Studies of the impact of European integration on the national administrations of the member states of the European Union (EU) have pointed towards an uneven process of "Europeanization." While there has unquestionably been a growing range and frequency of contacts between national administrations and the EU system, there is little evidence of an expected convergence towards a common institutional model. This uneven Europeanization is presently explained with reference to a neo-institutionalist framework, drawing primarily on the work of March and Olsen. It is argued that the politico-administrative systems of the member states differentially adapt to the pressures of European integration in a manner which reflects the preexisting balance of domestic institutional structures, as well as the broader matrices of values which define the nature of appropriate political forms in the case of each national polity. Distinctive national patterns of institutional adjustment, rather than appearing anomalous, emerge as corresponding to a basic logic of differentiation indissociable from the integration process itself. The general argument is illustrated by an extended comparative study of France and the Netherlands, examining both the making and the implementation of European policy in the two countries.The increasing importance of the European Union (EU) 1 has prompted the development of a growing, if still limited body of literature examining the impact of the European integration process on the national administrations of the Union's member states (Toonen 1992). Generally, such studies have concluded that a somewhat uneven process of "Europeanization" is taking place. On the one hand, there has clearly been a Europeanization of national administrations, in the sense of a pronounced increase in the range and frequency of contacts between the national and the supranational levels. Unquestionably, a growing number of national civil servants are having to deal more often with the EU, whether as participants in the supranational policymaking process or as the agents responsible for the implementation of European legislation in the domestic system. On the other hand, despite these increasing contacts, there is little evidence of the Europeanization of national administrations in the sense of convergence
Outside of North America, most higher education research comes from other disciplines or departments and is pursued on a part-time or short-term basis. Higher education scholars engage a wide range of theories, methodologies, and research designs. Higher education researchers and their work are perhaps best described by the metaphor "tribes and territories." The field covers such disparate areas as academic cultures and identities, academic development, doctoral education, internationalization, knowledge validation, leadership and management, quality, teacher education, and teaching and learning. Although this breadth of research is impressive, researchers often tend to study the same topic in different silos. (100 ref)-
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