Lessons for the Future of the Bologna Process and the Internationalization of Higher Education

2017 ◽  
pp. 211-242 ◽  
Author(s):  
Beverly Barrett
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Internationalization Of Higher Education ◽  
The Future ◽  
The Bologna Process

scholarly journals STRATEGY OF INTERNATIONALIZATION AS A KEY PRIORITY OF UNIVERSITY EDUCATION DEVELOPMENT IN UKRAINE

2018 ◽  
pp. 38-46
Author(s):  
Olga Vyhovska ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Institutional Strategy ◽  
The World ◽  
The Bologna Process

The article deals with the theoretical analysis of the problem of internationalization of higher education in the context of introducing reforms of the Bologna process in the European region and, in particular, in Ukraine; the historical periods of formation of the internationalization of higher education from the moment of the first European universities emerged; it was determined that universities at their institutional level are important participants in internationalization and, in accordance with local specifics, their understanding of the objectives of ensuring the quality of education and development priorities must develop their own strategies for internationalization; on the example of the Grinchenko University it is substantiated that the development of the institutional strategy of internationalization is one of the key priorities of the development of university education in Ukraine. Modern information and communication technologies, the rapid development of distance learning, the growing popularity of Internet universities form a single world educational market in which higher education institutions from different countries of the world, without restricting themselves national borders, offer their services in conditions of strict international competition. The processes of Ukraine’s integration into the world educational space, in particular its accession to the Bologna Process, determine the creation of a competitive sphere of Ukrainian higher education. The urgency of the problem of internationalization, which reflects the idea of openness of education and science in the world and has significant modernizing potential, lays the foundation for its scientific reflection on the integration into the national context of the best international standards of higher education quality. These imperatives should serve as a guideline for the institutional strategy of internationalization as a key priority for the development of university education in Ukraine in order to increase the competitiveness of Ukrainian higher education institutions and their integration into the European educational space.

scholarly journals Internationalization of Higher Education in Kazakhstan

2017 ◽  
Vol 4 (2) ◽  
pp. 165 ◽  
Author(s):  
Dinara Bekbauova ◽  
Issah Iddrisu ◽  
Amran Said Suleiman ◽  
Rathny Suy ◽  
Aigul Islamjanova
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Education System ◽  
Bologna Process ◽  
Internationalization Of Higher Education ◽  
Research Projects ◽  
The Past ◽  
Current State ◽  
The Bologna Process

Over the past ten years, internationalization of higher education has become a priority in Kazakhstan’s educational policy. The importance of internationalization is reflected by the increasing exchange of students and scientists, the emergence of many international programmes and collaboration of universities, increased funding for students and research projects. This work deals with the internationalization of higher education, therefore, begins with the concept of this phenomenon, explained the role of internationalization of higher education in Kazakhstan, and also discussed the changes occurring in the education system of Kazakhstan and its current state. The accession of Kazakhstan to the Bologna process, as well studied Kazakhstan’s efforts for internationalization of higher education.

Convergence and Internationalization of Higher Education in Europe

2014 ◽  
pp. 219-240 ◽  
Author(s):  
Luminiţa Nicolescu
Keyword(s):  
Higher Education ◽  
Mutual Influence ◽  
Bologna Process ◽  
Internationalization Of Higher Education ◽  
Internationalization Process ◽  
Multiple Perspectives ◽  
Public And Private ◽  
European Higher Education ◽  
Relationship Of ◽  
The Bologna Process

This chapter approaches the internationalization of higher education in Europe in terms of its relationship with convergence trends in European higher education. It starts with illustrating a relationship of mutual influence between convergence and internationalization at a conceptual level. The chapter looks at developments of European higher education over the past two decades, including the Bologna process, as triggers for increased harmonization of the European higher education systems. Among others, the internationalization of higher education is a way forward in implementing the Bologna process. These aspects are illustrated on a national example: Romania, through the influences of European, national, and institutional developments on the internationalization of higher education. The analysis at institutional level comprises a review conducted for all the 92 accredited universities from Romania, public and private. The study searches the information available on universities' Websites in relation with their internationalization processes. The chapter ends with the discussion of the internationalization process as a trigger and as a way forward for increased convergence in European higher education from multiple perspectives that are applied to Romania: conceptual and applied, European, national and institutional, and strategic and operational.

scholarly journals The Future of the Bologna Process and the European Higher Education Area: New Perspectives on a Recurring Topic

2020 ◽  
pp. 361-373
Author(s):  
Sjur Bergan ◽  
Liviu Matei
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Formal Approach ◽  
European Higher Education Area ◽  
European Area ◽  
The Future ◽  
Case Discussions ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The future of the Bologna Process and the European Higher Education Area (EHEA) have been debated for more than 20 years (Bergan and Deca 2018). From the very start, even as the implementation of this continental-wide project in higher education got underway and in parallel to historical analyses (“looking back” too) that begun slowly to emerge, the future of the EHEA has been a constant preoccupation. It is perhaps in the nature of things that while the future can be close or distant, it never quite arrives, like a textitfata morgana, so that any discussion of “the future” can in principle be endless. Or, it could be that in this case discussions about the future indicate continuing uncertainty about the substance, shape and timeline of a European area for higher education. As we are completing the second decade of the Bologna Process and, if we take a formal approach, the first decade of the EHEA, this debate nevertheless takes on added urgency and includes some new elements. We are encouraged by the fact that few if any voices have been heard advocating an end to the EHEA. We therefore disregard this option here.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals The Bologna Process. Academic Mobility in Romanian Technical Higher Education

2012 ◽  
Vol 47 ◽  
pp. 2229-2233 ◽  
Author(s):  
Liliana-Luminiţa Todorescu ◽  
Anca Greculescu ◽  
Gabriel Mugurel Dragomir
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Mobility ◽  
The Bologna Process
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