Higher Education in Former Yugoslav Countries: Impact of the Bologna Process

Crosier, David; Heath, Elizabeth

doi:10.1057/9780230314146_16

Cited by 5 publications

(5 citation statements)

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“…Also, Curaj et al (2018) note achievements and shortcomings (see also Voegtle, 2019;Bergan, 2019), especially regarding the different speeds at which the Bologna signatories move. Critical voices (Huisman, 2014) argue that incoming mobility to Europe has not changed significantly since the Bologna Declaration; moreover, Crosier and Parveva (2013) claim that the ambitious mobility objectives have not been reached.…”

Section: Europementioning

confidence: 99%

Handbook of Regional Cooperation and Integration

2024

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Section: Europementioning

confidence: 99%

Handbook of Regional Cooperation and Integration

2024

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“…A possible solution that is unlikely to be accepted consists of training teachers and neuroscientists on their reciprocal subjects. This would require study programs to be modified or enlarged so that either the total number of lessons would increase or lessons about other subjects would diminish, given that the standards described by the Bologna reform need to be respected, at least in European universities [49,50]. If it is not feasible to bend current study programs, one may wonder whether it could be worth creating a new study program that encompasses all of the subjects described in Section 3.1.…”

Section: Training New Specialists: a Critical Analysismentioning

confidence: 99%

Cognitive Neuroscience and Education: Not a Gap to Be Bridged but a Common Field to Be Cultivated

Basso

Cottini

2023

Sustainability

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The research fields of cognitive neuroscience and education are often criticized because of the gap that separates them. In the past 20 years, many actions have been taken to bridge this gap; advantages and criticisms of these efforts have been observed. Only some changes could be documented, and they were not sufficiently commensurate with the efforts. To overcome these limitations, a different metaphor is outlined, consisting of a common field that should be cultivated by scholars operating from both perspectives. The new metaphor moves the perspective from “what is missing” (the bridge) to an existing field that requires concrete actions to be taken. The proposal details which topics from the two disciplines should be considered relevant when cultivating the common field. Then, based on the metaphor of the common field, real-life suggestions about how to develop these competencies are proposed, and recommendations for further actions are provided based on sustainability principles. The utilization of school psychologists (namely, their transition to educational scientists) and the introduction of optional stages and in-tandems involving cooperation between existing university courses in education and neuroscience are seen as feasible interventions. This change in vision is expected to drive further actions toward more effective cooperation between cognitive neuroscience and education.

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“…Those involved in Bologna have considered such harmonization 2 , including through a Bologna Follow Up Group (BFUG, 2002). The BFUG called for outreach (Clark, 2014), which has led to partnerships between the EU and other regions, often funded by the EU (e.g., Crosier & Parveva, 2013; Dang, 2015). Knight writes that Bologna “has propelled other regions and sub-regions around the world to look more seriously at the significance and modality of building closer alignment of their higher education systems” (Knight, 2014, p. 106).…”

Section: The Rise Of the Bologna Process And Europsy In Europementioning

confidence: 99%

Project assessment: An international perspective.

Nolan¹,

Bakker²,

Cranney³

et al. 2020

Scholarship of Teaching and Learning in Psychology

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Project Assessment is an American Psychological Association (APA, 2018) initiative aimed at facilitating assessment of the five comprehensive learning goals of the APA guidelines for the undergraduate psychology major (2013). We believe that Project Assessment holds great promise for both U.S. and international use; moreover, we suggest that Project Assessment can benefit from consideration of international assessment initiatives, particularly those aimed at increasing mobility in our interconnected world. Internationally, particularly in Europe where all but one country adheres to the Bologna Process and many countries adhere to the related EuroPsy guidelines, assessment of psychology higher education is driven by a broader range of stakeholders than is typically considered in the United States. Indeed, Bologna countries explicitly consider input from external stakeholders such as employers when developing curricula and assessing outcomes, and they prioritize the assessment of skills at least as much as knowledge. In this paper, we outline the Bologna Process, EuroPsy, and similar collaborative agreements in other world regions. We highlight what the United States can learn from these projects, particularly the involvement of a broader range of stakeholders and an emphasis on mobility of degrees and graduates. While doing so, we explore evidence on internationally implemented assessment practices and on the extent to which harmonized curricula and assessment practices have increased mobility. As many world regions pursue Bologna-like structures, often with funding from the European Union, we believe that it is essential that those pursuing U.S. initiatives like Project Assessment actively join the global conversation about higher education in psychology.

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Higher Education in Former Yugoslav Countries: Impact of the Bologna Process

Cited by 5 publications

References 0 publications

Handbook of Regional Cooperation and Integration

Handbook of Regional Cooperation and Integration

Cognitive Neuroscience and Education: Not a Gap to Be Bridged but a Common Field to Be Cultivated

Project assessment: An international perspective.

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