scholarly journals GLOBALIZATION AND ITS IMPACT ON THE EUROPEAN HIGHER EDUCATION

2015 ◽  
Vol 2 ◽  
pp. 371
Author(s):  
Irina Gvelesiani ◽  
Darejan Tvaltvadze
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Bologna Process ◽  
Technological Changes ◽  
Educational Spaces ◽  
The World ◽  
European System ◽  
Skill Requirements ◽  
European Higher Education ◽  
The Bologna Process

The process of globalization acquires the greatest importance in today’s world. The ongoing technological changes, the rise of the knowledge economy and the growth of skill requirements in the labor market have influenced the changes in the landscape of education throughout the world. The emergence of Bologna Process has facilitated the creation of the European Higher Education Area, which can be assumed as a sample of uniformity of the European system of higher education. The Bologna Process is focused on the following strategies: modernization of higher education; connection and creation of national, regional and global educational spaces; enhancement of the attractiveness and competitiveness of the EHEA. The implementation of these strategies implies innovative processes, which build an awareness of traditions and raise a world-wide importance and attractiveness of the Bologna process.

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

Modelling and Simulation of the Need for Harmonizing the European Higher Education Systems

2014 ◽  
pp. 62-83 ◽  
Author(s):  
Valentina Mihaela Ghinea
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
World System ◽  
Educational Systems ◽  
Simulation Tool ◽  
Negative Consequences ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process

The “Bologna process” has become a highly used idiom by all kinds of people who do not know what exactly it involves. They are unaware of its prerequisites and the correct way to measure its positive and/or negative consequences. Thus, this chapter explains the context of the Bologna reasoning as well as briefly expressing its content. It explores whether the harmonization of the European Educational Systems proposed and agreed on by nations is a fad or a real necessity, taking into consideration the actual evolution of the world. This is done by means of computerized simulation. The simulation tool is provided by TRUE-WORLD System Dynamics Software. In the end, some recommendations for a more efficient achievement of Bologna objectives are provided.

scholarly journals Academic Mobility as One of the Priority Areas in the Process of the Formation of the Common European Educational Space: the Ukrainian Experience of Cooperation

2017 ◽  
pp. 53-73
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Great Influence ◽  
Essential Element ◽  
European Higher Education Area ◽  
Academic Mobility ◽  
The World ◽  
The Common ◽  
European Higher Education ◽  
The Bologna Process

The integration processes, which take place in the world community in all spheres of the human activity have a great influence on the system of higher education. During this period, the common European education space is formed, which expressed particularly through harmonization of education standards, approaches, curricula, and specialties in different countries of the world. The open educational space provides for the increasing of student mobility and co-operation of university lecturers from different countries, which should help to improve the university graduates’ employment system and increase the status of these countries in the field of education. Academic mobility is one of the areas of the Bologna Process, which ensures the integrity of the European Higher Education Area and the European Research Area. At the same time the European space means not only the space of the states of the European Union. This space covers the territories of all member states of the Bologna Process. The course for the development of academic mobility is enshrined in almost all major documents governing the Bologna process. They note that the academic mobility of students, researchers and lecturers allows its participants to take advantage of European educational values (Prague Communiqué of Ministers of Education 2001), which forms the basis for the formation of the European Higher Education Area (Berlin Communiqué 2003), is an essential element of the Bologna process, which creates the new opportunities for personal growth, development of cooperation between people and institutions (London Communiqué 2007), etc. It is very important to find out how much our country is involved in the process of academic exchanges and international cooperation in the field of education, especially with European countries, as far as the international academic mobility is an important factor in the process of European integration.

scholarly journals The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

2020 ◽  
Vol 19 (6) ◽  
pp. 485-505
Author(s):  
Iryna Kushnir
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Bologna Process ◽  
Social Dimension ◽  
European Higher Education Area ◽  
Member States ◽  
Policy Documents ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Voice

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?

2019 ◽  
Vol 18 (2) ◽  
pp. 135-157 ◽  
Author(s):  
Monne Wihlborg
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Thematic Analysis ◽  
Higher Education Policy ◽  
Bologna Process ◽  
Critical Reasoning ◽  
Starting Point ◽  
European Higher Education ◽  
The Bologna Process ◽  
Over Time

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

scholarly journals Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

2009 ◽  
Vol 1 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alejandra Boni ◽  
Jordi Peris ◽  
Estela López ◽  
Andrés Hueso
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
European Higher Education ◽  
Deliberative Processes ◽  
University Degree ◽  
Development Engineering ◽  
The Bologna Process ◽  
Academic Year

In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

Sign in / Sign up

Export Citation Format

Share Document