scholarly journals Higher Education Regionalism in Europe: from Bologna Process to Sorbonne

2021 ◽  
Vol 102 (2) ◽  
pp. 158-166
Author(s):  
Natalia Leskina ◽  
Keyword(s):  
Higher Education ◽  
Inner Core ◽  
Driving Forces ◽  
Bologna Process ◽  
Eu Enlargement ◽  
Outer Circle ◽  
Educational Integration ◽  
Restrictive Measures ◽  
The Bologna Process ◽  
The Eu

In 2017, the launch of Sorbonne process aimed at the creation of European Education Area by 2025 in parallel to the Bologna process existing since 1999 led to the emergence of two regional initiatives sharing mandate and membership. This study presents new empirical and conceptual insights into the ways in which a higher education regionalism can emerge and nest within another one as well as and their interplay. To this end, the paper compares the constellation of actors, competences, membership and driving forces of the two overlapping projects in higher education. It investigates plausible impact of the changes in European educational integration on Russia as a participant of the Bologna process. The results suggest that while the intergovernmental Bologna process was launched in the context of EU enlargement and embodied Pan-European vision, the EU-coordinated Sorbonne process was brought forth in the wake of multiple crises in the EU. It prioritizes the deepening of integration among a delineated group of EU members and candidates. Hence, the European regionalism in higher education is structured in concentric circles: the inner core of EU countries pursuing deeper integration and an outer circle comprising the rest of the Bologna countries, representing a geopolitical dimension for the core. The emergence of the inner core might lead to the shift in Bologna rationale towards diffusion of EU norms among countries of the outer circle. Although Russia find itself in the outer circle, there a low probability of substantial negative changes in the conditions of its participation in EU programmes, because some restrictive measures are already in force since 2014 and their expansion is unlikely due to the „selective engagement‟ in cooperation between the EU and Russia.

scholarly journals Informaciniai Europos aukštojo mokslo erdvės socialinio aukštojo mokslo matmens plėtotės aspektai

2013 ◽  
Vol 63 ◽  
pp. 65-81
Author(s):  
Marija Stonkienė
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Social Dimension ◽  
National Data ◽  
Strategic Objective ◽  
The Social ◽  
Training Policy ◽  
The Bologna Process ◽  
And Training ◽  
The Eu

Straipsnyje analizuojami kuriant Europos aukštojo mokslo erdvę keliamo strateginio tikslo – užtikrinti aukštojo mokslo socialinio matmens plėtotę – informaciniai aspektai. Informacinių socialinio aukštojo mokslo matmens aspektų svarbą pabrėžia tai, kad ES švietimo ir mokslo politika grindžiama atvirojo koordinavimo metodu. Informaciniai socialinio aukštojo mokslo matmens aspektai analizuojami atliekant ES politinių strateginių dokumentų, Bolonijos proceso dokumentų ir Bolonijos proceso pažangos ataskaitų duomenų tyrimą. Analizė parodė, kad vis daugiau dėmesio skiriama informaciniams socialinioaukštojo mokslo matmens aspektams, nepakanka informacijos apie socialinį aukštojo mokslo matmenį, stinga nacionalinių duomenų, kyla nepalyginamumo problemų. Analizuojant Bolonijos proceso ataskaitas pastebėta besiplečianti informacinė socialinio aukštojo mokslo matmens aprėptis.Reikšminiai žodžiai: Europos aukštojo mokslo erdvė, Bolonijos procesas, socialinis aukštojo mokslo matmuo, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens standartai, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens rodikliai, socialinio aukštojo mokslo Europosaukštojo mokslo erdvėje matmens rodiklių duomenys.Information aspects of the social dimension of higher education in the European higher education areaMarija Stonkienė Summary This paper deals with the informational aspects of ensuring the social development of higher educa­tion – the strategic objective in creating the Euro­pean higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU educa­tion and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

scholarly journals Some characteristics of the systematization of Joint International Programmes in Higher Education

2021 ◽  
pp. 567-576
Author(s):  
Ilnar Damirovich Nizamov ◽  
Ramis Rafagatovich Nasibullov ◽  
Olga Nikolaevna Oleynikova ◽  
Alexander Ivanovich Gorylev
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Integration ◽  
The World ◽  
International Joint ◽  
Educational Programmes ◽  
Different Types ◽  
Double Degree ◽  
Dual Degree ◽  
The Bologna Process

This article discusses the issue of systematization of international joint programmes in higher education. The authors analyze the criteria for differentiating between various types of international joint programmes. In particular, the authors propose to distinguish between international double degree programmes and dual degree programmes. Different classifications of international joint programmes are substantiated through the analysis of successful experience of their implementation in Russia and abroad in the context of globalization and international educational integration. The article also gives ground to the general criteria of the effectiveness of the implementation of various types of joint educational programmes. It is concluded that the systematization of international joint programmes will allow to avoid confusing terminology, and considering the fact such programmes are developed and implemented by universities with different backgrounds from different regions of the world, sometimes even from different education systems, this approach will greatly simplify academic cooperation between universities of different countries in the context of cultural differences and particular features of different national legislative regulations. Considering the different types of joint international programmes and the practice of their implementation in universities, the authors proceed from the fact that all these programmesrepresent effective ways of creating a single European higher education area, an important tool for implementing the principles of the Bologna process. Regarding the task of improving the competitiveness of universities that implement international joint programmes, the article also identifies the significant benefits for students acquiring specific intercultural, communicative, as well as interdisciplinary professional competencies and, respectively, advantages in employment, both in their own country and abroad.

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.

scholarly journals The Bologna Process. Academic Mobility in Romanian Technical Higher Education

2012 ◽  
Vol 47 ◽  
pp. 2229-2233 ◽  
Author(s):  
Liliana-Luminiţa Todorescu ◽  
Anca Greculescu ◽  
Gabriel Mugurel Dragomir
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Mobility ◽  
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 The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process

2018 ◽  
Vol 18 (2) ◽  
pp. 158-180 ◽  
Author(s):  
Katja Brøgger
Keyword(s):  
Higher Education ◽  
Block Structure ◽  
Bologna Process ◽  
National Context ◽  
Education Standards ◽  
Policy Documents ◽  
Soft Governance ◽  
The Bologna Process ◽  
Communication Paths

Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-oriented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of the reform. Centring on the movement from political agendas within the Bologna Process to the implementation in a national context using Denmark as a case, the paper tracks the transformation from an input- and content-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufactured through the infrastructure of the Bologna Process consisting of communication paths, standardisation and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting.

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