International Student Circulation in the Context of the Bologna Process and the Lisbon Strategy

2008 ◽  
pp. 167-198
Keyword(s):  
International Student ◽  
Bologna Process ◽  
Lisbon Strategy ◽  
The Bologna Process

Are international degree students indeed more employable? The case of Italian physiotherapy graduates in Slovenian higher education

2019 ◽  
Vol 34 (2) ◽  
pp. 100-107
Author(s):  
Barbara Toplak Perović ◽  
Maruša Hauptman Komotar
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Bologna Process ◽  
Language Of Instruction ◽  
Documentary Sources ◽  
Slovene Language ◽  
International Graduates ◽  
The Republic ◽  
The Bologna Process

International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence.

Domestic and International Tuition Fees in African Universities

2010 ◽  
Vol 15 (5) ◽  
pp. 429-444 ◽  
Author(s):  
C. I. O. Okeke
Keyword(s):  
Higher Education ◽  
International Student ◽  
Educational Development ◽  
Bologna Process ◽  
African Continent ◽  
Tuition Fees ◽  
Education Environment ◽  
African Higher Education ◽  
The Bologna Process

This article discusses the implications of the tuition fees disparities that persist within African universities whereby various students are charged fees on the grounds of being either domestic or international student. The primary goal of the author is not only to sensitise debates around this highly neglected issue but also to produce a useful sociological framework capable of enabling Africans to participate in their own educational development wherever they may choose to study. The author sampled tuition fees practices from three universities in Africa to demonstrate how such arbitrary policy impinges on current discourse on Africanisation of higher education in very complex and subtle ways. The author equally drew credence from the thinking of the Bologna Process and the challenges such development presents to the African continent. Without disregarding recent efforts within the continent, however, this author argues that attempts towards the promotion of an all-inclusive higher education environment within Africa while neglecting the implications contingent on such differential tuition fees practices within Africa’s universities negates all efforts towards true Africanisation. Consequently, the author calls for the issue of domestic and international tuition fees to be included on the agenda of various efforts towards the harmonization of African higher education. It is hoped that such move would help strengthen the Africanisation project.

scholarly journals Standards and Performance Indicators in Higher Education in Romania

2013 ◽  
Vol 4 (4Bis) ◽  
Author(s):  
Roxana SARBU
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Bologna Process ◽  
Educational Services ◽  
Lisbon Strategy ◽  
High Quality ◽  
And Performance ◽  
Quality In Higher Education ◽  
The Bologna Process

The issue of quality in higher education has been given attention in the academic and legislative environment starting with the Bologna Process. Up to that moment, everyone considered it their duty as a professor to keep up a certain academic standard, which was in fact synonymous with a high quality of the message sent to the students in a manner assumed to be impeccable. It was normal then, as it is now, to present the latest developments in a given domain at the lecture, what you considered to be the most interesting aspects, and to assess whether you have reached your goal by the audience's reactions. It was normal to openly hold a lecture, to ask and be asked questions. However, society has evolved and certainties are needed nowadays instead of assumptions, as far as quality is concerned. The Bologna process has changed higher education not only in terms of structure, but also in terms of the place that quality assurance holds in the activity of a university. Together with the Bologna Process, the Lisbon Strategy has led to the development and consolidation of universities, with a view to instating a quality culture, to providing confidence in educational services, as well as transparency and a continuous enhancement of quality.

Differences in international accreditation: Kyrgyzstan and Kazakhstan

2019 ◽  
Vol 9 (4) ◽  
pp. 465-478
Author(s):  
Martha Merrill
Keyword(s):  
Higher Education ◽  
International Student ◽  
Relevant Literature ◽  
Bologna Process ◽  
Government Support ◽  
Content Type ◽  
Higher Education System ◽  
International Program ◽  
Developed Economies ◽  
The Bologna Process

Purpose The purpose of this paper is twofold: first, to count the number of international program accreditations at universities in Kyrgyzstan and Kazakhstan; and second, to understand why Kazakhstan has dramatically more such accreditations. Design/methodology/approach The methodology included identifying agencies working in each country, reviewing data on their websites, and analyzing government documents and relevant literature. Findings Findings were that Kazakhstan has 645 international program accreditations and Kyrgyzstan has 9. Analysis of the reasons for this difference includes strong government support and incentives for internationalization of higher education in Kazakhstan, furthering the government’s goal of becoming one of the world’s 30 most developed economies by 2050; Kazakhstan’s financial wherewithal to support internationalization policies; and its membership in the Bologna Process. In Kyrgyzstan, on the other hand, few rewards result from the costly and time-consuming process of international accreditation; only programs with existing international connections or institutions with large international student populations seem interested. Research limitations/implications Limitations are that the research was based on document analysis and did not include interviews with staff of programs seeking international accreditation. Practical implications One implication, i.e., international program accreditation, while an indicator of program quality, also denotes the financial and infrastructural wherewithal to carry it out, plus the perceived benefits and costs of doing so. Originality/value The value of this research is that it analyzes the reasons for divergence and different results in two countries that, 25 years ago, were part of the same higher education system.

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.

Sign in / Sign up

Export Citation Format

Share Document