20 Years of the Bologna Process in a Global Setting: the external dimension of the Bologna Process revisited

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

“…However, the availability of competent nurses depends on nursing education, which should effectively balance academic education with real‐life clinical experiences (Hanson, MacLeod, & Schiller, ). Therefore, in compliance with the Bologna Declaration (European Ministers of Education, ), which aims to modernise and advance European higher education (Klemenčič, ), the Norwegian Ministry of Education and Research () decided that nursing education should become more interactive, hence involving students in their learning. Involving students in their own education can help them achieve their learning outcomes and build their knowledge over time.…”

The role of higher education for the development of entrepreneurial ecosystems

“…On the external dimension, all of the previously outlined internal aspects of Higher Education management can be supported and incubated by university environment and policy initiatives (Cunningham and Link 2015;Urbano and Guerrero 2013;Klemenčič 2018). An important policy approach has been established in the EU 20 years ago with the Bologna Process, strengthening the international recognition and therefore increasing the international competitiveness of the Higher Education system by reducing mobility barriers of students and academics (Klemenčič 2019;Wihlborg and Robson 2018). As a decentralized but coordinated intergovernmental process of 48 European countries, the European Higher Education Area (EHEA), it has a network-like model of governance, it directly shapes the hitherto bureaucratic governance model in which state actors have sole authority (Klemenčič 2019;Klemenčič and Galàn Palomares 2017).…”

“…An important policy approach has been established in the EU 20 years ago with the Bologna Process, strengthening the international recognition and therefore increasing the international competitiveness of the Higher Education system by reducing mobility barriers of students and academics (Klemenčič 2019;Wihlborg and Robson 2018). As a decentralized but coordinated intergovernmental process of 48 European countries, the European Higher Education Area (EHEA), it has a network-like model of governance, it directly shapes the hitherto bureaucratic governance model in which state actors have sole authority (Klemenčič 2019;Klemenčič and Galàn Palomares 2017). This unique international collaboration on Higher Education of countries with different political, cultural and academic traditions has become a co-shaper of an emerging global Higher Education agenda and governance architecture aiming to promote and co-shape the Higher Education global order (Asderaki 2019).…”

Policy diffusion and transfer of the Bologna Process in Africa’s national, sub-regional and regional contexts

“…The BP has been described as a very bold experiment that has the potential to change HE in ways probably not envisaged by its creators (Armstrong, 2009). This change is visible in the extent of its attractiveness and spread to other global regions (Eta, 2018a; Klemenčič, 2019), ‘affecting the global HE spheres’ although originally conceived to ‘provide solutions for internal European problems’ (Zahavi and Friedman, 2019: 23). These results have been achieved largely through the external dimension of the BP (Klemenčič, 2019; Zgaga, 2019).…”