From profiling to pioneering

2021 ◽  
Vol 13 (2) ◽  
pp. 239-258
Author(s):  
Miya Komori-Glatz ◽  
Barbara Schmidt-Unterberger
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Universities ◽  
Internationalisation Of Higher Education ◽  
Medium Education ◽  
Education Market ◽  
High Level ◽  
Higher Education Market ◽  
Stage Analysis ◽  
The Bologna Process

The first decade-and-a-half of the new millennium was a time of dramatic change for European universities. In response to the high level of competition on the international higher education market following the introduction of the Bologna process and the surging popularity of international rankings, universities are now looking for ways to differentiate themselves and their programmes. New English-taught programmes are increasingly seen as an opportunity to launch innovative curricula. This paper presents the results of a two-stage analysis of policy documents and expert interviews, revealing the drivers behind the decision to introduce English-medium education in the context of the ongoing internationalisation of higher education. The present study identified a shift in internationalisation efforts at WU Vienna University of Economics and Business, one of Europe’s largest business universities. While in the past decade the drivers behind the implementation of English-medium programmes were primarily connected to the university’s profile and reputation, the latest data show they are now characterised by the university’s aim to be perceived as an innovator and a pioneer.

Quality Assurance on the Road: Finland and Austria in Comparison

2011 ◽  
Vol 10 (4) ◽  
pp. 583-594 ◽  
Author(s):  
Andrea Bernhard
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Policy Makers ◽  
The Road ◽  
Assurance System ◽  
National Quality ◽  
Education Market ◽  
On The Road ◽  
Higher Education Market

The ongoing necessity for quality and quality assurance in the entire Bologna process remains one of the main issues for European policy makers. The aims of creating comparable systems and of guaranteeing quality within higher education systems are the reasons for national developments and the eagerness to reform. The situation in two relatively small European countries, Austria and Finland, is at the centre of this research and exemplifies different ways of coping with international developments and the need to establish a comprehensive quality assurance system. How do these countries cope with the pressure to compete in the global higher education market? Is their system of quality assurance in line with the European aim to create a European higher education area? The purpose of this study is to provide an overview on two national quality assurance systems and to figure out similarities and differences between these two countries, providing a clear picture of what has been done in the field of quality assurance, where the challenges to transform are and how to improve quality assurance systems.

scholarly journals The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

2016 ◽  
Vol 12 (28) ◽  
pp. 439
Author(s):  
Sabine Hoidn
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Reforms ◽  
Education Practice ◽  
Higher Education Reforms ◽  
Culture Shift ◽  
European Higher Education ◽  
Student Centred Learning ◽  
High Level ◽  
The Bologna Process

The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of student-centred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

A Case for Caution: Twenty-One Years of Bologna and Ramifications for the U.S. Higher Education

2021 ◽  
pp. 002205742110325
Author(s):  
Zachary Mngo
Keyword(s):  
Higher Education ◽  
United States ◽  
Tertiary Education ◽  
Bologna Process ◽  
The United States ◽  
Asia Pacific ◽  
Education Systems ◽  
Faculty Mobility ◽  
Education Market ◽  
Higher Education Market

The spread and influence of older European higher education models and the current Bologna Process (BP) is strongly linked to its colonial and neocolonial hegemony. However, the 1999 convergence of European models under the umbrella of the BP reform has had implications beyond the colonial and neocolonial spheres, with its effects impacting even the well-established and reputable education systems of North America. Unlike the countries of Africa, Latin America, the Caribbean, Asia Pacific, and the United States did not have any reasons to embrace the BP models. However, they are indirectly affected by it. The international nature of academe, characterized by cooperation and exchanges, has made it impossible for United States tertiary education systems to avoid the effects of the European BP reform entirely. Student and faculty mobility, transferability of degrees, and joint and dual degree offerings have increased significantly as a result of the “external dimension” objectives of the Bologna reform. The highly globalized higher education market is characterized by partnerships and exchanges, including competition between European and the United States colleges and universities over international students. The BP ultimately has and will likely continue to influence the calculations of higher education stakeholders in the United States.

scholarly journals Working in Higher Education in France Today: A Specific Challenge for Women

2018 ◽  
Vol 7 (3) ◽  
pp. 209
Author(s):  
Sophie Devineau ◽  
Camille Couvry ◽  
François Féliu ◽  
Anaïs Renard
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Bologna Process ◽  
Qualitative Approach ◽  
Extensive Survey ◽  
European Universities ◽  
The Bologna Process ◽  
Real Challenge ◽  
Different Levels ◽  
Specific Challenge

By 2017, French higher education had undergone a dramatic restructuration following the Bologna process twenty years earlier which impact all the European universities (Rüegg, 2010), and the implementation of the French LRU in 2007 (Stavrou, 2017). Some studies examined this new model’s effect on university academics through international or european comparative approaches (Musselin, 2008 ; Tiechler, Höhle, 2013). A decade after the French LRU, our particular focus concerns the activity of women with children like in others organizations (Bercot, 2014). The associate professors have to overcome in a very competitive context where the time management is a real challenge as the 3 coordinators at different levels in the faculty point it out. At first, an extensive survey (1409 returned questionnaires) shows that women are significantly more concern than men by these contraints. Then, in a qualitative approach, some 28 biographical interviews identify the different strategies women find. 

Internationalisation of Canadian higher education: Troubling the notion of autonomy through an examination of policy actors, knowledge and spaces

2013 ◽  
Vol 6 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Melody Viczko
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Global Markets ◽  
Canadian Universities ◽  
Policy Actors ◽  
Knowledge Spaces ◽  
Neoliberal Reforms ◽  
Internationalisation Of Higher Education ◽  
Canadian Higher Education ◽  
The Bologna Process

Internationalisation of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralised nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalisation. In this paper, I examine the ideas related to internationalisation pursued by one Canadian organisation, the Association of Universities and Colleges of Canada (AUCC). Responding to concerns from Canadian institutions and government ministries about their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in Europe (AUCC 2008a). I analyse the policy knowledge, spaces and actors involved with internationalisation through the AUCC's interaction with the Bologna Process, to argue that a deeper entangling of universities in the ideational market-based competition embedded in neoliberal reforms has created tensions in how autonomy can be conceived in Canadian higher education.

Interlinguistics and Esperanto studies at universities

2008 ◽  
Vol 32 (3) ◽  
pp. 269-279 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Winter Semester ◽  
European Universities ◽  
Cycle System ◽  
European Higher Education ◽  
The University ◽  
University Of Leipzig ◽  
The Bologna Process

The Bologna process aims to create a European Higher Education Area by 2010, in which university studies are comparable and compatible and degrees more transparent. Its priority is the introduction of the three-cycle system Bachelor — Master — Doctorate. At the University of Leipzig a project was launched to connect the implementation of the new structures with the establishment of a programme in interlinguistics and Esperanto studies. In the winter semester 2007/2008 a compulsory-optional module with the title Universal Languages was taught, consisting of a weekly lecture, seminar and a language course Esperanto. It was an initiative of the Gesellschaft für Interlinguistik e.V. and financially supported by the Esperantic Studies Foundation. The paper reports on the structure, contents and results of the module and draws conclusions for similar initiatives at other European universities.

scholarly journals Bologna Process in the Global Higher Education Arena. Going Digital?

2020 ◽  
pp. 503-515
Author(s):  
Dominic Orr
Keyword(s):  
Higher Education ◽  
Working Group ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Global Context ◽  
European Higher Education ◽  
Group Meetings ◽  
The Many ◽  
High Level ◽  
The Bologna Process

Abstract The Bologna Process has always been about seeing higher education within a national and a global context. This accounts for the 48 member countries of the European Higher Education Area (EHEA), which send their ministers responsible for higher education to the ministerial conferences every two to three years and send their high-level civil servants and national representatives into the many working group meetings.

scholarly journals The development of graduates' social competences. The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic. The outcomes of the Erasmus+ DASCHE project

2020 ◽  
pp. 99-120
Author(s):  
Jakub Brdulak ◽  
Jacek Lewicki ◽  
Jan Beseda ◽  
Ida Kristina Kühn ◽  
Lisa Meyne ◽  
...  
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Transfer Of Knowledge ◽  
Educational Mission ◽  
The Czech Republic ◽  
European Universities ◽  
The Social ◽  
Social Competences ◽  
The Bologna Process

The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too.Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA.

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