How the Bologna reform influenced learning outcomes: analysis of perceived qualifications and professional requirements of environmental sciences graduates

Hansmann, Ralf; Jödicke, Almut; Brändle, Urs; Guhl, Doris; Frischknecht, Peter

doi:10.1080/03075079.2017.1405255

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…Alignment with the Bologna process 1 means that higher arts education across Europe must be not only research related but research based (Dyndahl et al 2017;Hansmann et al 2017). The implementation of this varies across national curricula, but a key issue is to stimulate critical reflection within the context of artistic practice (Tønsberg 2013).…”

Section: Introductionmentioning

confidence: 99%

Reflection in higher music education: what, why, wherefore?

Georgii-Hemming

Johansson

Moberg

2020

Music Education Research

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Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians' education. The data utilised derive from a comprehensive project investigating how processes of academisation affect HME across Europe. Findings from the Swedish sub-study, comprised of fourteen leaders and teachers at four academies of music, demonstrate how reflection is discursively constructed; as based on language and cognition; as embodied, and as 'purely' musical. These ideas concerning the qualities and characteristics of reflection interact and provide basis for three forms of justification: reflection for artistic knowledge development; reflection for individual success in the profession; and reflection over the role of musicianship in relation to society.

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Section: Introductionmentioning

confidence: 99%

Reflection in higher music education: what, why, wherefore?

Georgii-Hemming

Johansson

Moberg

2020

Music Education Research

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“…A couple of descriptive small-case studies further look at changes in graduates' skill acquisition before and after the reform. Analyses for a single programme at a Swiss university reveal that graduates' skills match professional requirements better than before the reform (Hansmann et al, 2019). For Spain, Fernandez-Sainz et al (2016) report no general effects on final grades but positive effects on the acquisition of systemic and interpersonal skills and on student satisfaction.…”

Section: Grading and Performancementioning

confidence: 93%

Did the "Bologna Process" Achieve its Goals? 20 Years of Empirical Evidence on Student Enrolment, Study Success and Labour Market Outcomes

Kroher¹,

Leuze²,

Thomsen

et al. 2022

SSRN Journal

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“…The department's activities thus include research on environmental systems and their relevance to society as well as training future generations of scientists and sustainability-oriented decision-makers in society, industry, and politics. Research into the professions of the graduates indeed showed that they enter a broad range of professional domains such as research institutes and universities, environmental planning and engineering companies, trade and insurance companies, public administration and environmental non-governmental organisations (NGOs), and that they have a considerable sustainability outreach through their activities [52,53]. Consistent with its mission, the department aims to be in the vanguard of sustainable development also regarding internal processes.…”

Section: Introductionmentioning

confidence: 98%

Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age

Hansmann

Schröter

2018

Sustainability

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Gender equality is essential to social justice and sustainable development in the higher education sector. An important aspect thereof is to promote equal opportunities for academic careers. This study investigates the current situation and possibilities for improvement in this regard from the perspectives of mid-career scientists in a sustainability-oriented university department. A survey of scientists from the postdoctoral to adjunct professor level (N = 82) in the Department of Environmental Systems Science (D-USYS) of ETH Zurich (Swiss Federal Institute of Technology Zurich) was thus conducted to investigate judgements, experiences, and ideas for improvement concerning equal career opportunities. About 90% of the respondents perceived no disadvantages based on gender, ethnicity, race, or faith. However, about 30% felt disadvantaged due to their age. Comments revealed not a single case in which latter disadvantages were based on prejudice. Instead, ETH-wide or national age and time-based restrictions for certain positions caused the inequality perceptions. Furthermore, comments indicated that these restrictions can disadvantage scientists taking care of children. Some participants suggested a revision or removal of corresponding rules. Further suggestions included an improved availability of childcare places. ETH Zurich recently undertook great efforts to provide excellent and affordable childcare services, increasing the number of available places by about 30% in the year following this survey.

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How the Bologna reform influenced learning outcomes: analysis of perceived qualifications and professional requirements of environmental sciences graduates

Cited by 3 publications

References 22 publications

Reflection in higher music education: what, why, wherefore?

Reflection in higher music education: what, why, wherefore?

Did the "Bologna Process" Achieve its Goals? 20 Years of Empirical Evidence on Student Enrolment, Study Success and Labour Market Outcomes

Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age

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