Implementing Bologna 1


Eric Froment, Barbara Weitgruber, Manja Klemencic, Lewis Purser, David Crosier, Carmen Fenoll, Carmen Vizcarro, María José Vieira


15,99 € (83 Seiten, PDF)


  • The Evolving Vision and Focus of the Bologna Process

    Eric Froment

    Based on an analysis of internal and external policy objectives at the start of the Bologna Process, this article reviews the changes that have occurred since 1998 and examines those taking shape in 2006. The article looks at moves to broaden the process in terms of extending it and intensifying its impact in ways that go beyond a simple reform of higher education. This is occurring both within Europe through linkages with other European processes, and globally in terms of relations between Bologna and other higher education and research systems throughout the world.

  • National Higher Education Systems and the Bologna Process

    Barbara Weitgruber

    As a voluntary inter-governmental process aimed at increasing the attractiveness and competitiveness of Europe, through coordinating national policies and converging national higher education systems, the Bologna process has been the initiator for sweeping reforms across Europe. Existing European instruments such as ECTS (European Credit Transfer System) have been used as references and new ones such as the framework for qualifications have been introduced. Nevertheless, higher education has broader aims relevant to social, cultural and human development; the European Higher Education Area will therefore be shaped strongly by shared values.

  • The Bologna Process and Student Expectations

    Manja Klemenčič

    This article argues that seven years after the signature of the Bologna Declaration, the key ideas behind the establishment of the European Higher Education Area are still as compelling as in 1999. Despite progress on many fronts, the main objectives of the Bologna process – better quality, more mobility, greater attractiveness of European higher education and better employability of European students – are still in the process of being achieved. From the student perspective, the key ‘problem areas’ still lie in the area of quality assurance, including the modernisation of curricula, the need for learner-focused teaching and of systematic skills development. Another area of concern remains the continued under-financing of higher education, with the related questions of access and student welfare.

  • Implementing the Bologna Process

    An overview of the EUA Trends reports 1999 − 2005

    Lewis Purser, David Crosier

    The aim of this article is to document the early stages of the Bologna process through a short overview of the four “Trends” reports coordinated by EUA and published to coincide with the meetings of higher education ministers every two years from 1999-2005. The article examines the major issues raised in each of the four reports, and how these issues have evolved over the six-year period. This overview includes the evolving focus of the reports, the methodologies chosen to explore these foci, the improved availability and transparency of detailed information regarding higher education systems across Europe, as well as the main reform areas themselves – degree structures, mobility, recognition, quality assurance, and Bologna tools such as ECTS, the Diploma Supplement and qualifications frameworks.

  • The Bologna Process in Spain, as Seen by University Leaders, Teachers and Students: Perceptions and Issues

    Carmen Fenoll, Carmen Vizcarro, María José Vieira

    We examine the views of different university actors regarding the EHEA in Spain. Key official regulations implementing the Bologna Process were enacted only late in 2007. University leaders support Bologna as part of a modernisation process which they see as inescapable; they have facilitated the reform with varying degrees of enthusiasm. Teaching staff perception is mixed: there are two extreme views, represented by enthusiast innovators at one end and resistant teachers at the other; the dominant view is one of scepticism. Students have regarded Bologna as a threat, but their representatives also regard Bologna as an opportunity for better and more inclusive education; anti-Bologna sentiment has weakened.

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