1 Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 1 DOI: 10.4018/978-1-4666-4325-3.ch001 Comparative Analysis of Educational Policies Research ABSTRACT The chapter discusses the possibility for European education to convergence in the Bologna framework by studying the literature dedicated to educational policies in leading academic journals. Using a content analysis methodology, the qualitative research aims to highlight the key topics and research concerns of academics in European higher education and to correlate their research focuses, which are being promoted and implemented in European universities as effective policy. The results may serve as guidelines for both policy makers and executives in higher education, as well as for broader categories of stakeholders. EDUCATION IN A NEW EUROPE: A CONVERGENCE PERSPECTIVE It’s twenty years since Comparative Educa- tion Review has published a special issue on Education in a changing Europe. The edito- rial essay, signed by Erwin Epstein, Elizabeth Sherman Swing, and François Orivel, has the title we partly borrowed: Education in a New Europe. The centripetal tendencies of Western Europe, the second, post-communist, educational revolution of the Eastern Europe, privileging centrifugal moves, are, as stated by the three guest editors, constituents of the European model of the 1990s. Still, the picture had more to offer, even at that time, than this Manichaeism between convergence and divergence. National and ethnic groups, Simona Vasilache Bucharest University of Economic Studies, Romania Alina Mihaela Dima Bucharest University of Economic Studies, Romania