Resources for Bologna


Torbjørn Digernes, Kristin Wergeland Brekke, Luísa Cerdeira, Raymond Werlen


12,99 € (53 Seiten, PDF)


  • Relations with Industry and Entrepreneurship in Higher Education Can Enhance Quality and Employability

    Torbjørn Digernes, Kristin Wergeland Brekke

    In Norway, the Bologna process started in 2003 with the implementation of the Quality Reform. The Bologna process also influenced the strategy of the Norwegian University of Science and Technology (NTNU), emphasizing international quality in education and research in order to serve the needs of society. This article focuses on how entrepreneurship and industry relations can enhance the relevance of education and researcher training, including doctoral education, and the employability of graduates. Fragmentation between many small research environments is one of the challenges for the quality of Norwegian researcher education. In higher education, industry and other sectors there is a need for more personnel with research competence. NTNU meets these challenges in various ways, inter alia by stimulating the development of larger research groups and national cooperation in researcher education. The international mobility of researchers is also essential to the university’s quality development.

  • Funding for Bologna

    A Perspective on the Financial Impacts of the Bologna Process

    Luísa Cerdeira

    This article provides an overview of some of the financial aspects linked to the implementation of the Bologna process in a higher education institution, with an emphasis on the introduction of the new degree structure. Based on a small survey of heads of university administration in ten countries, through the HUMANE network, the financial impacts of Bologna are explored from various perspectives. The article shows how higher education institutions must prepare for and implement this reform process using human, material and financial resources. Since the extra resources required for this are usually not provided through governmental or other EU funding, these are often found by diverting resources originally intended for education and research issues.

  • Cost Accounting in Swiss Universities

    Raymond Werlen

    This article describes the cost accounting model in Swiss universities and its implementation, as seen from a national perspective. Rather than giving a detailed description of developments in individual universities, the article focuses on the aspects and processes which were necessary in order to ensure comparability between the results of individual universities. The article concludes with a brief discussion of relations between cost accounting and the Bologna process as well as forthcoming challenges.

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