Within the broader process of European integration, which is the pre-eminent political project in the Western Balkans, the Bologna process and the Lisbon Strategy ‘introduced a new and spectacular dynamic into the affairs of higher education in Europe’ (Neave 2002, p. 186), carrying the potential of transforming higher education ‘as fundamentally as the nation state changed the medieval
... [Show full abstract] universities’ (Corbett 2005, p. 192). In this analysis, Bologna and Lisbon are taken to further the same four basic objectives—mobility, employability, attractiveness, and competitiveness (see Neave 2002). While Bologna aims to reorganise higher education systems through three-cycle structures, comparable degrees, and qualification frameworks, the Lisbon Agenda focuses on making Europe a more attractive place to invest and work in, making knowledge and innovation the heart of growth, and creating more and better jobs.