ABSTRACT
The academic study of intelligence has experienced an important growth and geographical expansion during the last decades, particularly after 9/11, with an increase offer of both graduate and undergraduate courses combining social science and historical approaches to the study of intelligence, and programs specialized in intelligence analysis and production as well (Gill and Phythian 2016: 5). The driving forces behind this growth, remarkable in the United States but that includes the United Kingdom – where back in 1988 some scholars already spoke of the emergence of a British School (Watt 1988) – and other European countries as well, might be found in the diversification of threats and intelligence objectives since the end of Cold War, the technological revolution and emergence of the cyberspace as a domain for military and intelligence operations, the increased public attention in response to jihadi terrorist attacks and the reaction of democracies to the challenge posed by global terrorism, the development of intelligence commissions or inquiries on Iraq’s weapons of Mass Destruction, or in the proliferation of intelligence-led institutions (Dover, Goodman, and Hillebrand 2014). The intelligence institution has also played an important role in some cases, providing an initial thrust by actively seeking the development of relationships with the academic community, or acting as a catalyst for moving the study of intelligence forward through the signing of collaboration agreements with universities, this being the case of countries like Spain. This chapter explores the specifics of the Academy’s collaborations with national securities agencies in European context.
