Minniberger The Micro-Integration of Europe

The Functional Differentiation of Europe through Inter-Regional Learning
1. Auflage 2016
ISBN: 978-3-8452-7071-5
Verlag: Nomos
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 6, 257 Seiten, Format (B × H): 153 mm x 227 mm

Reihe: Recht und Politik in der Europäischen Union

The process of European integration is being challenged by the rising heterogeneity of European member states and policies. As a consequence the European Union supports the differentiated deepening of integration through flexible, soft governance instruments which enable cooperation despite heterogeneity. For implementing the European regional policy, regions across Europe voluntarily cooperate in thousands of Interreg-projects. Based on a qualitative social network analysis of an Interreg project within the field of the European innovation policy, this work shows that inter-regional learning and cooperation lead to a differentiated Micro-Integration of Europe. By overcoming the geographical and structural distances between regions, inter-regional projects function as platforms for functional policy learning between regional policy-makers. Based on joint interests functionally differentiated spaces of deeper Micro-Integration are being established throughout Europe.

Autoren/Hrsg.

Minniberger, Christina

Fachgebiete

• Sozialwissenschaften Politikwissenschaft Internationale Beziehungen Europäische Union, Europapolitik

Inhaltsverzeichnis

1;Cover;1
2; 1. Introduction;20
2.1; 1.1 The Micro-Integration of Europe through Inter-Regional Projects;20
2.1.1; 1.1.1 Theoretical Framework: Differentiated Learning within the European Union;21
2.1.2; 1.1.2 The Empirical Analysis: Cooperation and Lesson-Drawing within Interreg;24
2.2; 1.2 Research Design: A Qualitative Network Analysis of an Inter-Regional Case Study;26
3; 2. Differentiation through Inter-Regional Learning: Heterogeneity and the Need for Micro-Integration;29
3.1; 2.1 Integration despite Heterogeneity: The Softening and Differentiation of Integration;31
3.1.1; 2.1.1 The Environment for Integration: The Complexity of the ‘European Onion’;32
3.1.2; 2.1.2 Differentiated Governance in Europe: From Hierarchical to Soft Governance;33
3.1.3; 2.1.3 Differentiated Integration: From the Integrated Union to the Learning Union;35
3.2; 2.2 From Heterogeneity to Micro-Integration: Making Use of Learning and Lesson-Drawing;40
3.2.1; 2.2.1 Defining Learning: Processes, Concepts and Typologies;41
3.2.1.1; 2.2.1.1 European Learning on Policies: From Policy Transfer to Lesson-Drawing;42
3.2.2; 2.2.2 Defining Lesson-Drawing: Learning from Experiences on Existing Policies;45
3.2.3; 2.2.3 Categorising Lesson-Drawing: From the Copying of Policies to Inspiration;46
3.2.3.1; 2.2.3.1 The Preparation of Learning: Scanning and Understanding Lessons;47
3.2.3.2; 2.2.3.2 First Degree: Copying or Emulating Programmes on One-to-One Basis;47
3.2.3.3; 2.2.3.3 Second Degree: Mixing Programmes from Different Places;48
3.2.3.4; 2.2.3.4 Third Degree: Inspiration and Cherry-Picking from Existing Programmes;49
3.3; 2.3 From Heterogeneity to Differentiation: Spatial and Functional Micro-Integration in Europe;50
3.3.1; 2.3.1 Differentiation in the European Reality: The Roots of the Political Debate;51
3.3.2; 2.3.2 Differentiation in Theory: Flexible, Non-Homogeneous Integration in Europe;52
3.3.2.1; 2.3.2.1 Defining Differentiation and its Consequences;53
3.3.3; 2.3.3 The Early Concepts: Differentiation of the Grand Steps of Integration;55
3.3.3.1; 2.3.3.1 The Contrasting View: Community Method of Homogeneous Integration;57
3.3.3.2; 2.3.3.2 Multi-Speed Differentiation: Temporary Need for Flexibility;57
3.3.3.3; 2.3.3.3 À la Carte Differentiation: Voluntary Interest-based Differentiation;59
3.3.3.4; 2.3.3.4 Spatial Differentiation: Variable Geography of a Deepened Integration;59
3.3.3.5; 2.3.3.5 Limitations: State-Centric Perspective on the Grand Steps of Integration;60
3.3.4; 2.3.4 Recent Developments: Soft and Multi-Level Differentiation in the European Union;61
3.3.4.1; 2.3.4.1 The Role of Space and Levels in Differentiated Integration;66
3.3.4.2; 2.3.4.2 The ‘Softening’ of Differentiated Integration;67
3.4; 2.4 Conclusions: Differentiated Micro-Integration through Inter-Regional Projects;68
3.4.1; 2.4.1 The European Micro-Integration: Opening the Blackbox of Integration;69
3.4.2; 2.4.2 The Functional and Spatial Differentiation of Europe: Voluntary Learning à la Carte;71
4; 3. Micro-Integration through Its Instruments: The Role of Inter-Regional Cooperation in Europe;75
4.1; 3.1 Differentiation by Its Instruments: The Network-Turn in European Integration;76
4.1.1; 3.1.1 Definitions and Analytical Perspectives of Governance Studies;76
4.1.1.1; 3.1.1.1 Positioning Networks in the Governance Studies – From Hierarchies to Networks;78
4.1.2; 3.1.2 Policy Networks: Definitions and Legitimacy in the European Policy-Making;80
4.1.2.1; 3.1.2.1 The Actors and their Relations: Horizontal Interactions between Policy-Makers;82
4.1.3; 3.1.3 The Functional and Spatial Dimensions of Policy Networks;85
4.2; 3.2 The European Microcosm for Learning: The Interreg Programmes;88
4.2.1; 3.2.1 The Objective of Interreg: Policy Learning and Transfer between European Regions;89
4.2.2; 3.2.2 The European Dimension: Implementing European Strategies through Projects;92
4.2.3; 3.2.3 The Project Dimension: Inter-Regional Networks of Regional Policy-Makers;93
4.2.3.1; 3.2.3.1 The ‘Learning’ Actors: Expert Networks of Regional Policy-Makers;94
4.2.3.2; 3.2.3.2 The Mechanisms of Learning: ‘Soft’ Cooperation and Exchange;96
4.2.4; 3.2.4 The Instruments of Policy Transfer: The Transfer of Knowledge on Regional Policies;98
4.2.4.1; 3.2.4.1 Scanning Programmes: Benchmarking and Good Practice Identification;99
4.2.4.2; 3.2.4.2 Drawing Lessons: Transferring Good Practices Between Regions;99
4.3; 3.3 The Challenges to Learning in Interreg: Institutional Complexity and Spatial Distance;101
4.3.1; 3.3.1 Transferring Regional Policies: Functional Complexity of the Lessons;102
4.3.2; 3.3.2 Institutional and Cognitive Distance: Learning between Distanced Actors;105
4.3.3; 3.3.3 Spatial Distance: Learning between Distanced and Diverse Regions;106
4.4; 3.4 Summary: Network Governance in Inter-Regional “Micro-Europes”;108
5; 4. Research Design and Methods: Qualitative Network Analysis of an In-Depth Case Study;111
5.1; 4.1 Research Design: In-Depth Single Case Study of Interreg IVC Project “Know-Man”;111
5.2; 4.2 Research Methods: Qualitative Network Analysis for Understanding Learning Processes;115
5.3; 4.3 Data Collection: Mixed-Method Design for Understanding Cooperation and Learning;117
5.3.1; 4.3.1 Building the Quantitative Fundament: Questionnaires and Visualisation;119
5.3.2; 4.3.2 Bringing in the Qualitative Approach: Interviews and Document Analysis;122
5.4; 4.4 Data Analysis: Qualitative Content Analysis and Visualisation of Cooperation;125
6; 5. Interreg as Heterogeneous ‘Micro-Europe’: The Framework for Cooperation and Learning in “Know-Man”;128
6.1; 5.1 The Heterogeneity within “Know-Man”: Learning and Cooperation across Distances;130
6.1.1; 5.1.1 The Framework of “Know-Man”: Functional Network on Innovation Policy;130
6.1.1.1; 5.1.1.1 From the Lisbon Strategy to “Know-Man”: Supporting Innovation in Europe;131
6.1.1.2; 5.1.1.2 “Know-Man” as Policy Network: Loosely Coupled Horizontal Interactions;133
6.1.2; 5.1.2 The Regional-Structural Diversity: From Metropolitan to Rural Regions;135
6.1.3; 5.1.3 The Institutional and Cognitive Diversity: Diverging Backgrounds of Actor Groups;140
6.1.3.1; 5.1.3.1 The Institutional Diversity: From Public Authorities to Technology Parks;141
6.1.3.2; 5.1.3.2 The Structural-Cognitive Diversity: Experiences and Motivations;143
6.2; 5.2 The Cooperation Structures in “Know-Man”: The Role of Proximity;145
6.2.1; 5.2.1 The Development of the Project: A New and Atypical European Policy Network;146
6.2.1.1; 5.2.1.1 Building of Inter-Regional Network Based on Strategies and Trust;147
6.2.2; 5.2.2 The Implementation of the Project: Strong Regionality, Weak Inter-Regionality;149
6.2.2.1; 5.2.2.1 Spatial Proximity Does Matter: Regional Islands of Cooperation;150
6.2.2.2; 5.2.2.2 Bridging Institutional Distances: “Know-Man” as Temporary Platform;154
6.2.3; 5.2.3 Summary: Joint Interest Temporary Bridges Distances;157
7; 6. Heterogeneity and Lesson-Drawing: Learning for Overcoming Spatial and Institutional Distances;160
7.1; 6.1 Preparing the Lesson-Drawing: Scanning Regional Innovation Programmes;162
7.1.1; 6.1.1 Understanding the External Environment: Analysing Demand and Venturing Abroad;163
7.1.1.1; 6.1.1.1 Analysing the Regional Framework through Surveys and Visualisations;164
7.1.1.2; 6.1.1.2 Venturing Abroad: Experiencing the Regional Embedment through Study Visits;167
7.1.2; 6.1.2 The Internal Reflection: Understanding Programmes through Model-Building;169
7.1.2.1; 6.1.2.1 The Benchmarking Process: Explicit Knowledge and De-Contextualising;169
7.1.2.2; 6.1.2.2 The Good Practices: Model-Building and Re-Contextualisation;171
7.1.3; 6.1.3 Summary: Understanding the External Environment, before the Transfer;173
7.2; 6.2 Supporting Methodology: Creation of Transfer Networks within “Know-Man”;175
7.3; 6.3 The Inspiration of a Lesson: Overcoming Heterogeneity through Adaptation;176
7.3.1; 6.3.1 The Homogeneous Case: Inspiration of two Spin Off Companies;177
7.3.1.1; 6.3.1.1 The Framework for Learning: Two Approaches towards a Similar Programme;178
7.3.1.2; 6.3.1.2 The Inspired Lesson: Learning on Complementarities and Extending Programmes;179
7.3.2; 6.3.2 The Heterogeneous Case: Near-Failed Learning on Internationalisation Programme;181
7.3.2.1; 6.3.2.1 The Framework for Learning: Similar Programmes but Too Diverse Regions;181
7.3.2.2; 6.3.2.2 The Inspired Lesson: Inspiration for Re-Thinking Existing Regional Programme;183
7.3.3; 6.3.3 Summary on Inspiration: Inspiration for Diminishing Spatial and Institutional Borders;184
7.4; 6.4 The Mixture of a Lesson: Learning from the Experiences of Many;185
7.4.1; 6.4.1 The Mixture of a Business Plan Competition: “Picking-and-Choosing” despite Diversity;186
7.4.1.1; 6.4.1.1 The Framework for Mixing: Heterogeneous Programmes in Four Regions;186
7.4.2; 6.4.2 The Mixed Lesson: Complementing Existing Programme with Best Elements;189
7.4.3; 6.4.3 Summary of Mixture: Combining is Possible if Room for Manoeuvre Exists;191
7.5; 6.5 The Emulation of a Lesson: Transferring European ‘Best Practices’ between Regions;192
7.5.1; 6.5.1 The Heterogeneous Case: Transferring a Business Course despite Structural Diversity;193
7.5.1.1; 6.5.1.1 The Framework for Learning: Learning between a Metropolitan and a Rural Region;194
7.5.1.2; 6.5.1.2 The Emulated Lesson: Adaptation to New Regional Framework and Needs;196
7.5.1.3; 6.5.1.3 The Sustainability of the Lesson: Policy Influence through Regional Anchoring;198
7.5.2; 6.5.2 The Homogeneous Case: Transferring an Online Platform between Two Metropolises;200
7.5.2.1; 6.5.2.1 The Framework for Learning: Two Metropolitan Regions with Similar Challenges;201
7.5.2.2; 6.5.2.2 The Emulated Lesson: Regional Anchoring and Minor Adjustments needed;205
7.5.2.3; 6.5.2.3 The Sustainability of the Lesson: Importance of Capacity and Willingness;205
7.5.3; 6.5.3 Summary on the Emulations: Inter-Regional Impetus for Regional Lesson-Drawing;206
7.5.3.1; 6.5.3.1 Creation of Spatial Proximity Needed for Overcoming Cognitive Hurdles;207
7.5.3.2; 6.5.3.2 Inter-Regional Exchange as Booster for Regional Activity;208
7.5.3.3; 6.5.3.3 Extended Implementation Networks as Regional Snowballs;210
7.6; 6.6 The Failed Transfers: The Hurdle of Diversity for Inter-Regional Lesson-Drawing;211
7.7; 6.7 Conclusions on Lesson-Drawing: The Importance of Preparation and Willingness;213
7.8; 6.8 The Sustainability of Inter-Regional Cooperation and Learning;215
7.8.1; 6.8.1 The Spatial Dimension: Temporal Inter-Regionality but Long-Term Regionality;216
7.8.2; 6.8.2 Continuing Inter-Regional Cooperation Is Challenged by Spatial Distance;218
7.8.3; 6.8.3 Lasting Effects on Regional Policies Based on Willingness and Capacities to Learn;220
8; 7. Conclusions and Outlook: “The Micro-Integration of Europe”;225
8.1; 7.1 The Role of Learning for Integration: Capturing Sub-National Integration Dynamics;226
8.2; 7.2 Lesson-Drawing despite Heterogeneity: Functional Differentiation through Learning;230
8.3; 7.3 Final Remarks: Inter-Regional Cooperation as Functional Micro-Integration;233
9; 8. Annexes to the Dissertation;236
9.1; 8.1 Data Collection: Exemplary Pre-Interview Network Questionnaire;236
9.2; 8.2 Data Collection: Exemplary Guidelines for the Expert Interviews;237
9.3; 8.3 Data Collection: Exemplary After-Know-Man Questionnaire;240
9.4; 8.4 Data Sources: List of Documents and Citation Rules on the Case Study “Know-Man”;241
10; 9. Literature;246