scholarly journals Bachelor’s and Master’s degrees: One and the same thing? A case study of implementing the degree system in Romania

2021 ◽  
Vol 10 (4) ◽  
pp. 401-415
Author(s):  
Simona Torotcoi
Keyword(s):  
Student Mobility ◽  
Academic Staff ◽  
Bologna Process ◽  
Unintended Effects ◽  
Master's Degrees ◽  
Cycle System ◽  
Degree Structure ◽  
Policy Objectives ◽  
The Bologna Process

AbstractThe adoption of a system based on cycles has been one of the core action lines in the Bologna Process. It represents the base for promoting student mobility, employability, and international competitiveness. The implementation of the degree-cycle system – conditioned by the achievement of other policy objectives (i.e. ECTS) – started hot debates on multiple levels including on the relevance of different study stages, or the extent to which the curricular emphasis would differ between the two levels. After almost two decades since the reform has been introduced, rather than looking at the state of implementation, current research should focus on how the reform has been implemented and what are its effects. By using the Romanian case as an illustration of the situation in Central and Eastern Europe (CEE), this paper aims to answer the following questions: to what extent have the intentions and expectations linked to the introduction of a tiered structure of degrees have been fulfilled and what are some the (unintended) effects of such reforms? Based on a series of interviews done in November 2017 with academic staff, student representatives and decision-makers from Romania, this paper presents an analysis of the deliberate intentions and expectations of the introduction of the degree structure. The conclusions show that issues related to (1) financing; (2) quality (3) access and participation; (4) content and curricula (5) career path and opportunities after graduation are the main implications of the implementation of the degree-cycle system.

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?

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.

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

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