Critical voices against the Bologna Process in Turkey: Neo-liberal governance in higher education

2015 ◽  
Vol 52 ◽  
pp. 105-133 ◽  
Author(s):  
Ayhan Kaya
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Civil Society Organizations ◽  
Analysis Method ◽  
Governance In Higher Education ◽  
Education In Turkey ◽  
The Bologna Process ◽  
Depth Interviews ◽  
Made In

AbstractThis article analyzes critical voices raised against the Bologna Process by various stake-holders of higher education in Turkey, such as rectors, professors, international office staff, students, and civil society organizations. The data collected through in-depth interviews were analyzed using the discourse analysis method on the basis of the interlocutors’ reflections on the Bologna Process. It is claimed in the article that most universities in Turkey have attempted a process of internationalization and institutionalization, but that there have been several impediments during the implementation of the Bologna Process. Rising Euroskepticism in Turkey has also changed the process of Europeanization in the universities. It is revealed that the structural changes made in line with the Bologna Process are perceived by several different stake-holders as neo-liberal acts, and are presented as activities of internationalization, but not of Europeanization.

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.

A comparison with computer and instructional technology education program competencies

2018 ◽  
Vol 5 (5) ◽  
pp. 60-66
Author(s):  
Durmus Ziya Gorur ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
Information System ◽  
Education Program ◽  
Bologna Process ◽  
National Qualifications Framework ◽  
Turkish Higher Education ◽  
Specific Order ◽  
Education In Turkey ◽  
The Bologna Process

The countries involved in the Bologna Process constitute the National Qualifications Framework for higher education in their own countries. National Qualifications Framework is a system in which the nationally and internationally recognised and associated competencies are structured in a specific order. In Turkey, ‘National Qualifications Framework for Higher Education in Turkey’ is constituted for increased transparency, recognition and mobility in higher education. The aim of this study is to research, regulate and improve the computer and instruction technologies education program competencies constituted within the National Qualifications Framework for Higher Education in Turkey in seven universities. The seven universities selected for the purpose of this study are selected to represent each region of Turkey. Regarding the competencies of the selected universities, it is seen that there is a general confusion about the writing of competencies and the writing of goals. Another mistake regarding the competencies is the false classification of competencies. In addition, there is no common attitude related to the writing of competencies. Therefore, in this study, a draft backbone regarding the writing of competencies in computer and instruction technologies education is tried to be created.Keywords: Bologna Process, Bologna information system, Turkish higher education competencies framework, computer and instruction technologies program competencies.

scholarly journals THE BOLOGNA SYSTEM OF HIGHER EDUCATION AS THE BASIS OF THE EDUCATIONAL QUALIFICATION FOR ADMISSION TO THE LEGAL PROFESSION

2019 ◽  
Vol 29 (5) ◽  
pp. 655-660
Author(s):  
R.G. Melnichenko ◽  
S.V. Ignatyev
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Legal Profession ◽  
Bachelor's Degree ◽  
Wide Range ◽  
The Status ◽  
The One ◽  
The Bologna Process ◽  
Made In

The relevance of the study is caused, on the one hand, by the unification of approaches to the content of higher legal education in the world (related to the Bologna process), and, on the other, by different approaches of states when using the results of training in the bachelor/master/doctoral student paradigm when admitted to the legal profession. The authors investigated the situation in the main “civilized” states on this issue, revealing a wide range of approaches to the requirements for having an appropriate level of higher legal education for candidates for the status of a lawyer: only master (Ukraine, France), law bachelor (UK, Australia, Canada, USA, Slovenia), not a bachelor of law with the condition of additional training (UK, Australia), not a bachelor of law with subsequent legal practice (state California). As a result, the following conclusions were made: 1. In countries with the Bologna system of higher education, there are no unified approaches to the level of education that a candidate for obtaining the status of a lawyer should receive. 2. No regularities were found to determine why in some states the choice was made in favor of the “master's degree”, and in others - the “bachelor's degree” requirements for candidates for the status of a lawyer.

A comparison with the competencies of classroom education programme

2018 ◽  
Vol 5 (5) ◽  
pp. 67-71
Author(s):  
Aysegul Kubra Aktas ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Bologna Process ◽  
Education Programme ◽  
Constant Change ◽  
Classroom Education ◽  
Education In Turkey ◽  
The Bologna Process

Education has been adapting itself to the constant change and renewal of the world in every field. Higher education in Turkey also suffered from this situation and one of the steps taken to improve the quality of education must be included in the Bologna Process. This study examines the programme competencies of the undergraduate programmes of the classroom education in the seven selected universities, to make comparisons among the universities and to make arrangements. A case study was used in qualitative research methods. As a result, it was seen that there were mistakes in writing and expressing programme competences. Also, some of the universities have never implemented programme competencies, even when it is wrong to classify programme competencies into sub-dimensions as knowledge, skills and competence. Regulations can be made in terms of distribution in the sub-dimensions of language proficiency and competences in programme competencies, and seminars related to programme competencies can be given to universities.Keywords: Bologna Process, programme competencies, classroom education programme competencies, national qualifications framework for higher education in Turkey.

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

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

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