The Bologna Process and the Unachieved Potential for the Creation of a Common Higher Education Market

2018 ◽  
pp. 231-254
Author(s):  
Cristina Sin ◽  
Orlanda Tavares
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Market ◽  
The Creation ◽  
Higher Education Market ◽  
The Bologna Process

From profiling to pioneering

2021 ◽  
Vol 13 (2) ◽  
pp. 239-258
Author(s):  
Miya Komori-Glatz ◽  
Barbara Schmidt-Unterberger
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Universities ◽  
Internationalisation Of Higher Education ◽  
Medium Education ◽  
Education Market ◽  
High Level ◽  
Higher Education Market ◽  
Stage Analysis ◽  
The Bologna Process

The first decade-and-a-half of the new millennium was a time of dramatic change for European universities. In response to the high level of competition on the international higher education market following the introduction of the Bologna process and the surging popularity of international rankings, universities are now looking for ways to differentiate themselves and their programmes. New English-taught programmes are increasingly seen as an opportunity to launch innovative curricula. This paper presents the results of a two-stage analysis of policy documents and expert interviews, revealing the drivers behind the decision to introduce English-medium education in the context of the ongoing internationalisation of higher education. The present study identified a shift in internationalisation efforts at WU Vienna University of Economics and Business, one of Europe’s largest business universities. While in the past decade the drivers behind the implementation of English-medium programmes were primarily connected to the university’s profile and reputation, the latest data show they are now characterised by the university’s aim to be perceived as an innovator and a pioneer.

Quality Assurance on the Road: Finland and Austria in Comparison

2011 ◽  
Vol 10 (4) ◽  
pp. 583-594 ◽  
Author(s):  
Andrea Bernhard
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Policy Makers ◽  
The Road ◽  
Assurance System ◽  
National Quality ◽  
Education Market ◽  
On The Road ◽  
Higher Education Market

The ongoing necessity for quality and quality assurance in the entire Bologna process remains one of the main issues for European policy makers. The aims of creating comparable systems and of guaranteeing quality within higher education systems are the reasons for national developments and the eagerness to reform. The situation in two relatively small European countries, Austria and Finland, is at the centre of this research and exemplifies different ways of coping with international developments and the need to establish a comprehensive quality assurance system. How do these countries cope with the pressure to compete in the global higher education market? Is their system of quality assurance in line with the European aim to create a European higher education area? The purpose of this study is to provide an overview on two national quality assurance systems and to figure out similarities and differences between these two countries, providing a clear picture of what has been done in the field of quality assurance, where the challenges to transform are and how to improve quality assurance systems.

scholarly journals Organization of methodological support of the educational process in higher education

2021 ◽  
pp. 863-871
Author(s):  
Irina Nikolayevna Odarich ◽  
Tatyana Gavriilovna Sobakina ◽  
Sergey Alekseevich Gorovoy
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Bologna Process ◽  
Approaches To Learning ◽  
Educational Process ◽  
Modular System ◽  
Learning Tools ◽  
Holistic Concept ◽  
The Creation ◽  
The Bologna Process

The creation and improvement of modern information technologies require higher education institutions to introduce new approaches to learning, ensuring the development of communicative, creative and professional knowledge, and the need for self-education. The introduction of information technology in the educational process of universities is moving to a new stage - the introduction of new multimedia educational materials. A large number of diverse information resources are being created in Russia, which have significantly improved the quality of educational and scientific activities. More and more often multimedia technologies are used in training, the spectrum of which has expanded significantly: from the creation of training programs to the development of a holistic concept for building educational programs in the field of multimedia, the formation of new learning tools. Methodically, the textbooks are structured in such a way that they meet the programs of leading universities in Europe and the requirements of a credit-modular system for organizing the educational process, which laid the foundation in our country like the ECTS system adopted in the Bologna process. The practical value lies in the fact that the textbooks allow students, bachelors, masters and graduate students of technical universities to independently master the knowledge of modern electronics. The materials of the textbook will help specialists in practice in the development, implementation and operation of electronic devices and systems, which are an integral part of electrical, radio engineering, telecommunications, computer, biomedical and other devices and complexes, technological equipment for automating technological processes, marine, space and defense equipment.

A Case for Caution: Twenty-One Years of Bologna and Ramifications for the U.S. Higher Education

2021 ◽  
pp. 002205742110325
Author(s):  
Zachary Mngo
Keyword(s):  
Higher Education ◽  
United States ◽  
Tertiary Education ◽  
Bologna Process ◽  
The United States ◽  
Asia Pacific ◽  
Education Systems ◽  
Faculty Mobility ◽  
Education Market ◽  
Higher Education Market

The spread and influence of older European higher education models and the current Bologna Process (BP) is strongly linked to its colonial and neocolonial hegemony. However, the 1999 convergence of European models under the umbrella of the BP reform has had implications beyond the colonial and neocolonial spheres, with its effects impacting even the well-established and reputable education systems of North America. Unlike the countries of Africa, Latin America, the Caribbean, Asia Pacific, and the United States did not have any reasons to embrace the BP models. However, they are indirectly affected by it. The international nature of academe, characterized by cooperation and exchanges, has made it impossible for United States tertiary education systems to avoid the effects of the European BP reform entirely. Student and faculty mobility, transferability of degrees, and joint and dual degree offerings have increased significantly as a result of the “external dimension” objectives of the Bologna reform. The highly globalized higher education market is characterized by partnerships and exchanges, including competition between European and the United States colleges and universities over international students. The BP ultimately has and will likely continue to influence the calculations of higher education stakeholders in the United States.

scholarly journals SOME ISSUES OF THE CREATION AND IMPLEMENTATION OF INTERNATIONAL JOINT EDUCATIONAL PROGRAMMES

PRIMO ASPECTU ◽  
2020 ◽  
pp. 75-85
Author(s):  
Alexander I. GORYLEV
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Practical Experience ◽  
International Labor ◽  
International Joint ◽  
Educational Programmes ◽  
The Creation ◽  
The Bologna Process ◽  
Foreign Universities ◽  
Russian Universities

The article analyzes the issues of creating and implementing international joint educational programmes as a mandatory element for internationalization of all aspects of university activities. The participation of Russian universities in the Bologna process and in the formation of the European Higher Education Area allowed them not only to expand the scale of cooperation with leading foreign universities, but also to gain valuable practical experience in organizing joint educational activities in the framework of international educational programmes leading students to obtain degrees from several universities. The article examines in detail the readiness of Russian universities to implement such programmes, as well as the attitude of employers in Russia towards them. Speaking of the need to increase the competitiveness of Russian universities, the development of international joint programmes is revealed through the prism of exporting educational services to other countries. It is concluded that, studying in international joint programmes, students generate unique skills that are in demand in the international labor market, owing to their development by innovative approaches in the field of higher education through international inter-university cooperation in the field of education. The article also demonstrates the experience of Lobachevsky University in implementing international cooperation with foreign universities, which can be used by other Russian universities in the creation and implementation of international joint programmes.

The Role of Academic Values in Higher Education Convergence in Romania

2014 ◽  
pp. 168-182
Author(s):  
Victoria A. Seitz ◽  
Mariana Nicolae
Keyword(s):  
Higher Education ◽  
European Union ◽  
Bologna Process ◽  
The European Union ◽  
Academic Values ◽  
Higher Education System ◽  
The World ◽  
Education Market ◽  
The Bologna Process

The Bologna process set forth a transformation among institutions of higher education in Europe to increase student and staff mobility and to make the European Union more competitive in the world education market. Years of a centrally planned system, isolation from the international conversations, and developments of higher education values made the implementation of the Bologna process in Romania a difficult and controversial one. This chapter introduces a concept from the marketing literature regarding brand globalization that recognizes and supports an integral part of the Bologna process – that of academic values. Moreover, the discussion presents findings from an empirical study regarding leadership aspects in Romanian higher education. Recommendations are then provided as to the implementation of those values in Romania's higher education system.

scholarly journals Higher Education Timescapes: Temporal Understandings of Students and Learning

Sociology ◽  
2021 ◽  
pp. 003803852199697
Author(s):  
Rachel Brooks ◽  
Jessie Abrahams ◽  
Achala Gupta ◽  
Sazana Jayadeva ◽  
Predrag Lažetić
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
European Countries ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Creation ◽  
The Bologna Process ◽  
The Relationship ◽  
Degree Level

This article draws on data from six European countries (Denmark, England, Germany, Ireland, Poland and Spain) to explore the higher education timescapes inhabited by students. Despite arguments that degree-level study has become increasingly similar across Europe – because of global pressures and also specific initiatives such as the Bologna Process and the creation of a European Higher Education Area – it shows how such timescapes differed in important ways, largely by nation. These differences are then explained in terms of: the distinctive traditions of higher education still evident across the continent; the particular mechanisms through which degrees are funded; and the nature of recent national-level policy activity. The analysis thus speaks to debates about Europeanisation, as well as how we theorise the relationship between time and place.

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 .

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