Mundus Academicus: Architecture and Adaptation to Globalization Flows (III): Student's Opinions on the Bologna Process - Case Study for Community Students from 'Alexandru Ioan Cuza' University of Iasi

2012 ◽  
Author(s):  
Constantin I. Hălăngescu
Keyword(s):  
Bologna Process ◽  
The Bologna Process

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.

Evaluating International Competitiveness

2014 ◽  
pp. 202-218
Author(s):  
Kathleen Voges ◽  
Constantin Bratianu ◽  
Alina Mihaela Dima ◽  
Daniel A. Glaser-Segura
Keyword(s):  
Quality Assurance ◽  
Bologna Process ◽  
International Competitiveness ◽  
Future Research ◽  
Global Competitiveness ◽  
Study Approach ◽  
Future Research Agenda ◽  
Global Competitiveness Index ◽  
The Bologna Process

This chapter addresses the need for improvement in the development of quality assurance indicators to evaluate progress related to the implementation of the Bologna Process. There is noted room for improvement, as well as an interest in engaging feedback from key stakeholder groups, namely employers. The authors propose that the use of the Global Competitiveness Index with specific attention to the measures provided in Pillars 11, Business Sophistication, and Pillar 12, Innovation provide a transparent and trust-worthy indicator. The measures capture both the absolute and relative standing of a nation's international competitiveness. Using a case study approach that illustrates implementation efforts in Romania, the authors present how the measures might be incorporated into quality assurance indicators at both the national and institutional level. We provide propositions and suggest a future research agenda to advance an understanding of how the use of these indicators can advance convergence of higher education practices in the EHEA.

Bildungsräume im Vergleich. Das theologische Lehramtsstudium in Marburg und Frankfurt am Main

2014 ◽  
Vol 66 (2) ◽  
pp. 117-126
Author(s):  
David Käbisch
Keyword(s):  
Higher Education ◽  
Theological Education ◽  
Bologna Process ◽  
Point Of View ◽  
Comparative Case Study ◽  
Frankfurt Am Main ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Bologna Process

Abstract Since its inception in 1999, all the efforts of the Bologna Process have been targeted at creating a common European Higher Education Area (“Europäischer Bildungsraum”). The main objective of this process was meant to ensure more comparable and compatible systems of higher education. Has it succeeded? This comparative case study will attempt to answer this question related to the theological education of teachers in Marburg und Frankfurt am Main. For that purpose, the author introduces the theory of ‘Bildungsräume’ as a means of analyzing the theological education of these universities from a historical, empirical, systematic and didactic point of view. Borrowing this format used by historians, the paper describes important aspects of theological education in its contribution to the training of teachers in Germany.

A comparison with the competencies of classroom education programme

2018 ◽  
Vol 5 (5) ◽  
pp. 67-71
Author(s):  
Aysegul Kubra Aktas ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Bologna Process ◽  
Education Programme ◽  
Constant Change ◽  
Classroom Education ◽  
Education In Turkey ◽  
The Bologna Process

Education has been adapting itself to the constant change and renewal of the world in every field. Higher education in Turkey also suffered from this situation and one of the steps taken to improve the quality of education must be included in the Bologna Process. This study examines the programme competencies of the undergraduate programmes of the classroom education in the seven selected universities, to make comparisons among the universities and to make arrangements. A case study was used in qualitative research methods. As a result, it was seen that there were mistakes in writing and expressing programme competences. Also, some of the universities have never implemented programme competencies, even when it is wrong to classify programme competencies into sub-dimensions as knowledge, skills and competence. Regulations can be made in terms of distribution in the sub-dimensions of language proficiency and competences in programme competencies, and seminars related to programme competencies can be given to universities.Keywords: Bologna Process, programme competencies, classroom education programme competencies, national qualifications framework for higher education in Turkey.

scholarly journals The Adoption of International Proceedures, the Bologna Process, by a Local University: A Case Study at Unitau

2012 ◽  
Vol 11 (3) ◽  
pp. 263-288
Author(s):  
Edson Aparecida de Araujo Querido Oliveira ◽  
Leonardo De Almeida Teixeira ◽  
Elvira Aparecida Simões de Araujo
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Policies ◽  
Higher Education System ◽  
European Model ◽  
Higher Education Policies ◽  
Local Institution ◽  
The University ◽  
The Bologna Process

This paper aims to discuss the process of internationalization of the HEI, based on the Bologna Process. An exploratory study was made to identify barriers for the internationalization of a local institution: The University of Taubate. The main topics were the internationalization of the firm and the Bologna Process. This HEI is located in the Vale Paraíba Paulista, a growing and strategic region in Brazilian soil. Education and skilled labor are key elements to regional development. The essay consists of a case study. Particularities from the Brazilian Higher Education System and the European Model are analyzed. They are combined with the Institution’s policies. The results show the current stage of the action lines that direct the application of the European model, at the University of Taubate. The conclusions consider the convergence of the Bologna Process with the guidelines of the Brazilian higher education policies, and point out some difficulties and opportunities that may be considered if the HEI decides to adopt an internationalization model.

scholarly journals Can Do and Cannot Do

2018 ◽  
Vol 12 (2) ◽  
pp. 19-35
Author(s):  
Richard Baldwin ◽  
Britt-Marie Apelgren
Keyword(s):  
Prospective Teachers ◽  
Teacher Educators ◽  
Bologna Process ◽  
Teacher Assessment ◽  
Department Of Education ◽  
Assessment Practice ◽  
Original Case ◽  
The Bologna Process ◽  
Made In

The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.

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.

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