Feeney and Horan, using an ostensive-performative routines paradigm, look at how, under the Bologna Process, efforts to ensure harmonization in European higher education policy have seen establishment of national awards frameworks; and the European Framework of Qualifications. Tracing the journey from idea to policy, they show how implementation of a European-level policy process can reflect differences in national policy priorities while the institutions themselves at both the EU and state levels are held constant.
