Bologna and Disciplanary Approaches 1


Johanna Witte, Jeroen Huisman, Manuel José dos Santos Silva, Miguel Castelo Branco, Carole Probst, Egbert de Weert, Johanna Witte, Mary Gobbi, Sándor Kerekes, András Nemeslaki


19,99 € (107 Seiten, PDF)


  • Curriculum Reconstruction by German Engineers

    Johanna Witte, Jeroen Huisman

    Engineering is one of the fields of study in which the implementation of the Bologna process, and the transition to a Bologna-type two-cycle degree structure, has been particularly debated. This article presents how the discipline of engineering in Germany is dealing with the challenges of implementing the reforms, both at universities and Fachhochschulen. The article is based on findings from a study commissioned by the Directorate-General for Education and Culture of the European Commission.

  • University of Beira Interior: Medical Education in the Faculty of Health Science

    Manuel José dos Santos Silva, Miguel Castelo Branco

    Medical education is one of the fields in which great changes have taken place in recent years, in Europe and particularly in Portugal. The Faculty of Health Sciences of the University of Beira Interior (UBI) was created in order to implement a new medical curriculum, featuring innovative pedagogical methods and training models. The study plan adopts an educational strategy based on learning through objectives; it is student-centred, problem-based, with vertical and horizontal integration, promoting an early introduction to the health system and to patient contact, and aiming at preparing the students to work in multidisciplinary teams. New information and communication technologies are important tools for students’ learning. The Medical Education Office manages the course. A new building has been designed and constructed to fit the purpose, incorporating a research centre in health sciences essential for all aspects of learning.

  • Medical Education in the Bachelor-Master Structure: the Swiss Model

    Carole Probst, Egbert de Weert, Johanna Witte

    Medical education is one of the fields in which the implementation of the Bologna process, especially the introduction of a Bologna-type two-cycle degree structure, has encountered resistance in most European countries. In most countries, the integrated curriculum in medical education has been maintained. Switzerland is an exception, moving towards the implementation of a two-cycle degree structure with a labour-market relevant Bachelor degree. The Swiss medical faculties have developed a model that meets the requirements of the Bologna process, and at the same time conforms to the European directives on medical education and to Swiss federal legislation. This article presents the Swiss model in the context of the general debate on Bologna reforms in medical education. Special attention is paid to aspects of the reforms which make the Swiss case a potential example for medical education throughout Europe.

  • The Hungarian Bologna Reforms in Business and Economics Education

    Managing the Cracking Monopoly of Corvinus University

    Sándor Kerekes, András Nemeslaki

    This article examines how the business and economics higher education landscape in Hungary has changed with the introduction of the Bologna process reforms. The Corvinus University of Budapest, as the consortium leader of universities and colleges implementing Bologna-conform business and economics programmes, has collected insights and experiences regarding how the colleges have influenced the Bologna programme objectives, how new entrants have inflated the educational market, and how the competition to attract students has intensified among traditional players. This article introduces and discusses four challenges in this process: the first being the strategic and market impacts, the second describing some less obvious social challenges, the third internal capability questions regarding innovation, faculty and globalisation, and finally the impact of the political environment. The authors are convinced that similar questions arise not only in Hungary, but also in other Central and Eastern European countries.

  • Nursing and Bologna: Implications for a Regulated Profession

    Mary Gobbi

    One of the main features of the Bologna Process is the recognition and accreditation of current or prior learning. Recognising prior learning (RPL) in a regulated profession can be a challenge, particularly in a profession like nursing, in which a great diversity of educational programmes prepare the nursing student to become a registered nurse. This article will use five hypothetical, yet realistic, case studies to demonstrate how nursing programmes can be designed to accommodate the needs of several stakeholder groups, including students, employers, academic institutions, regulators and patients. The article will discuss some of the common challenges and benefits presented by the Bologna Process and show how the Tuning Project has contributed to the debates. The article is intended for both nurse academics and educational administrators who are designing nursing programmes.

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