78

The authors give the examples of Belgium and other European countries in a discussion of the links between 1) the Bologna process, 2) university concentration, which it helps accelerate, 3) the increasing distinctions between university institutions, and finally, 4) the problem of funding research. One important consequence of this pragmatic policy is the increasing tendency to give credence to public discourse on the separation of university activity. Indeed, some highly reputed institutions assert more and more officially the necessity to concentrate resources within their walls. Furthermore, these institutions leave the “ancillary” functions of teaching the masses to less prestigious universities whose job it would be to dispense training in professional skills.