This article by Rachel Brooks suggests that the relationship between Europe and education has tended to remain rather marginalised within research. To start to redress this gap, draws on an analysis of policy documents and interviews with key policy stakeholders to argue that the idea of Europe constitutes an important ‘spatial imaginary’ for higher education within the continent, and helps to frame the ways in which students are conceptualised. However, this study also suggest that this is not played out in uniform ways; there are significant differences between both countries and different groups of policy actors within them.

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