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 Mobilità degli studenti: quali competenze per garantirne la qualità?

2018 ◽  
Author(s):  
Samira Dlimi ◽  
Simone Giusti
Keyword(s):  
Higher Education ◽  
Host Country ◽  
Exploratory Study ◽  
Social Life ◽  
Student Mobility ◽  
Bologna Process ◽  
University Life ◽  
First Results ◽  
Degree Structure ◽  
The Bologna Process

One of the aims of the Bologna Process was to challenge national borders in higher education. Morocco was one of the countries that joined this ambitious process by adopting the three-cycle degree structure (LMD) to lower barriers to student mobility. The purpose of this contribution is to investigate whether the students who are in the context of mobility are equipped with the necessary skills to live such experience. This research will present the first results of an exploratory study conducted on some Moroccan students in Italy and other students of different nationalities studying at Mohammed V University in Rabat. Some students when arriving in the host country are forced to manage, not only their new university life, but also their daily and social life. So how can they be helped in developing the necessary skills that promote integration? How can they be prepared and accompanied before, during and after their mobility?

scholarly journals The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy

2021 ◽  
Vol 40 (3) ◽  
pp. 269-286
Author(s):  
Mateusz Marciniak
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Bologna Process ◽  
Female Students ◽  
The Bologna Process

The implementation of the Bologna Process has contributed to the rising level of recognition of qualifications and study periods in higher education. Consequently, the level of student mobility increased (e.g. Erasmus+). Current research shows, that the recognition of courses completed abroad is important, yet not crucial factor that impacts mobility.

scholarly journals Higher Education in The Republic of Serbia from the perspective of the European Educational Area

2021 ◽  
Author(s):  
Miloš Pjević ◽  
Ljubodrag Tanović
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
State Level ◽  
Teaching Staff ◽  
National Education ◽  
National Education System ◽  
European Education ◽  
The Republic ◽  
The Bologna Process ◽  
The Impact

Process of accession of Higher Education Institutions (HEIs) in Serbia to the Bologna Process was requiring realistic solution while concurrently was nurturing both the existing national education system and appreciation of oversea. After fifteen years of EHEA, still there have been significant differences between national and European education. Implementation of European experiences and harmonization of national with the European Education requires dealing with many issues both at the state level and at the level of Universities and Faculties. In the paper it is presented an analysis of the situation of HEIs in Serbia in comparison with the EHEA in terms of the number of students, the number of HEIs, teaching staff, allocations (costs) per student and the impact of the Covid19 pandemic

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.

scholarly journals Failure of the Croatian Higher Education Reform

2012 ◽  
Vol 2 (4) ◽  
pp. 29-52
Author(s):  
Zoran Kurelić ◽  
Siniša Rodin
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Student Mobility ◽  
Bologna Process ◽  
Higher Education Reform ◽  
The European Union ◽  
National Regulation ◽  
International Pressure ◽  
Fundamental Misunderstanding ◽  
The Bologna Process

The authors analyse the reasons for Croatian higher education reform since 2003, as well as its consequences. The main proposition of the paper is that the implementation of the Bologna Process in Croatia has failed due  to a fundamental misunderstanding of the goals of the process, a lack of correspondence between the cycles of higher education and the EuropeanQualifications Framework, and a lack of international pressure, resulting from the nature of the open method of coordination. The authors present the internal market rules of the European Union and how they affect the national regulation of higher education. The paper deals with the main characteristics of the higher education reform and how it has affected thestructure of higher education programmes, the comparability of degrees and qualifications, and student mobility. The authors propose an agenda for a “reform of the reform” that could bring the Croatian system of higher education back onto the European track.

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