The topic of research and innovation has been touched upon the different Ministerial Communiqués through different lenses, the highligh in the latest decade being the pursuit of synergy development between the European Higher Education Area and the European Research Area.

The Leuven/ Louvain-la-Neuve Communiqué (2009) acknowledges that higher education fosters innovation and creativity in the society, and, in the same time, higher education itself needs to be based on the current state of the art in research and development. Therefore, it is hard to imagine a higher education institution disconnected from research. 

 

The Bergen Communiqué (2005) affirms that higher education is at the crossroads of research, education and innovation. In this respect, stimulating research and innovation and creating and maintaining a broad, advanced knowledge base for our societies are some of the purposes of higher education institutions in the frame of the EHEA, alongside with preparing students for their future careers, active citizenship and enabling their personal development. 

 

The Bologna Process, since its inception, has placed emphasis on securing closer links overall between the higher education and research sectors. The Leuven/ Louvain-la-Neuve Communiqué (2009) indicates the synergies between education and research as some of the key solutions for overcoming the economic crisis affecting Europe. The Bologna Process refers to the synergies between education, research and innovation transversally, while it addresses other action lines such as the learning cycles, mobility, recognition and internationalization. 

Earlier, The Sorbonne Joint Declaration (1998) calls for "appropriate emphasis (also) on research and autonomous work", in connection to the learning cycles. Berlin Communiqué (2003) suggests the doctoral cycle as being the contribution of universities to developing a knowledge based society, while Bergen Communiqué (2005) makes explicit the particularities of the doctoral studies: "participants in the third cycle programme are both students and early stage researchers ", as a link between education and research.

The Bologna Declaration places Europe's "scientific traditions" amongst the attractions of the EHEA, while the Prague and Bergen Communiqués underline the quality of research and education in the same respect. Leuven/ Louvain-la-Neuve Communiqué captures another dimension of internationalization: highly qualified researchers are listed as needed to be attracted to the EHEA through "attractive working conditions and career paths, as well as open international recruitment".
 

In the early Communiqués, Bologna (1999) and Prague (2001) researchers are nominated amongst the ones that should benefit of mobility and recognition policies. The Leuven/ Louvain-la-Neuve Communiqué (2009) brings back on the agenda the topic of mobility and recognition policies, also for early stage researchers. 
 

Vienna/Budapest Communiqué (2010) brings an integrative touch: researchers are listed, alongside with institutional leaders, teachers, administrative staff and students as part of the academic community "having the key role in making the EHEA a reality".

The Bucharest Communiqué (2012)  dwells deeper into the social construct of research, highlighting its implications for the development of critical thinking, the pursuit of academic learning and research, and enabling students to acquire the ability to confidently assess situations and ground their actions. It also states that higher education must ensure a stronger link between research, teaching and learning at all levels, and that study programmes must reflect changing research priorities and emerging disciplines, with research underpinning teaching and learning. Moreover, emphasis is placed on doctoral programmes, with the ERA and EHEA being linked through the implementation of doctoral programmes in line with the Salzburg Recommendations and the Principles for Innovative Doctoral Training.

The Yerevan Communiqué (2015) continues referring to research in the context of linking teaching, learning and research across all study levels and encourages activities that develop creativity, innovation and entrepreneurship. In terms of the role of research in equipping graduates with the necessary skills and promoting employability, the communiqué proposes the development of innovation skills, entrepreneurial education and cooperation with employers. Moreover, a separate emphasis is placed on strengthening the links between the EHEA and the European Research Area.

The Paris Communiqué (2018) places significant focus on innovation in learning and teaching, with explicit mention of research and innovation as key synergies. Higher education institutions are encouraged to ensure that students encounter research- or innovation-related activities, with an emphasis on digitalisation to support educational research and foresight. Ministers also call for the BFUG to establish interaction with the European Research Area and Innovation Committee (ERAC) by 2020.

The Rome Communiqué (2020) recognises higher education institutions as actors of research and innovation, critical to solving societal challenges, especially post-COVID. The Sustainable Development Goals are taken into consideration specifically when integrating research and innovation in their achievement. The declaration sets forth the idea of research-based learning, open science, digital technologies, and academic and scientific freedom as key pillars for the development of society.

The Tirana Communiqué (2024) perceives research through the lens of fundamental values, as a pillar for academic integrity, but also takes it into account in reaching the Sustainable Development Goals and enabling the green transition. It also reaffirms the commitment to establishing the necessary links to the European Research Area and the European Education Area.