The implementation of the Bologna process

Kettunen, Juha; Kantola, Mauri

doi:10.1080/13583883.2006.9967172

Cited by 21 publications

(6 citation statements)

References 9 publications

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“…The widely analysed implementation process (Jallade, 2004;Amaral et al, 2010;Westerheijden et al, 2010) has resulted in a convergence of European higher education systems that resemble each other much more today than ten years ago (Eurydice, 2012;Witte et al, 2009). 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, 2006;Heinze and Knill, 2008;Neave and Amaral, 2008) and across the world (Terry, 2008 for the US; Chao, 2011 for Asia). As a side effect of this radical change in the European higher education sector, Aghion et al (2010) hypothesised that new features (more standardised curricula and degree requirements) can induce increases in productivity by stimulating competition between universities and increasing student mobility.…”

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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“…Students' feedback is acknowledged to be an effective tool to correct and improve the educational process and is prescribed to be used in all countries implementing the Bologna process [11]. Feedback is a foundation to provide any process with quality assurance and basing on it, it is possible to find a reasonable balance between teachers' control and students' independent work.…”

Section: Methodsmentioning

confidence: 99%

Raising the quality of designers’ professional training through STEAM and CLIL

Marnitcyna

Kaisheva

2021

SHS Web Conf.

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The issues of quality assurance in the process of professional training have always been widely discussed. The current research presents the English for Academic Purposes section of the English language course design based on the STEAM approach and the feedback model for its evaluation. The study aims to assess the role of the English language course in building professional competencies with the help of the STEAM instructional design. Qualitative and quantitative methods, a formative pedagogical experiment, and an online survey were conducted. The study shows that interdisciplinary course evaluation can be based on feedback and outcomes indicators. The content and language integrated learning methods are perceived by the students as relevant. STEAM-based course design motivates students to perform fundraising activities for further professional development and continue improving their English language skills. Thus the English language can become a valid and stable base for further interdisciplinary projects in university education. The research found that the majority of the first-year art and design students learned about MOOCs for the first time and took courses to improve their professional skills during the English Language course. The authors conclude that STEAM and CLIL methodologies have much in common and are positively evaluated by both students and academics.

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“…These requirements specify a standard three level classification of the study programmes. With implementation of the Bologna principles, the comparison between the programs is clearer, and the recognition of the academic degrees between the European states became much simpler [2,3,4,5]. The reform is aimed to enhance migration of educated young people providing better communication and the basis for better economic outcome in EU [6].…”

Section: Introductionmentioning

confidence: 96%

“…Several papers address this experience in different European countries and institutions [2,3,4,5,11], some pointing out specific evaluation methods for the Bologna process [12,13]. In 2011 we conducted a research on the effect of the Bologna reform on specific programming course at our faculty as well [14].…”

Section: Introductionmentioning

confidence: 99%

Analysis of elective courses selection in post-Bologna programmes

Rožanc

Slivnik

2014

2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)

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One of the most important results of the Bologna reform at the Faculty of Computer and Information Science at the University of Ljubljana is a much larger number of elective courses. The elective courses of the academic study programme were grouped into modules while the professional study programme permits selection of individual elective courses under minor restrictions. Both approaches fulfilled the reform requirements. However, the academic study programme is more rigid and thus easier to carry out than the professional one but students prefer the flexibility of the latter. In this paper we analyze the actual data of elective course selection by students of both programs. First, we examine the link between different module selections to optimize the distribution of elective courses into modules. This examination is possible as a number of students, i.e., the most successful ones, were allowed to select courses regardless of modules. Second, we investigate whether some commonly selected groups of elective courses of the professional study programme could be identified in order to simplify the programme and its implementation. The results show some important improvements could be introduced.

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The implementation of the Bologna process

Cited by 21 publications

References 9 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

Raising the quality of designers’ professional training through STEAM and CLIL

Analysis of elective courses selection in post-Bologna programmes

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