The implementation of the Bologna Process

Kettunen, Juha; Kantola, Mauri

doi:10.1007/s11233-006-9000-9

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…The widely analysed implementation process (Jallade, ; Amaral et al ., ; Westerheijden et al ., ) has resulted in a convergence of European higher education systems that resemble each other much more today than ten years ago (Eurydice, ; Witte et al ., ). This major breakthrough in the European higher education sector instigated a debate about the optimal organisation and transformation process of the tertiary education sector within Europe (Kettunen and Kantola, ; Heinze and Knill, ; Neave and Amaral, ) and across the world (Terry, for the US; Chao, for Asia). As a side effect of this radical change in the European higher education sector, Aghion et al .…”

Section: Introductionmentioning

confidence: 99%

The Impact of the Bologna Reform on the Productivity of Swiss Universities

Agasisti

Bolli

2013

Higher Education Quarterly

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The Bologna reform aims to enhance several dimensions of the universities' activities, by favouring mobility and mutual recognition of higher education degrees across Europe, with the objective to create a European Higher Education Area. The radical changes induced by the Bologna Process affect universities' productivity both directly (for example, implementation costs, curriculum streamlining, evaluation intensity) and indirectly (for example, the ability to attract more students and higher levels of competition among institutions). The decentralised organisation of the Swiss university sector provides an ideal setting to test this hypothesis, as the panel data of departments permits the consideration of the unobserved heterogeneity across both universities and scientific fields. The empirical results support the claim that the Bologna reform enhances university productivity. Furthermore, there is no evidence of substantial costs of the system transformation. IntroductionThe Bologna process, starting in 1999, intended to create a European Higher Education Area by setting up a common regulatory framework. This policy agenda was rich and encompassed many different strategic goals: on a long-term perspective, the goals are: (i) adopting a two-tier (undergraduate and graduate) higher education structure; (ii) promoting comparable and easily readable degrees; (iii) establishing a common system of formative credits across Europe; (iv) promoting within-Europe mobility of students and researchers; (v) fostering cooperation in quality assurance methods and tools; and (vi) promoting the European dimension of the higher education system (see Bologna Declaration,

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Section: Introductionmentioning

confidence: 99%

The Impact of the Bologna Reform on the Productivity of Swiss Universities

Agasisti

Bolli

2013

Higher Education Quarterly

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“…It adapts the financial and human resources to the changing environment to meet the expectation of customers and stakeholders (Johnson and Scholes, 2002;Steiss, 2003). Universities are moving from the traditional public orientation, toward to the market oriented approach, which emphasizes the engagement and outreach and regional development (Kettunen and Kantola, 2006). The environment can be seen as a local or international area, such as the EHEA.…”

Section: External Impactmentioning

confidence: 99%

“…The institutions must also take into the account the needs of regional development, not just the inherent structures of their activities as the universities are moving from the traditional public orientation toward to the more market oriented approach which emphasizes the engagement and outreach and regional development in its environment (Kettunen and Kantola, 2006). Figure 1 depicts the integration of education with research and development in TUAS.…”

Section: Learning In the Projectsmentioning

confidence: 99%

Integration of education with research and development and the export of higher education

Kantola

Kettunen

2012

On the Horizon

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Purpose -The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.Design/methodology/approach -The export of education can be included in the framework by taking the innovation pedagogy as a starting point -an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.Findings -The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.Originality/value -The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems.

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“…While the Bologna process has a strong emphasis on lifelong learning (The European Association for University Lifelong Learning, 2005), it also requires continuous evaluation of students through their involvement in problem solving activities, critical thinking and active learning, which are some of the information literacy indicators. The implementation of the Bologna process throughout European higher education includes wide number of the bodies and institutions, and involves highly structured strategy planning and implementation efficiency analysis (Kettunen, & Kantola, 2006). Bologna process reinforced positive changes in regards to inclusion of information literacy in the new definition of ECTS (Chevillotte, 2007).…”

Section: Introductionmentioning

confidence: 99%

Information Literacy for Future Teachers

Kokić¹

2012

WJE

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The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

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The implementation of the Bologna Process

Cited by 13 publications

References 8 publications

The Impact of the Bologna Reform on the Productivity of Swiss Universities

The Impact of the Bologna Reform on the Productivity of Swiss Universities

Integration of education with research and development and the export of higher education

Information Literacy for Future Teachers

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