Bologna and Disciplinary Approaches 2


David Gordon, Leif Christensen, Hans Karle, Jean-Marc Thiriet, Madalena Patrício, Ronald M Harden, Frans Vanistendael, Wilfried Boomgaert, Frederik De Decker


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  • Medical Education in the Bologna Process

    A Critical Appraisal of Current Practice and Implementation

    David Gordon, Leif Christensen, Hans Karle

    The ideals of the Bologna process are to make higher education comparable and compatible throughout Europe, and to improve competitiveness and employability of European graduates. They apply to medicine just as to any other academic subject. Regrettably, problems and disagreements over the bachelor-master two cycle model have dominated the discussion about implementation of the Bologna process in medicine. This article examines all the Bologna action lines, and suggests what should be done in each of them. Data presented show that the two cycle model will not be implemented in any form in most medical schools in Europe. We recommend concentration on the really important issues for the development of medical education, rather than further unproductive discussion of the two cycle model.

  • Implementation of the Bologna Process in Electrical and Information Engineering in Europe: Present Situation and Evolutions

    Jean-Marc Thiriet et al.

    The EIE-Surveyor ERASMUS thematic network ran from October 2005 to November 2008. The main topics dealt with in the disciplines of Electrical and Information Engineering (EIE) were competences, accreditation, quality and the Bologna process. The main outcomes of the project are three books which freely available to all parties interested. The books provide information on the existing curricula in EIE in Europe, on the implementation of the Bologna process, mobility aspects, on the current situation and on recommendations for accreditation in conjunction with a quality approach.

  • Medical Education and the Bologna Process

    Madalena Patrício, Ronald M Harden

    Despite initial serious reservations about the application of the Bologna process to medical education, there has been a move, at least in some countries, towards a recognition of the benefits to be gained from greater transparency, a general equivalence of degrees across Europe, cooperation with regard to quality assurance, an emphasis on more flexible learning paths and lifelong learning, and the promotion of mobility. The aspect about which there has been most concern has been the twocycle model, although an AMEE-MEDINE survey has shown that this has been implemented in some medical schools. A clear need, however, has emerged for medical schools to be better informed about the Bologna process and for there to be a more open discussion about the benefits and strategies for implementation. To highlight the key issues and hopefully clarify some misunderstandings AMEE has produced a statement about medical education and the Bologna process. The Bologna process, it is hoped, can serve as a catalyst to assist medical education to respond to the challenges facing medicine today and as a vehicle to encourage reflection about the future of medical education in a global society.

  • Bamalaw: A Decade’s Assessment of Renewal in Legal Education

    Frans Vanistendael

    Ten years after the Sorbonne-Bologna declaration this paper examines whether the major goals of the Bachelor-Master reform (common structure of programmes, comparability of degrees, employability, increase in the mobility of students and teachers, international competitiveness of European law schools, development of a common quality control and promotion of a European character of legal education) have been achieved. The article does not give a full survey of the ongoing reform in all 46 Bologna signatory states, but highlights problems, achievements and differences in its implementation across Europe. It also addresses unresolved issues such as the different conditions of access to law schools, the access of law graduates to legal professions in other countries and the problems of law schools in smaller to position themselves in a competitive global market for legal education.

  • Tensions Between the Bologna Process and Directive 2005/36/EC in Respect of Nursing Education: The Flemish case

    Wilfried Boomgaert, Frederik De Decker

    Nursing in Europe is facing serious challenges, mainly huge manpower planning problems. Flanders/Belgium is trying to cope with these challenges: based on the Bologna principles, notably the possibilities of flexible, competence-based and credit-oriented study programmes, different (government-supported) initiatives have been launched. It has been claimed that these initiatives are not fully compliant with the Qualifications Directive (2005/36/EC). This could result in serious conflict, but we urge all parties involved to strive for a sustainable solution. Such a solution should offer both legal certainty and adherence to the principles of contemporary nursing and nursing education. It should also ensure that, from a quantitative and qualitative point of view, the high standard of nursing is maintained.

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