Co-producing the European higher education area: the (somewhat overlooked) role of the social sciences

2019 ◽  
Vol 45 (8) ◽  
pp. 1758-1770
Author(s):  
Jana Heinz ◽  
Sabine Maasen
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Higher Education Area ◽  
The Social ◽  
European Higher Education

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

scholarly journals La acción tutorial académica en pequeños grupos: Una experiencia educativa con estudiantes universitarios

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Vladimir Essau Martínez-Bello ◽  
Ángela Martínez.Rojas
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Ad Hoc ◽  
European Higher Education Area ◽  
Positive Assessment ◽  
Analysis Of Results ◽  
European Higher Education ◽  
The University ◽  
Academic Year

This study establishes three objectives. The first, describe the main characteristics of a tutorial action program developed within an academic subject in a Faculty of teacher training. The second, determine the level of appraisement of the degree of importance given by students to a group of transversal skills and the kowledge level related to the research methodology during the tutorial action. The third, discuss the role of the tutorial action at the university in the new European Higher Education Area. The experience was developed in the academic year 2014-2015. Thirty six students participated and constructed two ad-hoc questionnaires. Four elements can be highlighted from the analysis of results: the interaction between participants, the perceived organization and the tutorial action methodology, the positive assessment to the development of skills related to research, and the development of critical attitude. As conclusion, it is considered that showing the process of construction and development of the tutorial action as an alternative experience in higher education and teacher training subjects, can help to clarify alternative pedagogical mechanisms to facilitate communication and participatory processes consistent with the new European Higher Education Area.

scholarly journals Developing Student Work Experience Programmes Within the European Higher Education Area Framework: The Role of Social Partners

2021 ◽  
Vol 14 (11) ◽  
pp. 31
Author(s):  
Dimitrios Skiadas ◽  
Sofia Boutsiouki ◽  
Vasileios Koniaris ◽  
Konstantinos Zafiropoulos ◽  
Marianthi Karatsiori
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Work Experience ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Student Work ◽  
The Social ◽  
Social Partners ◽  
European Higher Education ◽  
The Bologna Process

The aim of establishing the European Higher Education Area (EHEA) marked the development of the Bologna process since its beginning, while it exercised a decisive influence on the content of the higher education policy initiatives undertaken over the years. One of the most important goals of the relevant policy making was to bridge the university-to-labour market gap and to improve the employability of graduates. Such aims require a consistent and multidimensional cooperation between higher education institutions and the social partners, mainly employers, from which significant benefits may derive for all parties involved. As a result, many types of work based learning have been promoted in higher education with the most prominent of them being the student work experience programmes organised by universities in collaboration with enterprises. The paper analyses the guidelines provided by the EHEA framework with regard to the cooperation between universities and the social partners. Also, it discusses the role that has been attributed to (or claimed by) the social partners regarding work experience programmes. The EHEA institutional framework includes provisions for the participation of social partners in the organisation of work placements, which contribute to students’ skills development and easier transition to employment.

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 Editorial

2019 ◽  
Vol 12 (2) ◽  
pp. v-vi
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Information Literacy ◽  
Home Country ◽  
The United States ◽  
Building Projects ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
The Social

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Denmark, Chile, the United States and the United Kingdom analyse capacity-building projects between European and African universities, the experiences of mobile academics returning to their home country, the role of tutors on international interdisciplinary MA programmes, the contemporary relevance of classical and medieval approaches to education and levels of information literacy among undergraduates.

scholarly journals The European Higher Education Area: A road to the future or at way’s end?

2019 ◽  
Vol 6 (2) ◽  
pp. 23-49
Author(s):  
Sjur Bergan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Early Years ◽  
European Higher Education Area ◽  
Global Context ◽  
20Th Anniversary ◽  
European Higher Education ◽  
Run Up ◽  
The Bologna Process

The goal of the Bologna Process was to develop a European Higher Education Area within a decade. The goal and the process proved to be attractive, new countries steadily applied for accession, and the Bologna Process has brought about substantial reforms. At the same time, the drive and optimism of the early years has given way to more measured optimism and even a sense of disillusion as we approach the 20th anniversary of the Bologna Declaration. The article outlines six phases in the development of the European Higher Education Area and then looks at some of the main challenges the EHEA faces as it approaches its third decade. Structural reforms have been the hallmark of the EHEA, and in this area the main challenges concern implementation rather than the development of new structures even if some policy challenges also remain. In the run-up to the 2018 Ministerial conference, EHEA faced a bitter debate on the character of the EHEA itself, linked to the questions of how to foster implementation of commitments undertaken and what it means to be a voluntary process. The fundamental values on which the EHEA builds are now threatened in some EHEA members, the role of the EHEA in a global context, and its relevance and governance constitute other challenges.Received: 08 April 2019Accepted: 29 April 2019Published online: 29 May 2019

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