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The article reports on the conversion of the challenges related to higher education experienced by Great Britain into the strengths of Europe. It notes that British people tend to regard the aspects of the Bologna Process as unfair to their country while Americans and others see such as well-adapted to a globalised world. It cites several disadvantages of the process such as the damage of thousands of trans-border institutional collaborations and friendships in higher education. It adds that such challenges can be regarded as a factor of diversity.

The article discusses the 9th Bologna Process ministerial meeting held by Armenian government in conjunction with the fourth Bologna Policy Forum of interested third countries in Yerevan, Armenia to sign off a communique and set the agenda to be completed by the 2018 ministerial meeting in France.

The author talks about the need for fellow academics and colleagues to show a lot more support for the Europeanisation of higher education. Topics discussed include the Erasmus programme which drove inter-institutional cooperation, the Maastricht Treaty of 1992 which would never invalidate national systems, and the Bologna Process which aims to improve regional unity through higher education.

The author reflects on whether ministers of the European Higher Education Area, called the Bologna ministers, will accept the candidacies of Belarus, mainland Europe's last surviving dictatorship, and Kosovo, an ethnically divided state born of the break-up of Yugoslavia. Topics discussed include the precedents to a possible acceptance of Belarus, the obligations for participating countries, and the possible consequences should Belarus were to join the Bologna Process.

A personal narrative is presented which explores the author's experience of attending a workshop on the internationalisation of higher education in Europe at the University of Luxembourg.

In the article, the author examines the possible effects of the change in leadership in the European Commission to the research and higher education sectors as of late 2014. It claims that the new commission President is Jean-Claude Juncker, while the education-related commissioners are Commissioner for Research, Science and Innovation Carlos Moedas and Commissioner for Education, Culture, Youth and Sport Tibor Navracsics.

The article discusses the ways by which the Bologna Process, a collaboration among European countries to establish comparable higher education qualification standards across the region, has helped higher education in Armenia.

The article presents a personal narrative which explores author's experience as an early reader of Treaty of Rome, writing a paper on the implications of Treaty of Rome's policy, and Europe and its universities.

The article discusses the pamphlet "Robbins Revisited: Bigger and Better Higher Education," by Great Britain's Minister of Universities and Science David Willetts as of November 7, 2013. It highlights the references to Europe made by Willetts to compare the country's higher education system with those of its European counterparts. Willetts' assertion that the British system is better than Europe's higher education programmes is highlighted.

In the article, the author discusses the developments in the higher education sector in the European Union (EU) as of mid-2013. She cites the launching of the Erasmus+ brand name for the educational programmes in the entire region. Among the educational schemes under the brand are the Leonardo da Vinci programme for vocational education and training, the Jean Monnet Action professorships and the Comenius School Partnerships.

The article discusses how to make cooperation work to benefit Europe-wide higher education and how it can help underpin European Union (EU) strategies for emerging from the financial crisis. It cites the launching by European Council of its growth strategies on the basis of the Open Method of Coordination (OMC). It notes that as the rest of Europe strengthen the cooperative Bologna strategy for mobility, bright minds took their academic potential to Spain, France and Finland instead of Britain.

The article offers a tribute to Ladislav Cerych, a pioneer of comparative policy analysis of higher education at a cross-national level. It highlights Cerych's contributions to European thinking on higher education diversity, particularly his work at the Organisation for Economic Cooperation and Development (OECD). He died in August 2012 at the age of 86.

The article offers information on a meeting of higher education ministers from 47 countries of the European continent in Bucharest, Romania on April 26-27, 2012, including the discussion of the Bologna Process and the construction of the European Higher Education Area.

The article discusses Sir Peter Scott's report at the Bologna Process Researchers' Conference. Scott, professor of higher education at the Institute of Education at the University of London, discussed issues such as whether the euro crisis means that the European Union is failing and what are options for the process and the European Higher Education Area (EHEA).

The article features the Bologna Process which started in 1999 as a weak intergovernmental initiative among 29 countries to create the European Higher Education Area (EHEA) and to develop compatibility and comparability across university systems. After a decade, EHEA now represents 30 million students and more than 6,000 institutions from 46 nations including poorer and non-European Union (EU) nations. The achievements of the Bologna Process and the challenges facing EHEA are also discussed.