Implementing Bologna 4


Andreas Spiegl, Elisabeth Westphal, Robin H. Farquhar, Ada Pellert, Huw L. Morris, Maurice Whitehead, Robert Fouchet, Emil Turc


19,99 € (107 Seiten, PDF)


  • Identifying Your Institutional Starting Point

    Robert Fouchet, Emil Turc

    Under the impetus of the Bologna reforms, higher education institutions are experiencing an increasing need for strategic planning and change. The SWOT analysis is a simple and effective technique which addresses and supports strategy-making processes as well as the institutional capacity to implement change. The slightly different Force Field Analysis may provide additional information on the organisational capacity for change, as well as options for developing plans and initiatives to promote change. This article provides an overview of both tools in the context of implementing Bologna, with concrete examples of how they have been used by a French university.

  • Bologna: a Springboard to a University’s Student-employability and Internationalisation Agendas

    A case study of Swansea University, Wales

    Huw L. Morris, Maurice Whitehead

    This article aims to demonstrate how Swansea University, through an initially modest involvement with the Bologna process, has now based its internationalisation strategy on the principles underpinning the creation of a European Higher Education Area. The case study demonstrates how the experience gained through active participation in the Bologna reforms has benefited the university, informing its internationalisation agenda and acting as a springboard to its global ambitions. As part of this, the article shows how this participation has assisted in the development of collaborative (joint) postgraduate degrees, and explains, in a practical way, how obstacles and challenges have been overcome.

  • Facilitating Strategic Change in the Implementation of Bologna: an External Perspective

    Robin H. Farquhar

    The Bologna process is changing the European higher education landscape in fundamental, farreaching ways that promise to be of worldwide value if their full potential is realized. In implementing Bologna, programme redesign must be substantial and comprehensive, and quality management should transcend regular formal reviews. Deans are key leaders, and mechanisms are needed to balance their decentralized power with the central authority of a rector and vice-rectors. Governing boards are conducive to institutional autonomy, but their members need educating. Informal organizational and operational approaches can facilitate strategic change, and “binary divides” ought to be revisited.

  • Organisational Development and Promoting Change: the Deeper Dimensions of the Bologna Process

    Ada Pellert

    This article describes the characteristics of organisational development at universities and identifies critical points of action and support processes for the promotion of change. In doing so, the key features of organisational development, as well as tools and challenges for organisational development in the context of higher education institutions are outlined.

  • The Bologna Process: a Challenge to the Austrian Universities

    Andreas Spiegl, Elisabeth Westphal

    This article attempts to provide an insight into developments and questions within the Austrian public higher educational landscape, and to locate these changes within the European context. The article focuses on three interrelated main topics: 1. Bologna bachelor and master degrees: by introducing these new degrees a cultural change has been initiated within academia. What do these new degrees imply? How easy is it to move from one university to another (within Austrian/European universities)? How compatible are these new degrees? 2. Doctorate: what influence have European developments had on Austrian universities, and the development and implementation of new doctoral studies? What are the main issues and challenges (Austrian special case of open access; funding; organisation; supervision)? 3. Learning outcomes and the design of curricula: what do different types of curricula and learning outcomes really tell us? Which different opportunities do students have to reach their learning outcomes?

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