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’ skills development and easier transition to employment.

scholarly journals Evolving Social Dimension of the European Higher Education Area

2020 ◽  
pp. 147-160
Author(s):  
David Crosier ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Early Years ◽  
Social Dimension ◽  
European Higher Education Area ◽  
The Social ◽  
Institutional Action ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The social dimension is a term coined in the early years of the Bologna Process (BP). Although mentioned in the early ministerial communiqué texts, the term itself was not clearly defined until 2007. Looking back, this could perhaps be considered an oversight. However, the more likely explanation is that the term was chosen intentionally, leaving open possibilities for national and institutional action while, at the same time, committing countries to nothing precise.

scholarly journals The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

2020 ◽  
Vol 19 (6) ◽  
pp. 485-505
Author(s):  
Iryna Kushnir
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Bologna Process ◽  
Social Dimension ◽  
European Higher Education Area ◽  
Member States ◽  
Policy Documents ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Voice

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?

2019 ◽  
Vol 18 (2) ◽  
pp. 135-157 ◽  
Author(s):  
Monne Wihlborg
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Thematic Analysis ◽  
Higher Education Policy ◽  
Bologna Process ◽  
Critical Reasoning ◽  
Starting Point ◽  
European Higher Education ◽  
The Bologna Process ◽  
Over Time

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

scholarly journals Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

2009 ◽  
Vol 1 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alejandra Boni ◽  
Jordi Peris ◽  
Estela López ◽  
Andrés Hueso
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
European Higher Education ◽  
Deliberative Processes ◽  
University Degree ◽  
Development Engineering ◽  
The Bologna Process ◽  
Academic Year

In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

scholarly journals “The Bologna Process” A European Response to Global Competition in Higher Education

1969 ◽  
Vol 37 (3) ◽  
pp. 109-125
Author(s):  
Hans Pechar
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Bologna Process ◽  
The Other ◽  
Global Competition ◽  
European Level ◽  
European Higher Education ◽  
The Bologna Process

The Bologna Process is the most important recent development in higher education policy at the European level. Initially North America observed this reorganisation of Europe’s higher education architecture with some scepticism and even mild irony – if not outright ignoring it. More recently, however, the obvious success of attempts to create a “European Higher Education Area” has increased the interest on the other side of the Atlantic. This paper provides a short overview of the initial goals of the Bologna Process, the present state of implementation, and of the diffi culties this process faces. I begin by asking to what extent a European level of higher education policy making exists at all and what is its signifi cance.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

scholarly journals LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES

2020 ◽  
pp. 19-39
Author(s):  
Nina Novikova ◽  
Konstantin Polyakov
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Systems ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Internationalization Of Education ◽  
European Higher Education ◽  
The Bologna Process ◽  
Policy Forum

The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

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