The role of the Bologna Process in defining Europe

Kushnir, Iryna

doi:10.1177/1474904116657549

Cited by 27 publications

(20 citation statements)

References 29 publications

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“…Kushnir (2016) states that the Bologna Process, mentioned earlier, which became the largest higher education initiative in the world, was originally an EU initiative that was eventually transformed into a wider European project that crossed the borders of the EU to encompass geographical Europe and some countries beyond that as well. The author puts forward a provocative argument that the 48 countries, which have been implementing the Bologna Process with the focus on facilitating a European identity through higher education, witnessed building up tensions in the development of 'territory-identity compatibility in Europe' (Kushnir 2016). The author illustrates this by the following example, Russia's membership in the EHEA is an interesting case.…”

Section: The European Education Area In Eu Integration In Times Of Crmentioning

confidence: 99%

The Role of the European Education Area in European Union Integration in Times of Crises

Kushnir¹

2021

European Review

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The European Union has faced many crises, such as populism, xenophobia, economic and political challenges, to name a few. This has resulted in some questioning whether the EU will survive. Herein, the neo-institutionalist perspective on crises in EU integration frames an original and timely inquiry into the role of a new EU initiative – the European Education Area – in supporting EU integration in these challenging times. This inquiry relies on a thematic analysis of relevant key policy materials. The findings highlight that while it is not surprising that the EEA is an example of an education convergence project in the EU, the novelty of other findings is striking. It appears that the crises in the EU inspired the authors of the EEA to utilize its education as a tool for EU deepening, which is an aspect of EU integration related to the strengthening of the relationships amongst its Member States. Specifically, the EEA has been a driver in the development of a common European identity and European economy, the EU as a socially-just society and the continent of progress. These findings address important gaps of our knowledge about the role of education in driving EU integration.

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Section: The European Education Area In Eu Integration In Times Of Crmentioning

confidence: 99%

The Role of the European Education Area in European Union Integration in Times of Crises

Kushnir¹

2021

European Review

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“…Among the significant research concerning educational sciences development, mainly comparisons of two or more CEE countries are in papers by Antonowicz et al (2017), Antunes (2016), Dakowska (2017), Dobbins (2017), Dobbins and Kwiek (2017), Grimaldi (2015), Kováts et al (2017), Kushnir (2016), Proteasa et al (2017) and Tarlea (2017). In general, it is possible to conclude that social changes, democratisation and the new political direction that marked education in European post-socialist countries in the late 1980s and early 1990s are also evident in educational sciences.…”

Section: Literature Reviewmentioning

confidence: 99%

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Bouillet

Jokić

2019

European Educational Research Journal

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In European post-socialistic countries or more commonly known as Central and Eastern Europe (CEE) countries, regardless of their differences and specifics, the common communist and post-communist legacies in the field of educational sciences are still recognizable. The aim of this paper is to explore research activity in the educational sciences in 15 CEE countries: 11 EU member states and 4 former Yugoslav Republic in the period from 1996 to 2013. The purpose of this research is to recognize the specificity and dynamics of subject and content issues, and development of methodological approaches in the educational science research. The sample consists of abstracts 2,395 papers by CEE authors published in 265 journals indexed in Scopus between 1996 and 2013. Content analysis was applied, where the abstracts were grouped into specifically created categories describing the content and methods of the paper and analysed on the basis of two criterion variables -CEE and non-CEE or international journals. The χ 2 test showed that the field of educational sciences in 15 European post-socialist countries changed over time in terms of quantity, content, and methods, becoming more expansive and diverse, which is recognisable both in papers published in international and in CEE journals.

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“…The BP is an essential consideration in approaching the definition of Europe; it expands European borders and promotes the idea of a common European identity [3]. Furthermore, it is developing on the principles of the application of reference points and the diversity and richness of national traditions [4].…”

Section: The Doctorate Programme In the European Higher Education Areamentioning

confidence: 99%

Driving Factors and Implementation Mechanisms for Quality Assurance in the Spanish PhD Adaptation to the Bologna Process – Experience in Mechanical Engineering

Muerza¹,

Larrodé²

2018

LICEJ

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The Bologna Process (BP) intends to create a European Higher Education area through the compatibility of degrees in the signatory countries, which has supposed that Universities adapt its studies programmes at all academic levels. In Spain, changes in doctoral studies are structured around five topics: the creation of doctoral schools, competences, tutoring and supervision, collaboration and internationalization, doctoral programmes and duration of studies. This paper analyses how this change have been dealt with in the department of Mechanical Engineering of the University of Zaragoza and the implications in number of students and thesis presented. The results show that the adaptation to the BP has supposed a quality assurance of the doctoral programme as a consequence of the training activities requirements set by the Academic Committee. The main contribution of the research work is that it reflects how greater control over the drivers of doctoral programmes implies a substantial improvement in the quality of the research work and the thesis.

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The role of the Bologna Process in defining Europe

Cited by 27 publications

References 29 publications

The Role of the European Education Area in European Union Integration in Times of Crises

The Role of the European Education Area in European Union Integration in Times of Crises

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Driving Factors and Implementation Mechanisms for Quality Assurance in the Spanish PhD Adaptation to the Bologna Process – Experience in Mechanical Engineering

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