The Bologna Process and the European Qualifications Framework: A Routines Approach to Understanding the Emergence of Educational Policy Harmonisation — From Abstract Ideas to Policy Implementation

In this chapter we explain the background to the emergent nature of the Bologna Process within a policy context. We identify the specific artifacts that were linked to how signatories attempted to meet the objectives of the Bologna Process. We trace the selection and retention of abstract ideas within the policy formation stage of the Bologna Process and illustrate how these facilitated the emergence of an educational policy whose goal was to harmonise qualifications within an agreed European Qualifications Framework (EQF). In doing this, we utilise the ostensive-performative theory of routines as our theoretical lens. By using this approach we distinguish it from hegemonic approaches to policy change such as the punctuated equilibrium framework (Jones & Baumgartner, 2012) and advocacy coalition framework (Weible et al., 2011). We illustrate the emergence of the harmonisation sub-routine as it is supported by various declarations and communiqués. We trace patterns of activities relating to both policy formation and implementation. Our contribution is twofold. Firstly, we argue for use of routines theory as a theoretical tool to understand the principles, objectives, and processes undertaken in the creation and adoption of the EQF. Secondly, we highlight the importance of abstract ideas, their connection to endogenous change, and how they inform performances.