scholarly journals University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area

2014 ◽  
Vol 13 (6) ◽  
pp. 699-714 ◽  
Author(s):  
Terhi Nokkala ◽  
Jana Bacevic
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Agenda Setting ◽  
Higher Education Policy ◽  
Critical Perspective ◽  
European Higher Education Area ◽  
Policy Actor ◽  
Political Actors ◽  
European Higher Education ◽  
European University

This article analyses the ways in which a policy actor constructs its agency through the production of knowledge. Taking the example of the concept of ‘autonomy’ as constructed in the discourse of the European University Association (EUA), the article draws on the theory of discursive framing and agenda setting, as well as on Meyer and Jepperson's heuristic of agentic actors, to show how the practice of knowledge production can shape the European higher education policy. The article offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.

INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

2015 ◽  
Vol 1 ◽  
pp. 437
Author(s):  
Eglė Virgailaitė-Mečkauskaitė ◽  
Velta Lubkina
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Higher Education Policy ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Community ◽  
European Convention ◽  
University Graduates ◽  
European Higher Education Area ◽  
European Higher Education

<p>Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.</p>

scholarly journals THE POSITION AND FINANCING OF HIGHER EDUCATION IN SELECTED INTERNATIONAL DOCUMENTS

2020 ◽  
Vol 1 ◽  
pp. 61-65
Author(s):  
Zuzana Gálisová ◽  
Peter Plavčan
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Slovak Republic ◽  
Young Generation ◽  
European Higher Education Area ◽  
New Knowledge ◽  
European Higher Education

This paper presents selected theses on the standing and financing of higher education in three international programming documents on higher education policy: the Bucharest Communiqué of 2012 entitled Making the Most of Our Potential: Consolidating the European Higher Education Area, the Yerevan Communiqué of 2015 and the Paris Communiqué of 2018. The analysis of the standing and financing of higher education includes consideration of the situation in the Slovak Republic. These three documents consider the standing of higher education in the context of its financing with reference to the function that it fulfils for society in transmitting sophisticated new knowledge to the young generation. There is a visible discrepancy between the expectations of individuals and society as a whole concerning higher education and the sources of its funding. The paper includes an analysis of the changes in stakeholders’ views on higher education based on the theses in the three international programming documents on higher education policy. The paper concludes with a synthesis of the knowledge acquired from the three programming documents on higher education policy, and proposals for adding to them.

Repensando la universidad europea

2017 ◽  
pp. 75
Author(s):  
María Gómez y Patiño
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Academic Mobility ◽  
Academic Challenge ◽  
Professional Mobility ◽  
European Higher Education ◽  
European University ◽  
Innovación Docente

ResumenEste texto pretende exponer la génesis, la evolución y el estado actual de la universidad europea, tras haber creado el Espacio Europeo de Educación Superior (EEES) que sigue su andadura evolutiva hasta conseguir los estándares de excelencia unificados para toda la universidad europea. Esta convergencia permitirá un intercambio académico y profesional, primero en la comunidad académica con la movilidad de estudiantes y profesores, y posteriormente la movilidad profesional de todos los estudiantes que hayan obtenido su grado, máster o doctorado en cualquier universidad europea. El proceso tiene beneficios muy notables, así como algunos inconvenientes, lo que supone un reto académico cuyos efectos empiezan a poder percibirse ya en la comunidad académica internacional y hasta mundial. Las conclusiones y sus interpretaciones permitirán adentrarse en las herramientas pedagógicas y en las actitudes personales.Palabras clave: Convergencia europea, Innovación docente, EEES, Movilidad académica y excelencia.AbstractThis essay attempts to describe the genesis, evolution and present situation of the European university after the European Higher Education Area (EHEA) was created and that is still in evolution to get the standard criteria of excellence for the whole European university. This convergence will allow an academic and professional interchange, at the academic community first, with the mobility and interchange of students and professors, and with the professional mobility of all the postgraduates which have got their degree, master or doctorate in any European university. This process has considerable benefits as well as some inconveniences, that is an academic challenge whose effects are now becoming visible either at the international or at the world university community. The conclusions and their interpretations will allow creating the pedagogic instruments and the personal attitudes.Key words: European convergence, Teaching Innovation, European Higher Education Area (EHEA), Academic Mobility and excellence.

RÉGIMEN JURÍDICO DE LOS EXÁMENES UNIVERSITARIOS

2010 ◽  
pp. 133-160
Author(s):  
ELISA MOREU CARBONELL
Keyword(s):  
Higher Education ◽  
University Students ◽  
Important Change ◽  
Educación Superior ◽  
Critical Perspective ◽  
European Higher Education Area ◽  
Educacion Superior ◽  
Traditional Test ◽  
European Higher Education ◽  
Spanish Universities

Uno de los ejes de la adaptación de la Universidad española al Espacio Europeo de Educación Superior lo constituye la evaluación, ya que en las nuevas enseñanzas «a la boloñesa» se evalúa el aprendizaje, las competencias, y no sólo el conocimiento. Este planteamiento obliga a encontrar nuevos enfoques en los procesos e instrumentos clásicos de evaluación, superando así el tradicional «examen» como único criterio para la calificación del estudiante universitario. Este cambio trascendental tiene innegables consecuencias jurídicas. De todas ellas se ocupa el presente estudio, analizando la normativa vigente, desde una perspectiva crítica y con propuestas de reforma. Espainiako Unibertsitateak Goi-mailako Hezkuntzaren Europako Esparrura egokitzeko ardatzetariko bat ebaluazioa da; izan ere, Bolognan erabakitakoari jarraiki eratutako irakaskuntza berrietan, jakintza ez ezik, ikaskuntza eta gaitasunak ere ebaluatzen dira. Hori dela-eta, ebaluatzeko tresnei dagokienez alternatibak aurkitu behar dira, betiko «azterketa» ez izateko unibertsitateko ikasleak kalifi katzeko irizpide bakarra. Aldaketa hori oso funtsezkoa izango da, eta, zalantzarik gabe, ondorio juridikoak izango ditu. Horiei guztiei buruzkoa da ikerketa hau; izan ere, indarrean dauden arauak aztertzen ditu, ikuspuntu kritiko batetik eta erreformak proposatuz. One of the axes of the adaptation by Spanish Universities to the European Higher Education Area is the assessment, because with the new studies according to Bologna learning, competences, and not only knowledge, are assessed. This approach obliges to fi nd new perspectives to the classic procedures and tools of assessment, superseding the traditional «test» as the only criteria for the assessment of University students. This important change has undeniable legal consequences. This study deals with all of them, analyzing the current rules, from a critical perspective and with proposals for the amendment.

scholarly journals The Changing Conception of the University Curriculum Knowledge in the European Higher Education Area: from Knowledge to Competence?

2016 ◽  
Vol 24 (1) ◽  
pp. 23-31
Author(s):  
Rūta Petkutė
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Research Literature ◽  
Global Knowledge ◽  
Successful Operation ◽  
European Higher Education Area ◽  
European Universities ◽  
University Curriculum ◽  
European Higher Education ◽  
The University

Within the European Higher Education Area, the traditional conception of the university curriculum knowledge has been challenged. The notions of learning outcome and competence have been replacing the notion of knowledge as a central educational concept of the university curriculum. The European higher education policy urges the European universities to provide their students with competences, which are assumed to be necessary for employment and successful operation in the global knowledge economy. As a result, more generic rather than disciplinary forms of knowledge are placed at the centre of the current policy discourse. The present paper aims to conceptually analyse the changing conception of the university curriculum knowledge in the light of the EHEA and discuss the implications of this change. It seeks to map the socio-economic and political factors spawning the current advocacy of competences, discern the key patterns of the European higher education curriculum modernisation as well as discuss its implications. The study serves several qualitative research methods: an overview of research literature and a content analysis of official European policy documents.

scholarly journals Developing Student Work Experience Programmes Within the European Higher Education Area Framework: The Role of Social Partners

2021 ◽  
Vol 14 (11) ◽  
pp. 31
Author(s):  
Dimitrios Skiadas ◽  
Sofia Boutsiouki ◽  
Vasileios Koniaris ◽  
Konstantinos Zafiropoulos ◽  
Marianthi Karatsiori
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Work Experience ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Student Work ◽  
The Social ◽  
Social Partners ◽  
European Higher Education ◽  
The Bologna Process

The aim of establishing the European Higher Education Area (EHEA) marked the development of the Bologna process since its beginning, while it exercised a decisive influence on the content of the higher education policy initiatives undertaken over the years. One of the most important goals of the relevant policy making was to bridge the university-to-labour market gap and to improve the employability of graduates. Such aims require a consistent and multidimensional cooperation between higher education institutions and the social partners, mainly employers, from which significant benefits may derive for all parties involved. As a result, many types of work based learning have been promoted in higher education with the most prominent of them being the student work experience programmes organised by universities in collaboration with enterprises. The paper analyses the guidelines provided by the EHEA framework with regard to the cooperation between universities and the social partners. Also, it discusses the role that has been attributed to (or claimed by) the social partners regarding work experience programmes. The EHEA institutional framework includes provisions for the participation of social partners in the organisation of work placements, which contribute to students&rsquo; skills development and easier transition to employment.

scholarly journals Repensando la universidad europea

2017 ◽  
pp. 75
Author(s):  
María Gómez y Patiño
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Academic Mobility ◽  
Academic Challenge ◽  
Professional Mobility ◽  
European Higher Education ◽  
European University ◽  
Innovación Docente

ResumenEste texto pretende exponer la génesis, la evolución y el estado actual de la universidad europea, tras haber creado el Espacio Europeo de Educación Superior (EEES) que sigue su andadura evolutiva hasta conseguir los estándares de excelencia unificados para toda la universidad europea. Esta convergencia permitirá un intercambio académico y profesional, primero en la comunidad académica con la movilidad de estudiantes y profesores, y posteriormente la movilidad profesional de todos los estudiantes que hayan obtenido su grado, máster o doctorado en cualquier universidad europea. El proceso tiene beneficios muy notables, así como algunos inconvenientes, lo que supone un reto académico cuyos efectos empiezan a poder percibirse ya en la comunidad académica internacional y hasta mundial. Las conclusiones y sus interpretaciones permitirán adentrarse en las herramientas pedagógicas y en las actitudes personales.Palabras clave: Convergencia europea, Innovación docente, EEES, Movilidad académica y excelencia.AbstractThis essay attempts to describe the genesis, evolution and present situation of the European university after the European Higher Education Area (EHEA) was created and that is still in evolution to get the standard criteria of excellence for the whole European university. This convergence will allow an academic and professional interchange, at the academic community first, with the mobility and interchange of students and professors, and with the professional mobility of all the postgraduates which have got their degree, master or doctorate in any European university. This process has considerable benefits as well as some inconveniences, that is an academic challenge whose effects are now becoming visible either at the international or at the world university community. The conclusions and their interpretations will allow creating the pedagogic instruments and the personal attitudes.Key words: European convergence, Teaching Innovation, European Higher Education Area (EHEA), Academic Mobility and excellence.

scholarly journals El nuevo Espacio Europeo de Educación Superior : desafíos e incertidumbres

2012 ◽  
Author(s):  
Vicente A. Sanjurjo Rivo
Keyword(s):  
Higher Education ◽  
Reform Process ◽  
Educación Superior ◽  
Exchange Students ◽  
European Higher Education Area ◽  
Educacion Superior ◽  
European Higher Education ◽  
The Right ◽  
The University ◽  
European University

El proceso de Bolonia tiene como objetivo crear un espacio universitario europeo con entidad propia. A tal fin, se disponen una serie de instrumentos encaminados a facilitar la movilidad y la homologación de títulos en dicho espacio universitario. Con este nuevo Espacio Europeo de Educación Superior (EEES) se crearían teóricamente las condiciones idóneas para favorecer la inserción laboral de los universitarios y al mismo tiempo hacer más competitiva y atractiva la universidad europea en un entorno globalizado. La uniformidad organizativa y metodológica que persigue el nuevo proceso de reformas tendría por finalidad superar las barreras todavía existentes con relación al intercambio y la obtención de títulos homologables en el ámbito universitario europeo. Sin embargo, según se expone en el presente trabajo, la realidad universitaria actual dista mucho de ofrecer las condiciones necesarias para la consecución de tales objetivos.The process for the Bologna Accords aims to create a European Higher Education Area in its own right. To this end, a series of measurements are provided primarily to facilitate mobility, and recognition of qualifications in this Higher Education Area. This new European Higher Education Area (EHEA) theoretically would create the right conditions to encourage the job placements of the university students and at the same time make more competitive and attractive the European University in a globalized environment. Organizational and methodological uniformity sought by the new reform process would aim to overcome the barriers that still exist in relation to exchange students and obtaining comparable diplomas in the European University. However, as discussed in this paper, the current reality of the European University is far from providing the necessary conditions for achieving such objectives.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

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