The Bologna Process Implementation and its Consequent Changes in the Teaching∕Learning Model—the Industrial Management and Engineering Degree Case

2009 ◽  
Author(s):  
Ana Luísa Soares ◽  
Elga Costa ◽  
Luís Pinto Ferreira ◽  
Vicente Jesus Segui
Keyword(s):  
Bologna Process ◽  
Learning Model ◽  
Industrial Management ◽  
Engineering Degree ◽  
Process Implementation ◽  
Teaching Learning ◽  
The Bologna Process

scholarly journals STUDENT LEADERS ON BOLOGNA PROCESS IMPLEMENTATION – ADVANTAGES, SHORTCOMINGS AND PERSPECTIVES

TEME ◽  
2021 ◽  
pp. 043
Author(s):  
Jelena Gajic ◽  
Marina Savkovic ◽  
Dušan Borovčanin
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Student Leaders ◽  
Social Dimension ◽  
Willingness To Accept ◽  
Higher Education Reforms ◽  
Process Implementation ◽  
The Social ◽  
Weak Points ◽  
The Bologna Process

Almost two decades after the implementation of the Bologna Process in higher education around the world, the question of the applicability, justification and effectiveness of reforms implemented globally arises. The aim of this paper is to explore the attitudes, optimism versus pessimism, more precisely student representatives’"mood" regarding the implementation of the Bologna Process and Bologna tools. The overall sample consists of student representatives from 17 European Higher Education Area countries. The results of the research should be a step towards further higher education reforms, or, more precisely, a proposal to modify the existing plans, bearing in mind the different conditions and characteristics of the countries where they are implemented and their willingness to accept the reforms. The results indicate that mobility, diploma supplements and quality assurance are the most positive aspects of BP and employability, the social dimension and the financing model of higher education are weak points of BP.

New and Pressing Challenges for Romanian Higher Education System after 10 Years of Bologna Values Implementation

2014 ◽  
pp. 151-167
Author(s):  
Dumitru Miron
Keyword(s):  
Higher Education ◽  
Economic Integration ◽  
Education System ◽  
Bologna Process ◽  
European Economic ◽  
Higher Education System ◽  
Process Implementation ◽  
Expected Benefits ◽  
The Bologna Process

This chapter examines a number of issues related to the implementation of reforms in Romania, which focused on the national higher education system in order to internalize the values of the Bologna Process. It presumes that the assumption process of the challenges linked to the educational effects of the globalization and regionalization phenomena must be preceded by solving dilemmas, eliminating conceptual, regulatory, and instrumental fetishes, and changing the behavior of stakeholders involved. The study shows that after 10 years of the Bologna Process implementation, the balance between tradition and modernity is still ambiguous, many areas of uncertainty are kept, being unclear how to place this process within the European economic integration logic, and that much of the expected benefits cannot be seen. This chapter explores the extent to which changes that have occurred in the Romanian higher education system and the tools used for this purpose, strategic or circumstantial.

scholarly journals Present and Future of the E-Learning in Economics Schools and Faculties

2018 ◽  
Vol 5 (1) ◽  
pp. 44
Author(s):  
T. Casasús Estellés ◽  
A. Ivars Escortell ◽  
M.I. López Rodríguez
Keyword(s):  
Empirical Studies ◽  
Bologna Process ◽  
University Mathematics ◽  
Multimedia Material ◽  
Before And After ◽  
E Learning ◽  
Teaching Learning ◽  
The University ◽  
Different Characteristics ◽  
The Bologna Process

<p class="Textoindependiente21">The goal of this paper is to justify/motivate the existence of MOOCs of quantitative subjects, particularly of Mathematics and Statistics, in the degrees taught in Faculties of Economics and Business, complementary to the standard university courses. The changes in curricula carried out in Spain in the last decade have boosted access to these faculties’ degrees for all kind of students. However, some of these students lack skills and abilities enough to successfully tackle the first university Mathematics and Statistics courses, as these are currently designed. Empirical studies support the use of multimedia material as a very effective supporting tool for successful learning.</p><p>Thus, after assessing the student’s academic performance in quantitative subjects before and after the introduction of the Bologna process, and obtaining worrying results, the implementation of the use ICTs on a regular basis is proposed in order to optimize the teaching-learning process.</p><p class="Textoindependiente21">The data used in the study correspond to those obtained for students of the degree of Tourism and the degree in International Business, two degrees with very different characteristics and that, therefore, reflect a great diversity of the students of the Faculty of Economics of the University of Valencia.</p>

scholarly journals University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

2017 ◽  
Author(s):  
Diana Pereira ◽  
Maria Assunção Flores
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Bologna Process

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.

scholarly journals Living with the Bologna Process: Recommendations to the German Legal Education Community from a U.S. Perspective

2006 ◽  
Vol 7 (11) ◽  
pp. 863-905 ◽  
Author(s):  
Laurel S. Terry
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Background Information ◽  
Process Implementation ◽  
Education Community ◽  
The Bologna Process

The Bologna Process is a dramatic development that is less than ten years old, but already it has significantly reshaped higher education in Germany and in Europe. This article is based on my research regarding the history and objectives of the Bologna Process and Bologna Process implementation in Germany. It contains my reflections about the Bologna Process and German legal education and my recommendations to the German legal education community. In order to understand these reflections and recommendations, one needs a certain amount of background information about both the Bologna Process and German legal education. The sections that follow provide that background.

scholarly journals The teaching of law post Bologna

2018 ◽  
Vol 8 (1) ◽  
pp. 30-36
Author(s):  
Maria João João ◽  
Barbara Magalhaes Bravo ◽  
Jose Caramelo Gomes
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Education Policies ◽  
Holistic View ◽  
European Higher Education ◽  
Teaching Learning ◽  
The Bologna Process ◽  
Comprehensive Study

AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.

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