Implementing Bologna 3
Ruth Keeling, Dionyssis Kladis, Annika Pontén, Martin Prchal, Ian Tudor, Wolfgang Mackiewicz
15,99 € (99 Seiten, PDF)
Significance of the Bologna Process beyond Europe: Perspectives for the Commonwealth
Over the last decade, the Bologna process has confirmed the European Higher Education Area as a globally-attractive study destination and research location. The development of compatible degree structures and a system of internationally transferable credits across Europe has redefined European higher education as open and attractive to the rest of the world. While the “external dimension” of this process is growing in policy importance, the impact and influence of the Bologna process in other world regions is still under-researched. This article explores the significance of these European higher education developments for countries throughout the Commonwealth. It examines some of the opportunities and implications of the Bologna process reforms for Commonwealth students studying in Europe, and the possible impact of the Bologna policies and models on the higher education systems of Commonwealth countries.
The Social Dimension of the Bologna Process: Principles and Concepts
This article is an attempt to outline the content and the scope of the social dimension of the emerging European Higher Education Area (EHEA) and shed light on some crucial issues. The main methodological tool used is an analysis of the short history of the Bologna process since 1999, with an emphasis on the position that the social dimension has gained throughout the years in the process. The overall analysis focuses on the two major concepts regarding the social dimension that are widely accepted nowadays: First, that the social dimension should counterbalance the need for competitiveness and attractiveness of the EHEA; second, that the social dimension should be considered as a constituent part of the EHEA and, hence, should be approached as an overarching and transversal action line for the implementation of the Bologna process.
Is the Bologna Process for Everyone?
The Social Dimension – a Key Issue for the Future of the European Higher Education Area
Prior to the Bergen Ministerial meeting in 2005 there was no common understanding of the concept “social dimension of higher education”. After Bergen, a Bologna process working group was given the task of defining the concept and presenting comparable data on the social dimension. Considering the diversity of the Bologna countries, the working group did not find it appropriate to define the social dimension specifically, but rather regard it as a process leading to an objective that should be commonly agreed. While committing to the same objective, the means for reaching the objective should be adapted to national priorities and circumstances. The work also showed that it is not yet possible to find data on the social dimension of higher education that are reliable and comparable and that cover the whole EHEA. An expert statistical group should be given the mandate to develop comparable and reliable data to inform progress towards an overall objective for the social dimension in all Bologna countries.
Bologna & Music: Harmony or Polyphony?
The European Dimension in Professional Music Training
This article explores the European developments in higher education from the perspective of the professional music training sector. An introduction to European cooperation between the professional music training institutions in the early stages is followed by a description of how the sector is taking a pro-active approach to making the rather ‘un-musical’ principles of the Bologna process workable and relevant for professional music training institutions, while at the same time taking into account the rich and fascinating diversity of European music and music training.
The Bologna Process and Higher Education Language Policy
This article focuses on the role of languages in working towards the objectives of the Bologna process. It discusses the “language challenge” set to higher education institutions by Bologna in terms of the preparation of their students, researchers and other staff for full participation in the European Higher Education Area, for mobility, and for employability. It then introduces the concept of higher education language policy, suggesting that all higher education institutions should adopt a coherent policy with respect to language learning. The greater part of the article is then devoted to the discussion of a number of reference points relevant to the development of a language policy, namely, languages and the strategic positioning of the institution, enabling conditions, pedagogical issues, and the development of an integrated model.
Weitere Titel in dieser Reihe
- Access in Higher Education
- Bologna 2.0 or Beyond Bologna
- Bologna and Disciplanary Approaches 1
- Bologna and Disciplinary Approaches 2
- Developing and Implementing Joint Degrees
- Developing Mobility and Ensuring Recognition
- Developing the Doctorate 1
- Developing the Doctorate 2
- Embedding a Quality Culture in Institutions
- Employability in Higher Education
- Implementing Bologna 1
- Implementing Bologna 2
- Implementing Bologna 4
- Implementing Bologna 5
- Introducing the Bachelor and the Master
- Lifelong Learning in European Higher Education 1
- Lifelong Learning in European Higher Education 2
- Regional Networking
- Promoting New Approaches to Learning
- Reconsidering Your Mission and Profile
- Resources for Bologna
- Strengthening the European Dimension in Higher Education
- The Changing Roles of Higher Education in Society
- Framework for Qualifications of the European Higher Education Area
- Towards Student-centered Learning
- Understanding Degree Structures and Learning Outcomes
- Understanding Quality in Higher Education 1
- Understanding Quality in Higher Education 2
- Understanding Quality in Higher Education 3
- Using the Diploma Supplement
- Using the European Credit Transfer and Accumulation System (ECTS)
- Using Learning Outcomes