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<p>Since the 1980s, several European countries have implemented economic reforms aimed at “liberalizing” their economies. This process intends to liberate transactions from any obligations other than serving the interests of those directly involved. It translates as a promotion of institutional change through voluntary agreements rather than state-imposed rules. To examine such a process, this paper analyzes the “liberalization” of the higher education sector in five countries (Finland, France, Poland, Portugal, and the Netherlands) representing different political economies. Through a literature and legislation review, we assess whether the reforms emerged from voluntary agreements or if they are ordained by state rules. Our findings indicate that the reforms have been predominantly state-driven, despite its intentions to promote voluntary order. The literature often cites the influence of supranational entities like the OECD and the EU, mediated by national governments. It also points to a strong influence of corporate bodies in the definition of the reforms. This suggests that (contrary to its declared aims) the reforms resulted mainly in an “institutional construction”—a legal and political framework created by the state that rewards conformity and penalizes non-compliance. The resulting order shows the emergence of a strong vertical governance with key dependences from the state. This raises questions about the paradoxes and contradictions in implementing such policies, especially in a sector where autonomy and self-governance are crucial.</p>

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Institutional constructions and the role of the state: lessons from higher education liberalization reforms

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Gonçalo Leite-Velho

摘要

Since the 1980s, several European countries have implemented economic reforms aimed at “liberalizing” their economies. This process intends to liberate transactions from any obligations other than serving the interests of those directly involved. It translates as a promotion of institutional change through voluntary agreements rather than state-imposed rules. To examine such a process, this paper analyzes the “liberalization” of the higher education sector in five countries (Finland, France, Poland, Portugal, and the Netherlands) representing different political economies. Through a literature and legislation review, we assess whether the reforms emerged from voluntary agreements or if they are ordained by state rules. Our findings indicate that the reforms have been predominantly state-driven, despite its intentions to promote voluntary order. The literature often cites the influence of supranational entities like the OECD and the EU, mediated by national governments. It also points to a strong influence of corporate bodies in the definition of the reforms. This suggests that (contrary to its declared aims) the reforms resulted mainly in an “institutional construction”—a legal and political framework created by the state that rewards conformity and penalizes non-compliance. The resulting order shows the emergence of a strong vertical governance with key dependences from the state. This raises questions about the paradoxes and contradictions in implementing such policies, especially in a sector where autonomy and self-governance are crucial.