This research responds to calls for investigating the intersection of higher education (HE) and politics. The study focuses on the European Higher Education Area (EHEA), the largest international HE cooperation platform. The central research question explores the perspectives of key policy-making organizations in France and Italy (EHEA stakeholders) on the EHEA's political nature and their involvement. The study uses expert interviews and thematic analysis of EHEA official communications to understand how the EHEA functions not only as a forum for HE cooperation but also as a political platform for cross-country relations and crisis management. The continuing involvement of France and Italy is analyzed through the lens of their internal politics and the evolving political context of the EHEA. The study builds upon existing literature highlighting the inherently political nature of education, encompassing various levels of analysis from international to local contexts. It examines governance, accountability, micropolitics, and the role of agency and leadership in shaping HE policy outcomes, acknowledging the influence of external forces on educational actors and institutions.

The literature review examines existing research on the Bologna Process (BP) and EHEA reforms in Italy and France, highlighting both successes and challenges in implementation. In Italy, studies show a reluctance to policy change, mitigated by events that rebalanced power dynamics in the HE system. While some critics point to drawbacks in lifelong learning opportunities, quality assurance, and social inequalities in graduation rates, others highlight positive impacts on university enrollment and teaching efficiency. Recent research emphasizes the evolving role of Italian HE institutions in sustainability, social change, and digitalization. In France, the literature focuses on the implementation process, challenges, and the BP's role as a platform for Europeanization of its HE system. Studies analyze the LMD framework's implementation, competitiveness of HE institutions, and the influence of quality assurance policies and university autonomy. The literature also explores the Europeanization of the French HE system, highlighting the role of the European Commission, academic mobility, and the impact on institutional settings, degree structures, curricula. The Franco-German relationship and France's role in European integration are also discussed, noting both pro- and anti-European attitudes in France.

This study employs a two-case-study approach, extracting data from a larger four-case-study project (UK, Germany, France, and Italy) investigating EHEA memberships. The research design adheres to BERA's ethical guidelines and received ethics approval from Nottingham Trent University. Data collection for France and Italy involved in-depth, semi-structured elite interviews with Bologna stakeholders (4 in France, 7 in Italy) and analysis of four recent (2020-2022) official EHEA communications. Thematic analysis, guided by Rubin and Rubin's framework for open and axial coding, was used to analyze the interview transcripts and official communications. The open coding identified multiple codes related to the politics of HE, which were grouped into themes during axial coding. The final super-ordinate themes focused on the inseparability of EHEA's work from wider politics and the influence of wider politics on stakeholders' decisions regarding EHEA-related business.

The thematic analysis revealed key stakeholder perspectives on the relationship between EHEA memberships and wider politics. The EHEA is viewed not only as a platform for international HE cooperation, but also as a broader platform for knowledge exchange, connecting countries, and facilitating dialogue within and beyond Europe. The inseparability of EHEA's work from wider politics is evident. The EHEA's objectives of inclusivity, innovation, and interconnectedness are inherently political. Although non-binding, the EHEA's shared decision-making sustains strategic choices. The study illustrates how the EHEA and EU politics are interconnected, with events at the EU level impacting EHEA developments. Stakeholders recognize a functional EHEA as crucial for a functional Europe, promoting education, democracy, and shared values. The rise of Euroscepticism in some EHEA countries poses challenges, particularly regarding academic freedom and potential ideational clashes. However, the EHEA's commitment to democratic values can serve as a tool for countering such challenges. The study finds that wider political developments, especially in France and Italy, significantly influence stakeholders' decisions on EHEA-related matters. France's role as a European leader is highlighted, with stakeholders emphasizing the importance of Franco-German cooperation. The rise of Euroscepticism in Italy, related to the rise of right-wing populist parties and closer ties with Russia, initially resulted in some restraint from openly condemning the Russian invasion of Ukraine through the EHEA, highlighting the complex interplay between national interests and European cooperation. However, ultimately, the EHEA was able to issue a joint statement condemning the invasion, demonstrating its ability to unite members around shared values despite internal political differences.

The findings support the inherent political nature of HE and its entanglement with wider political processes. This study uniquely explores the politics of the EHEA, showing how its function extends beyond HE cooperation to encompass broader political aims. The study adds to existing literature by examining current political trends (Brexit, Ukraine invasion) and stakeholder perspectives from France and Italy, which still hold a significant role in the EHEA's governance. The study highlights the EHEA as a political platform capable of responding to global events and attempting to influence them through its actions and commitment to core democratic values. The findings reveal how national political climates can influence participation and decision-making within seemingly apolitical international HE organizations, underscoring the interwoven nature of politics and education.

This article contributes to a deeper understanding of the political dimensions of the EHEA, focusing on the sustained involvement of France and Italy. The EHEA serves not just as an HE cooperation forum but also as a platform for cross-country relations and crisis response. France's and Italy's roles reflect their internal politics and the evolving EHEA political landscape. This work emphasizes the inseparability of HE from broader political contexts and suggests future research exploring the interplay between the EHEA and other education initiatives in Europe, such as the European Universities Initiative and the UK's rejoining Horizon Europe.

The study's reliance on interviews and official communications might limit the scope of perspectives represented. The opportunistic sampling of interviewees could limit generalizability. While the study captures important insights, future research could incorporate quantitative data and broader stakeholder perspectives to enhance the findings' robustness and provide a more comprehensive picture of EHEA politics.