Abstract
This chapter has two objectives. First, it aims to describe the nature of contemporary HE research and to assess its stability, fragility and ambiguity from the perspective of HE researchers. That picture serves as the background for meeting the second aim: to understand why and how HE experts (note the broadening from researchers to experts) are involved in commissioned work for the European Commission. The focus on this specific issue should be seen in the light of the book’s attempt to gain an insight into the involvement of education researchers and private (for-profit) organizations in European education policy evaluation and formulation. The case of HE is particularly relevant in this context. Given its connections to business interests, competitiveness and what has been called the ‘knowledge economy’, one could expect private actors to have a particular interest in shaping HE policy. An analysis is presented of who has been involved in evaluative research on HE for the European Commission, with a focus on the case of DG Education and Culture (DG EAC) (1999–2012). In addition to a literature review, the chapter is based on a review of the motives and experiences of eight experts who have been involved in work for DG EAC during this period.
Thanks to the eight experts for their time and willingness to respond to my questions.
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Huisman, J. (2015). HE Experts and Commissioned Research: Between Stability, Fragility and Ambiguity?. In: Souto-Otero, M. (eds) Evaluating European Education Policy-Making. Palgrave Macmillan, London. https://doi.org/10.1057/9781137287984_7
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DOI: https://doi.org/10.1057/9781137287984_7
Publisher Name: Palgrave Macmillan, London
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