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Institutions of Research and Tertiary Education in Central and South East Europe. Developments, Structures and Perspectives of these Institutions for their Integration into the European Higher Education and Research Area

Research and tertiary education face new challenges, not only in South East Europe, but all over Europe through ongoing processes of internationalization and marketorientation with new areas and needs of competitiveness. These trends and challenges together with deep cuts in public spending have also reinforced public debates on effectiveness, efficiency and accountability of institutions of research and tertiary education vis-à-vis the arenas of state, market and society. Against the prejudice that individual academic freedom and institutional autonomy of universities and academies of sciences form unaccountable “ivory towers” we have to see that three “ideal-types” of universities dominate European history since 1789: there is the Humboldtian model which stands for an unbiased search for “truth” through basic research and general education in order to enhance intellectual zeal and enrich personal talent, hence the request to combine research and teaching personally and institutionally. In stark contrast, the “Napoleonic” model stands for the “production” of professional and technical cadres to serve the needs of the nation state and her national economy. The “Anglo-Saxon” model with the sequence of undergraduate colleges in “liberal arts” followed by specialised graduate programs in schools of law, medicine etc. already provides for a “mix” of both former models combined with much more effort not only to “teach” theory and knowledge, but also to train the methods and methodologies of research in practice. Also models of academies of sciences can be sub-divided into three ideal-types: Basically, every academy is a “learned society”, i.e. an association of scientists for science where they can meet and exchange ideas beyond or within academic disciplines. Secondly, academies can also perform the function of an “advisor to society” in order to serve government and society at large with science-based advice on issues of public interest. The third type of academies can be called a “manager of science” which means that academies themselves operate a number of research institutes. All of these types of academies face the same challenges like universities with regard to autonomy, accountability, efficiency and effectiveness.

research; tertiary education; Central Europe; South East Europe; European Higher Education and Research Area

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