utility and are being taught at the most diverse specializations.

1.3.2. In case of the Master’s degree in EU Historical Studies, we found that

the curriculum is present in the curricula of other study programmes, similar to the BA level.

So, for instance in the UK, the Historical Studies courses make an important support for the MA programmes in Law, Political Science, Political Economics, History, Geography, Social and Human Sciences, etc. Therefore, we note the presence of the Culture of Russia and Eastern Europe course and the Cultures of Consumption in Modern Europe, inside the master of International Policies and Relations within the University of Dundee or Dissertation, European Languages and Cultures, inside the master of Modern European Languages, University of Edinburgh. In Germany there are better courses comparable to the previous level, and in France63, 75% of the masters contain in their curricula courses from the EU Historical Studies field, either from the European Cultural

53 Histoire culturelle de lÈurope modern, Histoire et civilization de lÈurope (l`époque

contemporaine) 54 Histoire culturelle de lÈurope moderne 55 Tradition and Popular Culture in Europe, Universidad de Castilla la Mancha 56 The foundations of modernity in european culture, Universidade de Coimbra, European Cultural

Foudations, Universidade de Lisboa, Universidade do Algarve, Instituto Politécnico do Porto, The Classical Foundations of The European Culture, Universidade de Coimbra

57 Main features of the European economic history, University of Rostock 58 Industrializations et societies en Europe ai XIXe siècle, Université de Versailles -Saint- Quentin-

en- Yvelines, Histoire Economique: France et Europe, Université inter-régionale Antilles-Guyanne (Guadeloupe - Martinique - Guyane)

59 Europe And The Process Of Globalization, Universidade de Coimbra, (19th And 20th Centuries)Economic History Of Europe, Lusíada Universidade de Lisboa

60 History of international economic relations and the European Union, Universidad de Alicante, Economyc Historic of European Union, Universidad de Valencia, European Economic History and Institutions, Universidad de Santiago de Compostela, Economic History of the pre-industrial Europe, Universidad de Las Ileas Baleares

61 Germany: European Religious History, Freie Universität Berlin; France: LÈurope de la Guerre religieux, Université de Rennes 2-Haute Bretagne

62 European Music History, Vytauto Didžiojo universitetas 63 Histoire de la relation LÈglise-Etat en Europe, Université de Strasbourg, Histoire de lìdentite culturelle

de lÈurope, Université Lille 2 Droit et Sante, Histoire de Cinema et de làudiovisual en Europe, Université de Provence-Aix-Marseille, Histoire culturelle de lÈurope du Xxe siecle, Université

Sorbonne Nouvelle Paris 3, Histoire Economique de pays europeenne, Université de Montpellier

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History type of course, either from the Economic History of Europe or The History of the European Law.

We also find in the Central and South Eastern Europe countries, at MA programmes from various fields, courses from the EU Historical Studies.

1.3.3. Doctoral Studies. The presence of the EU Historical Studies courses within

a doctoral school from other research fields is active. It is also the case of Spain – The Social History of Europe and its overseas screening, University of Cordoba, of the UK - UK and European banking and financial history, late 19th-20th centuries, University of Glasgow, but also of Romania64. It is important to emphasize the fact that there are no interdisciplinary PhD schools in the present.


(transdisciplinary) and national (transnational) borders

1.4.1. EU Historical Studies curricula within the History Disciplinary

Framework. It is important to mention the fact that by associating the courses framed in the EU

Historical Studies field to other domains or curricular programmes determined not only the diversifying of the disciplines offered to students but also the apparition of new programmes of studies of more applied history (e.g. the history of economy, the history of music, the history of law) at the BA as well as at the MA. Therefore, this field proves to be necessary in shaping the basis of numerous programmes it gets into contact with: political sciences, law, economy, administration, letters, medicine, etc.

Generally, at BA level, the EU Historical Studies curriculum is compatible with that from the EU Legal Studies, EU Economics Studies and EU Political and Administrative Studies. In all these fields we find especially The history of Europe courses, with applicability upon that particular field. We state that the EU Historical Studies curricula has an important national touch in UK, France, Germany, Portugal, Latvia and trans-national in Italy, Spain, Romania, Slovakia and Poland.

Instead, for the EU Historical Studies curricula at MA level, the national touch is low in the majority of the countries, particularly in those new-entered in the EU where the trans-nationality is emphasized by the copying tendencies.

In the case of the PhD, we noted that the transdisciplinary mobility is the lowest of all the three levels.

1.4.2. EU Historical Studies curricula within the Multidisciplinary

Framework The EU Historical Studies curricula within the Multidisciplinary Framework

(European Studies Program) proved to be mainly transdisciplinary at all the levels of study, given that, on the one hand, many courses are serving the program in the field of History of Europe, thus complement other disciplines components of this program: political sciences, public administrations, economics, law. On the other hand, inside the

64 Ideology and Society in Central and Eastern Europe after 1945, European Philosophical

Tradition and Contemporarily, Economic and Social History of the Central and Eastern Europe, Universitatea “Babes Bolyai” din Cluj Napoca

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Multidisciplinary Framework, the Historical Studies curriculum for the EU is able to diversify its profile in conjunction with the other components of the mentioned study program.

The transdisciplinarity distance between BA and MA levels of education is not very large. This allows the Multidisciplinary Framework, and Historical Studies curriculum for the EU to actively participate in the process of Europeanization curriculum, by double diploma student mobility in the Life Learning Program by the appearance of European masters profile. Therefore, the curriculum of participating in EU Historical Studies Multidisciplinary Framework has a very high level of flexibility. We could say that of all three types of programmes, Multidisciplinary Framework emphasizes the possibilities that EU Historical Studies has, to have a dynamic, flexible and always open curriculum.

In 2008/2009 the number of doctoral schools in European Studies is very limited and those which are, have either a social policy perspective, or a historical one. Therefore, the EU Legal Studies hardly takes place in the curricula of this level of education, which does not allow us to formulate value judgments.

1.4.3. EU Historical Studies curricula within the Interdisciplinary

Framework The presence of EU Historical Studies in the curricula of study programmes in

different fields making up an academic curriculum in the twelve countries that have been assessed shows a transdisciplinary profile as high as the Multidisciplinary Framework. However, unlike the latter, the former is much more diversified as it can be provided at all levels of study. This underlines not only the flexibility of EU Economic Studies; it also shows its openness. There is a supplementary note of flexibility and dynamics favouring MA studies as compared to the BA programmes. The presence of EU Historical Studies in the curricula of Interdisciplinary Framework is a substantial premise to provide a transnational character to the field. The educational European market is still low; nevertheless, there are some courses at MA level in Belgium, France, Germany and UK, in fields such as Economics, Social Work, Public Administration and Human Resources Development. The place of EU Historical Studies in the curricular structure of certain interdisciplinary doctoral programmes exists, but rather sporadically, fact that does not allow us to make pertinent observations.

2. Developing of the EU Historical Studies curricula according to external

stimuli

2.1. Evolution of the EU Historical Studies curricula according to the

European agenda In the context of EU enlargement process, the Western European states have been

increasingly interested in the study of the Central and Southeast European states. At BA and MA level, such interest is shown in universities from East Germany65, Italy66, the

65 Where is East Europe, Georg-August-Universität Göttingen, The Decay of the Eastern Block –

The end of Communist Systems in Central and Eastern Europe (1985-1991), Justus Liebig-Universität Gießen

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UK67, Portugal68 and Belgium69. The UK and Germany have even launched MA programmes in this field. It probably follows a pattern, as a support to the European integration process of these new EU entrants, on cultural and scientific bases. In the same time, this action might be regarded as an attempt to discover the novelty in this part of Europe, but also an attempt to undergo collaboration at inter-academic and implicitly inter-curricular levels.

2.2. To which extent are the EU Historical Studies curricula adjusted to

changes on the European labour market? The EU Historical Studies curricula, in relation with other education fields,

provide students with specialised knowledge able to solve issues as close to reality as possible. For instance, disciplines like The History of Economy, The History of Civil Law or that of criminal law, are required in order to provide the general knowledge that every student will build on with the help of the applied knowledge.

On the other hand, the existence of an excessive number of disciplines (with general character) of the EU Historical Studies field at various specializations, both BA and MA levels (like we have found in France, for example), could affect future workers, as there will be insufficient practical training compatible with the requirements of the labour market.

Yet the EU Historical Studies curricula bring a special contribution to the formation of local, national, regional, European and global cultures, in conjunction with the European dimension.

2.3. Impact of the Jean Monnet Action in developing the European/EU

Historical Studies curricula Our analysis reveals the fact that 116 teaching structures (modules, permanent

courses, chairs and centres) were funded until 2009 throughout the twelve countries we have assessed. The field of the European/EU Historical Studies sums up only 9,54% out of the total number of funded projects. If we make the relation between the number of teaching and the number of course European/EU Historical Studies we have identified during our evaluation for the 2008/2009 academic year, we can notice that 10, 99 courses correspond to one structural unit (module, permanent course, chair and centre), funded by the Jean Monnet Action (JMA), slightly ahead of the EU Political and Administrative Studies (10,79 courses); this fact places both fields in the medium impact category.

In we analyse the impact from the curricular development in each of the twelve countries assessed by us, through the relation courses/JMA unit, we have the following situation: major impact countries (1-5 courses/JMA unit): Italy = 2,63, Denmark = 2,25, Belgium = 3,5, Latvia = 3,87; optimal impact countries (5-10 courses/JMA unit): Spain = 7,46; Romania = 9,73; low impact countries (15-20 courses/ JMA unit): France = 15,23; 66 History of Oriental Europe, Università degli Studi di Camerino, Università degli Studi di Milano,

Università degli Studi di Firenze, History of Central Europe, Università degli Studi della Tuscia. 67 Central and Eastern Europe since 1945, University of St Andrews, Civil society and the state in

Central and Eastern Europe, An economic and social history of Eastern Europe 1918–89, University of Glasgow, Europe East and West, 1943-1991, Durham University

68 History of Slavic countries of the Central Europe; Slavic and European International Relations (19th and 20th centuries), Universidade de Lisboa

69 History of Central Europe and the Balkans, Universiteit Antwerpen.

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Poland = 18,29; very low impact (over 20 courses/ JMA unit): United Kingdom = 21,14; Germany = 22,5; Portugal = 32; Slovakia = 45.

Due to this comparison, we can notice the fact that the JMA impact is highly differentiated amongst the assessed countries, from 2,83 in Italy to 45 in Slovakia. EU newcomers are found dispersed in all the 4 categories, with extremes – Latvia in the first category and Slovakia in the last. We cannot therefore make any comparison between the JMA impact of the new EU entrants and the JMA impact of the older EU member states. There are no positioning differences due to the gap in the process of curricular integration in the field of EU Historical Studies amongst the EU newcomers as compared to other countries from the point of view of the JMA impact. Positioning impact differences are determined by internal stimuli favouring the development of one field or another. On the other hand, this positioning is owed to national specifics in curricular structure, in general.

Conclusions In the academic year 2008/2009, the EU Historical Studies curricula held the third

place in point of number of courses in programmes of study provided by the assessed universities throughout the twelve assessed countries and the fifth place in point of number of structures supported by the Jean Monnet Action (2009). The field means to provide a more general character of the EU Historical Studies curricula. Although it has been divided by us into four subfields, Memory and Europeanization, History of European Integration, Types of European Construction, History of Europe, the EU Historical Studies curricula are rich in slight differences and difficult to standardize. They are very flexible and dynamic. The courses are imprinted with a strong national influence.

We are dealing with a flexible and dynamic curriculum, whose development has been determined by the action of both internal drivers, and external drivers (e.g. the EU enlargement process).

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European/EU Economic Studies Curricula

Constantin łOCA*, LuminiŃa ŞOPRONI**

Abstract: This paper is analysing one of the most dynamic fields of EU studies, the Economic Studies, which is, in the same time, a classic and a permanently new and changeable domain, offering a comprehensive coverage of European economic integration. This assertion is also confirmed by the fact that the EU Economic Studies come in second position in point of projects funded by Jean Monnet Action.

The study takes into consideration three subfields of EU Economic Studies: European Economy, European Management, and Europe and Global Economy, tracing their evolution in twelve European countries.

The curricular database of these subfields has been the support needed to seize the development of curricula in EU Economic Studies through internal elements contributing to its development - the dynamics of specializations, the role of mobility in various ways for crossing the disciplinary/transdisciplinary and national /transnational borders, or the role of NTIC in developing the curricula. Finally, it is the same curricular database that has helped us follow the EU Economic Studies curricula development depending on external stimuli: evolution of curricula according to the European agenda and its level of knowledge, and the impact of Jean Monnet Programme in developing the European Studies curricula in the field.

Key words: European Union, Economic, University, curricula. The field of EU Economic Studies holds a core place in the field of European

Studies as it has been shown by most activities to assess curricula activities carried out so far. According to the quantitative analysis carried out on EU Economic Studies courses in universities scattered throughout twelve European countries in the academic year 2008/2009, this field holds the fourth position in point of number of courses1 and the second position in point of projects funded by Jean Monnet Action. EU Economic Studies are more developed in Central and Eastern European countries than in Western Europe, particularly big countries (such as France, Germany, Italy, and the United Kingdom).

When analysing the titles of the courses and specializations teaching courses in EU Economic Studies, we have noticed that they can be divided into three subfields: European Economy, European Management, and Europe and Global Economy.

In the subfield of European Economy, we have grouped courses into the following types: European Economy, European Labour Market, European Market and Monetary Policy, Regional Economy. In the subfield of European Management, we have grouped the courses into the following types: European Management, European Business, and

* University of Oradea ** University of Oradea 1 Almost 11% of the courses on European Studies belong to the field of EU Economic Studies. The

following from the 12 countries assessed by us rank over the average: Lithuania (18.13%), Denmark (18.01%), Belgium (17.3%), Portugal (15.92%), Poland (15.36%), Spain (13.27%), Romania (12,3%), Slovakia (11,20%). Amongst the 12 countries, the following are under the average: France (8.3%). UK (9.40%), Germany (8.12%), Italy (7.41%).

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Eastern European Management. In the subfield of Europe and the Global Economy, we have grouped the courses into the following types: European Integration and Global Economy and European Marketing.

The curricular database of the five subfields has been the support needed to seize the development of curricula in EU Economic Studies through internal elements contributing to its development – dynamics of specializations where it is taught, the role of mobility in various ways for crossing the disciplinary (transdisciplinary) and national (transnational) borders, the role of NTC in developing the EU Economic Studies curricula.

It is the same curricular database that has helped us follow the EU Economic Studies curricula development depending on external stimuli: evolution of curricula according to the European agenda and its level of knowledge, the impact of Jean Monnet Action/Programme in developing the European Studies curricula in the field.

1. Role of internal stimuli (internal drivers) in developing EU Economic

Studies curricula

1. 1. EU Economic Studies as Disciplinary Framework

1.1.1. At the BA level, the EU Economic Studies curricula are diversified.

More often than not, they contain the European Economy subfield comprising the European Economy basic course entitled as such particularly in France and Germany2. Just like Germany and Italy, this course covers half of the EU Economic Studies courses. Sometimes, they have resembling titles. They are mostly entitled Economy of the European Union, particularly in Spain (23 courses)3 , European Economic Issues4, Economy and European Economic Policies5, European Economic Integration6, European

2 European Economy (Université de Savoie; Université Lumière Lyon; Université de Perpignan;

Université Méditerranéen - Aix-Marseille 2; Université Toulouse 1 Capitole; Université de Versailles Saint- Quentin- en- Yvelines; Université Nancy 2; Université du Littoral Côte d'Opale; Université Lumière Lyon; Université Paris Diderot (Paris 7); Université de Paris 1 Panthéon-Sorbonne; Université Paris 8; Université de Reims Champagne-Ardenne; Université de Rennes 1; Université de Bourgogne – Dijon; Université de Rouen; Université de Rennes 2 - Haute Bretagne (France); Fachhochschule für Technik und Wirtschaft Berlin; Universität der Bundeswehr München; Universität Siegen; Universität Osnabrück; Universität Regensburg (Germany); Università degli studi di Macerata, Università degli Studi di Brescia, Università di Urbino "Carlo Bo", Università degli Studi di Verona, Università degli studi di Parma

3 Universidad de Almeria/Universidad de Granada / Universidad de Sevilla / Universidad de Zaragoza / Universidad de Salamanca/ Universidad Católica de Avila/ Universidad de Burgos / Universidad de Leon / Universidad de Murcia / Universidad de Oviedo / Universidad de Rioja / Universidad Pompeu Fabra / Universidad Complutense de Madrid / Universidad Publica de Navarra / Universidad de Extremadura / Universidad Jaume I / / Universidad de Valencia / Universidad de Coruna / Universidad de Vigo / Universidad La Laguna; Universidad Santiago de Compostela

4 Université Lille 2 Droit et Santé; Université Paul Verlaine – Metz; Economic Structure of the European Union, Universidad de Santiago de Compostela; European Political Economy (Università degli Studi di Milano; Università degli Studi di Cagliari)

5 Université de Perpignan; Macroeconomic Policy in Europe - New Challenges (Freie Universität Berlin); Restructuring, Recapitalization and Insolvency in Europe (Katholische Universität Ingolstadt-Eichstätt)

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Economic Organisation7, Economy of the European Communities8; European Economic Environment9, Analyses & Perspectives of the European Economy10, Economic Expansion and Growth of the Contemporary Europe11. Frequently, European Economy is taught with the course International Economy12, National Economy13 and European Law14. In Italy, History of European Economy15 is largely taught. It is still in Italy that European Economy is taught in combination with Agrarian Policy or Policy for Regional Development16.

Within the subfield of European Economy, some types of courses do not exist at all (European Labour Market – France), while others have a low number of courses: European Market and Monetary Policy17. In Spain, the course on European Labour Market18 is well-developed. In Germany and Italy, particularly course European Market and Monetary Policy19 have been developed.

6 Universidad de Burgos / Universidad Autonoma de Barcelona / Universidad de Oviedo;

Universität Karlsruhe; Fondements économiques de l'intégration européenne Université Lille 2 Droit et Santé

7 Université de Rennes 1 8 Universidad de Leon / Universidad de Alcala / Universidad de Oviedo / Universidad de Vigo 9 Université Jean Monnet - Saint Etienne; European Economic Area (Universidad de Leon / Universidad

de Vigo); Europe's Economical Space (Gottfried Wilhelm Leibniz Universität Hannover) 10 Université de Cergy-Pontoise (France); Universidad CEU San Pablo (Spain); Economic and Structural

Support in Europe: Köhasionspolitik and Cross-Border Cooperation (Universität des Saarlandes) 11 Universidad de Las Islas Baleares 12 Université de Provence - Aix-Marseille 1; Université de Picardie Jules Verne; Université de Nice

Sophia-Antipolis; Universidad de Murcia; International Economy: Economy of the European Union (Universidad de Alicante); European International Economy (Università degli Studi di Cagliari)

13 Spanish Economy in the European Union (Universidad de Alicante); Introduction to the Problems of the European National Economy (Universität Siegen); Economy and Society in Germany and Europe (Universität Osnabrück)

14 European Law and Economic Policy (Libera Università di Bolzano) 15 History of European Economy (Università degli Studi di Trento; Università degli

Studi Roma Tre, Università degli Studi di Milano); History of European Economy and Politics (Università degli Studi di Verona)

16 Università degli studi di Macerata; Università di Urbino "Carlo Bo"; Università degli Studi di Genova

17 L'Union économique et monétaire et ses implications pour les économies nationales; Le Marché intérieur européen (Université de Paris 1 Panthéon-Sorbonne); Etudes des marchés européens (Université de Rouen); Le Marché et le Client Europe (Université de Nantes); in Spain: Rights and economic freedoms in the European Union (Universidad de Alcala); European economic and monetary union (Universidad Complutense de Madrid / Universidad Nacional de Educación a Distancia)

18 Labour market in Spain and the European Union (Universidad de Almeria / Universidad de Granada); Analysis of the public sector in the European Union (Universidad de Alicante); Freedom of movement within the European market (Universidad de Valladolid); Labour Taxation in Spain and EU (Universidad de Murcia)

19 Ability for Competition and European Domestic Market (Georg-August-Universität Göttingen); European Insurance Markets (Fachhochschule Köln); Taxation and Tax Planning in the European Union (Universität Mannheim); Financing in Europe; European Subsidies Policy & Award Procedure (Technische Fach-Hochschule Wildau); Capital Market and Bank Supervision Right in Europe (Universiät Paderborn); Selected Topics in International Relations: Finances of the European Union (University of Mannheim); State, Market and the

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BA students acquire knowledge regarding regional economies, too20: Euro-Mediterranean Economy and Politics21, Cultures and Economies of Eastern European Countries22.

In universities from EU newcomers, the field of EU Economic Studies has weigh in the European Studies curricula. For instance in Poland, EU Economic Studies come in second from the point of view of the number of courses (after EU Political and Administrative Sciences), while in Romania they come in third. The structure of the courses resembles the ones existing in EU countries with tradition. Yet, there are particularities, such as the predominance of courses in European and International Economy and EU Structural Funds, as in the case of Poland23.

The European Management subfield holds an important place in the EU Economic Studies curricula. In Germany, over one third of the courses belongs to this category and is mainly made up of European Business24 and Eastern Management25, which are taught at specializations in Economics and Business and other interdisciplinary specializations. An almost similar situation is encountered in the UK and Denmark. Instead, in France, Italy or Spain, the European Management subfield is less represented at the BA level, as there are few courses in Business (management)26. In the new EU Member States, the European Management subfield is not very present. Where it exists, it

Non-profit Sector. Analysis in the German and European Comparison (Johannes Gutenberg University of Mainz); Monetary Policy of the European Central Bank (Otto-Friedrichs-Universität Bamberg); Theory of Money and the Policy of the European Central Bank (Technische Universität Carolo-Wilhelmina zu Braunschweig); European Economic and Monetary Policy in EU (Università degli Studi di Milano); Monetary Policy in EU European Financial Markets (Università di Pisa)

20 Regional Economy in Europe (Universidad de Cantabria) 21 Université Paul Cézanne - Aix-Marseille 3 22 Université de Cergy-Pontoise 23 In Poland there 20 courses only on EU structural Funds: EU structural funds (Katolicki

Uniwersytet Lubelski Jana Pawła II; Politechnika Rzeszowska, Politechnika Świętokrzyska; Uniwersytet Marii Curie-Skłodowskiej, Politechnika Koszalińska); Programs and projects of the European Union (Politechnika Gdańska); EU Funds as instrument of stimulation of development of Polish regional and local community (Uniwersytet Ekonomiczny w Poznaniu); Acquisition of EU funds (Politechnika Łódzka); Programs and EU funds (Politechnika Rzeszowska, Uniwersytet Śląski, Uniwersytet Wrocławski); European funds for enterprises (Uniwersytet Ekonomiczny w Poznaniu, Uniwersytet Gdański); EU funding opportunities for business; Evaluation of investment projects according to EU standards (Uniwersytet Ekonomiczny w Krakowie); Preparation of projects sponsored by European Union (Politechnika Wrocławska); Regional policy and structural funds (Higher School of Economics in Kutno); Programs and Projects of European Union (Politechnika Gdańska)

24 The Business Environment - in English language (Hochschule Aachen); Business Locations in the EU (Humboldt Universität zu Berlin) Networking and Business Relations in Europe (Brandenburgische Technische Universität Cottbus); Between Success and Bankruptcy: Business Strategies of Early Entrepreneurs in Western Euro (Carl von Ossietzky Universität Oldenburg)

25 Companies and Markets in Middle- and Eastern Europe (Hochschule Aachen); Economy of Russia and East Europe (Munich Business School); Business Concepts and Developments in East Europe (Ludwig-Maximilians-Universität München)

26 Economie industrielle internationale européenne (Université Paul Cézanne - Aix-Marseille 3); The business market of the European Union (Universidad Nacional de Educación a Distancia); Management and administration of the European Union (Universidad de Malaga)

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is represented by European funded project management (Poland, Romania) taught at other specializations. Course European Business27 are taught only in Lithuania.

Europe and the Global Economy subfield is best represented in the BA curricula in Germany and the UK. Just like the case of the European Management subfield, most courses are in Economics or Business28 specializations, while others are in different specializations, particularly technical. There are no such courses at the BA level in France, Italy and Spain. In the new EU Member States, there are few BA courses in this subfield. In Poland, it is absorbed by International Economic Relations29.

1.1.2. Master’s degrees in Economics comprise much more diversified

curricula in EU Economic Studies in certain countries, such as France, Spain, Italy, Poland, and Romania. Instead, in Germany and the UK, the curricula in EU Economic Studies for MA in Economics or Business are reduced as compared to the curricula in the field of European Studies (UK)30 or other fields, such as the case of Germany31. However, Master’s degrees in Economics and Business here have a high economic perspective.

EU Economic Studies curricula are highly diversified in France, Spain, and Portugal in MA in Economics, particularly through courses of Applied European Economy32, European Market and Monetary Policy33, European Management34, European

27 Kauno universitetas 28 The course on European Integration and Global Economy is taught at Hochschule für Technik

und Wirtschaft Dresden. Yet, it has other titles, too: Europe and International Trade (Freie Universität Berlin); The external commercial policies of the European Union (Friedrich-Alexander-Universität Erlangen-Nürnberg);

29 International economic relations (Uniwersytet Warszawski, WyŜsza Szkoła ntegracji

Europejskiej in Szczecin); International economic relations in Eastern Europe (Uniwersytet Marii Curie-Skłodowskiej in Lublin)

30 In UK, we have identified only two courses: European Development Economics (Kingston University, European Real Estate (Immobilia MA); European Business in a Globalised Context (De Montfort University, Leicester Business School Graduate Centre, specialization in International Business and Management)

31 Regulation of Markets and Competition in Europe (Fachhochschule für Wirtschaft Berlin); Varieties of European Economics Systems (Universität Mannheim); European Economic System and Social Order (Universität Oldenburg).

32 Europe économique; Environnement économique européen (Université de Rennes 1); Économie européenne; Économie de la réglementation européenne (Université d'Auvergne); Économie européenne (Université du Sud Toulon Var); Economie européenne (Université Paul Verlaine - Metz); Economie de l'intégration européenne (Université de Rennes 1); Développement économique et Union Européenne (Université Jean Monnet - Saint Etienne); Aspects économiques de l'Europe (Université de Limoges); Economic Governance in the EU (Université de Pau et des Pays de l'Adour); Etudes de marché II et Environnement européen; Environnement commercial européen - Approche des marchés internationaux (Université Montesquieu Bordeaux IV); Economie politique européenne (Université de Strasbourg); Économie européenne approfondie (Université Paul Cézanne - Aix-Marseille 3). In Spain we find: Economy of the European Union (Universidad de Salamanca, Universidad Pompeu Fabra Barcelona); Economic analysis of the European Union (Universidad Pontificia Comillas); European economic integration (Universidad Autonoma de Barcelona, Universidad Cantabria; European economic policy and coordination of instrument; Redistributive economic policies in the EU (Universidad Autonoma de Barcelona;); The economic (and social) of the European Union (Universidad del Pais Vasco); Spanish and European Union economy (Universidad de Oviedo); EU Economics and Institutions

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Business35, European Integration and Global Economy36, and European Marketing37. Master degrees in International Management38, Human Resource Management39, Economics Business in European and Firms Strategies40, French-Polish Cooperation and European Policies41

provide substantial courses in EU Economic Studies.

(Universidade da Beira Interior; Universidade de Évora); European Economy (Uniwersytet Kazimierza Wielkiego w Bydgoszczy; Uniwersytet Marii Curie-Skłodowskiej); Economic System: The position of the Polish economy in EU (Uniwersytet Wrocławski)

33 International Banking and European Finance (Université de Strasbourg); European markets (Université de Caen; Basse-Normandie); La TVA intracommunautaire et internationale; Le marché et la Monnaie Unique (Université Montpellier 1); Fiscalité des sociétés dans l’Union Européenne, traitement fiscal des revenus de source européenne des sociétés françaises (Université de Bourgogne - Dijon); Finance internationale et européenne; Fiscalité intercommunale (Université Toulouse 1 Capitole); Budgets européens et nationaux (Université de Rennes 1; Analyse des marchés européens (Université d'Auvergne); Monnaie et capitaux en Europe (Université Paul Cézanne - Aix-Marseille 3); The European Union budget (Universidad de Zaragoza); Tax system of the European Union (Universidad de Alcala); Trade and Investment in the European Union (Universidad Pontificia Comillas); The budget and protect the financial interests of the European Union (Universidad Catolica de San Antonio); Internal market and Economic and Monetary Union (Universidad de Salamanca); Economic structure, fiscal and monetary system in the EU (Universidad Pontificia de Salamanca); Taxation and foreign trade in the EU (Universidad de Castilla La Mancha); EU Monetary budgetary and fiscal Policy (Universidade Lusófona de Humanidades e Tecnologias de Porto); Monetary Union Economics; Single Market Economics (Universidade de Coimbra; Instituto Piaget de Viseu); The banking system of the EU (Uniwersytet Rzeszowski,); The single European market (Uniwersytet Łódzki,)

34 Financial risk management in Europe (Université de Rennes 1) 35European Business Realities (Université Jean Moulin Lyon); HRM: flexibility management and

transformations of work links in the European Union (Université Jean Moulin Lyon 3); European Economy Structure (Université de Savoie); Environnement économique des entreprises européennes et internationales (Université du Maine); Competition and economic regulation in the Single European Market (Universidad CEU San Pablo); European Economics and Intrenational business (Universidade de Trás-os-Montes and Alto Douro); Entreprise in Poland in Context of European Integration (Academy of Economics in Białystok); European projects - industries (Uniwersytet Szczeciński)

36 Économie des espaces euro-méditerranéens (Université du Sud Toulon Var); Controlling: how to link local and global perspectives of european companies (Université Jean Moulin Lyon 3); Economic Development and Social Change in Latin America and the European Union (Universidad de Alcala); Globalization and European Integration (Universidad Carlos III de Madrid)

37 International marketing in Europe (Université Blaise Pascal - Clermont-Ferrand) 38 Université Jean Moulin Lyon 3, MA International Management (Management et Affaires

Européennes; Environnement juridique européen des affaires; Finance: corporate governance and value creation in European companies; Strategic management: flexibility, outsourcing, mergers as strategic actions of European companies; Management dans les pays d'Europe Centrale et Orientale – PECO; Risks Management and Subtainable Development in Europe)

39 Université de Rennes 1, MA in Human Resource Management (Négociation et relations de

travail en Europe; Environnement économique et Europe des affaires; Gestion des risques financiers des entreprises européneennes; Analyse et diagnostic financier d'entreprises européennes; Marketing de domaines en Europe)

40 Université Paris-Sud 11, MA Economics Business in European and Firms Strategies (European Financial Markets; Innovative Firms in European Union; Firms Location in European Countries); Université du Littoral Côte d'Opale, MA in Sciences de Gestion (Panorama des

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Although substantial, the EU Economic Studies curricula in Italy are standardized. The course in European Economy covers over half of the number of courses either as European Political Economy42, or as European Integration Economy43.

The MA in EU Economic Studies curricula in Poland comprise over half of the courses in the field of European Management Funds44, thus continuing the educational policy at the BA level aiming at educating Polish students to manage European funded programmes and projects. At the MA level, the content is more thorough and diversified.

In the case of the EU Economic Studies curricula at the MA level in Romania, there is much heterogeneity devoid of a coherent direction. They are extremely mimetic to outside models45, sometimes doubling the curricula at the BA level. The fact that there are several courses of Applied Economics at private higher education institutions is not always supported by the content46. Unlike Poland, where the focus is on financial issues

dispositifs d’aide européenne en matière de développement économique; Insertion du modèle européen au sein de l’économie monde KBS; Panorama des dispositifs d’aides européennes et conseil en affaires européennes)

41 Université de Strasbourg provides the following courses: Economie politique européenne; Coordination nationale aux affaires européennes

42 Università degli Studi di Siena; European Economy Programmation (Università degli Studi di Bari); EU Economics (Università degli studi di Bergamo; Università della Calabria); South East Europe Transition in Economy (Università di Bologna)

43 Università degli Studi di Firenze, Università degli Studi di Genova, Università degli Studi di Milano; European Economic Integration Process (Università degli Studi di Bari)

44 European management (Uniwersytet Szczeciński) Management in the united Europe and human resources (College of Management and Administration in Opole); EU project management (Uniwersytet w Białymstoku); The legal base of obtaining and management of the European Resources in Poland; Methodics of project management( management project and risk management, evaluation, control, project monitoring; Informatical instruments in project management (Uniwersytet Opolski); Public finances in EU (Athenaeum School in Gdansk, Uniwersytet Kardynała Stefana Wyszyńskiego, Uniwersytet Łódzki; Uniwersytet w Białymstoku; Uniwersytet Szczeciński); Financial instruments in EU (Uniwersytet Opolski); EU Structural Funds (Uniwersytet Kardynała Stefana Wyszyńskiego, Uniwersytet Szczeciński; College of Management and Administration in Opole, Uniwersytet Marii Curie-Skłodowskiej); European Territorial Cooperation Project Programs External Cooperation of the EU; Educational programs and youth of the EU (Uniwersytet Marii Curie-Skłodowskiej); Funding and support programs of the EU; Preparation of projects for the European Union (Uniwersytet Mikołaja Kopernika w Toruniu); EU funding opportunities for businesses; Procedures for obtaining EU funds (Uniwersytet Ekonomiczny w Krakowie); Study of Feasibility of Investment Project EU; Monitoring and evaluation of structural funds EU; Funds and projects of European union (Academy of Finance and Management in Białystok); Project preparation - enclosure(business plan); Prognosis and simulation; The promotion of the projects which will be financed; The financial control with the budget instruments of the project management (Uniwersytet Opolski)

45 European Economy (Universitatea "1 Decembrie 1918", Alba Iulia, SNSPA Bucureşti, Universitatea Ovidius Constanta; Universitatea "Dunarea de Jos" Galati; Universitatea de Vest Timisoara), Economy of the European Union, Micro economy from European perspective (Universitatea de Vest Timisoara), European Micro economy; European and Monetary Union (ASE Bucureşti).

46 European Finances, Fiscal System in the EU (Universitatea “Transilvania” din Brasov), European Public Finances, European Fiscal System (ASE Bucureşti; Univesitatea Alexandru Ioan Cuza

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and European projects management, at the MA level in Romania we can find very few courses of this type47. In fact, four universities in Romania concentrate over half of the curricula in EU Economic Studies at the MA level (ASE Bucharest, “Alexandru Ioan Cuza” University from Iasi and the West University from Timisoara).

In other two new EU Member States (Lithuania and Slovakia), we find the same diversity of courses in the EU Economic Studies curricula at the MA level with some slight difference in point of better applicability of courses in Economy in the case of Lithuania.

1.1.3. At the doctoral level, the EU Economic Studies curricula are limited as

courses offered and reduced in point of number. Out of them, a small number of courses are provided within the EU Economic Studies as Disciplinary Framework, particularly in countries with tradition: France, Germany and even the UK. In these countries, course EU Economic Studies are provided in an interdisciplinary system. A different situation is in Spain, where over half of the courses making up the curricula in EU Economic Studies as Disciplinary Framework are provided to students in Economics. There are strong EU Economic Studies doctoral centres, such as the University of Castilla la Mancha and University of Santiago de Compostela 48. In Central and Eastern Europe, courses of EU Economic Studies are provided only in doctoral schools in Economics. Thus, in Poland, there are doctoral schools providing courses in EU Economic Studies at the University of Wroclaw, University of Economics in Krakow, Maria Curie-Sklodowska University in Lublin, Higher School of Public Administration in Bialystok, Business School of Warsaw. In Romania, these courses are provided at the Academy of Economics in Bucharest, “Alexandru Ioan Cuza” University from Iasi and the West University from Timisoara, and in Slovakia at the “Comenius” University in Bratislava.

1.2. From the point of view of EU Economic Studies as Multidisciplinary

Framework (European Studies Programmes), the curricula in EU Economic Studies

Iaşi), European Union Finances, Economic and Monetary Union and Fiscal Politics in the EU; Single European Market and the adhesion Negotiations; External Trade and the Custom Union in the EU (Universitatea din Oradea), European Financial System (Universitatea Ovidius Constanta); The instruction-research-innovation funding. European Strategies (Universitatea de Vest Timisoara); Accounting in accordance with European Directives and the IFRS referential (Universitatea "Dunarea de Jos" Galati); The evaluation and the audit of European Projects (Universitatea Ovidius Constanta); Management of European Structural funds (Universitatea Alexandru Ioan Cuza Iaşi)

47 Fundamental Mechanisms of the European Single Market; European Financial Market; European Business Models on the European Market; Marketing competitive strategies on the European Single Market (Universitatea Crestina Dimitrie Cantemir Bucureşti); The risk in the management of European and International business (Universitatea “Spiru Haret Bucureşti)

48 Urban infrastructures and municipal governance during the 19th and 20th centuries: politics and economics of local Administration in Europe and abroad (Universidad de Granada); Economic convergence in the territories of the European Union; Economics of Education in the European Union; Employment, labour market and social regulation in Europe Monetary Policy in the European Union; (Universidad de Castilla la Mancha); European Economy (Universidad Autonoma de Barcelona); Financial power and European Union; European Economy: A technical and econometric analysis; Tax harmonization in the European Union (Universidad Santiago de Compostela); European economic integration (Universidad de Cantabria); Tax harmonization in the European Union (Universidad CEU San Pablo)

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together with the curricula in EU Legal Studies should provide an applicative perspective to this field of studies.

1.2.1. Bachelor degree. Unfortunately, at the BA level, things are a little different considering that there are different perspectives regarding the field of European Studies. In the UK, the curricula of this field only seldom contain course EU Economic Studies, considering that European Studies have developed in connection with Foreign Languages or Political Sciences.49 In France, Germany, Lithuania, and Slovakia there are course EU Economic Studies in the European Studies curricula only rarely50. In Italy and Belgium, there is no course in EU Economic Studies in the BA curricula in European Studies. In Denmark51, Poland52 and particularly Romania, course EU Economic Studies are always present in the curricula53.

1.2.2. Master’s degree in the field of European Studies is more open to course

EU Economic Studies. Master’s degrees focused on research mostly tend to courses in the field of European Economy (Belgium and UK)54. Professional master’s degrees tend more towards practical courses in the subfields of European Management or Europe and Global

49 Only University of Dundee provides the course on Economics of the European Union, 50 In France, only Université Toulouse 1 Capitole- BA Etudes de l'Union Européenne provides the

courses on: L'Europe des opérateurs économiques; L'Europe des échanges économiques. In Germany, Universität Osnabrück provides the courses on Economy and Society in Germany and UniEurope and European Economy. In Slovakia, Univerzita Komenského v Bratislave provides the course on Economic Policy in the EU

51 In Denmark, Aalborg Universitet and Aarhus Universitet provide the courses on The Political Economy of European integration, and Syddansk Universitet in Odense teaches Economics of International Integration

52 In Poland there is a course on European Economy at Uniwersytet Kazimierza Wielkiego w Bydgoszczy; Management of projects sponsored by EU at Kozminski University in Torun; Economic Integration in Europe (Uniwersytet Rzeszowski, Uniwersytet w Białymstoku)

53 In Romania, the Romania Agency for Quality Assurance in Higher Education has stipulated specific compulsory standards for the specialization in European Studies and a course on World Economy, mostly dedicated to European economy (www.aracis.ro/uploads/media/ Standarde_specifice.pdf. In Romania, there are universities that have introduced further courses besides the specific standards: “Babes-Bolyai” University in Cluj-Napoca, Faculty of European Studies, teaches L'Europe économique dans le contexte de la mondialisation, National School of Political and Administrative Sciences in Bucharest, Department of International Relations and European Studies, teaches the course on European Single Market

54 In Belgium, the European Studies Institute of Université Catholique de Louvain has an MA in Analyses of the European Structure teaching courses on Economic Concepts of European Integration together with other theoretical courses on Political Concepts of European Integration and Social and Cultural Concepts of European Integration. Katholieke Universiteit Leuven teaches courses on Economic Aspects of European Integration. In Belgium, we have approached courses taught at College of Europe in Bruges. In UK: European Business and the Environment (University of Westminster, MA in European Studies); Political Economy of the EU (London South Bank University, MA European Policy Studies); Contemporary European Management (University of Essex, MA European Integration) European Political Economy; European Emerging Markets (University of Birmingham, MA International Studies (General Programme) MA/Diploma; European political economy (University of Bath, MRes European Social Policy); European Studies and Economics; European Studies and Business (University of Dundee, MA European Studies

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Economy. Certainly, there are specific trends differing from one country to another. For instance, in Poland there still is a curricular policy in Economics with particular attention to European Funds Management course MA level in European Studies. In Portugal, course European Economy on MA level in European Studies are very numerous and varied in point of topics focusing mainly on course EU Funds55. At Comenius University in Bratislava in Slovakia, there is a substantial course pack on EU Economic Studies provided to students in MA in European Studies56. In France, although the course EU Economic Studies are mentioned in the European Studies curricula, they represent a little over 10% of the total number of course EU Economic Studies. They are diversified and can be found in the curricula of both research and professional Master’s degrees57. We have a similar situation in Germany, yet the number of courses is very low58.

1.2.3. Doctoral studies in the field of European Studies generally are seldom found in the assessed countries, considering that European Studies are considered a subfield of Political Science. In other countries, European Studies are perceived more through European Law, European Economy and History of European Construction. There are very few Doctoral schools exclusively in European Studies. In the new EU Member States, doctoral studies in European Studies are connected to one or another of the EU Studies traditional fields.

1.3. From the point of view of EU Economic Studies as Interdisciplinary Framework, there are some general elements. On the one hand, its association to other study programmes has led to diversification of course areas offered to students. On the other hand, out of the three levels of studies, the MA in EU Economic Studies has flexible and dynamic curricula.

55 Economic and Monetary Union and co-ordination of economic policies; Community funds; The

European Economic building process (Universidade Católica Portuguesa); EU Economic foreign relations; EU public finances (Universidade do Minho); EU Economic Policies; EU fiscal and financial policies (Universidade Lusíada)

56 European Financial Markets; Regional Economy & Policy; International Economics 57 The MA in European Studies has the following courses: Dynamique de l’unification monétaire

européenne (Université de Provence - Aix-Marseille 1/; Economie européenne; Economie de l'Union économique et monétaire; Relations économiques extérieures de l'Union européenne (Université Pierre-Mendès-Grenoble); Gouvernance économique et régulation financière dans l’Union européenne; L’Europe économique dans la mondialisation; Dynamiques économiques et sociales dans l’UE (Université Sorbonne Nouvelle Paris 3); the MA in Etudes Européennes et Affaires Internationales has the course on Stratégie économique et financière au niveau européen (Université de Cergy-Pontoise); the MA in Etudes européennes interdisciplinaires has courses on Economie européenne; Milieux d’affaires et intégration européenne; Analyse économique du droit européen (Université de Strasbourg); the MA in Études Européennes et Internationales has the course on La fonction de stockage dans l'Union européenne (Université de Bretagne-Sud)

58 Varieties of Capitalism in Europe (Universität Osnabrück); Cultural and Institutional Analysis of European Economic Systems (Passau Universität); European Economy as a two-semester fundamental courses (Rheinisch-Westfälische Technische Hochschule Aachen

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1.3.1. Bachelor degree Curricula in EU Economic Studies can be found in the curricula of different study

programmes (Political Science, Law, Social Sciences, Geography, Humanities, Linguistics, technical fields).

In France for example, course EU Economic Studies can be found mostly at technical and scientific fields (Applied Mathematics)59. In Germany, these courses can be found in different study programmes, such as: Political Science, History, Geography, Cultural Studies, Eastern European Studies, Social Sciences, and Engineering60. In the UK, these courses are only seldom present, only as part of a programme of study: Law, Social Sciences, and Politics61. In Italy, there are course EU Economics delivered particularly to students in Law, Political Sciences and Agricultural Sciences62.

In the new EU Member States, EU Economic Studies are less present in the curricula of other programmes of study except for Poland, where there is a substantial course pack, particularly at technical universities. Besides course European Economic Integration63, special attention is paid to course Introduction to European Management Funds64.

59 Economie européenne (Université de Rennes 2 - Haute Bretagne); Connaître l'entreprise

européenne (Université de Rennes 1; Université d'Auvergne) 60 State, Market and the Non-profit Sector. Analysis in the German and European Comparison

(Johannes Gutenberg Universität Mainz, BA Political Sciences); Selected Topics in International Relations: Finances of the European Union (Universität Mannheim, BA Political Sciences); Between Success and Bankruptcy: Business Strategies of Early Entrepreneurs in Western Europe (Carl von Ossietzky Universität Oldenburg, BA History); Cooperation in the Baltics (Christian-Albrechts-Universität zu Kiel, BA History); Europe's Economical Space (Gottfried Wilhelm Leibniz Universität Hannover, BA Geography); Business Location in EU (Humboldt Universität zu Berlin, BA Geography). The external commercial policies of the European Union (Friedrich-Alexander-Universität Erlangen-Nürnberg, BA English Culture); Political Institutions of the Economy of Central and Eastern European Countries (Universität Regensburg, BA Law); Economic and Structural Support in Europe: Köhasionspolitik and Cross-Border Cooperation (Universität des Saarlandes, BA Linguistics); Economic Structures in Eastern Europe (Fachhochschule Würzburg-Schweinfurt, BA Industrial Engineering); Economy of Russia and East Europe (Hochschule München, BA Russian and Eastern European Business Studies); European Project Management (Fachhochschule Dortmund, BA Social Sciences); Macroeconomic Policy in Europe - New Challenges, European and International Policy (Freie Universität Berlin, BA Political Sciences)

61 The Single Market of the European Union (Kingston University, BA Law); European Economics (Durham University, BA Economics with Politics/French); European Business; European Economy (Glasgow Caledonian University)

62 European Economic and Monetary Policy in EU (Università degli Studi di Milano); European Economy and Institutions (Università degli studi di Parma); European Economy and Agrarian Policy (Università degli studi di Macerata); European Agricultural Policy (Università di Urbino)

63 Politechnika Gdańska; Politechnika Koszalińska; Politechnika Łódzka 64 Management of EU Projects (Politechnika Białostocka; Politechnika Łódzka; Politechnika

Rzeszowska) Programs and projects of the European Union (Politechnika Gdańska) Account the efficiency of European projects; Polish regional and local community EU Structural Funds (Politechnika Koszalińska); Acquisition of EU funds (Politechnika Łódzka); EU Funding (Politechnika Rzeszowska; Politechnika Świętokrzyska)

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1.3.2. Master’s degree On MA level, EU Economic Studies curricula are present within the curricula of

other study programmes from Social Sciences, Political Science, Law, Geography, Humanities, and Linguistics to technical programmes.

For instance, EU Economic Studies courses are an important support to Master’s degrees in Law or specialised Master’s degrees in UK65. In Germany, there is a smaller number of course MA level as compared to BA level66. In France, there are 23 Master’s degrees in Law teaching course EU Economic Studies67. To this we may add the technical field, territorial management, applied European languages68, as well as human resource management using the new technologies of information and communication69. In Portugal, EU Economics courses are taught within the Master’s programmes in Law, particularly at

65 Internal Market of the European Union (University of Westminster, LLM European Union Law);

Intellectual Property and the European Internal Market (University of Leicester, MA Law); Kingston University has courses on European Real Estate Investment Practice; Sustainable European Built Environment; Sustainable European Built Environment together with the course on European Built Environment Law make up a pack specialised for an MA in European Real Estate;

66 Varieties of European Economics Systems (Universität Mannheim, MA Sociology); European Sponsoring (Hochschule Heilbronn, MA Management in Sport)

67 Économie monétaire et système financier européen (Université de Picardie Jules Verne, MA Law); Fiscalité internationale et européenne (Université d'Orléans, MA Fiscalité internationale et européenne); Fiscalité internationale et communautaire (Université de Rouen, MA Droit des affaires et fiscalité); Economie européenne de l'assurance (Université Lille 2 Droit et Santé, MA Droit des assurances); Economie et financement de l’audiovisuel – Etude interne et communautaire (Université Jean Moulin Lyon, MA Droit du Cinéma, de l'audiovisuel et du Multimédia); Economie européenne (Université Montesquieu Bordeaux IV, MA Droit communautaire et européen); Investissements financiers dans l’espace euro-méditerranéen et aides aux entreprises; Économie dans l’espace euro-méditerranéen (Université du Sud Toulon Var, MA Droit de la coopération économique dans l’espace euro-méditerranéen)

68 Economie des transports en Europe (Université de Versailles - Saint Quentin en Yvelines, MA Sciences et techniques du génie logistique); European accounting and financial analyses; European economics, human resources & legal environement; European Marketing and logistics (Université de Rennes 1, MA chimie - matériaux et entreprise); Économie des espaces euro-méditerranéens (Université du Sud Toulon V, MA Entreprise Développement et Territoire); Economie de l’Europe centrale et orientale; Economie de l’Union européenne (Université de Picardie Jules Verne, MA Gestion des territoires et Management des Organisations); Gestion de projets européens (Université de Toulouse II-Le Mirail, MA Informatique des organisations - Nouvelles Technologies de l'Informatique pour l'Entreprise (N.T.I.E); La Communauté économique (Université de Caen Basse-Normandie, MA Expert projets Européens au service du développement local); Mode d'entrée sur les marchés européens (Université Jean Moulin Lyon, MA Langues Etrangères Appliquées); Comptabilité communautaire comparée (Université de Limoges, MA Langues Etrangères Appliquées au Management interculturel); Economie européenne internationale (Université de Valenciennes et du Hainaut Cambrésis, MA Langues et Commerce International)

69 Université Rennes 1 has one MA in Human Resources - developement of competences of management ; it teaches the following courses: Négociation et relations de travail en Europe; Environnement économique et Europe des affaires; Gestion des risques financiers des entreprises européennes; Analyse et diagnostic financier d'entreprises européennes; Marketing de domaines en Europe. Université Joseph Fourier – Grenoble has an MA in Territorial Science teaching the course Jeu de simulation économique (modèle MACSIM appliqué à l'Europe)

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the University of Coimbra. We can find the same trend in Spain. This trend is stressed by the presence of relating master’s degrees70.

In the new EU Member States (Lithuania, Poland, Romania and Slovakia), EU Economic Studies are barely present in the curricula of other programmes of study with a few exceptions in the case of Poland71 and Slovakia72.

1.3.3. Doctoral studies EU Economic Studies are seldom present in doctoral schools in different fields.

They are mostly associated with EU Legal Studies (in Germany and France) and EU Political and Administrative Studies (Belgium, France, Italy, and UK). It is important that interdisciplinary doctoral schools shall be established in the future where EU Economic Studies may be present together with EU Legal Studies as theoretical and practical basis.


(transdisciplinary) and national (transnational) borders

1.4.1. EU Economics Studies curricula within the Law Disciplinary

Framework Generally, on a BA level, the EU Economic Studies curricula are compatible

particularly with EU Legal Studies and certain courses from EU Political and Administrative Studies, especially the course on European Economy or Economy of European Integration. On the other hand, EU Economic Studies curricula have strong transnational imprint, as the national perspective is present in very few cases (France or Germany). There are many forms covering the same area. There is also a strong transnational interdependence. Unfortunately, compatibility with other fields of EU Studies is lost here.

In the case of doctoral studies, we have seen that transdisciplinary mobility has the lowest level out of the three. Even though there are countries whose universities develop

70 Globalization and European Integration; Budget and Taxation of the European Union

(Universidad Carlos III de Madrid, MA European Union Law), Tax system of the European Union (Universidad de Alcala, MA Law); Economic structure, fiscal and monetary system in the EU (Universidad Pontificia de Salamanca, MA Law) The European Union budget (Universidad de Valladolid, MA Law); European economic policy and coordination of instrument (Universidad Autonoma de Barcelona, MA International Relations, Security and Development); Economy of European Integration and International; European economic policy instruments and Coordination (Universidad Autonoma de Barcelona, MA Political Sciences).

71 Economical integration in Europe (Politechnika Koszalińska); EU financial market; Control of EU funds; Tax systems of EU countries, (Politechnika Gdańska); Sector of Financial Service in EU; Mechanisms of Internal Market and Finance in EU (Politechnika Krakowska).

72 In Slovakia, the following three universities teach courses: Univerzita Komenského v Bratislave, MA in Law, teaches the course on EU Economy & Economic Relations; Slovenská poľnohospodárska univerzita v Nitre, MA Regional development teaches the course EU Economic Integration; MA in Management of Development of Rural Area & Rural Tourism teaches the course on EU Economic & Social Policy and Financing the EU Projects; MA Protection Against Natural & Economic Disasters teaches the course on EU Crisis Management; Trenčianska univerzita A. Dubčeka, MA Human Resources teaches the course on EU Economic Policy

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bilateral or multilateral research programmes, their number is too low to state that doctoral studies in EU Economic Studies have a transnational dimension.

1.4.2. EU Economic Studies curricula within the Multidisciplinary Framework EU Economic Studies curricula within the Multidisciplinary Framework (European

Studies Programme) have a transdisciplinary profile at all levels of study, considering that, on the one hand, most courses belonging to this programme belong to European Economics, so that they complete other subjects belonging to this programme: Political Science, Public Administration, Economics. On the other hand, within the Multidisciplinary Framework, the EU Economic Studies curricula can diversify their profile by converging with other subjects belonging to the abovementioned programme of study.

The transdisciplinary distance between BA and MA levels is not very great. Thus, within the Multidisciplinary Framework the EU Economic Studies curricula are actively involved in the process of curricular Europeanization through double diploma, student mobility within the Lifelong Learning Programme, and European Master’s degrees. Consequently, the EU Economic Studies curricula involved in Multidisciplinary Framework have a high level of flexibility. We could state that out of the three types of programmes, the Multidisciplinary Framework brings to the foreground the idea that EU Economic Studies should have dynamic, flexible and open curricula.

Unfortunately, the number of doctoral schools in European Studies is limited. The existing doctoral schools in the field have either a social political perspective, or a historical one. Consequently, EU Economic Studies do not have room in the curricula of this level of studies, which does not allow us to formulate value judgements.

1.4.3. EU Economic Studies curricula within the Interdisciplinary

Framework The presence of EU Economic Studies in the curricula of study programmes in

different fields making up an academic curriculum in the twelve countries that have been assessed shows a transdisciplinary profile as high as the Multidisciplinary Framework. However, unlike the latter, the former is much more diversified as it can be provided at all levels of study. This underlines not only the flexibility of EU Economic Studies; it also shows its openness. There is a supplementary note of flexibility and dynamics favouring MA studies as compared to BA studies in this case, too. The presence of EU Economic Studies in the curricula of Interdisciplinary Framework is a substantial premise to provide a transnational character to the field. The educational European market, particularly on MA level, has transnational master’s programmes with the participation of EU Economic Studies, particularly in fields such as Social Work, Public Administration, Commerce, or Human Resource Development. The place of EU Economic Studies in the curricular structure of certain interdisciplinary doctoral programmes is very low with a few exceptions for the fields of Political Science and Social Sciences.


aforementioned fields EU Economic Studies is a field that is very fit to applying ICT in curricula

development. There still is much to do to overcome the traditional teaching framework and to adopt active methods of teaching. However, out of all EU Studies fields, EU

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Economic Studies is the most active in this direction, as there are already adapted simulation programmes. Games can be made, such as: European Project Management73; Macroeconomic Policy in Europe - New Challenges, European and International Policy74; European Project Management75. There are master’s programmes especially designed to value the NITC76.

Considering these examples in the European curricula in the field of EU Economic Studies, we can state that there is a need to largely introduce NITC in developing EU Economic Studies curricula in both its monodisciplinary and multidisciplinary forms and particularly in its interdisciplinary dimension.

2. Developing EU Economic Studies curricula according to external stimuli

a. Evolution of the EU Economic Studies curricula according to the European

agenda It is difficult to follow the development of EU Economic Studies curricula

depending on the European agenda. This difficulty is determined by several elements. We have to say that our research has been based on collecting course titles in EU Economic Studies in the curricula of universities from twelve countries. We therefore have no possibility to access the individual content of each course to see the extent to which it is adapted to the European political and knowledge agenda. However, the titles of the courses for the academic year 2008/2009 have permitted us to see the degree of adaptation of the EU Economic Studies curricula to the process of European integration.

For instance, the process of EU Enlargement and the new evolution occurring at the EU borders in the context of the release of the European Neighbourhood Policy has stimulated the content of the curricula in EU Economic Studies. France and Germany have interests in this field to introduce course Eastern European Management on both BA and MA levels77. The issue of opening the European economy internationally, the phenomenon of economic globalisation, and the development of new types of economy (social, virtual) are current topics integrated in the EU Economic Studies curricula. Nevertheless, we cannot have an optimistic view on the issue of adjusting the curricula to the European agenda, considering that the weight of new adapted courses is low as

73 Fachhochschule Dortmund, BA Social Sciences 74 Freie Universität Berlin, BA Political Sciences 75 Université de Toulouse II-Le Mirail, MA Informatique des organisations - Nouvelles

Technologies de l'Informatique pour l'Entreprise (N.T.I.E) 76 Université de Rennes 1 has the MA in Human Resources - developement of competences of

management ; it teaches the following courses: Négociation et relations de travail en Europe; Environnement économique et Europe des affaires; Gestion des risques financiers des entreprises européennes; Analyse et diagnostic financier d'entreprises européennes; Marketing de domaines en Europe. Université Joseph Fourier – Grenoble has an MA in Territorial Science teaching the course on Jeu de simulation économique (modèle MACSIM appliqué à l'Europe)

77 Économie des espaces euro-méditerranéens (Université du Sud Toulon Var). Université de Strasbourg has MA Politiques Européennes et Coopération Franco-Polonaise. Université « Jean Moulin 3- Lyon, MA in International Management, has the course on Management dans les pays d'Europe Centrale et Orientale – PECO; South East Europe Transition in Economy (Università di Bologna)

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compared to the curricula. This shows that there is much potential in a field that is supposed to be the most dynamic of all EU Studies fields.

b. To which extent are the EU Economic Studies curricula adjusted to

changes in the European labour market? Courses in EU Economic Studies provide students with specialised knowledge

able to solve issues as close to reality as possible. If courses in European Economy or European Economy Integration subfields generally provide theoretical background, courses in European Management and Europe and the Global Economy subfields generally provide applied knowledge. An important element is represented by European funds management, a field greatly appreciated in countries such as France, Poland, or Slovakia. Adjustability of EU Economic Studies to labour market is best seen in the content of European Management and Europe and the Global Economy subfields. The fact that these courses have a rather heavy weight in the EU Economic Studies curricula (an average of over 40%) is an important indicator in assessing the compatibility of the field with the requirements of labour market.

If we analyse the way in which courses in EU Economic Studies may contribute to providing a culture of local, regional, national, European and global community, we can notice that the curricula in EU Economic Studies focus on the European dimension in correlation with global dimension at the BA level (e.g. Belgium, Denmark, France, Germany, Italy, Lithuania, Portugal, Spain and UK) in association with local dimension (e.g. France, Germany, Italy, Poland, Romania, Slovakia, Spain). We can notice that there is a low association with national dimension (except for Germany and Poland).

At the MA level of EU Economic Studies curricula, we can notice a higher variety of approaches where global dimension is accompanied by local or regional dimensions (e.g. France, Germany, Italy and UK).

The EU Economic Studies curricula contribute to promoting important values on labour market at all levels of study, such as individual and organisational initiative, corporatist responsibility combined with individual and social wellbeing.

Course in EU Economic Studies contribute to providing quality culture by developing specific competences.

At the time of approaching the issue of providing culture and developing competences in the field of EU Economic Studies, we have to envisage some core elements in the field:

a) Applicability of acquired knowledge: we have to envisage the acquisition of core information in the field, turning to the practical side and applying the acquired information;

b) The ever changing geopolitical context where we can approach three great types of changes on a global level: changes in the business sciences, changes in the business world, and changes in international relations.

Six strategic choices78: • dedicated degree programmes for different target groups • integrated knowledge of the economic, social and biophysical context of

business processes • anchoring of education in the business context where students will be employed

78 http://sites.google.com/site/icbmbangkok2/ICBME.2008.Herman.Van.den.Bosch.RP.pdf

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• focus at the development of creative, empathic and analytical abilities of managers • development of intercultural communicative competence • contribution to community development through lifelong learning

c. Impact of the Jean Monnet Action in developing the EU Economic Studies

curricula Out of the external stimuli with important impact in developing EU Economic

Studies, we can mention the Jean Monnet Action. In fact, previous surveys have mentioned the role of the Jean Monnet Action in stimulating the establishment of Jean Monnet structures (modules, permanent courses, chairs and centres) in the field of EU Economic Studies. For instance, Celine Belot and Claire Brachet in their 2004 survey showed that in the year 2004, European Economy held the second place on the level of Jean Monnet structures distribution with 42% out of the total number of such units throughout the 15 EU Member States and the first place in EU candidate countries with 31% out of the total number of Chairs Jean Monnet (Belot and Brachet 2004: 153).

Our analysis reveals the fact that 265 teaching structures (modules, permanent courses, chairs and centres) were funded until 2009 throughout the twelve countries we have assessed. The field of EU Economic Studies comes in second, with 21.81% out of the total number of funded projects. If we make the relation between the number of teaching structures and the number of courses of EU Economic Studies we have identified during our assessment for the academic year 2008/2009, we can notice that 4.66 courses correspond to one structural unit (module, permanent course, chair and centre) funded by the Jean Monnet Action (JMA). EU Economic Studies hold the first place from the point of view of the impact of the Jean Monnet Action on the development of the field.

If we analyse the impact from the point of view of curricular development in each of the twelve countries assessed by us, through the relation courses/JMA unit, we have the following situation: major impact countries (1-5 courses/JMA unit): Italy = 1.62, Poland = 1.97, Spain = 2.49, Denmark = 4.15; optimal impact countries (5-10 courses/JMA courses): United Kingdom = 5.20, Slovakia = 5.40, Romania = 5.42, France = 6.43, Germany = 7.71; medium impact countries (10-15 courses/JMA unit): Portugal = 10.02; low impact countries (over 20 courses/JMA unit): Belgium = 27.57, Lithuania = 38.

Due to this comparison, we can notice the fact that the JMA impact is highly differentiated amongst the assessed countries, from 1.62 in Italy to 38 in Lithuania. EU newcomers belong mostly in the group with the JMA major impact (Poland = 1.97, Slovakia = 5.40 and Romania = 5.42), except for Lithuania. This shows that there are no positioning differences due to the gap in the process of curricular integration in the field of EU Economic Studies amongst the EU newcomers as compared to other countries from the point of view of the JMA impact. Positioning impact differences are determined by internal stimuli favouring the development of one field or another. For example, in countries such as Portugal, Belgium and Lithuania, EU Economic Studies come in second as compared to other fields of European Studies. On the other hand, this positioning is owed to national specifics in curricular structure, in general.

Conclusions In the academic year 2008/2009, EU Economic Studies curricula held the fourth

place in point of number of courses in programmes of study provided by the assessed universities throughout the twelve assessed countries and the second place in point of number of structures supported by the Jean Monnet Action (2009). Together with EU

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Legal Studies, they belong to curricula meant to provide a practical character to EU Studies curricula in general.

Although it has been divided by us into three subfields – European Economy, European Management and Europe in the Global Economy – the EU Economic Studies curricula are rich in slight differences and difficult to standardize. They are very flexible and dynamic. Their development has been mainly determined by the action of internal stimuli, first by monodisciplinary programmes of study (Economics, Business, Management, etc.), then by interdisciplinary programmes and then by multidisciplinary programmes.

An important imprint in developing EU Economic Studies curricula is represented by external stimuli. The European agenda has influenced the development of new courses, particularly to respond to processes of Enlargement, and European Neighbourhood Policy. The new changes on labour market have imprints on developing the EU Economic Studies curricula. Yet, as stressed in the text, there still are unexploited reserves – particularly in the new EU Member States - so that this field might really be a spokesperson of students’ practical training.

This field has been favoured from the point of view of the impact of the Jean Monnet Action on EU Economic Studies curricula. Yet, the idea that curricular development may keep up with the convergent action of internal and external stimuli is still a desideratum.

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European and/or EU Interdisciplinary Studies–a new Curriculum

Mariana BUDA*

Abstract: Nowadays, the interdisciplinarity is one the most important aspect of the curricula in every field of study. More interdisciplinary is a curriculum, more adapted is to the actual requirements of European Job Market.

Could the EU Interdisciplinary Studies field be the orientation for a Core Curriculum in European Studies? Are the classical and traditional domains, like Law, History, Political Studies or Economical Studies old for an orientation in European Studies? Are those traditional European Studies non actual any more or non-relevant for an interdisciplinary approach? Regarding from the perspective of the Jean Monnet Project proposed in 2009 and 2010, we can see the same evolution and we can observe that the tendency even for the Jean Monnet Action is to finance more and more interdisciplinary programmes.

As for the traditional fields, this part will also take into consideration the internal drivers that could have an influence in the evolution of the curricula, like the dynamics of specializations or programme studies, the application of ICT, or the role of the national and transnational mobility. Secondly, we will make an incursion of the external drivers that could stress the evolution of the curricula: the European Agenda, the tendency of the European Job Market or the influence of the Jean Monnet Action.

Examining and highlighting the interdisciplinarity in the field of European Studies, we can observe that this is the tendency for the future concerning the curricula and this tendency will bring the topic more in the light.

Key words: European Studies, interdisciplinarity, new Curriculum, dynamics of

specializations, European Job Market The European Field of EU Interdisciplinary Studies takes a special place among

European Studies. Interdisciplinarity itself is a term widely used in current knowledge, being for decades one of the fundamental theoretical and practical problems for the advancement of science. In its most general and abstract concept, interdisciplinary in science consists from different fields called "scientific disciplines", which construct a reciprocal unity, relations and actions between themselves.

European Studies, taught nowadays in most European universities at bachelor, master or doctoral levels, focus on analysing national and transnational changes as a whole, on the European continent. Taking into consideration the fact that defining this field of study is closely linked to events taking place in contemporary times, the European Studies curricula undergoes constant evolution. Therefore, we can describe European Studies as both multidisciplinary and interdisciplinary studies, at the same time. The application of European Studies is characterized by inner variety; the major fields are: law, economy, politics, international relations, history, sociology and business management. But there are differences in the European Studies structure, content and approach of teaching and learning, depending on national traditions and faculties or departments where these programmes take place. * University of Oradea

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In other words, if European Studies arose from the combination of the abovementioned areas, it is obvious that the EU interdisciplinary studies are both characterized and dominated by interdisciplinarity. Therefore, we believe that interdisciplinarity is an important curriculum that has earned the right to be treated independently in our study.

According to the quantitative analysis1 on European Studies courses taught in universities from twelve European countries covered by our research, the EU Interdisciplinary Studies hold the fifth place, with a number of 758 courses representing 7.63% of all researched courses. Above the average of the twelve evaluated countries ranges: Belgium (15.47%), Germany (10.98%), France (8.65%) and Italy (7.76%). Under the average of the twelve countries we have identified the following countries: United Kingdom (7.54%), Spain (6.23%), Portugal (6%), Poland (5.89%), Romania (5.41%), Lithuania (4.41%), Slovakia (1.66%) and Denmark (0.96%).

Having analysed the titles of courses and specializations where the European Studies are taught, we noticed that EU Interdisciplinary Studies can be grouped into four sub-domains: European Social Studies, European Education Studies, European Ethnology and Other Studies on Europe.

In the European Social Studies sub-domain, we grouped the courses into the following types (4): European Social Work, Social Structures in Europe, European Sociology, and European Demography.

In the Studies on European Education sub-domain we grouped the courses into the following types (4): Education Systems in Europe, Europe as a Topic in Schools, Sport in Europe, and Vocational Education in Europe.

In the European Ethnology sub-domain we grouped the courses into the following types (2): Studies on European Ethnology, European Multilingualism.

In the Other Studies on Europe sub-domain we grouped the following types (2): European Regional Studies, European Studies of Religion.

The curricular database of these subfields has been the support needed to seize the development of curricula in EU Interdisciplinary Studies through internal and external drivers contributing to its development – dynamics of specializations where it is taught, the role of mobility in various ways for crossing the disciplinary (transdisciplinary) and national (transnational) borders, the role of NTC in developing the EU Interdisciplinary Studies.

It is the same curricular database that has helped us follow the EU Interdisciplinary Studies curricula development depending on external stimuli (drivers): evolution of curricula according to the European agenda and its level of knowledge, the impact of Jean Monnet Programme/ Action in developing the European Studies curricula in the field

1. The role of internal drivers in the development of EU Interdisciplinary

Studies However, the field of EU Interdisciplinary Studies is different than others. By its

very own nature it is an interdisciplinary field. Thus, we cannot run our research within the EU Interdisciplinary Studies as Interdisciplinary Framework. On the same note, we can say that we also cannot analyse EU Interdisciplinary Studies as Disciplinary Framework, precisely because the Interdisciplinarity is not another discipline that can be found in educational curricula, like law, economics, history or other classic disciplines. 1 See the annex

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Therefore, we have to examine the EU Interdisciplinary Studies only as Multidisciplinary Framework, which gives us the best view of this academic area.

In terms of EU Interdisciplinary Studies, the curriculum is well developed, especially at BA and MA levels and less developed at the PhD level. In most cases, there is a higher frequency of the EU Interdisciplinary Studies courses at the BA level; nevertheless, we have noted a growing tendency to increase the number of PhD courses within this area, which demonstrates both the understanding of the need for an interdisciplinary approach, and the evolution recorded by various disciplines.

1.1. At the BA level, the curriculum includes various courses, thus suggesting the national perception of interdisciplinarity. In consequence, we will make interdisciplinary comparisons rather than non-interdisciplinary. For example, following our research of the EU Interdisciplinary Studies case, we cannot say that this discipline in present in all countries or in most countries, like other European Studies such as EU Law or Community Law courses from the EU Legal Studies domain.

We can point out that the European Education Studies sub-domain contains the fewest European Studies courses, which are very diverse: Child education in Spain and Europe2, Education and Higher Education in the EU3, History and Concepts about Educational Institutions from Belgium and Europe4, Education and Insertion in Europe5, Education in Europe6, Immersion Teaching in Europe, Scientific work on Central and Eastern Europe7, etc. Most courses of this sub-domain are initiated in Germany (21), followed by Spain (2), then Belgium and France, each with one course. The other countries that we reviewed do not list any such courses. According to our study, the European Social Studies sub-domain is well represented in each country. This is somehow normal, considering that European Social Work, Social Structures in Europe, European Sociology and European Demography are all important issues for every country. Our analysis shows that Germany put great emphasis on the European Social Studies, followed by Belgium, France and Romania. We can say, therefore, that in the founder countries of the EU there is a growing interest for European Social Studies; we have failed to observe a similar interest in newer EU members. The BA curriculum of European Ethnology, another sub-domain of EU Interdisciplinary Studies, lists only a few courses. In Germany we found several courses of European Ethnology: Times, Spaces, Cultures - Introduction to European Ethnology, Current Questions of European Ethnology8, Introduction into European Ethnology9, and in Romania - European Ethnology10. There are no such courses in the other countries that we have studied. However, we found that all universities hold courses about European multilingualism. This proves, on the one hand, the interest of each EU Member State to 2 Universidad Pontificia Camillas, 3 Universidad de Granada 4 Université Libre de Bruxelles 5 Université Louis Pasteur Strasbourg 1 6 Goethe-Universität Frankfurt am Main 7 Christian-Albrechts-Universität zu Kiel 8 Katholische Universität Ingolstadt-Eichstätt, Germany 9 Albert-Ludwigs-Universität Freiburg 10 Universitatea din Bucureşti

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develop such important area, and on the other hand, the development of students’ skills and competences to master foreign languages.

Regarding Other studies on Europe sub-domain, most courses are in the field of Euro Regional Studies or Studies of European Regions. This is the result of the fact that we included here all the courses from Geography specializations, such as: Geography of Europe tour11 in Spain, Territorial Studies- Europe12 in Slovakia, Geography of European Union 13 in Romania, or Regional Geography: Europe14, Urban Europe15 in Germany. Within this sub-domain there are also several course religion, with its various forms: Communication and Ecumenism in a Christian Europe16, Religious relations of contemporary Europe17, Deaconry in European and Ecumenical Context 18, Churches and Denominations in Europe19. All these courses are relatively balanced in all the countries that we have reviewed. Taking into consideration that this sub-domain is very wide and that the EU Interdisciplinary Studies include the largest range of courses, we will point out some of the one we found most interesting, which we considered necessary to be integrated as European Studies as they refer to Europe through their very interdisciplinary nature: States, European Union and Marine20, Food quality in the European Union21, Design of Eurocodes22, Famous European Fairy Tales23, S'ouvrir à l'Europe24.

1.2. MA level. Just as with the EU Interdisciplinary Studies curriculum at the BA level, we find a wide variety of courses also at the MA level. The courses are different from one country to another, the only similarities, however, are found in the subdomain of Social Studies, with similar courses (Relations Sociales en Europe25, European Society26, Social Inequality in Europe27, Problems of Social Change in Europe28, Sociologie de la Politique Européenne29, The European Social Model30 The European Social Dimension31, European Social Policy32, etc.) or in the subdomain of the Regional Studies (European 11 Universidad Nacional de Educación a Distancia (España) 12 Univerzita Mateja Bela v Banskej Bystrici, Slovakia 13 Universitatea Babes-Bolyai din Cluj-Napoca 14 Otto-Friedrichs-Universität Bamberg 15 Technische Universität Chemnitz 16 Universitatea „Ovidius” din Constanta 17 Uniwersytet w Białymstoku 18 Fachhochschule der Diakonie Bielefeld 19 Technische Universität Darmstadt 20 Universidad de Cadiz 21 Uniwersytet Rzeszowski 22 Vilniaus Gedimino technikos universitetas 23 Justus-Liebig-Universität Gießen 24 Université Lille 1 25 Université Panthéon Assas 26 Universität Duisburg-Essen, 27 Hochschule Landshut 28 Politechnika Krakowska 29 College d'Europe Bruges 30 Katholieke Universiteit Leuven 31 University of Sussex 32 Ekonomická univerzita v Bratislave

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Spatial Planning33, Aménagement du territoire et cohésion territoriale (niveaux national, régional, européen)34, Géographie de l'Europe35, Geography and European Studies36, etc.), usually with courses that belong to Geography. The other courses from this European domain are extremely varied; some examples: Eurocompetence37 How Europe Narrates Itself38, Questions européennes39, Women and Europe40, Researching Europe41, Lobbying in EU42. We can notice here that, within this field of European Studies, course titles are sometimes abstract or very wide or less comprehensive without leaving us the option to guess what the course encloses exactly. We consider this useful because it lies just on the authenticity of interdisciplinary courses and seminars.

More courses are listed at the MA programmes than at the BA programmes, in each country and for each area of study, as the Master’s students rich deeper level of studies, but for the EU Interdisciplinary Studies subdomain we cannot say the same thing. Our analysis has made it clear that there is a smaller number of courses from EU Interdisciplinary Studies field at the MA level than at the BA level. Thus, the countries where the number of courses from EU Interdisciplinary Studies subdomain is higher at the MA level than at the BA are: Denmark (100%)43, Slovakia (80%), Poland (65.11%), France (53.08%), Romania (51.61 %) and Belgium (48.07%). It seems that these countries are emphasizing more on interdisciplinarity, because there are several courses of study at this level, where knowledge is deeper. Countries where the number of courses in the field of EU Studies Interdisciplinary is higher at the BA level than at the MA level are: UK (80.51%), Portugal (65.21%), Germany (56.68%), Spain (45.65%) and Italy (42.42%). Only in Lithuania we find a 50% - 50% rate, meaning that the MA and BA level courses share the same weight. The abovementioned data show that EU Interdisciplinary Studies is still a new field, which gradually comes to strength and is currently developed at the BA level, i.e. at the first stage of higher education.

We can also notice that at the MA level, the courses of EU Interdisciplinary Studies are not more specialized courses, each offering the same information that had been previously given at the BA level. This is quite normal given the fact that the interdisciplinary studies are relatively young, specialists are still lacking and the related issues are often borderline with other domain, classical and traditional.

1.3. Doctoral studies. EU Interdisciplinary Studies curriculum at PhD level is less developed in the countries that we have studied. There are countries such as Portugal, Denmark, Lithuania, Poland and Slovakia with no course PhD level in the field of EU Interdisciplinary Studies. Other countries have just a few courses at this level. As we 33 Technische Universität Dortmund 34 Université Paul Cézanne - Aix-Marseille 3 35 Université Libre de Bruxelles, Académie universitaire Wallonie-Bruxelles 36 Cardiff University 37 Georg-August-Universität Göttingen 38 Hochschule Heilbronn 39 Université Paris-Dauphine, Université Paul Cézanne - Aix-Marseille 3 40 London Metropolitan University 41 University of Portsmouth 42 Univerzita Mateja Bela v Banskej Bystrici 43 The percentages were calculated from the total courses of EU Interdisciplinary Studies courses,

for each country

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mentioned in the beginning of our study, there is a possibility that not all universities have displayed their PhD course the Internet; this is a drawback for our analysis because the collected data together with the database supporting our findings come entirely from the respective official university websites in the twelve surveyed countries. As a percentage of the total EU Interdisciplinary Studies courses, the doctoral studies add up 9.03%. Certainly, this phenomenon is explained by the fact that the field is new and interdisciplinary PhDs are still a rarity in Europe.

The most frequent courses within this level are those from subdomains such as Sociology or Anthropology (Socio-educational problems emerging in Europe: Comparative Analysis44, Anthropology of South-East Europe45, Studies in European & International Cultures & Societies46, etc.). To illustrate this assertion, here are a few exemples: Love in Europe47, Le Latin à l’heure de l’Europe48, Les vins européens et les vins étrangers49, etc. To conclude, we can say that variety is the key word that characterizes all courses at the three degree levels, BA, MA and PhD.


(transdisciplinarity) and national (transnational) borders. The educational curricula overtake the national and disciplinary boundaries, so we

can say that the EU Interdisciplinary Studies area presents a high degree of flexibility, especially because the interdisciplinarity supposes a reference to something else.

At the BA level, the EU Interdisciplinary Studies curriculum exceeds the national borders, most courses referring to the European area, or comparing the European space with the national one. In countries like Romania, Slovakia and Spain, we can find courses with a strong national influence, just as in Germany where there are courses that focus on Eastern Europe, rather than the whole Europe or Germany. Also, Germany is the only country where there are courses that explain what Erasmus experience means and its importance in the life of each student: Studying in European Foreign Countries ERASMUS/SOKRATES50, The Meaning of First Professional Training and Life Long Learning in the European Labour Markets51.

The MA level retained the same characteristics as the BA level in terms of transdisciplinarity and transnationationality curricula of European Studies from EU Interdisciplinary Studies subdomain. In fact, both BA and MA levels from this subdomain are very similar, both in terms of courses and approaches to mobility. Thus, we can characterize the MA curricula of EU Interdisciplinary Studies as being very flexible and participating in the process of Europeanization curriculum by providing transnational and transdisciplinary characters. The most interesting examples that drew our attention are: European Strategies for Lifelong Learning52, Studies of European Union53, Europe in the age of globalization54. 44 Universidad de Granada 45 Universidad Autonoma de Barcelona 46 Heriot Watt University, Edinburgh, 47 Ludwig-Maximilians-Universität München 48 Université de Liège 49 Université Montesquieu Bordeaux IV 50 Technische Universität Berlin 51 Freie Universität Berlin 52 Ibidem 53 Lietuvos karo akademija

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Considering the small number of courses that we found at the PhD level, we cannot deliver a reasonable sense on ensuring transdisciplinarity and transnationality in the EU Interdisciplinary Studies curricula at the doctoral level. We can say based on our data that Europeanization is a strong component and that too little emphasis is placed on the national factor. Some examples: Eurocultura: Transformations in Europe and its social impacts55, La recherche européenne et les financements postdoctoraux56, La dimension cognitive du transfert par européanisation, Analyser le mécanisme de transfert par européanisation : l’approche comparative57.


abovementioned field EU Interdisciplinary Studies have very little application of ICT in curriculum

development in all programmes. Exactly because it is a young and developing area, EU Interdisciplinary Studies should fully benefit from all advantages and benefits of modern information; nevertheless, it seems that teachers remain at the classical approach to subjects that are part of this subdomain of European Studies. There are still some areas that required adaptation of EU Interdisciplinary Studies to new media and communication technology (NITC). They are found mainly at the MA level. Here are some examples that have noted: Techniques de collecte et traitement des informations en Europe58, European Virtual Seminar59, but also at the BA level: European Virtual Seminar on Sustainable Development (eLearning)60. Considering these examples in the European curricula in the field of European curriculum landscape of EU Interdisciplinary Studies, we can state that there are unused possibilities of wide utilization of NITC in developing this curriculum, especially in its interdisciplinary form.

2. The development of the EU Interdisciplinary Studies curriculum

depending on external drivers

2.1. The development of the EU Interdisciplinary Studies curriculum

depending on the European agenda It is difficult to follow the development of the EU Interdisciplinary Studies curriculum

according to the European agenda. This difficulty is caused by several factors. First, it should be noted that our research was based on collecting the course titles of EU Interdisciplinary Studies from the curricula of universities from twelve countries, which gave us no opportunity to see the content of each course individually, to see to what extent it is adapted to the political agenda and European understanding. On the other hand, EU Interdisciplinary Studies courses are extremely varied and they are not necessarily influenced by political, economic or social changes held at the European level, addressing issues quite generally, without insisting on a particular aspect of the European Studies. That is why we cannot say that the EU 54 Universidade de Lisboa 55 Universidad de Deusto 56 Université de Provence - Aix-Marseille 1 57 Université Pierre-Mendès-Grenoble 58 Ibidem 59 Universiteit Antwerpen 60 Leuphana Universität Lüneburg

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Interdisciplinary Studies curriculum has had a spectacular development according to the European agenda. It should also be noted that the database we have consists of courses for the academic year 2008/2009, which means that the latest events which could be included in the curricular database is May 2008 at the earliest. For example, there is no course available on the Lisbon Treaty, which entered into force only on the 1st December 2009, although it was signed by all member countries in 2007. It is possible that some information on this event could be contained within other subfields of EU Studies.

We can find, however, some events from the European agenda contained in the EU Interdisciplinary Studies curriculum, and they mainly refer to the recent EU integration. It is a normal phenomenon, because the most recent integration event took place in 2007; this is reflected in the curricula for the 2008/2009 academic year. The previous integration event was the largest ever in the number of countries integrated in the European Union. At EU Interdisciplinary Studies curriculum level, these phenomena are seen especially in sub-social studies, regional studies, as well as multilingualism. It should be noted that there is no difference in terms of curriculum development of the BA or MA at this stage. At both levels, the curricula are similar, both in terms of courses and topics addressed. At the PhD level we have too little information to be able to formulate an opinion.

Social studies curricula show a concern for the social impact after the EU enlargement. Therefore, most courses address this issue. Some examples that deserve to be mentioned are: Environnement social européen61, European Welfare Systems62, Europe(s) sociale(s)63, Sociologie des acteurs de l’espace public européen (MA)64, Sociologie des politiques culturelles en Europe (MA)65, Anthropologie des sociétés européennes (MA)66, La dimension cognitive du transfère par européanisation (PhD)67, Shaping Europe (MA)68, Social Transformations in Europe69, Social, Collective Identities and Social Problems in Europe (MA), Intercultural Education and Communication in International Comparison - With Special Regard to Middle and East European Transformation States (Magister Diploma)70, Problems of Social Change in Europe (MA)71, etc.

Regarding regional studies focusing on changes at European level following the EU enlargement, we can mention: Harmonisations européennes72, Aménagement du Territoire dans l'Espace Européen73, Aménagement du territoire et cohésion territoriale (niveaux national, régional, européen) (MA)74, Développement territorial en Europe (MA)75, Mutation et recomposition des espaces géographiques : la nouvelle Europe 61 Université Jean Moulin Lyon 3 62 Université Lille 2 Droit et Santé 63 Université de Paris 1 Panthéon-Sorbonne 64 Université de Strasbourg 65 Université de Nantes 66 Université de Provence - Aix-Marseille 1 67 Université Pierre-Mendès-Grenoble 68 Universidade de Coimbra 69 Univerzita Komenského v Bratislave 70 Otto von Guericke Universität Magdeburg 71 Politechnika Krakowska 72 Université de Rennes 2 - Haute Bretagne 73 Université d'Avignon et des Pays de Vaucluse 74 Université Paul Cézanne - Aix-Marseille 3 75 Université d'Anger

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(MA)76, Northern (Eastern) Europe (MA)77, The future of the European Union (MA)78, Nations, Regions and Europe (PhD)79, etc

Regarding the courses about multilingualism, we can mention the following types of courses: Structures des langues européennes: phonologie lexique syntaxe (MA) and Intercompréhension: les 7 langues de l’ouest européen (MA)80, Areal Linguistics-Language Structures in Europe81, etc.

2.2. In what way the EU Interdisciplinary Studies curriculum is adapted to

the changes in the European labour market? EU Interdisciplinary Studies courses provide students with specialised knowledge

able to solve issues as close to reality as possible. The courses are focused on subjects that make the students able to meet the requirements of the labour market in Europe.

Today, the trend of broadening the scope of knowledge is increasing and practical skills became necessary in order to be able manage the labour market; such skills should also be as varied as possible. This point is well highlighted in the curricula of EU Interdisciplinary Studies, which offer broad training. Whether we speak about knowledge of European social work, Social structures in Europe, European Sociology, European Demography, Educational systems in Europe, Europe as a topic in schools, Sport in Europe, Vocational Education in Europe, Studies on European Ethnology, or European Multilingualism, we can find practical information for students in all these subdomains, ready to be assimilated into the labour market. Perhaps the most interesting subdomain of the EU Interdisciplinary Studies is the part regarding Other Studies on Europe. Here is the best reflection of the trend of Europeanization of the curricula, as, judging by their titles, the courses seemed to have the broadest approach. We believe this approach is best suited for the new Europe of the labour market where the most important are the practical knowledge and methods by which students can thrive on new challenges.

We believe that other subfields of EU Studies also offer a solid preparation in the accumulation of information and knowledge. EU Interdisciplinary Studies is concerned with the supply rather than practical abilities, without denying their extreme usefulness in helping to integrate the labour market. We also believe that it would be useful for the curriculum to be more developed, with more courses; such studies should take a leading position in the classification of fields of European studies, precisely because within this curriculum one must find a set of skills, capabilities and performance that any person should have to be able to integrate in the labour market. Interdisciplinarity itself offers an opening, flexibility, adaptability, ability to juggle with the knowledge, essential skills in the European labour market, but it is not enough.

We noted that in countries like France, Germany and Belgium, the curriculum is trying to provide as much practical knowledge as found useful for the professional life. A stronger tendency towards the practical knowledge was found in Romania, Lithuania, Poland or Slovakia. 76 Université Pierre-Mendès-Grenoble 77 Fernuniversität Hagen, Germany 78 Universidad Castilla La Mancha 79 Universidad de Santiago de Compostela 80 Université de Reims -Champagne-Ardenne 81 Martin-Luther-Universität Halle-Wittenberg

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If we analyse the EU Interdisciplinary Studies curricula depending on the necessary basic skills (Joseph 2010) for labour market integration, presented by Steven Joseph, the Head of Task Office in Brussels at the EU Careers, we see that all 7+1 abilities may be easily associated with courses that are thought within the EU Interdisciplinary Studies. These competencies are: Analysis and Problem Solving (Demographic Change in Europe and its Consequences for Social Work82), Communicating Stockholm - Experiencing European Dimension - Excursion83), Delivering Quality and Results (La recherche européenne et les financements post-doctoraux84), Learning and Development (La dimension cognitive du transfert par européanisation85), Prioritising and Organising (Recognition and enforcement of decisions, documents and strangers. The European Enforcement86), Resilience (Expertise Europe87), Working with Others (Plurilinguism in European Area88, Applied Research / European Project89), Leadership (The European Union in the world90, Shaping Europe91, Expertise Europe92).

2.3. The Impact of the Jean Monnet Action in the development of the EU

Interdisciplinary Studies curriculum The third external driver that has a major impact on the development of the

curriculum of the EU Studies in general, and in particular the Interdisciplinary Studies course, is the Jean Monnet Action. Moreover, the Jean Monnet Action is the first European programme that covers the development of education and academic research in the field of European integration, European construction research and its institutional, legal, political, economic and social development. The Jean Monnet Programme aims at fostering excellence in higher education, research and reflection on European integration studies in higher education institutions worldwide. Therefore, we consider that the impact of the Jean Monnet Action on curriculum development is relevant and important to consider for the development of the EU Interdisciplinary Studies curricula.

Our analysis points out that until 2009, 1215 structures of European studies were financed, of which 134 Interdisciplinary EU Studies. A larger number of courses were funded only in areas of EU Legal Studies (426 courses funded by the Jean Monnet Action), EU Economic Studies (265 courses) and the EU Political and Administrative Studies (262 courses). We can see that, EU Interdisciplinary Studies ranked fourth place in the funded areas, followed, by a small margin, by EU Historical Studies (116 funded courses) and then, with a smaller percentage, we found EU Studies Intercultural Dialogue, EU International Relations Studies and Diplomacy, EU Studies and Comparative Regionalism and EU Communications and Information Studies. Thus, comparing with other areas, 11.02% of the teaching structures are financed within the Jean Monnet Action. 82 Evangelische Fachhochschule Rheinland-Westfalen-Lippe Bochum 83 Katholische Hochschule Nordrhein-Westfalen 84 Université de Provence - Aix-Marseille 1 85 Université Pierre-Mendès-Grenoble 86 Universidad de Almeria 87 Technische Universität Dortmund 88 Universitatea de Vest din Timisoara 89 Hochschule Zittau/Görlitz 90 Universidad Catolica San Antonio de Murcia 91 Universidade de Coimbra 92 Technische Universität Dortmund

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According to our methodology, if we compare the number of courses taught in the field of EU Interdisciplinary Studies with the number of structures financed by the Jean Monnet Action, we can observe that 5.65 courses correspond to one structural unit (module, permanent courses, chair and centres), financed by Jean Monnet Action (JMA). That means that, from the total courses from EU Interdisciplinary Studies field, each 5.65 courses are funded by the Jean Monnet Action.

If we analyse the impact in terms of curricular development in each of the twelve countries assessed by us, through the relation courses / JMA unit, we have the following situation: countries with major impact (1-5 courses / unit JMA): DK = 1, SK = 1.66; IT = 2.16, B = 2.32, SP = 2.43, LT = 2.66, PL = 2.69, B = 3.25, optimum impact countries (5-10 courses / unit JMA): EN = 5, 12, PT = 5.75; strong impact (10 to 15 courses / unit JMA): G = 11, UK = 12.8, countries with very low impact (over 20 courses / unit JMA) F = 17.58.

Please note from our comparison that the JMA impact is highly differentiated amongst the assessed countries, from 1 unit in Denmark to 17.58 in France. It is interesting to note that the newer EU countries are mostly found in the group with a strong impact (Slovakia, Lithuania and Poland), only Romania is within the optimum impact group. This shows that there are no differences of position due to the gap in curriculum integration process in the field of EU Interdisciplinary Studies of newly entrants compared to other countries, in terms of JMA impact; they are rather encouraged to develop curriculum by European funding. Differences in position are determined by the action of the internal drivers, which favours the development of a field or another. On the other hand, this position is also due to national specificities in the construction of curriculum in general.

It is noticed that in comparison with other areas of EU Studies, in this area are financed most courses in the countries integrated in 2004 and 2007. Attempting, perhaps, to foster interdisciplinarity to achieve uniformity in higher education across Europe, or trying an Europeanization of education in some countries where national or regional footprint is considered to be too strong.

Conclusions Interdisciplinary in the field of knowledge is a double-edged weapon: on the one

hand, the collaboration between disciplines is able to recreate the unity of knowledge and on the other hand, this unit must be a new starting point for disciplinary research. It should not be conceived as an abstract goal, but a continuous movement triggered by the needs of scientific research, a move that from time to time is given a clear form in case of some imaginative and bold synthesis. That is the reason why, at the European level, the Jean Monnet Action has put an increasing emphasis on promoting interdisciplinary structures. Even though they are often found at the boundary of two disciplines, interdisciplinary structure is a progress and an additional step on the scale of knowledge.

Therefore, we consider that interdisciplinarity is an area well-represented at the European level by the number of courses that we found, despite the “double-edge” quality. Being seen as a challenge, or as a purpose in itself, the interdisciplinarity is steadily becoming more popular, naturally appearing from the innate development of educational disciplines and, of course, the curricula from all countries subject of our study.

According to the basic competencies established at European level for a better integration on the labour market, the performance that students must achieve is very much related to interdisciplinarity and skills that a multidisciplinary approach can offer. Analysis and Problem Solving, Communicating, and Delivering Quality Results, Learning and Development, Prioritising and Organising, Resilience, Working with Others or

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Leadership are competencies easily achieved through an interdisciplinary approach, approach presented in the European educational curricula, as we stated in our article. In addition, external drivers, i.e. Jean Monnet Action, further integration of graduates into the labour market or the European agenda, contribute greatly to the development of the EU Interdisciplinary Studies curriculum.

However, the transnational and transdisciplinary mobility, but also the application of the NITC in the EU Interdisciplinary Studies subdomain is evident, precisely because they are very compatible with the notion of interdisciplinarity. That is why we found a lot of courses available in the database, enabling us to say that even internal drivers contribute to the development of EU Interdisciplinary Studies curriculum.

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The New European and/or EU Studies Curriculum

Mircea BRIE*, Dorin I. DOLGHI**, Dana PANTEA***

Abstract: In this part we will present turn by turn the evolution of the curriculum in four domains which are developing in the area of European and/or EU Studies: EU Intercultural Dialogue Studies, EU International Relations and Diplomacy Studies, EU Communication and Information Studies, EU and Comparative Regionalism, from several points of view.

First, we will take into consideration the perspective that each curriculum from the four domains has in the ensemble of European and/or EU Studies, the new domains, at the three levels of study, Bachelor, Master and PhD in the twelve countries that made the object of our research, emphasizing the nuances from a country to another.

Secondly, we will trace the evolution of each curriculum in relation with the internal drivers (the dynamics of the study programmes/specializations where European Studies are taught), we will stress the role of mobility in various ways for crossing the disciplinary (transdisciplinarity) and national (transnational) borders and we will follow the application of ICT in the development of European studies curricula in the mentioned field.

Afterwards, we will stress the evolution of each curriculum in function of the external drivers: the evolution of each curriculum depending on the European Agenda, how much the curriculum is adapted to the changes of the European Labour Market and the impact of the Jean Monnet Action in the development of the curricula in European Studies in each field of study.

Key words: EU Studies Curriculum, Diplomacy Studies, Information Studies,

Intercultural Dialogue Studies When we say New EU Studies we refer to four fields that have begun, in the past

years, to strengthen their position within the European/EU Studies curricula: EU Intercultural Dialogue Studies; EU International Relations and Diplomacy Studies; EU and Comparative Regionalism Studies; EU Communication and Information Studies.

Regarding the total weight of these courses within the total EU studies courses for the academic year 2008/2009 within the twelve countries that were object of the SENT curricula investigation, we have noticed that from almost 10,000 courses identified in the project database, cumulated on three degree levels – BA, MA and PhD, the courses that can be grouped within New EU Studies represent only 12, 5%. Even if these disciplines do not have yet a major weight compared with the traditional courses in EU Studies, the new courses witness an important dynamics, considering that they cover new fields of studies. The biggest impact of the New EU Studies courses is at the MA level (almost 2/3); 25% of the courses are addressed to the BA level and only few courses have been found listed for the doctoral studies.

There are differentiations in the presence and distribution of these courses from country to country. Over the European average of 12,5 % we have found Denmark, with 21,15% (due to the extensive presence of courses related to EU Intercultural Dialogue

* University of Oradea ** University of Oradea *** University of Oradea

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Studies and EU International Relations and Diplomacy Studies); Portugal, with 18,27 % (due to large number of courses related to EU Intercultural Dialogue Studies, EU International Relations and Diplomacy Studies and EU and Comparative Regionalism Studies); Belgium, with 17% (due to the large number of courses addressed to EU International Relations and Diplomacy Studies); UK with 15,78% (due to the extensive presence of courses related to EU Intercultural Dialogue Studies and EU International Relations and Diplomacy Studies) and France, with 14,1% (due to the large presence of courses related to EU Intercultural Dialogue Studies, EU International Relations and Diplomacy Studies and EU and Comparative Regionalism Studies).

Below the European average we can mention Spain, with 12,46% (the largest presence of courses is represented by EU Intercultural Dialogue Studies and EU Communication and Information Studies); Slovakia, with 12,33% (most of the courses belong to EU Intercultural Dialogue Studies and EU Communication and Information Studies); Poland, with 12% (the largest presence is represented by EU Intercultural Dialogue Studies and EU International Relations and Diplomacy Studies); Germany, with 10,27% ( most of the courses belong to EU Intercultural Dialogue Studies); Romania, with 6,45%; Lithuania, with 3,86% and Italy, with 2%.

Also, there are differentiations between the four fields. The most representative is EU International Relations and Diplomacy Studies (more than 40% of the courses). Often, some courses from this field could be associated and mistaken for courses within EU Political and Administrative Studies (especially with the subfield of EU as a Global Actor), or EU Economic Studies (with the subfield of Europe and the Global Economy). The EU Intercultural Dialogue Studies hold the second position with 27% of the New EU Studies courses.

When analysing the titles of the courses and specializations teaching course New EU Studies, we have noticed that they can be divided into the four aforementioned subfields.

Within EU Intercultural Dialogue Studies the correspondent courses can be grouped in three categories: Islam and Europe; Europeanization and cultural diversityand European dialogue with other geo-cultural spaces. Within EU Communication and Information Studies we identified the following types of courses: European Media Systems and Other forms of EU Communication and Information Studies. With reference to the EU International Relations and Diplomacy Studies, the courses collected within this category are EU in international relations and International partners of EU. Finally, within the EU and Comparative Regionalism Studies, the courses are grouped in two categories: European Regions and European Border Regions.

The curricular database of the five subfields has been the support needed to seize the development of curricula in New EU Studies through internal elements contributing to its development – dynamics of specializations where it is taught, the role of mobility in various ways for crossing the disciplinary (transdisciplinary) and national (transnational) borders, the role of NTC in developing the New EU Studies curricula.

It is the same curricular database that has helped us follow the New EU Studies curricula development depending on external stimuli: evolution of curricula according to the European agenda and its level of knowledge, the impact of the Jean Monnet Action/Programme in developing the European Studies curricula in the field.

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1. The role of internal drivers in the New EU Studies curricula For the New EU Studies, the analysis is made from both the multidisciplinary

perspective (the participation of programme curricula within European Studies), and from the interdisciplinary perspective (participation of the programme curricula within other studies).

1.1. The perspective of the New EU Studies as Multidisciplinary framework (within European Studies Programmes)

Within European studies programmes, the multidisciplinary approach of the New EU Studies represents a process of adaptation of curricula to the need of a more integrative approach of European issues. Within the field of EU International Relations and Diplomacy Studies, we have noticed that the multidisciplinary perspective is addressed to relate European, national and international issues from viewpoints that cover political and economic aspects within two dimensions: EU in international relations and International partners of EU. At the BA level, the curricula is influenced by the need to develop competences and abilities that help the students to relate to different issues that affect the international identity and behaviour of EU. For example, within EU in international relations subfield, there are courses covering the external relations of the European Union, the external action of the EU, the EU as a global actor, and the EU and the global system. Much developed and distinctly emphasized is the subfield of International partners of EU, which gathers more specialized courses, focused on bilateral and multilateral relations of the EU. For example, we have noticed a high frequency of courses addressed to EU-US, EU-Russia, EU-China, EU-UN, EU-Africa, EU-Japan, EU and the Third World. In some countries, as Germany for instance, there is a tendency to relate national perspectives with European perspectives within the international relations (The Relations between the European Union and Latin America and the Role of Germany; Introduction to International Relations: German European Policy). At the MA level, the EU International Relations and Diplomacy Studies go further and promote teaching and research of the EU as international actor. It is remarkable to observe that security matters appear to have a deeper approach, within courses like External relations, security and defence in Europe, Foreign policy, Security and European defence; European Foreign and Security Policy; International relations and European Security, etc. At the PhD level, the EU International Relations and Diplomacy Studies are less developed due to the fact that many issues belonging to this field are approached in a classical manner, within political science and economic studies. Still, according to our data, we can state that there is no clear distinction between the initially identified subfields (EU in International Relations and The International partners of EU). We can mention as specialized courses EU as an international actor and EU international relations (UK); External relations of EU (Spain, Romania); European and globalization (France). The EU Intercultural Dialogue Studies, as a distinctive field of New EU Studies, emphasize that in the past years, there has been a strong need for an integrative approach of culture and identities in the EU (both from anthropological and constructivist approaches of EU integration studies). Within the information collected in the database, there is a large diversity of courses that belong to this field, especially at the BA and MA levels. For a clearer distinction, we have identified three major subfields where we can fit the courses: Islam and Europe; Europeanization and cultural diversity and European dialogue with other geo-cultural spaces.

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At the BA level, within Islam and Europe group, we have noticed that this issue is becoming more active in the quest for a clear European identity, addressed to other cultures. Religion, culture and language are the three variables that affect the curricula. Within the EU universities, specific courses are investigating Pluralism and Religious Minorities in the European Union, Religious Plurality and religious conflict in modern Europe (Spain), Identities in contemporary Europe (UK), Sociology of religions in Europe (France), Islam in Europe (Lithuania). Even if the issue of Islam is not necessarily specified within the name of the courses, the religious and cultural differentiation often arise. The subfield of Europeanization and cultural diversity holds a core place within the European universities. There is a large number of courses that are gathered within this category. Therefore, there is a series of common courses investigating social and cultural aspects of European integration, European cultural heritage, Religion and cultural bases of European civilization, European identity, Cultural identities in Europe, etc. It is very important to mention that in each country, within the category of Europeanization and cultural diversity there are courses aiming to connect national culture with European culture. For example there are courses Slovenian culture in European context, Slovak Cultural Heritage in European Context or Poland in Europe. We note that in Central and Eastern European states this intercultural approach has been developed in the past two decades following their national efforts to integrate themselves within the EU and European space of civilization, after half a century of communist regimes that ignored the teaching and research of intercultural matters of the continent. The integrative cultural and intercultural approaches became part of rediscovering and strengthening the European dimension of the national identity. The other group dealing with intercultural dialogue - European dialogue with other geocultural spaces – becomes a subject of most recent teaching and investigation efforts, as a consequence of cultural influences of globalization and the EU new borders. As the EU is continuously searching for its cultural identity, the relation with the others will always represent a comparison variable. Consequently, the study of the Other and the Outside has increased in importance within the academic curricula. We have identified courses that specifically questioned these matters: Dominant Religions of Europe & Middle East; Euro-American Relations (Slovakia); Extra-European Worlds; International and European Culture; Extra-European Influences, Extra-European Civilizations (France); Intercultural Euro-Asian Relations (Portugal), etc. At the MA level, the EU Intercultural Dialogue Studies are subjects to the same interest where the curriculum was developed on more strictly basis and more focused on specific matters. There is no obvious direct interest for the Islam, with some exceptions addressed to Mediterranean space and Muslim influences (for instance, in France there are course Turkey and European political Debate or Euro-Maghreb culture). This can be explained by the increasing need for understanding intercultural approaches where religious aspects are addressed in a comparative and integrative manner among Christianity, Judaism and Islam. A more comprehensive approach is dedicated to the Europeanization and cultural diversity. There is much more interest at the MA level for teaching and research of intercultural dialogue. The most covered issues are gathered within courses such as: European cultures and identities; European culture and civilization; Identity, Heritage and Cultural Diversity in Europe. There might be a distinction on two different approaches of intercultural dialogue in Europe: first, there is a comprehensive approach that tries to have a general European view and second, there is an approach with different national or particular cultural character (such as language, literature, theatre or cinema). With reference to European dialogue with other geo-

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cultural spaces, at the MA level the same interest is maintained for curricula development, especially in the context of a deeper multidisciplinary approach. The PhD level that covers intercultural issues in Europe is subject to interdisciplinary and trans-disciplinary pursuits that make it difficult to set it as a distinctive field because of its multiple specialized perspectives: sociology, anthropology, philosophy, languages and religious studies. Within EU and Comparative Regionalism Studies, we can argue that this new curricula has been increasing in importance in the past years. Different approaches of regions and regionalism in Europe are a consequence of an increasing presence of subsidiarity principle and multi-level governance within the EU discourse. On the other hand, the EU enlargement had a direct effect on administrative reforms for the newly Member States. Also, a new sense of the regional cooperation came into attention regarding the implementation of European policies and the relations with the new neighbourhood in the East. Therefore, within the EU studies, there are multidisciplinary perspectives that gather contributions from history, administrative studies, political geography, political science, etc. These influences emphasize the trans-disciplinary need for adaptation of the new curricula on region and regionalism studies. For a proper analysis of this distinctive field, we have chosen two categories or subfields that can group the courses addressed to this subject: European Regions and European Border Regions. At the BA level, the European Regions subfield is approached from a perspective addressed to European Regional Policy and the curricula gathers most of the elements from public policy and administration, economics and spatial organization. We have noticed a large number of courses in this respect: Geography of Europe; Regional and local policies of EU; Regional integration; Regional development (Portugal); EU Regional Policy and Structural Funds (Lithuania); Community regional development (Romania); European Regional Geography; Space and time-regional geography of Europe (Germany). The subfield of European border regions is very interesting with its flexible approach of what region means and how it can be used in different curriculum developments. Some courses are dedicated to considering transnational regions, such as Central Europe, Eastern Europe, Mediterranean region, Balkan region, Northern Africa, Baltic region, Black Sea Region, etc. In this perspective, there are specific courses that are focused on this extended idea of the region: Europe and Asia: regional approaches; South-East Europe; Europe and the periphery; Africa and Europe (France); The Baltic Region - Political, Cultural and Economic Development in a European Periphery; European Peripheries in Baltic Context; Questioned Space Analysis, Examples of Middle and East Europe (Germany). The MA level within EU and Comparative Regionalism Studies tend to be more specialized and focused on pragmatic approaches that are oriented toward the development of specific students’ competences. Different approaches are addressed to regional development, regional administration, demography, tourism, social regional structures, rural and urban delimitations, territorial planning, regional governance, etc. Within European Regions subfield the comparative character is stressed by the association of local, regional, national regional policies with the European regional policy, set as an independent variable. With regard to European border regions the regional dimensions are addressed to Europe and its regions in relation with the neighbourhood in the context of the specific policies of EU or the continuous adaptation of Europe to its neighbours. Again, the Mediterranean and

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Eastern dimensions are the most used regional dimensions. As a new trend, many EU Eastern Member States are developing MA programmes and course the regional views of the border. For example, within the University of Oradea, the MA courses look into the meaning of the new EU frontier, as a potential source for deeper regional and trans-border cooperation. The Doctoral studies of comparative regionalism have not yet attracted sufficient attention in order to determine specific doctoral schools to deal with this new field of investigation. Still, there are many doctoral projects covering this issue and some courses can be identified within both of the subfields, but with a more extended approach, which transcend the physical border into the regional dimensions and all the way to the global international environment. From this viewpoint, comparative regionalism is under the investigations conducted within international relations and there are specific courses: Contemporary politics of Russia, Ukraine and Central and Eastern Europe; EU-Asia-Pacific Relations (UK), Comparing integration: Africa/Europe (France); State and border matters: Iberian Peninsula, Europe and Latin America (Portugal). The distinct approach of EU Communication and Information Studies as a New EU studies field came into our attention due to its increasing importance and presence within the EU Studies curricula. There are several factors that induced the emergence and development of these approaches. First, the communication structures and technologies must be adapted to the EU’s need for legitimacy. Second, the communication and information are instruments to strengthen the European dialogue in the sense of enhancing both intercultural dialogue and European identity. To this end, the EU Communication and Information Studies field represents one of the most challenging new visions within the EU studies. Our investigation has collected some data that emphasize this new approach. For a better understanding, we have split this new field in two secondary subfields: European Media Systems and Other forms of EU Communication and Information Studies. At the BA level, the European Media Systems represents a group of courses that are trying to relate the EU messages with the European and national media forms of communication. There is not an integrative approach for the study of the media at this level, only with few multidisciplinary (but notable) exceptions. In Germany, for example, there are specific course the subjects like: Democratic media discourse in Europe; Focusing European integration by media analysis; European Media Systems; Journalism and European public Spheres; EU integration as reflected in the Press. These courses are listed in different teaching programmes, addressed both to EU Studies, Communication and Journalism. Therefore, it seems much plausible to associate these courses within an interdisciplinary and transdisciplinary framework of other study programmes. Other examples can be found in Spain (course Advertising in the EU; Communication policies in the EU), France (European communication); Poland (Contemporary media systems in Europe; European information) or Romania (Mass-Media and the challenges of EU). Also, we have noticed coursed addressed to intra-communitarian communication, communicating cultures in Europe, language policy in Europe or European identity sources. Within the perspective of this subfield, there are no clear standards to set the specific courses that are responding directly to the strengthening of this new field of EU studies. The MA level comes with more specialized courses within the same multi, inter and trans-disciplinary approach.

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1.2. The perspective of the New EU Studies as Interdisciplinary Framework (within other study programmes)

As the New EU Studies is emerging as a distinct field within the university curricula, there are several factors that shall be considered in the relation of these new programmes and other study programmes that are not necessarily addressed to EU studies (Law, Economics, Political Science, Administration, History, Sociology, Communication/Journalism, Geography, Languages, Arts, etc.). This situation emphasizes the importance of the New EU Studies within university training, because the courses are flexible and they can be associated with many perspectives within the social sciences.

The field of EU International Relations and Diplomacy Studies gathers courses that respond to studies such Law, Economics or Political Science. It is impossible to have a comprehensive grasp and training of these study programmes without taking into consideration the European Union. In this light, there is a set of general and introductory courses that cover this requirement, especially at BA and MA levels.

The EU Intercultural Dialogue Studies represents the most flexible field that can be approached in many study programmes. We have seen that beyond specific course European culture and identity, there are some courses that are focused on distinct curricular aspects, such as literature, theatre or cinema (UK). Also, religious and anthropological differentiations are studied in relation with the Europe’s outside cultural environment.

The EU and Comparative Regionalism Studies curriculum was found in the case of specializations that are dealing with the extended meanings of region and regionalism. We have in mind study programmes on Public Administration, Economics and Political Geography. There is a mutual influence among these academic fields and the overall analysis underlines the transdisciplinary framework of the New EU Studies.

The EU Communication and Information Studies curriculum is adapted and responds to the most challenging current needs of the EU. Within the different programmes that might benefit from these courses we can single out public communication and journalism, in their quest to adapt the courses to the needs and particularities of the European communication environment.

2. The role of external drivers in the development of the New EU Studies

curricula

2.1. The evolution of the New EU Studies curricula according to European

Agenda There is a very interesting relation between the EU agenda and the development of the New EU studies curricula. Within this perspective, the academic institutions play their classical role to conduct further investigations addressed to the need of understanding the future developments of the society. Within EU International Relations and Diplomacy Studies there is a strong relation between the EU’s quest for its international identity and the development of specific capabilities to act as an international actor. In fact, in the past two decades, after the emergence of the EU as a political system with a distinct common foreign and security policy, this theme became the subject of deeper investigations within academic structures. We can observe that different themes of the European Agenda, especially those during intergovernmental conferences on the revision of the treaties, are approached within EU studies curricula, as options for deeper investigations on the dynamics of the EU integration.

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From these perspectives, the key words are: foreign policy, security and diplomacy. All the courses respond to some extent within their denomination and contents to these terms. An important variable that affect the structure and content of curricula is the nature of international system, characterized by global interdependences. Therefore, issues related to the EU role in the global system became more interesting not only for the EU studies, but also for economics and political science. The external representation and action of EU is not covered within a large number of courses dedicated to this subject. Indeed, only after the entering into force of Lisbon Treaty and the creation of a European diplomatic structure, we can notice that the universities did not foresee (or did not exploit) the opportunities to develop specific course European diplomacy. Still, this perspective needs further special attention. Within EU Intercultural Dialogue Studies the European agenda had influenced indirectly some developments. Within the SENT database we have noticed that there is an increased tendency to relate national perspectives to European perspective in anthropology, philosophy, languages and religious studies. Recent factors that can affect the development of this field are the provisions of the European Agenda for Culture (2007) founded on three common sets of objectives: cultural diversity and intercultural dialogue; culture, as a catalyst for creativity; and culture, as a key component in international relations. The Lisbon Treaty (Art. 167, para. 4; formerly EU Treaty Article 151) requires the Union to take culture into account in all its actions so as to foster intercultural respect and promote diversity. Within the EU and Comparative Regionalism Studies there is a direct link between the EU’s policies and the curricula development. From the perspective of European regions, there is a clear indication that in each case, without exception, any state that joined EU had to reform its national administrative system where the regional dimension became more important due to its functional role in the European cohesion and regional development. In the past years, there is a strong influence coming from the EU discourse on multi-level governance which places the region within the heart of European integration. With regard to the subfield of European Border Regions, there is a strong relationship between the new EU policies (European Neighbourhood Policy; Black Sea Synergy, European Mediterranean Policy; Eastern Partnership; Northern Dimension; Arctic Region, etc.). Within the EU Communication and Information Studies there is also a great influence from the EU Agenda, especially in the past years when the European Commission launched the European Communication Policy and Plan D – for Democracy, Dialogue and Debate in the EU, in 2005. This new approach of communication within the EU came as a need for a better understanding of the Union and its role, after the failure of the Constitutional Treaty. The new communication agenda needs to be seen either as complementary to the already existing one, or as proposed initiatives and programmes, like those in the field of education, youth, culture and promoting active European citizenship. The initiatives of the strategy set out a long-term plan to reinvigorate European democracy and to help the emergence of the European public sphere, where citizens are provided with the information and the tools to actively participate in the decision making process and gain ownership of the European project. The curricular development is taking into consideration these influences because of the imperative need to change the perception and management of communication and information within the EU.

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2.2. The New EU Studies curricula and the adaptation to the changes in the

European labour market The flexible interdisciplinary and transdisciplinary character of the New EU Studies

curricula might respond to the most recent requirements within the European Personnel and Selection Office that within their selection procedures, in addition to specific professional skills and knowledge, are looking for the following core competencies: analysis and problem solving; communicating; delivering quality and results; learning and development; prioritizing and organizing; resilience and working with others. In the new system, the admission test stage will feature competency-based testing (rather than knowledge-based testing). Admission testing involves computer-based tests (CBT) of cognitive ability (verbal, numerical and abstract reasoning) and situational judgment, plus professional competency, depending on the profile sought. As these new requirements only have been in force since 2010, our study of the 2008/2009 academic year cannot offer relevant data. We can foresee that the flexibility of the New EU studies can develop the specific abilities and competences required within the EU institutional structures.

2.3. The impact of the Jean Monnet Action in the development of the New EU Studies curricula

The studies referred to the impact of the Jean Monnet Action on the European/EU studies curricula have showed that this action has a major impact on the traditional fields (Law, Economics and EU Interdisciplinary Studies). Unfortunately, the New EU Studies has not made a distinct presence in this direction, even if, since 2007, the Jean Monnet Action has included them among the priorities of each call. Our findings show that until 2009, with the support of the Jean Monnet Action, only twelve teaching structures belonging to the field of New EU Studies were financed (modules, permanent courses, chairs and centres) within the twelve countries surveyed during our evaluation.

If we relate the number of teaching structures to the number of courses identified within the New EU Studies during our investigation for the 2008/2009, academic year we notice that for a structural unit financed by Jean Monnet Action, there are 101,25 courses, i.e. less than 1%. An encouraging fact is that according to the 2010 Jean Monnet call, the number of teaching structures has been doubled, reaching 23 structures; this is proof for the fact that the professors teaching EU studies, especially in France, Poland, Romania, Spain and the UK have understood the trend and the imperative request of the Jean Monnet Action strategy, to develop projects and course the New EU Studies.

If we analyse the impact of The Jean Monnet Action from the perspective of curriculum development, in each of the twelve evaluated countries, through the relation courses/unit Jean Monnet, we have the following situation: countries with more than 2 teaching units – Italy (3 units) and Poland (2 units); countries with one teaching unit – Germany, France, Portugal, Romania, Slovakia, Spain, UK; and countries with no teaching unit for the New EU Studies: Belgium, Denmark and Lithuania.

Our comparison shows that the most winning projects of New EU Studies were addressed to the EU Intercultural Dialogue Studies and to the EU International and Diplomatic Studies. This overall approach leads us to the following conclusion: there is a need for deeper investigation of the New EU Studies and there is a great interest to support the specific projects from the EU. Within the overall process of EU studies curricula adaptation, the new approaches can be developed and financed in order to cover the need for knowledge and the professional training of the European students.

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Conclusions As we have seen from this brief analysis, the New EU Studies represents an

opportunity for curricula development within the European universities. There are interdisciplinary and multidisciplinary approaches that prove the need for a more flexible and integrative approach of European issues. Any of the fields identified by our evaluation (EU Intercultural Dialogue Studies; EU International Relations and Diplomacy Studies; EU and Comparative Regionalism Studies; EU Communication and Information Studies) comprises courses that are fundamental for any other EU studies, in order to strengthen the specific competences and abilities of the students who are willing to understand such complexity and to work within the competitive European system.

Still, we consider that, according to our data, the BA and MA levels require the new curricula. We did not foresee spectacular developments within the doctoral studies, in the sense of development of specific doctoral schools.

According to our observations of the EU Agenda’s influence on the curricular development, there is a clear indication that the New EU Studies is one of the most adaptable fields to the internal dynamics of EU.

Beyond the curricular development, research projects must be addressed to these new approaches. The evaluation of the Jean Monnet Action is relevant in this sense and represents an opportunity, especially for young academics, which have to develop and integrate the curricula.

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European and/or EU Studies Curriculum between Internal and

External drivers

Ioan HORGA*

Abstract: The main target of this part of our research was to determine whether the particularity of courses in European Studies is still a traditional one, or such courses remain disjointed, seated in various disciplines. For this purpose, we have analysed both Internal and External Drivers that could influence the typology of courses in European Studies.

First, we examined the EU Studies/European Studies as a Disciplinary Framework of Political Science. For a very long time, we have come across debates about the place of European Studies. Are they part of the Political Science or part of the Administrative Studies? Our purpose is to demonstrate that they are a science in itself. Then, we examined the EU Studies/European Studies as an Interdisciplinary Framework, attempting to demonstrate that the specialization of European Studies and International Studies is more than welcome. The third step was to examine the EU Studies/European Studies as a Multidisciplinary Framework. Nowadays, the interdisciplinarity is the new orientation in the curricula and it is a field that is increasingly gaining importance.

As for the external drivers, the impact of evolution of the European Union on EU Studies is well represented in the curricula. The changes in European integration or European governance can always be found in the curricula for European Studies. Another important external driver is the impact of the Jean Monnet Action on the evolution of European Studies. The number of Jean Monnet Centres, Chairs and Modules financed by the European Commission are increasing every year, fact that clearly demonstrates that this Action has an important influence in the curricula of study.

The research that we undertook had no easy path; different paths for further research are still open.

Key words: Development of European Studies, Internal drivers, External Drivers, European/EU Studies curriculum, European Universities

The place of European Studies within all social sciences and with predilection in the political science encounters dynamic debates with pros and cons with reference to the interdependence and interaction. For instance, during the debate on What has Political Studies done for the Study of Europe? (Manners 2010: 3). Ian Manners stated that the Political and EU Studies have a long history of engagement and borrowing from each other. But this tends to be forgotten in some disciplinary histories, which means that political science tends to have an introductory role to EU Studies, making Ian Manners state that “it is normal to use EU studies to argue that the disciplinarity is best”. He also admits that “the interdisciplinarity and interdependence suggest a need for greater transdisciplinarity” (Manners 2010). From a different perspective, within the same debate, Ben Rosamond envisages the construction of “a tightly disciplined normal science of EU Studies (a kind of European Union Politics), as well as an interdisciplinary perspective, seen through “an openness that extends to more nuanced readings of Political

* University of Oradea

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Science/EU studies past as well as an openness to the full range of contemporary work” (Manners 2010).

The entire array of debates concerning the place of European Studies bears multiple connotations. One of them refers to the development of the European Studies curricula.

Michael L. Smith speaks, in the context of a study carried out about the place taken by European Studies in the UK, about three factors that led to the establishment and subsequent development of the European Studies curriculum. Using the UK as an example, Smith considers that European Studies have first developed as “a response to belief that UK required a series of graduates capable of dealing whit the administrative challenges as well as economic and business opportunities which would follow membership” (Smith M.L. 2003: 22). The development of such study programmes became necessary in order to be able to train a population more and more informed and critical.

Secondly, according to Smith, the emergence of the European Studies was wanted for “a degree that would foster broader cultural understanding, especially as aided by greater competence in foreign languages” (Smith M.L. 2003: 22) as it was looked into opening the rather closed UK towards European partners. In practice, this fact translated into competencies of communication in at least two foreign languages, of using concepts outside the sphere of contemporary political and economic affairs and a very high cultural level. This particularity has been kept to this day within the British academic environment, as our study proves. It is one of the strong points of UK European Studies curricula in 2008/2009, from this point of view being a constant.

Finally, the emergence of European Studies is determined by the need to supply complex answers to the European problems and challenges. Understanding European societies in their development, from the past to the current days, requires new methods taken by a various number of disciplines, from humanities to social sciences. Considering that Europe is a set of interrelationing societies, increasingly diverse and more bound amongst themselves than any geographical or political space, it is imperative to build the European Studies programme “as inherently interdisciplinary in their structure and approach”(Smith M.L. 2003: 23) as possible.

If we are to translate the European Studies emergence pattern to different states, we shall find various nuances, but all of them can relate to the same premises, nevertheless far from a curricular homogenization (Umbach and Scholl 2003). For the founding states of the European community that were the subject of our survey (Belgium, France, Germany and Italy) the emergence of European Studies is related to the need of these countries to adapt to the European community, with the dynamics visible between 1970 and 1989 and their explosition after 1989. After 2000, the UK sees a rebound of European Studies amid decreasing interest that the British students have started to show for foreign languages and “normalization of European political relations” (Georgakakis

and Smith 2004: 8). On the one hand, such rebound may be advantageous to the development of European Studies post graduate programmes. On the other hand, this evolution allowed the traditional disciplines, especially the Political Science, to take the opportunity to put an end to them being taken for a multidisciplinary programme (Smith M. 2003: 2). The Political Science specialists have been more and more looking to teach Europe as a theme belonging to the general politics or compared politics courses (Smith M. 2003: 33-34); in some cases questions have been raised as to whether European Studies curriculum is current or not (Rumford and Murray 2003).

This re-evaluation had not happened throughout the whole Europe. For Spain and Portugal, countries that joined in 1985-1986, the emergence of European Studies is marked

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by the EU joining event, the real growth being recorded mostly after 1995. Spain and Italy are remarkable, European Studies curriculum virtually exploded after 2000; these two countries have been the beneficiaries of numerous projects within Jean Monnet Action.

In the case of France, especially after 2000, European Studies or Studies on the European Union curricula rather provide the picture of a subfield of Political Science "whose structures will lead, on the one hand, to a continuous evolution in accordance with the European integration process, which is increasingly complex. On the other hand, this development is accompanied by the mobilization of teachers and researchers within this area (Georgakakis and Smith 2004: 17-18).

For the countries of Central and Eastern Europe, more precisely Lithuania, Poland, Romania and Slovakia (the countries subject to our survey), the emergence of European Studies occurs in the context of signing the EU Association Agreements (1994-1996). For example, in Poland, in May 14th, 1996, the European Educational Council was founded. Its aim was to initiate and support activities in the frame of the Ministry of National Education related to dissemination of knowledge about Europe, the European Union and the processes of the European Integration in the frame of the higher as well as a life-long education. (Rudnicki 2009: 4)

Such studies encounter a constant dynamics once the negotiation for accession commence (1999- 2004) and explode with the accession, after 2004, as “the next stages of successfully participating in Europe’s new structures and cultural life” (Smith M. 2003: 3).

Of course, European Studies has an evolution that is both convergent and different, varying from country to country. This phenomenon evolves from a classic “transdisciplinary approach” (Manners 2009) towards a postmodern cosmopolitan approach (Beck 2009; Calhoun 2009).

Such evolution is clearly seen from the perspective of changing the curricular paradigm. If in the first EU member states the European Studies curricula are tightly connected to the Disciplinary Framework, often being mistaken for it (Political Science, Legal Studies, History, Economics), the newer entrants show a true explosion of europenistyka (Rudnicki 2009: 8) as a multidisciplinary specialization. Babes-Bolyai University from Cluj-Napoca/Romania has housed since 1995 a Faculty of European Studies, which has a multidisciplinary educational offer, whose model serves as the base of development of europenistyka in Romania. If in the old member states the European Studies curricula are going more and more towards an increasingly applied Interdisciplinary approach, the new aforementioned entrants tend to not only outline as many European Studies programmes as possible, but also to ensure a faster insertion of graduates into the labour market by their interdisciplinary adaptation.

In fact, the evolution of the European Studies towards interdisciplinarity translates into “the Europeanization of other disciplinary degrees” (Smith M. L. 2003: 32). The inclusion of European elements in other degree programmes and the trend for European Studies to shift its own focus have started to make room for danger of practical and intellectual erosion of the interdisciplinarity. Certain scientific areas – Social Sciences, Political Science and International Relations have started to take over European Studies, which according to M.L. Smith is a threat to the future of such Studies.

1. Internal Drivers and the Development of Curriculum in European Studies In what regards the action of internal drivers I have used the working model of C.

Flood’s survey, whose own course descriptor suggested that European Studies was delivered as a type of interdisciplinary programme rather than as a predominantly

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unidisciplinary degree containing European elements (Flood 1997: 4-5), together with Michael Smith’s survey model (Smith M. 2003: 9). According to Michael Smith, European Studies are taught: a) within one specific ES degree programme, which in the acceptance of our suggested model would correspond to a disciplinary programme (Political Science, Law, Economics, History); b) within more than one ES degree programme, which would correspond to a Multidisciplinary Programme; c) As a joint combination with other degree programmes, which, in our view, would match an Interdisciplinary Programme (Smith M. 2003).

According to Ben Rosamond, the evolution of any academic area is governed by two factors: scholarly contingency and disciplinary politics1. The latter term has two connotations. First, the way in which all European problems are understood within the academic environment, on one hand as institutional organization with specific study programmes, and on the other hand as distinct disciplines (Rosamond 2007a: 232). This connotation helps us understand why a subfield of EU Studies requires the comprehension of the academic disciplines contribution. Historically – says Michael L. Smith – the organisation of European Studies has reflected both the diversity of its origin and its multidisciplinary basis (Smith M. L. 2003: 29). If the programme is developed within an institutional structure of Social Sciences, Humanities or Languages, it will evidently bear a specific print. If the programme was created by associating multidisciplinary autonomous groups or centres – it develops then as a standalone academic programme.

The second connotation of organizing European Studies allows the comprehension of the discipline double meaning, not only as a way to organize the studies within a well-defined area, but also as a set of rules used for scientific production, with strictly defined limits (Klein 1996). During course selection, in order to determine the impact of internal drivers, we must consider the evolution of academic reflection within the sphere of European Studies. First, we will need to consider that the academic reflection does not cover the same range of European issues (Rosamond 2005), which has consequences on creating new courses of European Studies. For instance, the lack of experience within Political Science in a given country makes the internal drivers take direct action on areas that graft reflections on the EU and thus, we have the emerging grain for the Multidisciplinary Framework. Just as a rich tradition in Political Science may act like an internal driver to stimulate European reflection in other areas, causing interdisciplinarity. Second, starting from the distinction between inductive interpretations (empirical and multidisciplinary, developed mostly in the UK) (Wallace 2000) or deductive (mostly in the US), from “problem-driven and theory driven research” (Rosamond 2007a: 245), or the knowledge of a field and the evolution of the field itself, which had an important role in developing European Studies and from the cleavage within the field of European Studies between "Europeanists" and "Political scientists of the European Union" (Verdun 2005), in selecting the curricular information for European Studies we have many times found ourselves in trouble with noticing one course from one category listed to another, depending on criteria more or less objective.

1 Scholarly contingency – the scholarship does not proceed with free agency, but is bound by

various conditions; disciplinary politics – the idea that the course of academic work is governed by power games and that there are likely to be significant disagreements about best practice and progress in the field.

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Finally, speaking from the perspective of practice of critical disciplinary history (Rosamond 2007a: 252) of a one subfield of European Studies, we shall consider that in developing the curriculum for European Studies, three results could be recorded in a given situation, depending on the interaction between interests, identities and institutional command (Green and Shapiro 1994). First of all, any subfield of European Studies goes through a descriptive phase or contains a descriptive chapter, based on research results from the European Integration evolution archives. Such courses require a rather traditional pedagogy. Secondly, the application of critical disciplinary history requires a more nuanced pedagogy in European Studies. It is necessary to know “who we are, how we got here and where we might be going” (Rosamond 2007a: 252). Third, going from reflection to the field historiography requires an adaptation of European Studies curriculum not only to level of degree programmes (most suitable for MA and PhD), but also to a more complicated pedagogy, which will simulate debate, criticism and especially individual work and reflection.

Starting off from the debate about internal drivers, we have looked, in our review of collected data during our evaluation of European/EU Studies courses taught throughout 2008/2009 in 12 EU member-states, to see what the role of internal drivers has been in proposing new courses, in choosing specializations (study programmes) where such courses are taught and not least, the manner of teaching.

Using on the one hand the quantitative analysis methods which have started to make their own increasingly prominent way within the European analysis. On the other hand, we have looked to increase the explanatory and predictive power of European analyses, the move from engineering towards a scientific understanding suggests more evaluation of rivalling approaches, or, when rivalling approaches do not exist, an explicit relation to a null hypothesis. Such null hypotheses are usually powerful variables, although they often lack a theoretical foundation: throwing a coin or calculating a means of actors’ positions are trivial but sometimes better predict outcomes than sophisticated theories do (König 2007). Such an approach allowed us to apply the second method used in the European analysis – the qualitative method (Caporoso 2007; Mahoney 2007; Ragin 1987) - method that makes the European Studies become an increasingly autonomous field in relation with the political science.

First of all, following this investigation we can state that there is a flexible and

differentiated curriculum for European Studies. This fact encounters various connotations from one field to another, from one level of study programme to another, from one country to another and from one type of student to another (Caviedes 2009).

For instance, the curriculum for EU Legal Studies and partially of EU Economics Studies is less flexible than the curriculum for EU Political and Administrative Studies or EU Historical Studies. The curriculum for traditional fields is more rigid than the curriculum for the transition field of EU Interdisciplinary Studies and less flexible then the curriculum for New EU Studies (EU Intercultural dialogue Studies, EU International and Diplomatic Studies, EU Regional Comparatives Studies; EU Communication and Information Studies).

If we compare between the European Studies curricula on level of study programmes, we will see that they are very flexible at the MA programme as compared to the BA and rather difficult to define in relation with the doctoral programme.

Then we looked at the curricula from the perspective of the countries that were the subject of our survey. We have observed that there are greater curricula uniformity in Germany, Denmark, Italy, Lithuania and Poland than in Belgium, France, Portugal,

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Romania, Spain, Slovakia. There are tendencies of curricular interdependency due to a cultural, historical and political array. The curricula from Romania and Slovakia (e.g. EU Legal Studies or EU Economics Studies) are similar in many courses with the ones in France and Belgium. The curricula for EU Legal Studies, EU Economics Studies from Poland and Lithuania have more similarities with the one in Germany and partially Denmark. The historical cultural interferences dimensions are best seen at the courses proposed for BA and even MA programmes, for the fields of EU Political and Administrative Studies and EU Historical Studies (the UK curricular model has also been found in Denmark, Belgium, Portugal; the curricular model from France has also been found in Spain, Italy, Romania and Slovakia; the curricular model from Germany has also been found in Italy, Poland, Lithuania).

If we look at things from the EU Interdisciplinary Studies especially New EU Studies perspective the cultural-historical and political arrays are not particularly present like they were within the traditional EU Studies fields. Being new fields that emerged after 2000 and having been required especially after 2004 and 2007, in the context of accession to EU and of the new challenges over our continent, they do tend to impose themselves not in mimetic forms, but either as long-distance imports from UK or Spain into the Eastern Europe, or as local initiative responding to a political trend coming from Bruxelles. The doubling within one year of the number of projects (2010 vs. 2009) submitted for financing through Jean Monnet Programme, for teaching structures specific to EU Interdisciplinary Studies and especially to New EU studies could be thus a relevant indicator.

Reviewing things from the perspective of study programmes typology, we have observed that the courses proposed within the Disciplinary Framework– to those studying Legal Studies, Economics, Political Science and even History – are rather uniform. European Studies as Multidisciplinary Framework contain uniform courses, at least at MA programme level. Instead, at Interdisciplinary Framework, the courses of some traditional disciplines are presented in a diversity of forms, which seems to indicate a higher degree of flexibility. It is interesting that the fields of New EU Studies do not have a monodisciplinary dimension and they can only be taught within a multidisciplinary or interdisciplinary system, which leads to very flexible curricula.

Looking at things from the point of view of European/EU Studies curricula applicability, we can state that there are fields with a great practical applicability, such as EU Legal Studies, EU Economics Studies seen from all three perspectives – as Disciplinary Framework, Multidisciplinary Framework, Interdisciplinary Framework – and fields that provide practical applicability within a Multidisciplinary curriculum (as it is the case of European Studies) and especially within an Interdisciplinary curriculum. Traditional fields like EU Political and Administrative Studies can generate a practical perspective by partaking in Interdisciplinary programmes and also by helping to consolidate newer EU Studies programmes. It is the practical dimension of the curriculum for European/EU Studies that keeps it away from a scholastic perspective, giving it strong dynamism, permanent flexibility and great adaptation to society’s realities. When EU Interdisciplinary Studies emerged at the beginning of 2000 within the traditional fields of European/EU Studies curriculum it was based on the need to respond to arising tendencies for new courses or new theoretical approaches that could not have been included in the traditional fields category.

All the same, the explosion after 2004 -2007 of courses in theoretical reflections belonging to New EU Studies answers, on the one hand, to the need to diversify the curricula determined by the new challenges of European construction process – imposing Europe as a

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global actor, rising of the intercultural dialogue as an antidote to a possible clash of civilizations, the need of a more direct communication and of a better citizens information subsequent to the French and Dutch NO’s to the constitutional treaty. On the other hand, this evolution corresponds to “new study programmes, which are introduced in the course of the so-called ‘Bologna process’, provide a further potential for change towards improving the professional competitiveness of European scholars instead of risking their isolation in the camp of a European sui generis-formation” (König 2007).

Second, further to our survey of the curricula for European/EU Studies within the twelve countries, we have come to the conclusion that, on one hand, the curricula for European Studies help mobility in various ways for crossing the disciplinarity (transdisciplinarity). In general, there are primary compatibilities between disciplines taught within the curriculum for European/EU Studies which allows for its transdisciplinarity dimension. Except for EU Legal Studies and partially for EU Economics Studies, which have a more standardised curriculum, i.e. the case of BA and MA programmes core curriculum; the courses of remaining fields have fluid contents (sometimes a negative element) with duplication of knowledge given by 2-3 disciplines (e.g. courses of European Integration or European/EU Studies might as well be part of the curriculum for EU Political and Administrative Studies, EU Economics Studies, or EU Historical Studies).

Having such facts in view, the supporters of core curriculum idea are right in sustaining the standardisation, seen as a solution for the transdisciplinarity to not turn into repeatability. We believe that the curriculum for European/EU Studies may have a future only if an increasing transdisciplinarity is ensured; we also believe that this could be achieved only in the context of meeting two criteria: a clearer definition through future research of each EU Studies field (so that certain confusions that might arise at the borderline would be erased – e.g. traditional fields, such as EU Political and Administrative Studies, EU Economics Studies (Gerace 2004) and EU Historical Studies – or fields of New EU Studies and the traditional ones) together with an increasingly fine interoperability between basic fields (e.g. EU Economics Studies with Economics in general).

We consider the current tendency is for the curriculum transdisciplinarity of European/EU Studies to be more visible at the MA degree programme than at the BA degree programme; this is normal and it is a natural answer of such study area to the evolution of European higher education following the implementation of Bologna process. The fact that our survey has noted very few examples of transdisciplinarity at the doctoral degree programme should not rush us into labelling it as a falling behind, but we must see it in the context of a natural evolution towards a specialization through courses and development of transdisciplinarity through research. Unfortunately, following our investigation there are no elements that can indicate the degree of transdisciplinarity at the doctoral degree programme within thesis of EU Studies, in order to be able to formulate a pertinent conclusion.

On the other hand, the curriculum for European Studies helps mobility in various ways for crossing the national (transnational) borders. The national-transnational ambivalence (Wiener 2002) is mostly visible at BA degree programmes, in comparison with MA and Doctoral degree programmes. It is more frequently listed within the traditional fields than it is within EU Interdisciplinary Studies and New EU Studies. It is more visible at EU Legal Studies and EU Historical Studies then it is in any other fields.

From a different angle, we have noted that the transnational dimension is less present within the curricula of monodisciplinary fields than it is within those multidisciplinary or

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interdisciplinary fields. At the same time, it is more frequently listed within the curricula of new EU entrants then it is within the older EU members.

Looking at facts in a more detailed manner, i.e. Disciplinary Framework, we can notice that within the curriculum for BA in EU Legal Studies even if it is the most standardised one, it has yet a very deep national imprint (France, Germany, Italy, Portugal, UK); more open to a transnational perspective we found the curriculum for BA in Law in Belgium, Denmark, Lithuania, Poland, Romania, Slovakia or Spain). In the curricula for EU Legal Studies for MA degree programmes, the national imprint is very scarce, bearing a string transnational interdependence, often translated into copying (for the new EU entrants). Comparing facts, the curriculum for EU Economics Studies bears a strong national imprint at all levels, the national perspective being present in very few cases (France or Germany). Even the EU Historical Studies belongs to the same transnational perspective, which together with EU Political and Administrative Studies have made it possible for the integration of European higher education to become a reality. Unfortunately, with the exception of Germany and partially of Italy and France, the curriculum for European/EU studies does not offer to western European students more knowledge about the new EU entrants and neighbouring Europeans areas (the Balkan, East-European and Mediterranean spaces). Eileen Fuchs and Robin van der Hout, have asked a rhetorical question since 2005: “Teaching the EU to Europeans: How Can “old” and “new” Europe be Brought Together?” (Fuchs and Hout 2005). The same lack was found within the curriculum for European/EU Studies in the new EU entrants, which fail to provide knowledge about their own area and immediate neighbours.

Things are rather different for the curriculum for European/EU Studies within Multidisciplinary Framework. Here, the transnational dimension is very strong. The transnational dimension does not perfectly cover what we might describe as a cosmopolitan thinking of those who teach such programmes, but it appears from within the contents themselves of the curriculum for European/EU Studies within Multidisciplinary Framework (European Studies Programme) which has in general a greater transdisciplinary profile at all degree study programmes. On the one hand, the most majority of courses within this programme come in addition to other programmes components: Political Science, Public Administration, Economics. On the other hand, within Multidisciplinary Framework, the curriculum for European/EU Studies can diversify its profile in conjunction with other disciplines from the aforementioned study programme and allow for the emergence of new study fields like EU Interdisciplinary Studies or New EU Studies. Nevertheless, our survey revealed that most courses are listed within the curriculum for European/EU Studies within Multidisciplinary Framework.

Also, the transdisciplinarity distance between BA and MA degree programmes is not that big. Within the Multidisciplinary Framework, the curriculum for European/EU Studies does not actively partake in the curricular Europeanization process, by double majors, by student mobility within Lifelong Learning Programme, by creating new European-profiled MA degree programmes. Thus, the curricula for European/EU Studies part of Multidisciplinary Framework are highly flexible.

The partaking of European/EU Studies in the curricula for Interdisciplinary Framework is a consistent premise to ensure the field transnational feature. Unfortunately, the number of Interdisciplinary study programmes is still low on the European educational market at all levels, with some pluses for MA degree programmes, for certain countries that have developed such programmes (Belgium, France, Germany, UK) and for certain fields: Economics, Social Work, Public Administration, Commerce, Human Resources

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Development, Engineering. The inclusion on a larger scale of courses of European/EU Studies within the Interdisciplinary Framework curriculum shall assist in creating a greater transnational interdependence of this type of programme.

Finally, our survey allowed us to have an overview of the new means of information and communication technology (NITC) (Palloff and Pratt 2001) within developing the curriculum for European Studies, from EPSnet/EPISTEME II project until the present day (Umbach 2003). We can state that the evolution is ambivalent. On the one hand, there are fields like EU Legal Studies which still benefit very little from the ICT application within curricular development in all three types of programmes that teach EU Legal Studies. Nevertheless, there are still some fields which required EU Legal Studies to be adjusted to the new means of information and communication technology (NITC). They were found listed at MA degree programmes. An increasingly important place within the curriculum for EU Legal Studies is taken by NTIC within courses of industrial property law or intellectual property law, courses taught not only at other specializations, but with a particular spot within the curricula for Disciplinary Framework (Law) and for Multidisciplinary Framework (European Studies). From this point of view, there is already well established expertise not only within countries with tradition in this field - Belgium, France, Germany, UK – but also in the new EU entrants (Romania, Slovakia). Certain models can be successfully used, such as those already experimented in the USA (Smith and Hogan 2005) or web resources for teaching the European Union (Annett 2009).

In a similar situation like EU Legal Studies we have found EU Political and Administrative Studies and EU Historical Studies.

On the other hand, there are fields, like EU Economics Studies, which are very suitable for application of ICT in the curricular development. Much work needs still to be done to overcome the traditional teaching framework and to adopt active teaching methods. One of EU Studies fields, i.e. EU Economic Studies, is the most active within such direction; there have already been adapted simulation programmes, games that could be tried, e.g. European Project Management (Dortmund University of Applied Sciences and Arts, BA Social Sciences), Macroeconomic Policy in Europe – New Challenges, European and International Policy (Free University of BerlinUniversity , BA Political Science); Gestion de projets européens (University of Toulouse II-Le Mirail, MA Informatique des organisations - Nouvelles Technologies de l'Informatique pour l'Entreprise (N.T.I.E). There are MA degree programmes especially designed so that they would highlight the NTIC2.

After reviewing such examples from the European curricular space within EU Economic Studies, we can state that there are good premises to introduce at large NITC in developing the curriculum for European/EU Studies (Kaunert 2009), both in his monodisciplinary form, and in multidisciplinary and particularly interdisciplinary (e.g. engineering) (Stajano 2009). Recent fields of European/EU Studies have proven that NITC could be used at large for curricular development. For instance, within EU 2 Université de Rennes 1 houses the MA in Management des ressources humaines - développement

des compétences de management à l'internat, offering the following courses: Négociation et relations de travail en Europe; Environnement économique et Europe des affaires; Gestion des risques financiers des entreprises europée; Analyse et diagnostic financier d'entreprises européen; Marketing de domaines en Europe; La Université Joseph Fourier – Grenoble houses the MA in the Science of Territory, offering the course titled Jeu de simulation économique (modèle MACSIM appliqué à l'Europe)

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Interdisciplinary Studies such courses have been experimented, not only at MA level - Techniques de collecte et traitement des informations en Europe (University Pierre-Mendès from Grenoble), European Virtual Seminar (University of Antwerp ) - but also at BA level: European Virtual Seminar on Sustainable Development (eLearning) (Leuphana University of Lüneburg, Germany).

Reviewing, even briefly, the action of the three internal drivers – collective will (academic, professional) and individual initiative; transdisciplinary and transnational vocations; impact of the new means for technical information and communication (NITC) – in the evolution of the curricular development for European/EU Studies, we can venture to state that these are the main vectors that led to the integration of European higher education. Nevertheless, their actions cannot be complete and cannot be comprehended unless we see what was/is the role of external drivers.

2. External drivers and the Development of Curriculum in European Studies The specialists in European Studies agree that the internal drivers of the character

of EU Studies intersect with external factors associated whit the EU and its evolution (Wessels 2006; Keeler 2005: 571; Rosamond 2007a: 231-232). The external drivers have had an impact on developing European Studies on more ways. They have been either “salient events or process prompt research, publication and other forms of academic consolidation” (Rosamond 2007a: 237), these events have imprinted on the curricular development of European Studies. If themes like Enlargement, Internal Evolution of EU Institutions, EU Political System, the Foreign and Security Policy, EU External Relations, the Model of Governance, the Sectorial Policies (e.g. Environmental Policy) (Keeler 2005: 571; Rosamond 2007a: 237; Mc Elroy 2007; Wallace and Wallace 2007; Hill and Smith 2005; Citi and Rhodes 2007; Bache and Flinders 2004; Hooghe and Marks 2001; Nicolaïdis and Howse 2001; Jordan 2000) have often been studied by European Studies specialists mostly as research themes, but also as teaching themes, their revision from the point of view of strictly curricular evolution of European Studies was less carried out. This is why, our survey comes to add both the general overview on the impact of external drivers on the general development of European Studies, and also on the particular curriculum, considering that the European agenda has evolved and developed subfields of European Studies, which are singled out by the growth of specialist journals, professional associations and their derivative conference circuits (Rosamond 2007b). Of course, such perfect symmetry between the evolution of European agenda and the curricular development for European Studies need to be thoroughly regarded considering that the substance of European Studies does not fully reflect the substance of the curriculum for European Studies.

First of all, we agree to the statement of Ben Rosamond that “the field’s development becomes a largely utilitarian exercise in selecting the best general approach, the best theories and the best literatures from which to draw appropriate lessons” (Rosamond 2007a: 241). Therefore, in developing the curriculum for European Studies, we need to consider the teacher’s subjectivity, teacher who, through his/her formation, readings, research homeland affiliation might embrace a point of view maybe neo-functionalist, or federalist, or intergouvernmentalist in proposing a new course within the field of European Studies, which can be dissonant with the evolution of the European agenda. That is why, in reviewing certain courses that do not share anything new in relation with the European agenda, it is advisable to avoid drawing rush conclusions. This fact can be even more

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complex in reviewing the curriculum for European Studies in the new EU entrants, where the removal from an institutional centralism has not yet been completed, and the print of a delay, or a mimetic imprint might distort our research. Second, it is advisable to be cautious in making approximations of the symmetry between the evolution of European agenda and the curricular development of European Studies, in terms of a simplistic accommodation of concepts and categories from the spheres of political science (Hix 1994; Hix 2005)

and international relations (Waever 1998) into the sphere of European Studies. In such conditions we would force the curriculum for European Studies to be without the specific substance of a new study and research area. Nevertheless, it is equally dangerous to analyse the external drivers of curricular development of European Studies only in terms of new categories and concepts, which are undergoing validation within the social sciences. Third, starting off from Thomas Diaz’s and Antje Wiener’s statement regarding the stages of theorizing the European integration – explaining integration, analysing governance and constructing the EU (Diaz and Wiener 2004: 1-24) – we need to see the impact of external drivers (European Agenda, Jean Monnet Action) in terms of relation between the curricular development of European Studies and the overall evolution of the discipline called European Studies, in terms of debating over the EU as a conventional governance model or as a new model, where national and supra-national policies get mixed in the same pot and not least. In terms of consolidation movements of the political character of European unity and of debating over themes related to citizenship, democracy and identity. At the same time, we must consider that, when a course or another is selected in order to be placed in a category, there is a personal adherence to “an approach or a theory is in itself a significant driver of the reality that is observed” (Rosamond 2007a: 243). Or, in other words, the relation between the object of knowing and the evolution of knowing within a particular field is reciprocal rather than one-way. Fourth, in revealing the external drivers that influence the curricular development of European Studies we must consider the impact of a theoretical current on the European integration. The debate between the neo-functionalists (Hix 1998; Hix 2005; Føllesdal and Hix 2006) and intergouvernmentalists (Moravcsik 1998; Moravcsik 2002) over the model for European governance and the democracy deficit has been left without repercussions in creating new courses of EU Political Studies, in adapting their contents according to the debate contents, with obvious nuances of subjectivity in taking one side or another by those who teach such courses. The cleavage between federalism (Nicolaïdis and Howse 2001) or “new governance” (Jachtenfus and Kohler-Koch 2004) or the cleavage between the rationalism (Fearon and Wendt 2002) and constructivism (Christiansen, Jøgensen and Wiener 2001; Risse, 2004: 159; Cini and Wiener 2006; Wessels 2006) stimulate not only the debate, but also the action of renewing the courses of European Studies both in their form and in their contents. The idea of creating a new core curriculum joins the terms of a new governance of European Studies in a constructivist approach. Finally, as a corollary of conditionality of external drivers actions in developing the curriculum for European Studies, but also in conjunction with internal drivers, we must emphasize the importance of institutionalization and professionalization (Pollack 2005; Schneider and Aspinwall 2001) more and more evident of the practitioners of European Studies. They import instruments, methods and techniques, specific not only to political science, but also to other scientific subfields, mostly that of social sciences, but also further fields, which make the knowledge of European Studies be more than descriptive (McLean 2003). This fact makes European Studies, in terms of both external

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and internal drivers, be they in theory, or in practice, to resemble an archipelago whose each island is no longer a sub disciplinary autarchic structure (Rosamond 2007a: 249), but in a relation of communication with the entire structure. Having in view all these factors, our survey targeted first to find out how much the curriculum for European Studies does keep up with the practical and theoretical

evolutions of the processes recorded in EU. The researchers were intent to establish a set of themes which would belong to the area of European Studies/EU Studies/European Integration Studies, which would reflect into the academic world the theoretical debates over European evolutions. All such sets of themes are generally constructed “as opposed to national politics, and as opposed to law, economics, history, but as the study of politics, polity and polity of the European Union” (Wessels, Linsenmann and Hägele 2001). This set includes: the history of the European Integration process; theoretical approaches to European integration; the evolution of EU system; the European Union as a system of multi-level network, administration, governance; the legal foundation of the EU; the institutions; the procedures; the policy fields; modes of governance; the future development of integration process: deepening and widening after Nice; the role of the EU in the world. Such themes must be what the representatives from Eps/Net project consider that it should be the Core Curriculum for European Studies and the support for Teaching Companion in EU Studies (Umbach and Scholl 2003). Such exclusively communitarian perspective in drawing the reference area for European Studies is housed in the research carried out within

Tuning Educational Structures in Europe project (Gonzales and Wagenaar 2005: 93-98). Ben Rosamond gives us a nuance in defining the reference area of European

Studies within his research on pull divers of the study on European Integration/the EU (Rosamond 2007a: 238). He does not give the definition of normative themes, but recommendable themes for academic exercise. He believes that the following themes have a major impact the academic evolution of European Studies, particularly as a subfield of Political Science: Public debate Treaties and history – making moments Institutional evolution Constitutionalization Policy change and governance Intersection of the EU and member – state political systems; Enlargement; Intersection of the EU and the international global system (Rosamond 2007a: 238).

Unlike these reviews, we have tried to see the area of European Studies from a wider perspective. On one hand, we have tried to see them in connection to the national dimension, in terms of national space Europeanization phenomenon and of the new relation between national and communitarian in the light of the Treaty of Lisbon. On the other hand, we have seen them in direct link to the evolution of traditional fields with incidence in European issues (history, economics, legal studies, cultural studies) or to the emergence of interdisciplinary fields.

Analysing the evolution of the European/EU Studies curricula according to the European agenda is a difficult and risky enterprise as it may be subjective. Such difficulty is caused by multiple vectors. On the one hand, please note that our survey was based on collecting courses titles of European/EU Studies of university curricula taught in twelve countries, EU members, on some information from the Balkan countries and from Turkey, fact that denied us the possibility of entering the individual contents of each course, so that we would be able to tell to which extent it has been adapted to the European political and development agendas. On the other hand, within the European/EU Studies the changing degree of the course title according to the European agenda is very insignificant, given the fact that there has been a tradition in knowledge and teaching which encounter little change; only fundamental documents might change the title, such as the Treaty of Lisbon.

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If on the Treaty of Lisbon, the 2008/2009 courses titles do not allow us to state the degree of adaptation of the European/EU Studies curriculum, instead of other European political events, the enlargement or deepening or integration processes enable us to know to which extent such curriculum is in constant growth.

For example, the EU enlargement process is well portrayed in the curricula of most European/EU Studies fields, especially EU Political and Administrative Studies, EU Legal Studies, EU Economics Studies or EU Historical Studies. In addition to specific political drivers of the European agenda, the European/EU Studies curricula have been greatly added also due to the adoption of the acquis communautaire in all EU countries. Courses like Decision Making in the European Union; Lobbyism in the European Comparison; The Syndrome of Lobbiation – Networked Reasons for Alienation in the European Union; Election Campaigns for the European Elections 2009); The European Parliament and the European Elections 2009; Systems of European Governance; Multi-Level-Governance in the EU – of the field of EU Political and Administrative Studies; European Human Rights – of the field of EU Legal Studies; Management of European Structural Funds, Europe and the Global Economy – of the field of EU Economics Studies are examples of suiting the curriculum for European/EU Studies to the European agenda.

The fact that in the twelve surveyed countries, the European Human Rights ranks among the top five types of courses that form the curriculum of EU Legal Studies, demonstrates how EU Legal Studies adapt to one of the European construction priorities – to protect the fundamental human rights, which was also asserted in The Laeken Convention, in the Treaty establishing a Constitution for Europe (TCE) and most of all, in The Treaty of Lisbon

Even the new fields of European/EU Studies pay a close attention to the progress of the European agenda. For example, at the curricula for EU Interdisciplinary Studies, these phenomena are mostly seen at the subfields of Social Studies, Regional Studies and Multilingualism. To be noted that there is no difference between the curricular evolutions of the BA and the MA programmes at this particular level. At both degree levels the curricula are alike in both courses and the approached themes.

The Social Studies curricula show concern for the social impact subsequent to the UE enlargement. This is why the majority of courses deal with this aspect. Some examples worth mentioning are: Environnement social européen (BA) (University Jean Moulin Lyon 3), European Welfare Systems (BA) (University Lille 2 Law and Health), Europe(s) sociale(s)(BA) (University of Paris 1 Panthéon-Sorbonne), Sociologie des acteurs de l’espace public européen (MA), Culture et société en Europe (MA) (University of Strasbourg), Sociologie des politiques culturelles en Europe (MA) (University of Nantes), Anthropologie des sociétés européennes (MA) (University of Provence - Aix-Marseille 1), La dimension cognitive du transfert par européanisation (PhD) (University Pierre-Mendès from Grenoble), Shaping Europe (MA) (University of Coimbra) European Social issues (MA) (Piaget Institute in Viseo), Social Transformations in Europe (Comenius University, Bratislava), Social, Collective Identities and Social Problems in Europe (MA), Intercultural Education and Communication in International Comparison - With Special Regard to Middle and East European Transformation States (Magister Diploma) (Otto-von-Guericke University Magdeburg), Problems of Social Change in Europe (MA) (University of Technology in Krakaw) etc.

In terms of regional studies focused on changes in Europe after the EU enlargement, we name a few: Aménagement du Territoire dans l'Espace Européen (BA) (University of Avignon and the Vaucluse), Aménagement du territoire et cohésion

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territoriale (niveaux national, regional, europeen) (MA) (University Paul Cezanne - Aix-Marseille 3), Développement territorial en Europe (MA) (University of Angers), Mutation et recomposition des espaces géographiques : la nouvelle Europe (MA) (University Pierre-Mendès from Grenoble), Northern (Eastern) Europe (MA) (Distance University of Hagen, Germany), Nations, Regions and Europe (PhD) (University Santiago de Compostela) etc. Second, starting off from Gaby Umbach’s and Bruno Scholl’s statement that a core curriculum in European Studies “should go to prepare the students for the European Job Market, to give a more institutional and practical dimension that cover the institutions, political processes and skills necessary for careers in an international environment” (Umbach and Scholl 2003), we have targeted the way in which the courses from the curriculum for European Studies respond to the evolutions of the European job market. According to Peter Bursens, these competencies may be “defined as the acquiescence of basic knowledge of European integration (history, institutions and policies), the development of a critical attitude towards European developments and media- coverage of the EU, and practical skills such as writing, debating, negotiating, and presenting and defending reports” (Bursens 2005).

The courses of European Studies may provide specialised knowledge in a conception able to systematically solve problems, to formulate hypotheses and put them to the text, to examine conflicting points of view and to argue their opinion, to bring in new perspectives and solutions (Marga 2009: 167). For instance, if in general the courses of European/EU Studies ensure theoretical background, throughout our survey we have noted that in countries like Belgium, France, Germany, UK, applied courses are taught in view of providing solutions through simulation actions (Shekleton 2009; Galatas 2006; Switky 2004; Zeff 2003). An important component is the management of structural funds, enjoying great interest particularly in EU new entrants, such as Poland or Slovakia. Also, with their interdisciplinary character, the New EU Studies, offer to students pertinent knowledge in giving solutions to problems which they will encounter in the labour market. If we review how the European/EU Studies courses can assist to building a culture of local community, regional, national, European and global level, it is clear that, at the BA programme level, the European/EU Studies curricula focus on the European dimension, which is in correlation with the global dimension and in association with the national dimension. At the MA programme level, the curricula of the European/EU Studies are much more intent on the European dimension in correlation with the local and global ones.

The European/EU Studies curricula contribute at all levels of study programmes to promoting certain values, highly important on the labour market (Marga 2009), such as: social and organizational responsibility, truth protection and equity (through EU Legal Studies); individual and organizational initiative, corporate responsibility, combined with individual and social prosperity (through EU Economics Studies); flexibility, adaptability, pragmatism (EU Interdisciplinary Studies).

The courses of European Studies contribute to shaping a culture of quality, by developing competencies and motivation for actions, by training students for active participation not only within the university, but also after graduation, by developing the entrepreneurial spirit and leadership, by developing communication abilities (Kohler 2009: 206-209), etc. When we talk about shaping a culture of quality through European/EU Studies we must consider a few essential dimensions: applicability of gained knowledge – it is targeted to assimilate essential information from within the field and to put it into

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action; development of a culture of changes characterised by changes in the society, changes in the economy and changes in the international relations.

If we review the curriculum for European/EU Studies based on basic competencies - Analysis and Problem Solving, Communicating, Delivering Quality and Results, Learning and Development, Prioritising and Organising, Resilience, Working with Others, Leadership (Joseph 2010)- necessary for an efficient integration in the labour market, we can note that much effort is still needed for standards to be met. It is highly necessary for the curriculum for European/EU studies to correlate as it goes the theory with the practical needs of the labour market. It is a strong challenge for the future of European/EU Studies within higher education over the continent.

Finally, the Jean Monnet Action3 is part of the external drivers that have a consistent impact on developing the European/EU Studies curricula. Our survey points out that until 2009, with the support of "Jean Monnet" 1215 teaching structures were financed (modules, permanent courses, chairs and centres) in the twelve countries that were the subject of our assessment.

If we make the relation between the number of teaching structures financed through Jean Monnet Action and the number of the European/EU Studies courses for the academic year of 2008/2009, we note that one structural unit (modules, permanent courses, Chairs and centres) financed through «Jean Monnet» Action (JMA), corresponds to 8.17 courses. Over EU Economic Studies hold the first place (4.66 course/JMA unit), followed by EU Interdisciplinary Studies (5.65 course/JMA unit), EU Legal Studies (6,90 course/JMA unit). The fact that EU Economics Studies are the highest ranking Jean Monnet Action study area is not surprising, considering the previous evolution, but we find the ranking of EU Interdisciplinary Studies surprising. A follow-up of this area from the point of view of the Jean Monnet Action explains this ranking. Below the average we have found: EU Historical Studies (10.19%), EU Political and Administrative Studies (10,79%) and New EU Studies (103,58%).

If we review the impact from the point of view of curricular development in each of the twelve countries assessed by us, through the relation courses/JMA unit, we have the following situation: countries with major impact (1-5 course/JMA unit): Spain: 3.33 courses; Italy: 3.36 courses; Denmark = 3.96 courses; countries with optimal impact (5-10 course/JMA unit): Poland: 5,26 courses; United Kingdom = 6,37 courses; Belgium= 7.63 courses; countries with medium impact (10-15 course/JMA unit) : Lithuania = 10,64 courses; Portugal = 12,35 courses; Germany = 14,31 courses; countries with little impact (between 15-20 course/JMA unit): Slovakia = 15 courses; France = 17.54 courses; Romania = 18,15 courses.

Our comparison shows that the JMA impact is much differentiated amongst the assessed countries, from 3.33 course/JMA unit in Spain up to 18.55 course/JMA unit in Romania.

The new entrants to EU are mostly placed within the JMA little impact group (Romania and Slovakia), except for Poland that is in the optimal impact group and for Lithuania located in the medium impact group. This fact shows that there are no positioning differences due to the gap in the process of curricular integration in the field of EU Studies amongst the EU newcomers as compared to other countries from the point of

3 Since 2007-2013 the “Jean Monnet” Action has been integrated into the Life Long Learning

Programme, as “Jean Monnet” Programme

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view of the JMA impact. Positioning impact differences are determined by internal stimuli favouring the development of one field or another. This positioning is owed to certain national specificity within the general curricular construction.

In conclusion, our scientific survey demonstrates that all the curricula for European Studies are like a mosaic and very diverse. The curricula for European Studies are listed within the traditional fields in all three aspects: disciplinary, multidisciplinary (transdisciplinary) and interdisciplinary. The curricula for European Studies within new fields are listed only as multidisciplinary or interdisciplinary. Therefore, a core curriculum exists by natural synthesis and not by the constructive action of some projects, by the tendency to harmonize the courses taught within the nine study areas. Even if it has played a dynamic role in the curricular construction of the European Studies, the “Jean Monnet” Action has never undertaken, nor performed in the direction of shaping a core curriculum, but it has been concerned with rather the synergy of diversifying the initiatives, in order to be able to respond to the increasing challenges of the European and World agendas.

As a corollary to all the efforts, our survey of the curriculum for European Studies, generally comes to prove as empirically as possible that what is taught in European universities is dominated more by the moral purpose and identity of the EU, than by the need to create a frame to generate and test hypotheses, and for theory development (Checkel 2007). The future of European Studies with the EU space should generally consider combining the post-positivist and interpretive perspective with the positivist and experimental perspective, which is possible through a broader debate with the Europeanists from the US.

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Annexe 1: Comparative analysis of the courses found in the curricula of European/EU Studies of 12 EU member countries in the 2008/2009 academic yers

Co

un

try

EU

Po

liti

cal

an

d

Ad

min

istr

ati

ve

Stu

die

s

EU

Leg

al

Stu

die

s

EU

His

tori

cal

Stu

die

s

EU

Eco

no

mic

Stu

die

s

EU

Inte

rdis

cip

lin

ary

Stu

die

s

EU

In

terc

ult

ura

l

Dia

log

ue

Stu

die

s

EU

In

tern

ati

on

al

Rel

ati

on

s a

nd

Dip

lom

acy

Stu

die

s

EU

Com

para

tive

Reg

ion

ali

sm S

tud

ies

EU

Com

mu

nic

ati

on

an

d I

nfo

rma

tio

n

Stu

die

s

To

tal

Belgium

BA 45 49 15 18 21 1 34

-

4 187

Belgium

MA 24 55 6 11 25

-

16

-

-

137

Belgium

PhD 2 2 - - 6 2 -

12

Belgium

Total 71 106 21 29 52 1 52 - 4 336

Belgium

Jean Monnet

7

10.14

8

13,25

6 3,5

7

4,14

16

3,25 - - - -

44

7,63

Denmark

BA

8

9

3

4

-

1

5

-

-

30

Denmark MA

17

25

6

7

1

4

8

3

-

71

Denmark PhD

1 1 2

Denmark

Total 27 34 9 11 1 6 13 3 - 104

Denmark

Jean Monnet

10

2,7

1

34

4 2,25

7

1,57

1

1

-

0

-

0

-

0

-

0

26

3,96

France

BA 159 163 140 60 92 25 32 42 12 725

France MA

398 671 114 136 112 54 64 76 33 1658

France

PhD 14 15 5 10 7 2 2 1 0 56

France

Total 571 849 259 206 211 81 98 119 45 2439

France

Jean Monnet

14

40,78

64

13,26

17 15,23

32

6,43

12

17,58 - - - -

139

17,54

Germany

BA 333 305 180 70 106 48 23 20 19 1104

Germany MA

82/43 78/38 16//17 21/3 42/16 15/3 10/2 8/3 4/3 276/ 128

Germany PhD

21 85 12 37 23 7 2 2 6 195

Germany

Total 479 506 225 131 187 73 37 33 32

1575/

1703

Germany

Jean

Monnet

30 14,53

36 13

10 20,8

17 7,52

17 10,00

1 0

- 0

- 0

- 0

110 14,31

Italy BA

73 257 51 28 28 4 2 - - 443

Italy

MA 72 128 21 20 26 - 3 1 - 271

Italy

PhD 16 74 12 15 12 - 2 5 136

Italy

Total 161 459 84 63 66 4 7 6 - 850

127

Co

un

try

EU

Po

liti

cal

an

d

Ad

min

istr

ati

ve

Stu

die

s

EU

Leg

al

Stu

die

s

EU

His

tori

cal

Stu

die

s

EU

Eco

no

mic

Stu

die

s

EU

Inte

rdis

cip

lin

ary

Stu

die

s

EU

In

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ult

ura

l

Dia

log

ue

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die

s

EU

In

tern

ati

on

al

Rel

ati

on

s a

nd

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lom

acy

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die

s

EU

Com

para

tive

Reg

ion

ali

sm S

tud

ies

EU

Com

mu

nic

ati

on

an

d I

nfo

rma

tio

n

Stu

die

s

To

tal

Italy

Jean Monnet

44

3,66

105

4,38

32

2,63

39

1,62

31

2,13

1

4

2

3,5 - -

253

3,36

Lithuania

BA 41 10 23 11 4 1

-

-

-

- 89

Lithuania MA

30

31

9

8

4

4

2

-

-

88

Lithuania

PhD 1 2 1 4

Lithuania Total

72 43 31 20 8 5 2 - - 181

Lithuania

Jean

Monnet

1 72,00

4 10,75

8 3,87

1 20

3 2,66

- - - - 17

10,64

Poland

BA 130 84 24 88 15 18 21 5 5 390

Poland

MA 112 44 82 5 28 17 11 6 3 308

Poland

PhD 6 2 2 19 - 2 - - - 31

Poland

Total 248 130 108 112 43 37 32 11 8 729

Poland

Jean

Monnet

33 7,52

23 5,66

7 15,42

57 1,97

16 2,69

1 37

1 32

138 5,26

Portugal

BA

41

18,5

49

22,17

47 21,2

30

13,57

15

6,78

15

6,7

7

3,16

14

6,33

3

1,35 221

Portugal

MA

51

31,8

19

11,87

22 13,75

31

19,37

8

5%

1

0,62

13

8,12

14

8,75

1

0,62

160

8,13

Portugal

PhD 2 2

Portugal

Total 92 68 69 61 23 16 20 30 4 383

Portugal

Jean

Monnet

6 15,33

13 5,23

2 34,5

6 10,16

4 5,75

- - - - 31

12,35

Romania BA

136 32,22

130 30,80

58 13,74

52 12,32

29 6,87

10 2,36

4 0,94

1 0,23

2 0,47 422

Romania

MA 317 171 38 85 32 19 12 10 11 695

Romania

PhD

5

17,24

8

27,58

6 20,68

4

13,79

1

3,44

4 13,7

9

1

3,44 - - 29

Romania Total

458 309 102 141 62 33 17 11 13 1146

Romania

Jean

Monnet

6 76,34

7 44,15

11 9,27

26 5,42

12 5,15

- 0

- 0

- 0

1 13

63 18,15

Slovakia

BA

42

36

35

11

1

14

3

3

6

151

Slovakia

MA

43

40

7

18

4

-

-

5

2

2

121

Slovakia

PhD 5 11 3 7 2 28

Slovakia

Total 90 87 45 36 5 14 8 5 10 300

128

Co

un

try

EU

Po

liti

cal

an

d

Ad

min

istr

ati

ve

Stu

die

s

EU

Leg

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Stu

die

s

EU

His

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cal

Stu

die

s

EU

Eco

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mic

Stu

die

s

EU

Inte

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cip

lin

ary

Stu

die

s

EU

In

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ult

ura

l

Dia

log

ue

Stu

die

s

EU

In

tern

ati

on

al

Rel

ati

on

s a

nd

Dip

lom

acy

Stu

die

s

EU

Com

para

tive

Reg

ion

ali

sm S

tud

ies

EU

Com

mu

nic

ati

on

an

d I

nfo

rma

tio

n

Stu

die

s

To

tal

Slovakia Jean

Monnet

4

22,5

7 12,42

1 45

5

7,2

3

1,66 - -

1

5 -

20

15

Spain BA

56 43 61 54 21 16 6 - 10 267

Spain

MA 137 56 11 29 20 - 10 - 20 283

Spain PhD

73 55 10 15 5 21 5 - 4 188

Spain

Total 266 154 82 98 46 37 21 - 34 738

Spain Jean

Monnet

29

9, 18

119

1,29

11 7,46

39

2,49

19

2,43

0

-

0 -

1

34

217

3,33

UK

BA

130

89

105

58

62

13

48

1

25

531

UK

MA

146

175

31

18

15

8

45

10

7

455

UK

PhD 16 - 12 - - 3 1 - - 32

UK

Total 292 264 148 78 77 24 94 11 32 1020

UK Jean

Monnet

78

3,78

39

6,76

7 21,14

29

2,68

6

12,8

-

0

1

94

-

0

-

0

160

6,37

Total 2827 2941 1183 986 758 331 501 229 182 9929

Jean Monnet

262 426 116 265 134 5 4 1 2 1215

129

Summary

Iordan Gheorghe Bărbulescu* Oana Andreea Ion**

Nicolae Toderaş***

The current issue of ROJIRES is dedicated to a topical subject related to the developments in the European Studies academic curriculum. This subject presents a conspicuous interest not only within the domestic university debates, but also in other EU countries; moreover, in recent years, the European Commission proved a massive concern for the diversification and structuring of the EU studies curricular offerings, while promoting the research on the EU institutional evolution (in aspects regarding the organizational structure and the related policies). Therefore, this ROJIRES issue includes a series of contributions that can be seen as an integral analysis that discusses how the European Studies university curriculum were developed and have changed over time.

This study is an analysis performed on 12 member states and it constitutes a valuable source of information about the European Studies’ organization within the context defined by the structural change happening in the field of higher education, both in terms of “Lisbonisation” and in terms of enhanced cooperation between the higher education systems of the EU member states. The study was developed in the framework of the Thematic Network of European Studies - SENT1 and it implied conducting an extensive exchange of information and knowledge about the peculiarities in the organization of these studies and the changes occurred within their approaches and content in the sample states selected for investigation. From this perspective, the study was based on the application of a rigorous methodology for collecting and analyzing relevant empirical data.

The research team was composed of 10 academics: Ioan Horga, Mariana Buda, Cristina Dogot, Adrian Claudiu Popoviciu, Alina Stoica, Constantin łoca, Luminita Soproni, Mircea Brie, Dorin I. Dolghi and Dana Pantea. The researchers are part of the Department of International Relations and European Studies, within the Faculty of History, International Relations, Political Science and Communication Studies at the University of Oradea. The team was led by Professor Ioan Horga, a scholar who has devoted the last decade of his professional career to contributing to the diversification of the European Studies curriculum from the perspective of regional development. Moreover, the authors are members of the Institute for Euro-regional Studies2 and, thus, they contribute to increasing the visibility of the Romanian higher education institutions' input for the development of the European Studies academic offer within the European higher education area. Here one can mention that one of the strengths of the authors is that, at

* National School of Political Studies and Public Administration Bucharest ** National School of Political Studies and Public Administration Bucharest *** National School of Political Studies and Public Administration Bucharest 1 For more information on this Network and related project see: http://www.sent-net.uniroma2.it/ 2 For more information see the Institute’s website http://www.iser.rdsor.ro

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national level, they are by far some of the champions of the Jean Monnet projects financed by the European Commission, situation which provides high visibility for this group and its coordinator, Professor Ioan Horga, within the Jean Monnet community of teachers, departments and centres of excellence, at European and global level. Therefore, this study provides an added value achieved for the simple reason that it was developed by a team of relevant researchers in the European Studies realm and that it was coordinated by one of the reference voices from Romania and from Central and Eastern Europe, in aspects regarding university curriculum development issues in European Studies.

The study is divided into five parts. The first part describes the research and analysis methodology; in this part, the methodological choices that had been considered in the research are detailed, together with a brief review of the relevant literature in the field and with clear statements regarding the methods of analysis and the variables considered. In the second part, the authors focus on the description and analysis of the features of the university curriculum in the following areas of study: a) EU Political and Administrative Studies; b) EU Legal Studies; c) EU Historical Studies; d) EU Economic Studies.

In the third section, the new model of university curriculum from the European and/or EU Interdisciplinary Studies perspective is presented and analyzed; the authors manage to successfully underline the factors leading to the transformation of the content from approaches employed in one area of studies (history, political science, economics etc.) to interdisciplinary approaches. Moreover, the authors conclude that one of the sources of this transformation lies precisely in the European Commission's commitment to finance Jean Monnet modules and chairs offering interdisciplinary study programs.

The fourth part of the study is reserved to the analysis of the new models of European Studies university curriculum. The focus resides on aspects of innovation in teaching courses in this field, identifying the factors that influence the implementation of accelerated changes in structure and content of these studies. It is worth mentioning that, in this part of the study, the authors succeed to match the increase in the EU's role as a global actor with the diversification of the EU conceptualization as a distinct and successful form of economic, political and social organization (polity).

Finally, within the fifth component of the study, the research coordinator provides a corollary that focuses on a comprehensive analysis of internal and external factors which determine the development of the European Studies curriculum; for example, a great emphasis is put on the prominent role of the European Commission, via Jean Monnet actions and other instruments relating to the development and structuring of European Studies.

A key finding of the present study emphasizes that the European Union provides a wide variety of types and forms of university programs in European Studies. Thus, the authors identify the following typology of organizing European studies in higher education institutions in the EU member states.

1. Diversified type (Belgium, Germany, Slovakia); 2. Annex to other programs type (UK, Denmark); 3. Monolith type (Italy, Lithuania); 4. Mixed type (France, Spain, Portugal); 5. Type IRES (Poland and Romania). Another important finding of the study shows that the field of European Studies is

best represented at the university master’s degree courses level. The undergraduate component varies from being a distinct field (i.e. in Poland and Romania) or a mixed area (in most countries) to being attached to other areas (e.g. political science or history). In Romania, there is a debate, lasting for more than a decade, regarding the acceptance of

131

European Studies as a component derived from International Relations or, on the contrary, as a distinct field. As for the level of doctoral studies, the authors stress out that it is generally less diversified, except in Great Britain, Denmark and Poland, where they are distinct domain, or Romania where they are cumulative.

Considering the previous details, the study published in this issue of ROJIRES is therefore highly relevant, especially in the context of the recent structural changes within the Romanian higher education system, in aspects regarding: the quality assurance and capacity building dimensions, curriculum development for each university cycle and each field of study, innovation and appropriateness of content, as well as ensuring the transfer of knowledge and experience to neighbouring states. These changes have contributed to the alignment of teaching approaches, content and methods, hence a state of thematic diversity has been achieved, but in a context of structural convergence. If the previous years were characterized by a remarkable mimetic transposition from the Western universities, nowadays the Romanian higher education institutions offer programs based on academic originality and innovation. We believe that in the coming years, the domestic higher education institutions will produce and support a number of influential personalities in European Studies, similar to current authors of reference in the area, such as Francisco Aldecoa Luzarraga, Dusan Sidjanski, Helen Wallace and others.

To better emphasize that, while the European Studies realm is relatively young, it experienced a remarkable evolution in the academic domestic area, within the last decade, the inaugural issue of ROJIRES is completed with four reviews: European Union between the Constraint of the Borders and Global Competition, Ioan Horga, Adrian-Claudiu Popoviciu, Oradea: University of Oradea Publishing House, 2011; Criza celor douazeci de ani (1919-1939): o introducere în studiul relałiilor internałionale, E.H. Carr, Iaşi: Polirom, 2011 (translation of the classic work The Twenty Years’ Crisis); Europa viitorului. Tratatul de la Lisabona, Mercedes Guinea Llorente and Francisco Aldecoa Luzarraga, Iaşi: Polirom, 2011 (translation of the federalist inspired La Europa que viene: el tratado de Lisboa); Elaborarea politicilor în Uniunea Europeană, Helen Wallace, Mark A. Pollack and Alasdair R. Young, Bucharest: European Institute of Romania, 2011. Sixth edition (translation of the latest version of the well-known Policy-Making in the European Union). The selection of the last three volumes was based on their relevance for the field of European Studies, as well as for the International Relations domain, and on the importance of translating them for the Romanian public.

Through ROJIRES in general and this current issue in particular, the Romanian Association for International Relations and European Studies, reaffirms one of its main objectives: the creation of a number of mechanisms of convergence and diversification through the specialization of the European Studies and International Relations curriculum.

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Book review

CARR, E.H., Criza Celor Douazeci de Ani (1919-1939): O Introducere în

Studiul Relațțțțiilor Internațțțționale [The Twenty Years’ Crisis], 2011, Iașșșși:

Polirom, 239 p. ISBN: 978-973-46-2274-0.

Simona R. Soare* Carr’s The Twenty Years’ Crisis (1919-1939) is one of those books International Relations (IR) scholars everywhere hold dearly either because they condone the ideas in it or because they love to debate and criticize them (Wilson, 2001). Written over 70 years ago, on the brink of the most destructive war known to man, the book itself determined a paradigm shift in the study of world politics. It is difficult to believe the translated version of The Twenty Years’ Crisis (1919-1939) will have on the young generations of Romanian IR scholars and students even a glimpse of the impact it had in its days; it is doubtful whether it will be found as inspirational and illuminating as it was in the early 20th century, when one got the feeling Carr was definitely writing ahead of his time, but nevertheless the book is valuable for it is an essential page in the history of the modern discipline of International Relations. It is difficult to imagine Hans Morgenthau writing a decade after Carr without the impact of The Twenty Years’ Crisis (1919-1939). It is difficult to imagine realism today, complex as it is, without the formative impact of Carr’s work that helped change the outlook and basic assumptions of many IR scholars for which reason the optimist invitation of a 1942 Yale review of Carr’s books continues to gain ground among IR scholars: “No student of the subject, and especially no statesman should fail to read this book” (Borchard, 1942: 715). Perhaps one of the most important contributions Carr brought to the field of International Relations was the impetuous for the scientific analysis of international reality. Until Carr, international relations was disproportionately influenced by history and philosophy – a reminiscence of which continues to persist in modern IR – which emphasized the need to assume a set of normative assumptions about humankind and its interactions. The term “science” in Carr’s book chapter is mis-representative for what he means by scientific analysis (Hoffman, 1977: 43), but nonetheless he is one of the first modern thinkers in IR to understand that the field of international affairs was a discipline in itself and a scientific one at that. His understanding of the science of international relations was based on a set of assumptions he calls realism which are guided by the reality of international politics and the causal relations that populate it at all times. As such, realism invites to a detailed and rational examination of the objective consequences of existing causal phenomena in international relations, consequences which cannot be changed or reversed, but rather must be accepted and adapted to (Carr, 2011: 25). Realism is thus reflecting international politics as it is, not as it ought to be.

* National School of Political Studies and Public Administration Bucharest

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These findings do not come easily, but rather they are the result of a detailed analysis of proceeding ages when the utopian norm replaced and drove international reality bringing about some of the most undesirable results in history sprung out of the wish to make reality conform to the norm. Utopianism – that is, Carr’s name for liberal idealism – was predicated on “the intellectual theories and ethical standards of utopianism, [which] far from being the expression of absolute and a priori principles, are historically conditioned, being both products of circumstances and weapons framed for the furtherance of interests” (Carr, 2011: 79). Realism, in exchange, is based on an understanding of the fact that reality is the basis for theory and, as such, its main task is to try to analyze and explain the regularities, causes and effects in international relations. Liberal idealism was deeply rooted in vested interests and in a historical reality specific for Great Britain, France and the other European great powers; as such, the problem with utopianism resided “not in its failure to live up to its principles, but in the exposure of its inability to provide any absolute and disinterested standard for the conduct of international affairs” (Carr, 2011: 111). By contrast, realism could offer such an absolute and disinterested standard: power, or rather the continuous search for power. Blurring the lines between national and international, Carr contended that international politics was represented by one of the fundamental laws of realism describing it as it is: power politics. In exchange, utopianism was predicated on the basis of collective security; disarmament; free trade; the indivisibility of peace; the belief that power is essentially a creation of morality in international relations; that good reasoning can and will alleviate conflict in international politics; that politics can be made to conform to the desirable ethical norm; that international law can substitute politics; that international organizations can eliminate conflict; etc. The Marxist in Carr is partially hidden by the realist skeptic, but it comes out in his explanations and criticism of utopianism as essentially some sort of slogans of European privileged groups, the ideological means of satisfied nations that thus sought to maintain their privileges in an age of profound change. However, Carr argues, utopianism fails to acknowledge that all of these are desirable norms that are essentially promoted by and are resting on a world order rooted in the right of the strongest state. As shown elsewhere, this world order is promoting the interest and power of the most powerful state and this essentially leads to competitive interests among states in the international anarchic system. War is not the result of the breakdown in good reasoning, it is not the result in misunderstandings; rather, it is the natural and inevitable outcome of power politics. It appears because in anarchy there is no feasible means of stopping it and of solving states’ conflicts of interests peacefully. Institutions are the results of states’ will and power; international law cannot be diligently enforced without the power of nations; and comparing individual morality with state ethics is just unsuitable. Instead of accepting this premise and behaving cautiously, though, utopianism is serving states false hopes and in such a manner is helping deepen the conflict, as the cases of the World Wars prove.

The lure of realism remains powerful even today when international reality is so much more complex. Carr’s realism was aimed at explaining regularities and causal patterns that do not change, which is why it may be seen as less useful nowadays. To realist scholars, familiar with the complexities of the realist school of through in IR, it may seem too simplistic; critics still cannot help to wonder: “Readers will undoubtedly find Professor Carr's skepticism stimulating, though they may be unable to accept the particular brand of Utopia he himself has to offer” (Woolbert, 1940). After all, if historical conditionality in IR causality is so strong, then how can a historical pattern of behavior

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still be discerned? And what does it make them perennial: their reoccurrence or their unchanged reoccurrence? If the nature of man is meant never to learn from history, how come international outcomes may and sometimes indeed differ despite rather similar circumstances that produce them? And how come different circumstances may produce the same outcomes? If power is the ultimate driver in world politics, then how come international actors still haven’t mastered over the centuries and millennia the art of achieving their intended goals rather than having to adapt to and cope with international outcomes irrespective of their will? These are questions with whom most realist scholars today still struggle, seventy years after they were first raised by Carr’s The Twenty Years Crisis.

Bibliographical Resources Borchard, Edwin (1942) “The Twenty Years' Crisis, 1919-1939: An Introduction to the

Study of International Relations.” The Yale Law Journal, 51 (4), pp. 714-715. Carr, E.H. (2012) Criza celor Douazeci de Ani (1919-1939). O introducere în studiul

relațiilor internaționale. Ed. Polirom, Iași. Hoffmann, Stanley (1977) „An American Social Science: International Relations.”

Daedalus, 106(4), p. 43. Wilson, Peter (2009) „E.H. Carr's The Twenty Years' Crisis: Appearance and Reality in

World Politics.” Politik, 12 (4). pp. 21-25. Wilson, Peter (2001) „Radicalism for a conservative purpose: the peculiar realism of E. H.

Carr.” Millennium: journal of international studies, 30 (1). pp. 123-136. Woolbert, Robert Gale (1940). „Recent Books on International Relations.” Foreign

Affairs, 18(3), pp. 563-578.

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EUROPEAN UNION BORDERS STUDIES. SOCIAL AND

POLITICAL ASPECTS

Florentina CHIRODEA*

Review of: Ioan HORGA, Adrian-Claudiu POPOVICIU, European Union

between the Constaint of the Borders and Global Competition (University of Oradea Press, Oradea, 2011) 263 p.

Keywords: European Union, border studies, cross-border cooperation,

European citizenship, European security A feature of the early 21st century is that globally there are more borders than ever, with a major impact on how millions of people live, work, communicate and travel. The typology of these boundaries - geographical, external, internal, political, open, close, hard or soft - was always an overall theme for researchers (Horga and Brie, 2009: 232-238; Brie, 2010: 24-27). Equally, the political, economic and social boundaries have created and allowed the development of topics addressed in terms of human and social sciences to study the political borders’ influence on the relations between nations. By extrapolation, the study includes borders and geopolitical issues aimed at extending their boundaries in the cities, regions and other supranational structures. The same interest is shown to the way in which the study of borders contributes to understanding the changes taking place worldwide, which often include aspects of globalization, but it can be seen from the perspective of neo-liberalism, neo-imperialism, or supra-nationalism. From this perspective, a dialogue can be developed also with those who want to understand the new freedom, movement, identity, citizens, forms of capital and labor resulting from the evolution of the concept of border. Studying border became important as policy makers (policy – makers) understood the role the borders have in elaborating the national and international policies, highlighting the borders in phenomena like migration, smuggling, trade and security, contributing to the implementation and evaluation of these policies (Wilson and Donnan, 2012: 1-3). In particular, the European integration was conceived to eliminate the borders of all types, ranging from the physical, economic and cultural borders to the external and internal ones. The European project has prospered through focusing the energies on establishing the common market, which led to the Schengen area, European integration being able to unite the old continent in the name of liberal democracy and democratic values, the foundations of the European identity (Frattini, 2011: ix). The way in which the significance of internal borders has evolved from a national perspective to a community one, and how the EU's external borders have changed from exclusively community to ones inclusive flexible (Horga and Pantea, 2007: 5), demonstrates that the European

* University of Oradea

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borders are more an issue of principle than one of geographical defining (Bindi and Angelescu, 2011: 3). In this context, the recent publication, European Union between the Constraint of Borders and Global Competition, appeared at the University of Oradea Publishing, under the coordination of Ioan Horga and Adrian-Claudiu Popoviciu, brings into the attention of the borders’ researchers aspects referring, on the one hand, to the place of the European borders in delimiting the political communities, and on the other hand, explores the multiple dimensions of the European Union that make it a major global competitor (Horga, 2011: 6-11). The studies of young researchers are prefaced by a series of three papers, which represent a theoretical analysis of the proposed theme of the volume and also a debate invitation to the academic world and beyond. The first article, signed by professor Ioan Horga, captures two types of constraints that the EU must face at the beginning of XXI century, both generated, on the one hand, by the hard borders’ actuality and the review of the soft ones, and on the other hand, the complex context in which the global competition acts today. One of the major identified obstacles is represented by „the financial crisis - has made many of the researchers, who saw the EU as a vocational actor in the international system and who sustained institutional neoliberal conceptions and attitudes, start doubting such hypotheses by clinging to neorealist solutions”. This is doubled by „the disfunctionalities between the EU member states within the crisis have fueled a lot of positions, from euro-skepticism, federalism to inter-governmentalism, but also serve critics addressed to the supranationalists, the constructivists and to the people supporting the integration theories, such as governance and policy networks” (Horga, 2011: 5). Over time, EU Member States have developed various tools for resolving disputes arising between countries, two of them being analyzed in the study signed by Adrian–Claudiu Popoviciu. We refer to Euro-regions, respectively to European Grouping of Territorial Cooperation, both having at their origin the cross-border cooperation approached by the researcher from functionalist principles. Starting from the European Outline Convention on Trans frontier Co-operation between Territorial Communities or Authorities, an institutional agreement through which the national states created a legal frame of regulating the cross-border relations, the researcher identifies the mechanisms through which the European Union supported the development of Euro-regions, but also the risks, threats and limitations imposed by these instruments of transnational cooperation, noticing that, after the approval of the European Grouping of Territorial Cooperation (EGCTC) cross-border development knew a new revival. Drawing a parallel between the two institutional mechanisms through which the European community strengthens the three types of cooperation - cross-border, regional and inter-regional, the study brings statements from the field of international and Community law in favor of using EGCTC as main instrument to eliminate Community disparities. Even if from the title of the article, Frontier Cooperation, a Functionalist Construction Space or Euro-region vs. European Grouping of Territorial Cooperation we would expect a competition between the two instruments of cross-border cooperation, after reading the material we get to the conclusion that EGCTC represents a natural evolution of the mechanisms of European integration “which offers multiple options of associating of associates and junctions between the national and Community legislation” (Popoviciu, 2011: 44). Such a level of intra-Community cooperation could be achieved only in an area where geographical and cultural borders are becoming more permeable and the European identity remains an important issue (Horga and Brie, 2010: 156). From this point of view,

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the professor Iordan Gheorghe Bărbulescu proposes an analysis of the concept of European citizenship from the perspective of the Charter of Fundamental Rights of the European Union. Starting from the origins and signification of Union citizenship, the author highlights the complementarity of the legal relation between the citizens of the Community states and the European Union, which eliminated the exclusive character of the traditional reports between the states and their own citizens. The European identity is closely linked to the concept of EU citizenship, Iordan Gheorghe Bărbulescu offering us examples for sustaining this statement. The common political culture, common institutions, common primary and secondary legislation, common values, common economic, political and social space, common currency, common freedom, security and justice space, common policies are elements that define the European identity and who lead to the creation of Euro area and the Schengen space. However, Europeanization is, to the researcher, a concept widely discussed, but there is no consensus on its range of applicability (Bărbulescu, 2011: 28). Currently, different interpretations of the concept are analyzed both in theoretical terms and practices, the author giving us at the end of the study a definition of Europeanization, from the Trilingual Explanatory Dictionary of the European Union whose co-author he is. From the perspective of the Europeanization process, Miruna Troncotă proposes us a study of the institutional evolution from Bosnia Herțegovina focusing upon the ethnic situation in Brčko District as an illustrative case study. The analyzed period (1999 to the present day) permits the author to form a different perspective on Balkan ethnocracies, centered on the main political bargain of both who gets what (majority vs. minority in resource distribution), but also on the who we are issue which involves nation-building (Self against the Other). Georgiana Udrea approaches the same issue of European identity; notion remained uncertain and imprecise, despite the fact that, in the recent years, a growing number of scholars have shown deep interest in this issue. Approached at theoretic level, the author develops the subject by consulting a significant bibliography. Also in the Europeanization sphere is the study of Cristinelei-Ionela Velicu, her research referring to the impact of economic and political integration on health policies and health systems in the EU. The theme of cross-border relations is taken by Mihaela Dărăban, who by presenting in detail the Romania – Bulgaria Cross Border Cooperation Program wishes to highlight the role that the cohesion policy of the EU has in transforming the relations between the states, characterized in the past by the competition in terms of economy and national achievements, the instruments of cross-border cooperation contributing to the realization of a partnership in order to build a competitive Europe. The European Group of Territorial Cooperation constitutes the subject of the article signed by Anca-Adriana Cucu, the analysis beginning from the recent developments of regional cooperation, then, later, to be examined the role of EGTC as an instrument of the European Administrative Space for fostering territorial cooperation within the EU. The neighborhood policy of the EU is approached by Vasile Rotaru in his comparative analysis of the Europeanization process which runs in 6 former soviet states. In the context of recent economic crisis and the Arab Spring, the author finds that the former soviet republic have to choose between West and East, and before choosing, the Eastern Partnership countries should reassess the current situation in Belarus and remember that remaining in Russian sphere of influence cannot guarantee their sovereignty. Another policy of the European Union, the energy constitutes the theme of the study signed by Radu Dudău and Leonela Lenes. The strategic importance of Caspian

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Basin hydrocarbons (especially natural gas) upon the European energetic security is underlined from the first rows of the article. The paper focuses on the energy security contribution that the Southern Gas Corridor is expected to make, as well as on the systemic contains and opportunities brought by Brussels’ new energy policy initiatives. In fact, the European Union’s discourse as a security actor evolved after 2003 most spectacularly in its spatial dimension. The causes identified by Monica Oproiu in the study that approaches this issue, are determined by the internal developments of the EU as well as the external ones of the security environment. Mihaela Ioana Danețiu and Sebastian Fitzek bring into the discussion the link between the EU2020 and the social economy in the current context of the economic and political crisis of EU. The theoretical approach of the social and economic issues review of the European agenda allows the two researchers to say that the priorities outlined by EU2020 strategy can be achieved solely by implementing common social policies at the European level that directly redesign the social solidarity and responsibility of the European citizen. The implications of European integration on inter-community economic barriers and the whole functioning of the single European market are subjects approached in the study of Andra Maria Popa. According to the Treaty of Lisbon, the EU shall establish a single market based on a highly competitive social market economy states the author, underlining that „the Single Market Act has pointed out some of the levers to implement this model. The huge potential of EU enlargement - 27 countries and about half a billion people, with a territory stretching from the Atlantic Ocean and the Mediterranean Sea to the Baltic Sea, is a key point in making the EU a major player in the global economy and the main promoter of the principles of openness, multilateralism and international cooperation (Barroso, 2010: xi). In this context, the way in which the EU manages its relations with India is the theme of the study proposed by Mihaela-Adriana Pădureanu, who, using the neo-liberal institutionalism approach concentrates mainly on the economic cooperation as an instrument to improve and develop this link, in the same time, the author focused on the way in which the both parts define their interest and preferences. Therefore, the European Union of the XXI century is called to eliminate new frontiers by realizing a single European market using social policies at the European level, through the redesign of the social solidarity and responsibility of the European citizen, through a better coordination of fiscal policies of the Member States by promoting an effective foreign policy and cohesion or making the first step towards a common European defense (Frattini, 2011: x). The studies included in the volume published in Oradea emphasize that the boundaries and borders are also elements of transforming cultural, political, societal and economic dimensions at any level of complexity to any social and political experience and expression across the globe (Bindi and Angelescu, 2011: 5). The recent economic and financial crisis, the Arab Spring, the war against terrorism, and new topics on security, environment, health and work indicate the fact that the issue of borders, limits and frontiers will need much more attention from the researchers, from the policy makers and other global players need to find solutions to overcome barriers and obstacles that borders represent.

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BIBLIOGRAPHY

Barroso, José Manuel Durȁo (2010), “Preface” in Benjamin, Daniel (ed.), Europe 2030,

Washington, The Brookings Institution Press, ix – xi. Bărbulescu, Iordan Gheorghe (2011), “European Citizenship and the Charter of

Fundamental Rights of the European Union” in Horga, Ioan; Popoviciu Adrian-Claudiu (eds.), European Union between the Constraint of Borders and Global Competition, Oradea, University of Oradea Press, 13-30.

Bindi, Federiga; Angelescu, Irina (2011), “Introduction: Defining the Frontiers of Europe from Transatlantic Perspective” in Bindi, Federiga; Angelescu, Irina (eds.), The Frontiers of Europe: a Transatlantic Problem?, Washington, The Brookings Institution Press and Scuola Superiore della Publica Administrazione, 1-7.

Brie, Mircea (2010), “Europe from Exclusive Borders to Inclusive Frontiers. Case Study Romanian – Ukrainian Frontier” in Horga, Ioan; Suli-Zakar, Istvan (eds.), Cross-border Partnership with Special Regard to the Hungarian – Romanian – Ukraininan Tripartite Border, Debrecen, University of Debrecen Press, 23-36.

Frattini, Franco (2011), “Foreword” in Bindi, Federiga; Angelescu, Irina (eds.), The Frontiers of Europe: a Transatlantic Problem?, Washington, The Brookings Institution Press and Scuola Superiore della Publica Administrazione, ix-xiv.

Horga, Ioan; Brie, Mircea (2009), ”La coopération interuniversitaire aux frontières extérieures de l’Union Européenne et la contribution à la politique européenne de voisinage” in Horga, Ioan; Silași, Grigore; Suli-Zakar, Istvan; Sagan, Stanislaw (eds.), The European Parliament, Intercultural Dialogue and European Neighbourhood Policy, Oradea, University of Oradea Press, 232-252.

Horga, Ioan; Brie, Mircea (2010), “Europe: a Cultural Border or a Geo-Cultural Archipelago” in Stoica, A.; Francfort, D.; Csaba Simonne, J. (eds.), The Cultural Frontiers of Europe (Eurolimes, vol. 9), 155-169.

Horga, Ioan (2011), “European Union between the Constraint of Borders and Global Competition” in Horga, Ioan; Popoviciu Adrian-Claudiu (eds.), European Union between the Constraint of Borders and Global Competition, Oradea, University of Oradea Press, 5-12.

Horga, Ioan; Pantea, Dana (2007),“Europe from exclusive Borders to Inclusive Frontiers. Introduction” in Delanty, Gerard; Pantea, Dana; Teperics, Karoly (eds.), Europe from exclusive Borders to Inclusive Frontiers (Eurolimes, vol. 4), Oradea, University of Oradea Press, 5-10.

Popoviciu, Adrian-Claudiu (2011), “Frontier Cooperation, a Functionalist Construction Space or Euro-region vs. European Grouping of Territorial Cooperation” in Horga, Ioan; Popoviciu Adrian-Claudiu (eds.), European Union between the Constraint of Borders and Global Competition, Oradea, University of Oradea Press, 31-44.

Wilson, Thomas M.; Hastings, Donnan (2012), “Borders and Border Studies” in A Companion to Border Studies in Wilson, Thomas M.; Hastings, Donnan (eds.), UK, Wiley-Blackwell Publishing, 1-25.

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WALLACE Helen, POLLACK, Mark A., YOUNG, Alasdair R.,

Elaborarea politicilor în Uniunea Europeană [Policy-Making in the European Union], 6th

edition, 2011, Bucharest: European Institute

of Romania, 542 p. ISBN: 978-606-8202-11-2

Liviu Ştefan RÂNCIOAGĂ∗∗∗∗

This book is a translation of Policy-Making in the European Union, Sixth Edition, Oxford University Press, 2010, published by the European Institute of Romania (EIR). The volume provides the reader with a complex and updated analysis of the way in which the European Union works. Unlike the previous edition of 2005 - the fifth in English and the first in Romanian - this edition comes with an added value in at least two aspects: on the one hand, meantime the Union has expanded from 25 to 27 member states, one of them being Romania, and on the other hand, the new Lisbon Treaty, which entered into force in December 2009, has brought changes in many fields of activity and institutional procedures.

The EIR wishes for this book not to be a reference only for professors, students, M.A. students and Ph.D. candidates, but also for the business community, the experts in public administration and the analysts in the field of European affairs. At the same time, in the context of the economic and financial crisis that the Union has gone through together with its members states in the last decade, such a book may represent a strong source of information for those who wish to find errors in the way politics works, or on the contrary, for those who wish to identify possible opportunities in order to reach a new stability.

The book is acknowledged by theorists who share different views, such as the advocate for multi-level governance, Beate Kohler-Koch, who declares in her assessment of the volume (shown on the back cover of the book) that we are dealing with the “best manual on policy making in the EU!”. The coordinators of this fundamental book in the field of EU studies are well-known specialists in European affairs writing about this issue for decades.

Helen Wallace is a well-known British professor whose fields of interest are the European integration policies, the regulations and the governance at the European level, as well as the enlargement of the EU. She is Centennial Professor at the European Institute of the London School of Economics and Political Science and, since 2010, Emeritus Professor at this prestigious institution. She is a researcher and certified expert in European integration policies, on which she has authored and co-authored numerous publications. Writing ever since the 70s about the relationship between the National governments and the European Communities (London: Chatham House, 1973) or The

∗ National School of Political Studies and Public Administration Bucharest. Beneficiary of the “Constructing and implementing an interdisciplinary innovative doctoral

programme concerning Roma issues” project, co-funded by the European Union through the European Social Fund, Sectorial Operational Programme Human Resources Development 2007-2013.

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Council of Ministers of the European Community and the President-in-Office (London: Federal Trust for Education and Research, 1977), concerning the Policy-making in the European Union, Helen Wallace has managed to be the only constant co-editor in all six editions (the first five editions were coordinated together with William Wallace and other collaborators).

Mark A. Pollack is Professor and Jean Monnet Chair at the Department of Political Science at the Temple University in the United States. He received his Ph.D. from Harvard University in 1995 and now teaches classes in International Relations and EU politics. He is the author of the books: When Cooperation Fails: The International Law and Politics of Genetically Modified Foods, with Gregory C. Shaffer (New York: Oxford University Press, 2009) and The Engines of European Integration: Delegation, Agency and Agenda Setting in the European Union (New York: Oxford University Press, 2003). He is also editor or co-editor of other books, as well as book chapters and several dozen journal articles.

Dr. Alasdair R. Young is Professor of International Political Economy within the Department of Politics at the University of Glasgow and an old co-writer of Helen Wallace. Together, they wrote Regulatory politics in the enlarging European Union: weighing civic and producer interests (Manchester: Manchester University Press, 2000), Balancing public and private interests under duress (Brighton: Sussex European Institute, 1996) and edited Participation and policy-making in the European Union (Oxford: Clarendon Press, 1997).

From the very beginning, the editors emphasise the fact that the goal of this book is to produce a study regarding policy making within the EU, and not regarding the European integration in itself. For this reason, in the book there is no debate about the overall political processes of the EU. The goal is to provide a detailed image of the complex processes of decision-making in some of the most important EU policy fields, to identify the dominating models, as well as the specific styles and trends manifested in time, concerning the key-actors involved in this process.

This edition gathers nineteen authors, out of which four differ from those contributing to the previous edition. Although the authors come from different countries, with different intellectual and institutional traditions, the coordination of the volume was designed to be unitary. Thus, regarding each of the policies being analyzed, the authors describe elements of their genesis, motivation, evolution and the impact of the institutions on the supranational level or on the EU member states. From the point of view of the European integration theories, the book includes mainly intergovernmentalist authors, who often admit to the lack of uniqueness and unquestionable character of such an approach. One can even say that, in some chapters of the volume, we might be dealing with a subtle recognition of federalist features of the EU. Thus, compared with the previous edition of the book, we can observe a “dilution” of the intergovernmentalist elements.

The first part of the volume, consisting of four chapters, is reserved for the presentation of the EU’s institutional system and its functioning, through combining the historical approach with the description of the EU’s operating modes. The second part, much more consistent, analyses fifteen case studies, dealing especially with the main EU policies. The third part is a concluding chapter, where the editors highlight the main challenges that the Union has to face regarding policy making: adversity, adaptability and resilience.

The way in which the articles are written make the lecture extremely enjoyable and offer a friendly framework for understanding the texts and quickly finding the key concepts. At the beginning of each chapter, readers can find the contents of that chapter,

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followed by a pertinent summary which presents not only the topic developed within the chapter, but often the author’s approach. Altogether, the short subchapters and the framing of the central elements of each specific policy into tables and boxes help the readers understand and visually identify them very fast, so that they may return to them any time they need. The articles do not just end with a bibliography, but the authors indicate a list of further readings, accompanied by explanations and references to sources that may offer contradictory perspectives.

The policies that the authors of this volume have analyzed are: the Single Market, the Competition Policy, the Economic and Monetary Union, the Common Agricultural Policy, the Budgetary Policy of the EU, the Structural Funds and the Cohesion Policy, the Social Policy, the Employment Policy, the Environmental Policy, the Biotechnology Policy, the Energy Policy, the Trade Policy, the Enlargement, the Foreign and Security Policy, the field of Justice and Home Affairs. The policy field most recently introduced in an edition of Policy-Making in the European Union, is the Energy Policy. Its importance for the EU has been increasing in the last decades, as it faces and will face the stringent challenges of the creation of an internal energy market, of ensuring energy security within the EU, but also of assuming an active role in preventing climate change.

In the already traditional chapter written by Helen Wallace, “An Institutional Anatomy and Five Policy Modes”, the author presents the institutional structure of the EU, especially of the European Commission, the Council of the European Union, the European Council, the European Parliament, the European Court of Justice, the European Central Bank and other quasi-autonomous agencies, like Europol. In the newly introduced third chapter, “The European Policy Process in Comparative Perspective”, Alasdair R. Young emphasizes the role of other actors involved in the policy-making process, thus explicitly stating that the main actors involved in the policy processes of a liberal democracy are politicians, bureaucrats and interest groups. The latter ones are represented by non-profit, non-violent and non-governmental associations of individuals or organizations. This chapter of the volume shows that the theories inspired from comparative politics and international relations are able to explain certain phases of the EU policy-making process. This chapter also tries to explain the reasons why policy-making differs from one EU policy field to another.

As mentioned before, from the point of view of the European integration theories, the overall approach of the book is based on liberal intergovernmentalism, but the interguvernamentalist character of the volume has been alleviated due to the changes that occurred in time within some EU policy fields. Therefore, in this review of the book, only some chapters, demonstrative for this idea, have been analysed.

The seventh chapter, “Economic and Monetary Policy”, rewritten by a different author than the one from the previous editions, namely Dermot Hodson, stresses out the idea that we are witnessing an experiment regarding new methods of policy making. Obviously this one too is in a continuous evolution. When writing this chapter, the author was referring to 16 member states of the Euro-zone, today we talk already about 17, through the accession of Estonia, starting 1st January 2011.

As for the chapter “Common Agricultural Policy”, the author of the fifth volume edition (the one from 2005), Elmar Rieger, states that this policy field remains an economic, extremely bureaucratic regulatory one. This feature was described as being rather strengthened instead of weakened due to the process of EU enlargement. Unlike this approach, the author of the chapter in the sixth edition, Christilla Roederer-Rynning already talks about a “challenged fortress” built by farmers for farmers for preserving

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national sovereignty. For her, nowadays, this fortress seems to be less impenetrable: “The walls are still there – but they are lower.” (p. 172).

David Allen, in the chapter on “Structural Funds and Cohesion Policy”, stresses out the central role of intergovernmental agreements. Even though he brings up authors such as John Bachtler and Carlos Mendez, who support the idea that the main actor responsible for the crucial reforms within the EU is the European Commission, Allen argues that the intergovernmental nature of the relations between EU member states has grown stronger. The author claims that, along the years, the Commission was mostly forced to accept the increasing role of the member states in EU policy-making. Since they were first introduced, the structural funds have had the goal to reduce the discrepancies between the regions of the EU member states; in the last decade, they have been used as tools for achieving the growth and employment objectives which would contribute to the EU becoming one of the world’s most competitive economies (in the framework of the Lisbon Agenda). Although the aid provided to the under-developed regions (with a GDP less than 75% of the EU average) is still important, there is a Cohesion Fund available for all member states which have a GDP below 90% of the EU average and which is dedicated especially for large investments in infrastructure and environment.

The intergovernmental approach that Allen explores is questioned even through his own statement: „From 1988 onwards the process of implementation of structural fund expenditure provided some scope for a challenge to the powers of the central governments of the member states, thus opening up a form of multi-level governance.” (p. 197). Also, in the following chapter dedicated to social policy in the EU framework, Stephan Leibfried is close to admitting to the federalisation towards which the Union is heading. He does not hesitate to declare that the EU has been crucial in respect to social policies. Thus, a multi-tiered system of social policy might be emerging in Europe. The author does not reject the idea that “under the pressures from integrated markets, member states’ governments have lost more control over national welfare policies than the EU has gained in transferred authority” (p. 215), although this development may have stopped. If the transfer of authority ceased, could we admit that we are truly facing a federalisation of the EU or, maybe, the establishing of a multi-level governance within the EU, that Gary Marks defined as a loss of power by the central governments, both to the Commission, as well as to the local or regional authorities?

Each of the book’s chapters provides the reader with the necessary elements to make him understand which the mechanisms are and how they function in a certain policy field. The updates of this volume - including the references to the innovations introduced by the Lisbon Treaty and their impact on EU policy-making - give the book an even greater value.

The merit of the coordinators of this volume is substantial, considering the fact that the volume’s chapters, although written by different authors, are interconnected and some have even cross-references towards each another. The volume is an extremely useful tool for those who study European politics in all the three cycles of higher education qualification – Bachelor’s, Master’s and Doctoral degree. At this time, in Romania, there are 23 universities which have specializations in the field of political studies. This collective volume is already a mandatory reading for most of the Romanian students in political science, because it provides them with at least two necessary instruments for their future professional career: knowledge of the EU’s mechanisms and the European conscience.

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A small shortcoming of the Romanian edition of the book, which could be corrected in a future edition, is the lack of explanatory footnotes or references regarding the aspects particularly concerning Romania or which are of major importance for Romania. Given the team of specialists within the European Institute of Romania working for the translation of this volume, this shortcoming could be easily corrected and it would be extremely useful for the Romanian readers (but not only for them) to understand how Romania is affected or may affect EU policy-making. All in all, the Romanian edition is an excellent manual for both specialists (students, teachers, researchers, experts) in the field of EU studies and other stakeholders (business people, civil servants, media, NGOs) interested in EU affairs, because it provides them with the necessary tools for understanding the way public policies are developed within the EU after the entry into force of the Lisbon Treaty.

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GUINEA LLORENTE, Mercedes, ALDECOA LUZARRAGA, Francisco,

Europa viitorului. Tratatul de la Lisabona [La Europa que viene: el tratado de Lisboa], 2011, Editura Polirom, Iaşi, 296 p. ISBN: 978-973-46-1771-5.

Monica OPROIU*

The book „Europa viitorului. Tratatul de la Lisabona” (Europe of the Future. The Treaty of Lisbon) is the updated Romanian translation of the second edition of the Spanish book „La Europa que viene: El Tratado de Lisboa” (published in 2010), which explores the Lisbon Treaty as an alternative way of reforming the European Union after the failure of the Constitutional Treaty in 2005. The main argument of the book is that the Lisbon Treaty actually incorporates, thus „saving”, most of the content of the Constitutional Treaty and so it establishes a new comprehensive long-term reform process aimed at streamlining the integration model of the EU and moving it towards „a more political Europe”. The authors are two renowned Spanish experts in the field of EU integration and their joining of efforts for this research resulted into a comprehensive book in this field and an optimistic plea for the federalization of the EU. Francisco Aldecoa Luzárraga is Professor of International Relations at Complutense University in Madrid and former Dean of the Faculty of Political Sciences and Sociology, as well as Jean Monnet Professor between 1993 and 2007. His publications on the EU are mandatory readings for any student or expert of the field: La Integración Europea, Madrid, Tecnos, 2002; “Una Europa”: su proceso constituyente, Madrid, Biblioteca Nueva, 2003; La Europa que viene: el Tratado de Lisboa, Madrid, Marcial Pons, 2008 (first Spanish edition of this book). Mercedes Guinea Llorente is Lecturer in International Relations at Complutense University in Madrid and coordinator of the Jean Monnet Centre of Excellence. Her main work is “El proceso de constitucionalización de la Unión Europea (2001-2004): Convención Europea y Tratado-Constitución”, Madrid, Servicio de Publicaciones, Universidad Complutense, 2007. The reviewed book is a complete and consolidated translation elaborated by Iordan Gheorghe Bărbulescu for the book’s second Spanish issue, whose first edition was released in 2008, before the negative outcome of the first Irish referendum on the Treaty of Lisbon provoked yet another “mini crisis” within the EU. Hence, the Romanian edition incorporates the original text of the first edition to which it adds an analysis of the political developments which took place between 2008 and 2009, leading to the ratification and entry into force of the Lisbon Treaty. In fact, this process is detailed in the final addenda, with a special focus on the Irish referenda and on presenting the main effects of the Treaty’s entry into force, such as the creation of the European External Action Service, of the mechanisms for inter-parliamentary cooperation between national parliaments and of the legal personality of the EU. The book also includes a prologue written by the authors * National School of Political Studies and Public Administration Bucharest.

Beneficiary of the „Doctoral Scholarships for a Sustainable Society” project, co-financed by the European Union through the European Social Fund, Sectoral Operational Programme Human Resources and Development 2007-2013.

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for the Romanian edition, in which they point out some of the key developments of the EU one year after the entry into force of the Lisbon Treaty: the great political impetus given through the establishing of the permanent European Council’s Presidency, the increased competences of the European Parliament, the introduction of the role of the High Representative of the Union for Foreign Affairs and Security Policy and the recognition of the legal value of the Charter of Fundamental Rights of the EU; the strengthening of the European economic governance; the European External Action Service becoming operational starting with 1st December 2010. Thus, the authors restate their hypothesis that, through the reforms introduced by the Lisbon Treaty, the community method is gaining ground in front of the intergovernmental method. The authors remain faithful to their argument that the Lisbon Treaty is actually a return to the future by preserving the text and the reforms proposed in the Constitutional Treaty, in order to enable the EU to face the contemporary challenges. Consequently, the book focuses on both the political process which resulted in the entry into force of the Treaty of Lisbon and the reform it envisages for the EU. The authors highlight the novelty of the method used to develop the draft of the Treaty – the constitutional process of the European Convention – and of the model – political explicitness (explicitación política) used within the reforming process. Chapters dedicated to institutional reform and the delimitation of competencies, internal policy (the Area of Freedom, Security and Justice) and foreign policy detail the changes brought by the Treaty. In addition to this, the book explores the political model of the EU – which the authors call “intergovernmental federalism” – and emphasize the representative and participatory character of its democratic functioning, thus dismissing the axiomatic democratic deficit of the EU as a “myth”. Moreover, the authors claim that what determined the drafters of the Lisbon Treaty to keep almost the entire text of the Constitutional Treaty was the legitimacy provided through the European Convention which enabled the citizens, their representatives and the private sector to make their voices heard and provide input for the reforming of the EU. Last but not least, what actually made it possible to “resuscitate” the Constitutional Treaty into the Lisbon Treaty was what the authors call “the strategy of the veil” – that is leaving aside the formal Constitution-like format and returning to the classical formula of an intergovernmental Treaty as means of surpassing the political crisis, whilst maintaining the same content. The book contains a short introduction, eight parts, a conclusions part, references, an addenda and an annex - a total of 296 pages. The first part presents the Lisbon Treaty as a substitute and legacy of the Constitutional Treaty. The second part focuses on describing the political process that led to the adoption of the Lisbon Treaty (2001-2007), starting with the Laeken Declaration. The third part is dedicated to describing the features of the political model and of the economic and social model of the EU. The fourth part approaches the Charter of Fundamental Rights of the EU as an illustration of the constitutionalization of the Lisbon Treaty, by using the “strategy of the veil”. The fifth part details the institutional reform and the delimitation of competencies provided by the Lisbon Treaty. The sixth part examines the internal policy and the main changes concerning the Area of Freedom, Security and Justice, while the seventh part argues that foreign policy is the field in which the Lisbon Treaty innovates the most, again using the “veil” for saving the provisions of the Constitutional Treaty. In the eighth part the authors reflect on the possibility to further reform the EU through the revision of the Treaties, arguing that the Convention method should be constitutionalized and used again, while taking into account that the “funnel” of national ratifications will remain a political

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challenge for each Treaty to be adopted in the future. The conclusions part restates that the Lisbon Treaty is actually a Constitution without having the proper name for a constitution and reviews the changes envisaged by the Treaty, which enable the EU to face new future challenges. It also benefits from a prologue written by José Maria Gil-Robles Gil-Delgado, former President of the European Parliament, who acknowledges the book as being a “good working instrument” in which the authors have “exhaustively” examined the accomplishments and potentialities of the Lisbon Treaty. As an annex, the book includes the Laeken Declaration on the Future of the EU. The book is written in a simple and plain language, with a straightforward approach appealing to both connaiseurs of the field of EU integration and to those studying it for the first time, whilst the academic credentials of the authors recommend it as a reference work in this field. Thanks to the scholarly translation delivered by Professor Bărbulescu, the book of Llorente and Luzarraga has been made available to the Romanian public – both specialist and novices in the domain of EU studies – as well. The reviewed book provides the Romanian reader with a comprehensive analysis of the developments surrounding the process of drafting the Treaty’s text, the ratification and the entry into force of the Lisbon Treaty. On the one hand, this book enriches the Romanian literature on EU integration issues, by making the work of some of the most renowned European specialists in EU studies more accessible to Romanian students, scholars and experts. On the other hand, this book familiarizes the Romanian readers with the changes in the EU institutional and policy framework brought by the Treaty of Lisbon, thus helping them understand the direct and indirect impact of the Treaty’s provisions on their everyday life.

· 2 romanian asociation of international relations and european studies scientific committee...

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