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1.
Linda Haukland 《Journal of Further & Higher Education》2017,41(3):261-272
The Bologna Process was aimed at making a Europe of Knowledge possible, but the standardisation process following the development of the European Higher Education Authority challenged its democratic values; the autonomy of the bureaucratic part of higher education institutions has been strengthened while their faculty members have less formal power. This article examines this dilemma using Weber’s remarks on the bureaucratisation of education as a tool to reveal the ratio between democracy and bureaucracy in the process of establishing the EHEA 1999–2010 – a dilemma never solved, hence important to be aware of. 相似文献
2.
MIRCEA MALITZA 《Higher Education in Europe》2003,28(3):273-294
A sweeping analysis is provided of the problems and challenges inherent in adapting the higher education systems of South East Europe to the Bologna Process. For the countries in question, not yet members of the European Union, educational reform, particularly the reform of higher education along the lines of the Bologna Process, are viewed as crucial steps to be taken on the way to membership. Such matters as course programmes and credits, faculty and student mobility, brain drain, the employment of graduates, quality and competitiveness, use of the NITs in the region, inter-university co-operation, higher education and society, lifelong learning, and the actions of international organizations are discussed. Some suggestions for further progress are given. 相似文献
3.
María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献
4.
This study investigates if transnational communication in the context of the Bologna Process (BP) has led to the convergence
of higher education (HE) policies. The country sample includes both Bologna participants and non-participants, for which systematic
knowledge about the implications of the BP is absent so far. We investigate study structures and quality assurance measures,
which differ in their suitability for transnational benchmarking activities and are explicitly addressed by the BP. Our results
show that convergent effects differ across policy dimensions and according to the subsamples. We generally find that convergence
is greater for the participant countries than for the control group. However, convergence towards the HE policies of Bologna
participants is detectable in the control group, albeit to a lesser degree. Thus, some HE policies have diffused beyond the
members of the BP. This lends evidence that transnational communication can induce policy change even for countries not participating
in the respective harmonization process. 相似文献
5.
Cristina Sin 《European Journal of Education》2012,47(3):392-404
This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key influences in the process of educational change envisaged by the Bologna Process. Second, inspired by the implementation staircase metaphor which illustrates different actors' perceptions conditioned by their location on the path of the policy, the article presents three different examples of interplay between national authorities responsible for policy-making in the wake of the Bologna Process and the institutional field responsible for policy implementation. It reveals variations from country to country with regard to bottom-up and top-down initiatives, both at the level of actors' expectations and of actual measures to implement Bologna policy. This article comes in response to the frailty of an empirical base for the understanding of Bologna from an institutional and academic perspective. A video abstract of this article can be viewed at http://youtu.be/9YVouJ35XuE 相似文献
6.
PREDRAG LAŽETIĆ 《European Journal of Education》2010,45(4):549-562
This article analyses the work of the Bologna Follow Up Group as the main institution of the Bologna Process and the perceptions of the policy actors involved concerning the character of the process in terms of its functioning in contrast to similar multi-level multi-actor European processes, its modes of communication and consensus seeking, as well as its effectiveness in terms of policy formation and implementation. It argues that the Bologna Process is a unique multi-level multi-actor process shaped by its informality, the actors' political commitment and the participation of stakeholders. Its format seems to be more effective and suitable for purposes of policy formation than for those of policy monitoring or coordination of implementation. 相似文献
7.
“博洛尼亚进程”的背景、历程及发展趋势 总被引：5，自引：0，他引：5
"博洛尼亚进程"是在欧洲政治经济的一体化、世界高等教育国际化和欧洲跨文化学习和研究的背景中产生的,也是20世纪60年代以来最重要、涉及面最广的高等教育改革,是欧洲高等教育一体化的进程。其前期准备、初步探索、正式启动三个阶段以及布拉格会议、柏林会议、卑尔根会议以及"伦敦公报"等历程显示,"博洛尼亚进程"的发展趋势是进一步完善三级学位制度、加强高等教育质量保障、促进学历学位相互承认,力争在2010年建立欧洲高等教育区,实现欧洲高等教育的国际化。 相似文献
8.
Which direction for bachelor and master programmes? A stocktaking of the Bologna process 总被引：1，自引：0，他引：1
The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process. 相似文献
9.
欧洲高等教育一体化改革:博洛尼亚进程的结构与过程分析 总被引：1，自引：0，他引：1
为应对全球竞争的挑战,顺应欧洲一体化的大趋势,29个欧洲国家于20世纪末启动了旨在整合欧洲高等教育体系的博洛尼亚进程。博洛尼亚进程以可比较、兼容、透明原则构建高等教育系统框架,以达成多样性与一致性的统一;注重整体设计,系统推进;在政策的制定上注重利益相关者的参与,为其顺利推进赢得了广泛的社会支持。博洛尼亚进程的设计、组织与管理,对我国实施系统的高等教育改革具有重要的启示和借鉴意义。 相似文献
10.
Tobias Brndle 《Higher Education Quarterly》2016,70(4):354-383
Recently, it has been discussed how actors at universities perceive the Bologna Process. However, there is a lack of understanding about the determinants influencing attitudes towards the reform. In particular, the relation between education policy ideals and perceptions of the Bologna Process has gone unobserved. Based on a survey at three universities in North Rhine‐Westphalia in Germany, this article shows that a congruence of education policy ideals with the goals of the Bologna Process leads to a more positive perception of the reform. Ordinary least squares (OLS) regression models show that these findings are stable when controlled for socio‐demographic characteristics, changes of everyday work and involvement in the implementation of the Bologna Process. Thus, it is worthwhile to take into account the education policy ideals of involved actors when analysing perceptions of educational reforms. 相似文献
11.
Dennis Soltys 《比较教育学》2015,51(2):179-195
This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. 相似文献
12.
博洛尼亚进程的最新进展与未来走向 总被引：3，自引：0，他引：3
从1999年29国教育部长共同签署《博洛尼亚宣言》到2009年鲁汶会议召开,博洛尼亚进程已经走过了10年的发展历程。虽然博洛尼亚进程国家在建设欧洲高等教育区取得了很大进展,但欧洲高等教育一体化的道路还很长。鲁汶会议发表的《鲁汶公报》和《2009年博洛尼亚进程评估报告》总结了博洛尼亚进程10年来取得的进展和存在的问题,提出了新的要求和行动计划,指出了欧洲高等教育发展的未来走向。 相似文献
13.
万圆 《番禺职业技术学院学报》2010,9(2):37-40
建设一体化的欧洲高等教育区是欧洲高等教育进一步发展的战略选择,然而欧洲高等教育的复杂多元却是不可回避的事实。因此“博洛尼亚进程”在推行过程中以“一体化与多元化并存”为指导原则,通过一体化协调多元化,多元化支撑一体化,指导欧洲高等教育改革的实践,具体表现在学位制度改革和建立高等教育质量保障体系的改革中。德国、意大利的高等教育改革具有典型性,在融入一体化进程中不失本国特色。 相似文献
14.
从1999年29国欧洲教育部长共同签署《博洛尼亚宣言》到2 010年《布迭佩斯—维也纳宣言》的发表,在博洛尼亚进程强大的影响和推动下,欧洲高等教育质量保证在欧洲层面及博洛尼亚进程成员国中都取得了积极的成就。质量保证是建设欧洲高等教育区的重要基石,为了实现建立一个统一的欧洲高等教育区的战略目标,欧洲高等教育质量保证仍然任重而道远,面临着新的挑战。 相似文献
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16.
学生参与：欧洲高等教育质量保障中的新维度 总被引：1，自引：0，他引：1
学生参与高等教育质量保障是近年来欧洲高等教育政策所强调的一个重要方面.学生能否参与、在多大程度上参与,从根本上说涉及对高等学校教学活动中师生关系的认识.20世纪90年代以来,关于学生参与的理论先后有学生"顾客"论、学术共同体论和利益相关者论等.博洛尼亚进程对于学生参与高等教育质量保障不仅有明确的政策倡导,而且有具体的监测指标.从执行情况看,相关政策还存在有待完善的空间.尽管如此,从博洛尼亚进程对学生参与质量保障的重视程度可以看出,在当前欧洲高等教育的改革与发展过程中,学生这一利益群体越来越受到重视. 相似文献
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18.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):425-436
ABSTRACTBackground: Within Europe, substantial changes in academia in recent years have transformed the work of academic nurses. The most important change has been a result of the Bologna Process, launched in 1999, as it has led to the implementation of significant reforms to higher education across participating European countries.Purpose: The aim of this study was to develop a theoretical understanding of the effect of the Bologna Process on academic nurses’ professional development and explore academic nurses’ perceptions of the challenges and opportunities they encounter in the teaching and research arena.Method: A qualitative study was conducted. The participants were eight academic nurses and data were collected through 24 in-depth, semi-structured weekly interviews. The analysis was performed using the constant comparative method, leading to the construction of categories based on the constant comparison of similarities and differences between the participants.Findings: The coding process led to the identification and interpretation of the core category. This category, identified as ‘The academic career: Contradiction as a key player’, emerged as a result of analysis of the interaction of four categories: (1) opportunity for change, (2) unnecessary difficulties, (3) growth of the discipline and (4) institutional requirements. Findings indicated that the academic nurses in the study viewed the Bologna Process positively but noted several obstacles to its implementation. According to the participants, the changes also led to conflict in terms of their work–life balance.Conclusions: This study is of relevance to nursing education and to clinical nursing practice. It suggests that the implementation of the Bologna Process in nursing studies has helped nurses to regard research as part of their autonomous professional role, and to be aware that research contributes to improve clinical practice, providing an evidence base on which to design and assess nursing interventions. However, the notion that academic nurses consider research within a contradiction paradigm is a potential barrier to the advancement of nursing science and evidence-based practice. 相似文献
19.
欧洲波伦亚进程标志着欧洲高等教育一体化朝纵深方向发展,挪威作为该进程的积极参与国之一,近年来对本国高等教育体制进行了大刀阔斧的改革,特别是高等教育质量保障体制方面的改革更是走在了许多欧洲国家前列。本文简要论述了波伦亚进程的发展情况,并结合该进程的具体要求考察近年来挪威高等教育质量保障体制改革的主要措施及其特点,以期对我国高等教育质量保障体系的完善有所借鉴。 相似文献
20.
博洛尼亚进程中,建立清晰、易读、可比的学位制度是欧洲国家的重要目标。俄罗斯曾因其独特的学位制度在世界高等教育领域独树一帜。随着2003年加入博洛尼亚进程,俄罗斯学位制度改革面临着巨大的压力,一方面要按照博洛尼亚的要求建立三级学位制度,另一方面又有来自国内决策、社会、高校等多方面的压力,使得俄罗斯的整个学位制度改革步履维艰。 相似文献