The Bologna Process as a foreign policy endeavour: motivations and reactions to the externalisation of European higher education

Moscovitz, Hannah; Zahavi, Hila

doi:10.1080/21568235.2018.1561316

Cited by 17 publications

(5 citation statements)

References 38 publications

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“…The European Commission (EC) and the African Union Commission have created partnerships to enliven the African higher education system in terms of mobility, scholarships and transformation of universities (Teferra, 2014). Furthermore, the Bologna Process was expanded to reform and internationalise the African higher education system, although it encountered challenges in integrating several elements (Moscovitz & Zahavi, 2019).…”

Section: Intergovermental and Interreg Ionalcooper Ation In Hi G Her Educ Ati Onmentioning

confidence: 99%

Internationalisation and the ASEM Education Process: The Malaysian higher education experience

Munusamy

Hashim

2020

Higher Education Quarterly

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Internationalisation is an important component in the transformation of higher education globally. Since 2007, the Malaysian higher education system has had a strong focus on internationalisation in positioning Malaysia as a hub for higher education. Malaysia is a member of the ASEM Education Process (AEP) and an active participant in several initiatives focusing on mobility and quality assurance since 2008. This study aims to evaluate the relationship between the internationalisation of higher education efforts in Malaysia and the AEP. The AEP has influenced higher education development in Asia and Europe and received rising consideration for strategic cooperation and networking. Data were collected through a Likert style questionnaire with 170 respondents who were selected by employing total population sampling. The empirical findings indicate that the support of the AEP corresponded positively with the internationalisation process and has had a significant impact on Malaysian higher education internationalisation. Evidence shows that Malaysia's participation in the AEP needs to be encouraged, and that existing and new internationalisation policies should be updated and formulated. Abstrak Pengantarabangsaan merupakan komponen yang penting dalam transformasi pendidikan tinggi di peringkat global. Sejak tahun 2007, sistem pendidikan tinggi di Malaysia mempunyai fokus terhadap pengantarabangsaan dalam | 501 MUNUSAMY ANd HASHIM

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Section: Intergovermental and Interreg Ionalcooper Ation In Hi G Her Educ Ati Onmentioning

confidence: 99%

Internationalisation and the ASEM Education Process: The Malaysian higher education experience

Munusamy

Hashim

2020

Higher Education Quarterly

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“…The articles in this special issue first advance theoretical understandings of the Bologna Process as an international regime (Zahavi and Friedman 2018), its foreign policy strategy (Moscovitz and Zahavi 2018), and the effectiveness of this strategy (Asderaki 2018;Moscovitz and Zahavi 2018). This special issue applies the international relations theories to advance the conceptualization of higher education as a foreign policy tool and of the Bologna Processthe European Higher Education Area (EHEA) as a distinct international higher education regime.…”

Section: Editorialmentioning

confidence: 99%

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

Klemenčić¹

2019

European Journal of Higher Education

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“…12,13,14 At the outset, it aims at promoting greater compatibility and comparability of the European higher education system. 15 In the last two decades, the Bologna Process has integrated different objectives, 16 including enhancing Europe's scientific capacity, the modernisation, competitiveness and attractiveness of the European higher education, 17,18,19 and facilitation of comparability and recognition of studies and qualifications. Implementation reports indicate that the Bologna Process has achieved most of the goals for European higher education set two decades ago.…”

Section: Introductionmentioning

confidence: 99%

Harmonisation of higher education in Africa: 20 years after the Bologna Process

Adamu

2021

TJHE

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It has been 20 years since the Bologna Process has been realized, and the present paper examines efforts made to harmonise higher education in Africa. Similar to other continents, the higher education reform in Africa is inspired by the Bologna Process. This is clearly reflected in the African Union strategy for harmonisation of higher education and different reforms and harmonisation initiatives. The reforms in African higher education are directly and indirectly influenced by the European Union which is also the main financer and technical partner in the development and implementation of higher education harmonisation in Africa. There are different factors that affect the institutionalisation and sustainability of harmonisation initiatives in Africa. Some of the major factors include lack of strong and genuine cooperation among African HEIs, lack of nations’ political commitment to higher reforms, and lack of contextualisation in adopting reforms and strategies. Although the effort to harmonise African higher education is commendable, it is important to look for innovative strategies and reforms which are mainly based on the actual challenges that Africa is facing and the ultimate goal it envisions to achieve. Africa also needs to earnestly ‘conainise’ (continentalise, nationalise and institutionalise) reforms and harmonisation strategies adopted from elsewhere. Received: 18 October 2020Accepted: 9 September 2021

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The Bologna Process as a foreign policy endeavour: motivations and reactions to the externalisation of European higher education

Cited by 17 publications

References 38 publications

Internationalisation and the ASEM Education Process: The Malaysian higher education experience

Internationalisation and the ASEM Education Process: The Malaysian higher education experience

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

Harmonisation of higher education in Africa: 20 years after the Bologna Process

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