The Bologna Process and Internationalization – Consequences for Italian Academic Life

Aittola, Helena; Kiviniemi, Ulla; Honkimäki, Sanna; Muhonen, Reetta; Huusko, Mira; Ursin, Jani

doi:10.1080/03797720903355521

Cited by 12 publications

(9 citation statements)

References 11 publications

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“…This is a non-bibliometric indicator which has not been considered by any of the papers reviewed in the 'Related Work' Section. We note that this results is coherent with the Italian model of academic careers, which is typically linear and inbreeding-based, meaning that most academics use to stay in the same university from basic studies up to the research career (Aittola et al, 2009). We plan to further investigate the correlation between working for the same institutions and the success to the ASN, and to analyze if there are differences among disciplines.…”

Section: Discussionsupporting

confidence: 78%

Peer Review #2 of "Predicting the results of evaluation procedures of academics (v0.1)"

Sainte-Marie¹

2019

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Background. The 2010 reform of the Italian university system introduced the National Scientific Habilitation (ASN) as a requirement for applying to permanent professor positions. Since the CVs of the 59149 candidates and the results of their assessments have been made publicly available, the ASN constitutes an opportunity to perform analyses about a nationwide evaluation process. Objective. The main goals of this paper are: (i) predicting the ASN results using the information contained in the candidates' CVs; (ii) identifying a small set of quantitative indicators that can be used to perform accurate predictions. Approach. Semantic technologies are used to extract, systematize and enrich the information contained in the applicants' CVs, and machine learning methods are used to predict the ASN results and to identify a subset of relevant predictors. Results. For predicting the success in the role of associate professor, our best models using all and the top 15 predictors make accurate predictions (F-measure values higher than 0.6) in 88% and 88.6% of the cases, respectively. Similar results have been achieved for the role of full professor. Evaluation. The proposed approach outperforms the other models developed to predict the results of researchers' evaluation procedures. Conclusions. Such results allow the development of an automated system for supporting both candidates and committees in the future ASN sessions and other scholars' evaluation procedures.

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Section: Discussionsupporting

confidence: 78%

Peer Review #2 of "Predicting the results of evaluation procedures of academics (v0.1)"

Sainte-Marie¹

2019

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“…In our study the respondents stated that ECTS helps the EU education be more transparent and harmonious within the framework of the Bologna process. As well as the research of Aittola et al (2009), our research also showed that the interviewees felt that the Bologna Process enables students' willing to study another university in Eurpoe by means of EP which provides harmonization and comparability of higher education in Europe. Erasmus Programme functional for bringing international collaboration in education and common culture On the other hand, t he study has such aspects as the EU, contributions of the Erasmus Programme to students and their awareness, institutional benefits of the EP and global benefits of the Erasmus Programme.…”

Section: Conclusion and Recommendationssupporting

confidence: 66%

“…As well as ECTS, Erasmus programme is one of the outcomes of Bologna Process. As a consequence of the Erasmus programme which was established in 1997, the promotion of study abroad as a culturally and academically enriching experience, voluntarily undertaken by the students in Europe (Aittola et al, 2009). The Erasmus Programme, together with a number of other independent programmes, was incorporated into the Socrates programme when that programme was established in 1995.…”

Section: Bologna Process and Erasmus Programmementioning

confidence: 99%

What Do the University Students Think about Erasmus Programme in Turkey?

Ogul¹

2018

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Student mobility has been one of the most important subjects of higher education students in Europe since the beginning of 1980's. Furthermore, Socrates/Erasmus program has been the most successful component of European Union (EU) policy. We have focused on the Erasmus program because it represents the most popular scheme of student mobility at the European level. This article analyses the Erasmus program from the point of view of Turkish university students. For this purpose, 15 itemed questionnaires were prepared. We grouped the questions into 4 sub-categories; information about and expectations from the EU, contribution of the Erasmus Programme (EP) to students' self-development, contribution of the EP to the institution's development and global benefits and expectations of the EPstudent knowledge about European Union, student dimension of Erasmus programme, institutional dimension and global profits of Erasmus Programme. This questionnaire was administered to 1546 university students to describe the results about Erasmus Programme in Turkey. The problem statements are; what the university students think about membership of Turkey to EU. Do they think they have knowledge of Erasmus Programme, individual benefits of Erasmus programme and also institutional benefits of Erasmus programme? In this research five-level Likert type scale is used.

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“…Operating in internationalization has an important impact on missions, planning and practices of higher education systems. It is expected from the universities to take an active part in European Union education programs as well as in regional and thematic European university networks (Aittola, Kiviniemi, Honkimaki, Muhonen, Huusko and Ursin, 2009). Mobility phenomenon forces higher education institutions to learn and adapt their management, services and administration procedures (Eurydice, 2015).…”

Section: Introductionmentioning

confidence: 99%