scholarly journals The Impact of the Bologna Process on the Design of Higher Education Programmes in Europe

2008 ◽  
pp. 207-226
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
The Bologna Process ◽  
The Impact

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

scholarly journals The Signal and the Noise: The Impact of the Bologna Process on Swiss Graduates’ Monetary Returns to Higher Education

2019 ◽  
Vol 7 (3) ◽  
pp. 154-176
Author(s):  
David Glauser ◽  
Christoph Zangger ◽  
Rolf Becker
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Bachelor's Degree ◽  
Noisy Signal ◽  
Job Market ◽  
Signaling Model ◽  
Bologna Reform ◽  
Job Market Signaling ◽  
The Bologna Process ◽  
The Impact

Using longitudinal data on university leaver cohorts in the period from 2006 to 2016, we investigate the impact of the Bologna reform on Swiss graduates’ returns to higher education. Drawing on the job market signaling model, we expect lower returns for graduates who enter the labor market with a bachelor’s degree. Moreover, we expect that the initial wage difference between bachelor and master graduates will become less volatile over time, since employers constantly update their beliefs about graduates’ employability. Controlling for selection into employment and a number of different signals sent by the graduates, we find a persistent advantage of a master’s over a bachelor’s degree. The new degrees, and especially a bachelor’s degree, did indeed serve as a noisy signal about graduates’ productivity in the first years of the Bologna process.

scholarly journals The Europeanisation of Higher Education in the Netherlands

2005 ◽  
Vol 4 (3) ◽  
pp. 208-218 ◽  
Author(s):  
Judith Litjens
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Development ◽  
Bologna Process ◽  
The European Union ◽  
The Bologna Process ◽  
The Impact ◽  
Bologna Agreement

This article examines the extent to which higher education policy in the Netherlands is becoming Europeanised. This issue is explored through the case of the Bologna Process and the impact of Bachelor-Master's (BAMA) Programmes on Dutch higher education policy. Changes in higher education, such as increasing competitiveness and decentralisation, have increased the need for new regulations on a European level. Although the European Union does not have much legal authority in the policy section in question, Europeanisation of higher education is becoming increasingly apparent. The Bologna Agreement, in particular, has been a major push for the integration of the European dimension in Dutch higher education policy. Besides giving a general literature overview of the policy development and implementation of the Bologna Agreement, this article discusses the effects of the Bologna Process on the Dutch Ministry of Education, the VSNU (Association of Dutch Universities) and Dutch higher education institutions. Some interesting insights are provided by interviews that were held with officials working in these sectors.

scholarly journals Demand for Higher Education Programs: The Impact of the Bologna Process

2008 ◽  
Vol 54 (2) ◽  
pp. 229-247 ◽  
Author(s):  
A. R. Cardoso ◽  
M. Portela ◽  
C. Sa ◽  
F. Alexandre
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Programs ◽  
The Bologna Process ◽  
The Impact

Student perceptions of the employability of the first degree in Portugal

2016 ◽  
Vol 58 (9) ◽  
pp. 966-983 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Bologna Process ◽  
Public And Private ◽  
Policy Makers ◽  
Content Type ◽  
And Gender ◽  
The Bologna Process ◽  
The Impact

Purpose The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process. Design/methodology/approach In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics. Findings The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree. Research limitations/implications The size and distribution of the sample pose limitations for the generalisation of results to the student population. Practical implications The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal. Originality/value Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students.

scholarly journals Higher education in the paradigm of speed

2020 ◽  
Vol 13 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Laura Louise Sarauw ◽  
Simon Ryberg Madsen
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Fast Track ◽  
Bologna Process ◽  
Focus Group Interviews ◽  
Speed Up ◽  
Group Interviews ◽  
The Bologna Process ◽  
The Impact ◽  
The Way

Studies often highlight how standardisation and consent are manufactured through the European Bologna Process (Brøgger 2019; Gibbs et al. 2014; Lawn and Grek 2012). This article shows how students’ conduct is still governed by multiple logics and dilemmas. The context for the article is the Bologna Process and the way it has been applied by the Danish government in the 2014 reforms that sought to fast-track the completion of student degrees. It analyses the impact of changes on students’ conduct through a series of focus group interviews with students who were confronted with the new demands to speed up their progress through their degrees. To illustrate the complexity of this standardisation, the analyses are framed within theoretical ideas of ‘risk’ (Beck 2006) and ‘translation’ (Latour and Callon 1986).

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