|Author (Person)||Deriglazova, Larisa, Mäkinen, Sirke|
|Publisher||Taylor & Francis|
|Series Title||Journal of Contemporary European Studies|
|Series Details||Volume 27, Number 2, Pages 184-195|
|Publication Date||March 2019|
|Content Type||Journal Article|
The article analyses how Russian and European scholars have studied EU-Russia cooperation in the field of higher education.
We first review the phases of cooperation and argue that cooperation has transformed from technical aid in the 1990s towards a more equal partnership since the mid-2000s.
We present our analysis of previous studies in this field by looking at how scholars, often practitioners of cooperation themselves, have presented the objectives, results and challenges of cooperation and its future prospects.
We argue that these roles given by different actors are relevant to understanding the past and current of EU-Russia relations. Our findings confirm that the shared objective of the nature of cooperation is that of being between equal partners. Cooperation is also viewed as beneficial to both Russia and EU member states at the national/supranational, institutional and individual levels.
|Subject Categories||Culture, Education and Research, Politics and International Relations|
|Subject Tags||Higher Education|
|Keywords||Partnership and Cooperation Agreement [PCA]
|Countries / Regions||Europe, Russia|
|International Organisations||European Union [EU]|