The de-Europeanization of the university under the Bologna Process

Thesis Eleven ◽  
2013 ◽  
Vol 119 (1) ◽  
pp. 22-46 ◽  
Author(s):  
Stavros Moutsios
Keyword(s):  
Bologna Process ◽  
The University ◽  
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.

scholarly journals Impact of a teacher development programme on approaches to teaching in higher education

2017 ◽  
Author(s):  
José Luis González-Geraldo ◽  
Fuensanta Monroy
Keyword(s):  
Teacher Development ◽  
Strategic Change ◽  
Bologna Process ◽  
Training Programme ◽  
Approaches To Teaching ◽  
Teaching Development ◽  
La Mancha ◽  
The University ◽  
The Bologna Process ◽  
The Impact

The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

scholarly journals IMPROVING THE TRANSLATION–INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS

2012 ◽  
Vol 43 (1) ◽  
pp. 69-85
Author(s):  
Mirela Papa ◽  
Alma Hafizi
Keyword(s):  
Curriculum Reform ◽  
Quantitative Method ◽  
Bologna Process ◽  
Not Given ◽  
Higher Education System ◽  
Reform Implementation ◽  
The Subject ◽  
Second Year ◽  
The University ◽  
The Bologna Process

The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project. Although the Bologna Charter advocates a student – centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students’ expectations and the curricular approaches. First and second year Master students of Translation – Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80% of the students have filled in a questionnaire. The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career. It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. Key words: curriculum, expectations, interpreting, motivations, translation.

scholarly journals The Bologna process: a study about teachers' perception of their new role and its consequences

2016 ◽  
Author(s):  
María Dolores Lagoa-Varela ◽  
Begoña Alvarez García ◽  
Lucía Boedo Vilabella
Keyword(s):  
New Technologies ◽  
Teaching Style ◽  
Bologna Process ◽  
University System ◽  
University Teachers ◽  
Professional Characteristics ◽  
New Methodologies ◽  
The One ◽  
The University ◽  
The Bologna Process

In the last twenty-five years many changes have taken place in the Spanish University system and, as a consequence, the university lecturer’s role has evolved and a new teaching style prevails. The present paper focuses on University teachers of Economics and Business. It explores the teachers’ perception about the new methodologies that they have implemented, the extent to which the process of change has modified their way of working and, finally, the benefits and drawbacks encountered. Moreover, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than by regulatory obligations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, two clear aspects can be observed: on the one hand, staff with a wider experience has carried out more changes and uses new technologies to a greater extent, and, on the other hand, the use and promotion of English in class is still a crucial issue.

scholarly journals Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master’s track for societal integration of Science

2021 ◽  
Vol 8 (2) ◽  
pp. 119-164
Author(s):  
Saskia Grooters ◽  
Emma Zaal ◽  
Menno Gerkema
Keyword(s):  
Research University ◽  
Bologna Process ◽  
Academic Learning ◽  
Project Approach ◽  
Educational Method ◽  
Academic Level ◽  
One Year ◽  
The One ◽  
The University ◽  
The Bologna Process

A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach. Received: 03 December 2020Accepted: 09 April 2021

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

scholarly journals Wszędzie dobrze, ale w domu najlepiej. Analiza decyzji dotyczących kontynuacji nauki na studiach drugiego stopnia na podstawie danych rejestrowych Uniwersytetu Warszawskiego

1970 ◽  
pp. 309-332
Author(s):  
Tomasz Zając Tomasz Zając ◽  
Agata Komendant-Brodowska
Keyword(s):  
Higher Education ◽  
Rational Choice ◽  
Rational Choice Theory ◽  
Choice Theory ◽  
Bologna Process ◽  
Bachelor's Degree ◽  
Methodological Individualism ◽  
Costs And Benefits ◽  
The University ◽  
The Bologna Process

The aim of the paper is to analyse decisions of first degree graduates concerning continuation of their education on second-degree programmes. One of the changes introduced by the Bologna process was a division of university programmes for the first-degree (bachelor’s degree) and seconddegree (master’s degree) programmes. As a result, a new educational threshold has appeared in the course of higher education and at that threshold students decide whether to continue education and if so, which university and programme to choose. All choices involve various costs and benefits, both to be experienced immediately, as well as those that students plan to achieve or incur in the future. The article presents data on the decisions regarding the continuation of studies in the context of the assumptions of rational choice theory: methodological individualism and rationality of actors. The analysed data come from registers of the University of Warsaw. The most common decision of first-degree graduates at the University is not to change anything: either the programme or mode of study. This result will be explained in the context of assumptions about the preferences of the students.

nr="265"Organisation statt Institution? : Zum Wandel der Sicherheitskultur in deutschen Universitäten

2021 ◽  
Vol 2019 (1) ◽  
pp. 265-280
Author(s):  
Florian Bernstorff ◽  
Mathias Marquard
Keyword(s):  
Public Finance ◽  
Paradigm Shift ◽  
Bologna Process ◽  
Recent Change ◽  
Educational Success ◽  
Structural Problems ◽  
Academic System ◽  
Academic Policy ◽  
The University ◽  
The Bologna Process

Zusammenfassung: Der grundlegende Wandel in der Governance des deutschen Hochschulsystems in jüngster Zeit wird oft mit der Chiffre ,,Bologna“ konnotiert. Eine Engführung auf diese Studienstrukturreform verstellt jedoch den Blick auf tiefgreifende Prozesse und Problemlagen des Hochschulwesens, die seit Mitte der 1970er Jahre kumulierten. Verschärft durch eine tiefe Krise der öffentlichen Haushalte entlud sich in den 1990er Jahren eine Debatte, die das herrschende universitäre Selbstverständnis zum Teil radikal in Frage stellte. Sie leitete einen hochschulpolitischen Paradigmenwechsel ein, der die Universität nicht mehr als Institutionalisierung freier Forschung und Lehre, sondern zunehmend als Organisation, als selbstverantwortliche Akteurin in kompetitiven Feldern adressiert, die auch wissenschaftsfremde Erwartungen zu bewältigen hat. Der Beitrag will diesen Wandel und seine Wurzeln am Beispiel von Studium und Lehre an Universitäten nachzeichnen und analysieren.Abstract: The recent change in the governance of the German academic system is often discussed as catalysed by the “Bologna process”. However, we would like to show that it has its roots mainly in severe structural problems which had been cumulating since the 1970s. Catalysed by a deepening crisis of public finance, the continually lacking response of the academic system and policy to rising societal demands regarding the safety of individual educational success gave way to non-governmental, economy-orientated actors to fill the vacuum. The result has been a paradigm shift which focuses on the university as an acting organisation in competitive fields covering multiple aspects of academic policy. The relation between academia and students has been changed profoundly: The latter, former seen as a member of the community, is now merely regarded as client. His or her individual educational success has to be granted by adequate conditions by the university. This essay reconstructs and analyses the roots of the paradigm shift addressing the university as organisation.

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