The twenty-first century has proved to be a rude awakening for European higher education. Despite the EU’s pledge to make Europe “the most competitive and dynamic knowledge-driven economy by 2010,” only two European universities (Cambridge and Oxford) managed to crack the top 20 in a list of the world’s top universities that the University of Shanghai published in 2007 (the U.S. landed seventeen).

In light of the rankings, European officials, at both the national and EU levels, are being forced to reevaluate the structure, financing and objectives of post-secondary education. As recently reported in Le Monde, President Sarkozy has charged his Minister of Education, Valérie Pecresse, with the goal of placing two French universities into the top 20 of the Shanghai list and twenty into the top 1,000. France also hopes to use its EU presidency to establish a “European Shanghai” system of rankings that would be more relevant to European universities.

In the latest edition of European Affairs, news editor Pascal Riché sat down with Richard Descoings, head of Sciences Po in Paris and an active proponent of educational reform, to discuss the rankings and the problems facing higher education in Europe (and France in particular). In the piece, Descoings states that the poor European showing in the world rankings stems from three failures:

“First, the lack of decent funding in continental Europe makes it very difficult to attract very good researchers and to produce sound scientific or technological research; second, the lack of autonomy [for individual universities], which means freedom to set your own strategy; third, late awareness of the intensity of the international competition.”

Evidence for Descoings’ statement about underfunding lies in a recent spotlight by the EU Observer on education. Philippa Runner points out that Europe invests far less money per capita in higher education than America does - in the EU, an average of €8,700 is spent per student, compared to €36,500 per student in the U.S. The difference between America and Europe is even more prominent in France where every high school graduate is guaranteed a spot at a university and the state pays the vast majority (if not all) of the tuition. As Descoings explains, it is due to this public stake in education that the French government has had the power to set the salaries of professors, (mis)allocate research funds and dictate the schools’ directions.

Another critique of European higher education has been that its structure and qualifications vary too greatly between countries, making it difficult for students and teachers to move between them; Critics complain that this should not happen within a supposedly “integrated” EU. And beyond their bureaucratic flaws, some European universities have been faulted for preaching an anti-market bias in their classrooms (in France and Germany in particular) and for not making the employability of their students a sufficiently high priority. EU Education Commissioner Jan Figel recently complained that Europe’s problem is that it has a “200-year-long tradition of Humboldt system where the academic world is quite isolated from the outside world.”

The good news for Europe is that efforts to reform higher education are now underway. In 1999, nearly all of the Member States voluntarily agreed to the Bologna Process, an initiative with three goals:

• Develop a common system of academic credit,
• Design a common degree structure,
• Gradually converge toward a European Area of Higher Education.

Signatory states - which now include many outside of the EU - have already made substantial progress on the first two goals, creating the European Credit Transfer and Accumulation System (ECTS) and agreeing to adopt the 3-cycle (BA, MA, PhD) Anglo-American system of degrees by 2012.

And in order to diversify and internationalize its universities, the EU increased its efforts to encourage students to study under the ERASMUS program (European Region Action Scheme for the Mobility of University Students) and established an international counterpart - Erasmus Mundus - that creates the opportunity for joint post-graduate degrees at linked universities.

But problems and criticism remain. Some complain that efforts to internationalize schools will merely result in “scholarship tourism” - that is, students attending a foreign university, using its educational resources and then returning to his/her home, thus not “giving back” to the host country. And students at the Helsinki University of Technology claim that the Bologna Process turns universities into nothing more than “diploma factories” that encourage students to value credits over academic discussion and experience.

Commissioner Figel points out that educational reform will remain difficult because education lies firmly under national - not EU - sovereignty. He plans to work to persuade both governments and students to make university studies more “relevant” and to establish better links between campuses and science and business. With these initiatives, he hopes that European universities will be better able to prepare EU citizens for an increasingly global and competitive society.