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Higher education in both Germany and the UK has undergone numerous changes in the last two decades. It seems worthwhile to examine how varying forms of HE governance and pan-European influences have played out upon these two national systems. Of note in particular are Bologna, European Standards and Guidelines in Quality Assurance, and various accreditation regulations. In this article we postulate to what extent these two systems may or may not be able to move forward in the imminent future. Is German higher education, for example, becoming more autonomous if it can display its own systems of quality control are working well (system-accreditation)? Has British higher education relinquished autonomy, as both research and teaching domains are subject to external review (REF/TEF)? What can we learn about the transformational impact any of these mechanisms are having? This chapter adresses these issues and asks which benefits or disadvantages are to be gained by different systems in article.
Although the Council of Europe has been working in the area of administrative law for decades, the body of pan-European general principles of good administration developed by this organisation remains mostly uncharted. This paper attempts to help fill this academic gap by examining the scope and content of the pan-European principles of administrative law stemming from the Council of Europe, with a special emphasis on the principle of good administration. In doing so, the sources of administrative law of the Council of Europe are considered together with the mechanisms by which they penetrate and permeate domestic legal systems. This paper concludes that the work done by the Council of Europe in the administrative field has contributed to a process of harmonisation in its Member States’ domestic law, but that the exact scope thereof has yet to be uncovered and requires further research.