scholarly journals The knowledge triangle, European higher education policy logics and policy implications

2010 ◽  
Vol 61 (6) ◽  
pp. 757-769 ◽  
Author(s):  
Peter Maassen ◽  
Bjørn Stensaker
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Implications ◽  
Knowledge Triangle ◽  
European Higher Education

Scholarship and Supercomplexity

2020 ◽  
pp. 263-282
Author(s):  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Work ◽  
Policy Implications ◽  
Policy Makers ◽  
Education Environment

In this chapter, links between the constructs of scholarship and supercomplexity in higher education are examined, along with policy implications. Boyer's holistic, joined-up conceptualization of scholarship is recognised as seminal, yet in many cases, application of his work has led to fragmentation of academic work in an already-fractured, supercomplex higher education environment. The scene is set by considering a range of dimensions of the scholarship construct within higher education. Particular emphasis is placed on scholarship as it relates to academic roles and identities. In this section, account is also taken of the challenges encountered by faculty, managers, and policy-makers alike in drawing connections and distinctions between scholarship and research in academic work. Consideration then shifts to implications for higher education policy and policy-makers at the macro – national and international, meso-institutional, and micro-departmental and individual levels.

Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?

2019 ◽  
Vol 18 (2) ◽  
pp. 135-157 ◽  
Author(s):  
Monne Wihlborg
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Thematic Analysis ◽  
Higher Education Policy ◽  
Bologna Process ◽  
Critical Reasoning ◽  
Starting Point ◽  
European Higher Education ◽  
The Bologna Process ◽  
Over Time

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

scholarly journals “The Bologna Process” A European Response to Global Competition in Higher Education

1969 ◽  
Vol 37 (3) ◽  
pp. 109-125
Author(s):  
Hans Pechar
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Bologna Process ◽  
The Other ◽  
Global Competition ◽  
European Level ◽  
European Higher Education ◽  
The Bologna Process

The Bologna Process is the most important recent development in higher education policy at the European level. Initially North America observed this reorganisation of Europe’s higher education architecture with some scepticism and even mild irony – if not outright ignoring it. More recently, however, the obvious success of attempts to create a “European Higher Education Area” has increased the interest on the other side of the Atlantic. This paper provides a short overview of the initial goals of the Bologna Process, the present state of implementation, and of the diffi culties this process faces. I begin by asking to what extent a European level of higher education policy making exists at all and what is its signifi cance.

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