scholarly journals STUDENT LEADERS ON BOLOGNA PROCESS IMPLEMENTATION – ADVANTAGES, SHORTCOMINGS AND PERSPECTIVES

TEME ◽  
2021 ◽  
pp. 043
Author(s):  
Jelena Gajic ◽  
Marina Savkovic ◽  
Dušan Borovčanin
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Student Leaders ◽  
Social Dimension ◽  
Willingness To Accept ◽  
Higher Education Reforms ◽  
Process Implementation ◽  
The Social ◽  
Weak Points ◽  
The Bologna Process

Almost two decades after the implementation of the Bologna Process in higher education around the world, the question of the applicability, justification and effectiveness of reforms implemented globally arises. The aim of this paper is to explore the attitudes, optimism versus pessimism, more precisely student representatives’"mood" regarding the implementation of the Bologna Process and Bologna tools. The overall sample consists of student representatives from 17 European Higher Education Area countries. The results of the research should be a step towards further higher education reforms, or, more precisely, a proposal to modify the existing plans, bearing in mind the different conditions and characteristics of the countries where they are implemented and their willingness to accept the reforms. The results indicate that mobility, diploma supplements and quality assurance are the most positive aspects of BP and employability, the social dimension and the financing model of higher education are weak points of BP.

scholarly journals Informaciniai Europos aukštojo mokslo erdvės socialinio aukštojo mokslo matmens plėtotės aspektai

2013 ◽  
Vol 63 ◽  
pp. 65-81
Author(s):  
Marija Stonkienė
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Social Dimension ◽  
National Data ◽  
Strategic Objective ◽  
The Social ◽  
Training Policy ◽  
The Bologna Process ◽  
And Training ◽  
The Eu

Straipsnyje analizuojami kuriant Europos aukštojo mokslo erdvę keliamo strateginio tikslo – užtikrinti aukštojo mokslo socialinio matmens plėtotę – informaciniai aspektai. Informacinių socialinio aukštojo mokslo matmens aspektų svarbą pabrėžia tai, kad ES švietimo ir mokslo politika grindžiama atvirojo koordinavimo metodu. Informaciniai socialinio aukštojo mokslo matmens aspektai analizuojami atliekant ES politinių strateginių dokumentų, Bolonijos proceso dokumentų ir Bolonijos proceso pažangos ataskaitų duomenų tyrimą. Analizė parodė, kad vis daugiau dėmesio skiriama informaciniams socialinioaukštojo mokslo matmens aspektams, nepakanka informacijos apie socialinį aukštojo mokslo matmenį, stinga nacionalinių duomenų, kyla nepalyginamumo problemų. Analizuojant Bolonijos proceso ataskaitas pastebėta besiplečianti informacinė socialinio aukštojo mokslo matmens aprėptis.Reikšminiai žodžiai: Europos aukštojo mokslo erdvė, Bolonijos procesas, socialinis aukštojo mokslo matmuo, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens standartai, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens rodikliai, socialinio aukštojo mokslo Europosaukštojo mokslo erdvėje matmens rodiklių duomenys.Information aspects of the social dimension of higher education in the European higher education areaMarija Stonkienė Summary This paper deals with the informational aspects of ensuring the social development of higher educa­tion – the strategic objective in creating the Euro­pean higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU educa­tion and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

scholarly journals Evolving Social Dimension of the European Higher Education Area

2020 ◽  
pp. 147-160
Author(s):  
David Crosier ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Early Years ◽  
Social Dimension ◽  
European Higher Education Area ◽  
The Social ◽  
Institutional Action ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The social dimension is a term coined in the early years of the Bologna Process (BP). Although mentioned in the early ministerial communiqué texts, the term itself was not clearly defined until 2007. Looking back, this could perhaps be considered an oversight. However, the more likely explanation is that the term was chosen intentionally, leaving open possibilities for national and institutional action while, at the same time, committing countries to nothing precise.

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

scholarly journals What Does It Take to Build a Social Dimension Strategy? A Cross-Country Comparative Analysis of Romania and Austria

2020 ◽  
pp. 161-176
Author(s):  
Simona Torotcoi
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy ◽  
Bologna Process ◽  
Social Dimension ◽  
Life Long Learning ◽  
Start Up ◽  
The Social ◽  
Slow Progress ◽  
To Come ◽  
The Bologna Process

Abstract Unlike other action lines of the Bologna Process, slow progress has been made towards making the social dimension an implementable policy. The social dimension had to overcome a significant start-up difficulty. It entered the Bologna Process with no clear definition, guidelines or projection of concrete policy measures. In 2015, with the adoption of the Strategy for the Development of the Social Dimension and Lifelong Learning in the EHEA to 2020, participating countries were asked to come up with concrete national plans to address the participation of underrepresented groups in higher education. This paper looks in depth at two country cases that attempted to create the necessary conditions for such strategies, Austria and Romania, and asks what are the successful conditions for building a social dimension and lifelong learning strategy in line with the Bologna requirements? The common point for these countries is that both of them attempted to build a social dimension and life-long learning strategy, however, one of the countries came up with a strategy, yet other national strategies and policies were in contradiction with what the strategy promoted, whereas in the second country no strategy was developed beside the involvement of the main stakeholders. The data for the analysis comes from interviews conducted in November 2017 with stakeholders involved in the formation of these strategies, ranging from student representatives to educational experts, and governmental representatives.

scholarly journals Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Felicitas Macgilchrist ◽  
Katrin Girgensohn
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Coming Of Age ◽  
Bologna Process ◽  
Writing Pedagogy ◽  
Transferable Skills ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Key Competencies ◽  
The Bologna Process

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the social sciences and humanities in Germany. This assignment was tied into dominant discourse (‘Humboldt discourse’) in which the main point of higher education was to cultivate future independent scholars. Since 1999, the increasing predominance of ‘Bologna discourse’ has led to the radical restructuring of higher education across Europe. This discourse emphasizes internationalization, transferable skills and key competencies, i.e. the point of higher education is not primarily to cultivate independent scholars but flexible, creative and enterprising future professionals. With indications that the Hausarbeit could disappear in the Bologna process, we argue not only that it can be saved but also that it has a significant role to play in developing the new competencies. This will only happen, however, if students receive institutional writing support, and if writing curricula in Germany rise to the new challenges.Key words: writing centres, discourse, Bologna reforms, writing pedagogy, Hausarbeit

scholarly journals The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

2020 ◽  
Vol 19 (6) ◽  
pp. 485-505
Author(s):  
Iryna Kushnir
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Bologna Process ◽  
Social Dimension ◽  
European Higher Education Area ◽  
Member States ◽  
Policy Documents ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Voice

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

scholarly journals Contextualizing the Development of Ukrainian Higher Education: Between Soviet Legacies and European Regionalization

2020 ◽  
Vol 7 (2) ◽  
pp. 173-199
Author(s):  
Nataliia Zakharchuk
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Legal Framework ◽  
Education Reforms ◽  
Political Situation ◽  
Higher Education Reforms ◽  
Educational Challenges ◽  
European Education ◽  
The Bologna Process ◽  
Education Initiative

This paper contextualizes the development of Ukrainian higher education in broad historical, geopolitical, and socio-economic realities. The author argues that these realities determine the current Ukrainian education trajectory. Higher education reforms in Ukraine are analyzed in the context of two major influences: European regionalization and inherited Soviet structures in education. Particular focus is placed on the Bologna Process, the European education initiative to standardize higher education in Europe. Soviet organizational and administrative principles are outlined and analyzed as the second influence that determines Ukraine’s unique educational developments. A brief overview of higher education reforms in Ukraine notes the distinctive changes in the legal framework between 1996 and 2014. Ukrainian education reforms within this period are viewed from the perspective of the Bologna Process, a series of voluntarily agreements between European countries to establish a common European Higher Education Area to retain the regions’ influence and competitiveness. Contesting voices regarding the European-associated education reforms range from unquestionable support (Europhiliac) to absolute rejection (Europhobic). Such contesting voices reflect the Ukrainian society’s broader understanding of its complex educational challenges. The author argues that public concerns about reforms in Ukraine initiated with the Bologna Process, originate in the nature of the reforms, the Ukrainian educational system and its foundational principles, public stereotyping of the reforms, and the unstable political situation in the country.

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