Pub Date : 2009-05-27DOI: 10.1080/03797720902746969
M. Brookes, J. Huisman
The Bologna Process is almost at its end and European policy‐makers currently reflect on appropriate objectives and policies for the next decade. Given that the Bologna Process is generally seen as an example of unprecedented change in European higher education and that the major overarching objective of the Process was to increase the competitiveness of European higher education vis‐a‐vis the USA and Japan, it is worthwhile to investigate how and to what extent US higher education has responded to the European developments. This article analyses to what extent elements of the Bologna Process are reflected in recent US higher education policy discourse, using Tolbert and Zucker's (1996) framework of institutionalization which assumes a gradual process of the diffusion of an innovation. This analysis stresses a more uneven, piecemeal and even haphazard process, particularly in the initial stages of the institutionalization process, and suggests an adaptation of the framework.
{"title":"The Eagle and the Circle of Gold Stars: Does the Bologna Process Affect US Higher Education?","authors":"M. Brookes, J. Huisman","doi":"10.1080/03797720902746969","DOIUrl":"https://doi.org/10.1080/03797720902746969","url":null,"abstract":"The Bologna Process is almost at its end and European policy‐makers currently reflect on appropriate objectives and policies for the next decade. Given that the Bologna Process is generally seen as an example of unprecedented change in European higher education and that the major overarching objective of the Process was to increase the competitiveness of European higher education vis‐a‐vis the USA and Japan, it is worthwhile to investigate how and to what extent US higher education has responded to the European developments. This article analyses to what extent elements of the Bologna Process are reflected in recent US higher education policy discourse, using Tolbert and Zucker's (1996) framework of institutionalization which assumes a gradual process of the diffusion of an innovation. This analysis stresses a more uneven, piecemeal and even haphazard process, particularly in the initial stages of the institutionalization process, and suggests an adaptation of the framework.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"39 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-05-27DOI: 10.1080/03797720902747041
Y. M. Kim
European policy‐makers hope that by 2010 tertiary education in European countries will be ‘connected’ and become the much sought for European Higher Education Area. The reforms currently unfolding will modernize the daily practices of European higher education institutions. From transferability of degrees, employing a credit‐based system and improving the capital base of institutions, the shape and make‐up of tertiary systems will yield more alignment from disparate systems with heterogeneous parts. The policy innovations in Europe, as a consequence, have implications for American policy‐makers as well. As European tertiary education evolves, it will pressure American policy‐makers to adapt and react, especially as its leadership in educational capital has slipped as a result of Europe's surge in degree attainment.
{"title":"Convergence of Tertiary Education Policies in Europe and Implications for the United States of America","authors":"Y. M. Kim","doi":"10.1080/03797720902747041","DOIUrl":"https://doi.org/10.1080/03797720902747041","url":null,"abstract":"European policy‐makers hope that by 2010 tertiary education in European countries will be ‘connected’ and become the much sought for European Higher Education Area. The reforms currently unfolding will modernize the daily practices of European higher education institutions. From transferability of degrees, employing a credit‐based system and improving the capital base of institutions, the shape and make‐up of tertiary systems will yield more alignment from disparate systems with heterogeneous parts. The policy innovations in Europe, as a consequence, have implications for American policy‐makers as well. As European tertiary education evolves, it will pressure American policy‐makers to adapt and react, especially as its leadership in educational capital has slipped as a result of Europe's surge in degree attainment.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133174036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-05-27DOI: 10.1080/03797720902747074
K. Donert
The state and status of higher education in different countries and regions has been the subject of considerable debate, research and publication; yet little continental scale research has been undertaken except in the United States of America. This paper reports on large‐scale cooperation taking place in European higher education. It particularly examines the development, role, activities and actions of Thematic Network Projects (TNPs) that have been established to support the modernization of higher education and therefore the implementation of the Bologna Process. The paper reviews the operation and structure of TNPs in the context of the Bologna Process and their contribution to the European Higher Education Area, presenting research of the development, activity and some outcomes of thematic networks in higher education in order to examine the impact of such networks as agents of change in turbulent educational times.
{"title":"Thematic Network Projects in European Higher Education: An Analysis of Agents of Change.","authors":"K. Donert","doi":"10.1080/03797720902747074","DOIUrl":"https://doi.org/10.1080/03797720902747074","url":null,"abstract":"The state and status of higher education in different countries and regions has been the subject of considerable debate, research and publication; yet little continental scale research has been undertaken except in the United States of America. This paper reports on large‐scale cooperation taking place in European higher education. It particularly examines the development, role, activities and actions of Thematic Network Projects (TNPs) that have been established to support the modernization of higher education and therefore the implementation of the Bologna Process. The paper reviews the operation and structure of TNPs in the context of the Bologna Process and their contribution to the European Higher Education Area, presenting research of the development, activity and some outcomes of thematic networks in higher education in order to examine the impact of such networks as agents of change in turbulent educational times.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125009758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-05-27DOI: 10.1080/03797720902747082
José María González González, J. L. A. Montaño, T. Hassall
The Bologna Process is fostering a change in higher education systems in order to attain the objectives of educational convergence, comparability and mobility of students and academics. As a consequence, the structure of degrees, syllabuses, pedagogy and evaluation and assessment systems (for students, teaching staff and programmes) must be revised. The present paper presents a comparative analysis from an accounting education perspective of the educational context in the United Kingdom (UK) and Spain identifying differences in their institutional characteristics, culture, etc. This paper evidences that a comparative analysis of the conditioning factors of the change will be necessary to facilitate any implementation.
{"title":"Bologna and beyond : a comparative study focused on UK and Spanish accounting education","authors":"José María González González, J. L. A. Montaño, T. Hassall","doi":"10.1080/03797720902747082","DOIUrl":"https://doi.org/10.1080/03797720902747082","url":null,"abstract":"The Bologna Process is fostering a change in higher education systems in order to attain the objectives of educational convergence, comparability and mobility of students and academics. As a consequence, the structure of degrees, syllabuses, pedagogy and evaluation and assessment systems (for students, teaching staff and programmes) must be revised. The present paper presents a comparative analysis from an accounting education perspective of the educational context in the United Kingdom (UK) and Spain identifying differences in their institutional characteristics, culture, etc. This paper evidences that a comparative analysis of the conditioning factors of the change will be necessary to facilitate any implementation.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124872230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-05-27DOI: 10.1080/03797720902746985
R. Marimon, M. Lietaert, M. Grigolo
Many researchers trained in Europe leave to work abroad, namely in the USA. This brain‐drain phenomenon is the result of a lack of openness and competition in European academic systems. Some aspects relating to the mobility of academic careers could make a difference in attracting – and maintaining – researchers, aside to serious structural reform. This article explains how, in terms of mobility, it is possible to distinguish four different higher education models in Europe, showing persistent heterogeneity in the tenth anniversary of the Bologna Declaration.
{"title":"Towards the ‘Fifth Freedom’: Increasing the Mobility of Researchers in the European Union","authors":"R. Marimon, M. Lietaert, M. Grigolo","doi":"10.1080/03797720902746985","DOIUrl":"https://doi.org/10.1080/03797720902746985","url":null,"abstract":"Many researchers trained in Europe leave to work abroad, namely in the USA. This brain‐drain phenomenon is the result of a lack of openness and competition in European academic systems. Some aspects relating to the mobility of academic careers could make a difference in attracting – and maintaining – researchers, aside to serious structural reform. This article explains how, in terms of mobility, it is possible to distinguish four different higher education models in Europe, showing persistent heterogeneity in the tenth anniversary of the Bologna Declaration.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129370831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-05-27DOI: 10.1080/03797720902747017
K. Pawłowski
Beginning with a view of the role of tertiary‐level educational institutions in the globalizing world and the condition of the Polish higher education system in 2007, the author presents the factors affecting the regional development as well as those that exert the strongest influence on long‐term regional development. While examining current ventures undertaken by the Wyzsza Szkola Biznesu – National‐Louis University (WSB‐NLU), the author postulates a new model of higher education institution, ‘the Fourth Generation University’, which has a significant impact on its environment and also transforms itself. The postulated model has been supported by a brief description of a large project, launched in 2006, of the Nowy Sącz Network of Innovation and Knowledge Transfer and the Multimedia City.
{"title":"The ‘Fourth Generation University’ as a Creator of the Local and Regional Development","authors":"K. Pawłowski","doi":"10.1080/03797720902747017","DOIUrl":"https://doi.org/10.1080/03797720902747017","url":null,"abstract":"Beginning with a view of the role of tertiary‐level educational institutions in the globalizing world and the condition of the Polish higher education system in 2007, the author presents the factors affecting the regional development as well as those that exert the strongest influence on long‐term regional development. While examining current ventures undertaken by the Wyzsza Szkola Biznesu – National‐Louis University (WSB‐NLU), the author postulates a new model of higher education institution, ‘the Fourth Generation University’, which has a significant impact on its environment and also transforms itself. The postulated model has been supported by a brief description of a large project, launched in 2006, of the Nowy Sącz Network of Innovation and Knowledge Transfer and the Multimedia City.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130271134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-12-01DOI: 10.1080/03797720802522718
G. Filella, I. Lara, A. Soldevila, J. Nadal, R. Ribes, M. J. Agulló, Fernando Carrillo
The evaluation of a preliminary study on the possible implementation of a Mentorship Plan in the Faculty of Teacher Education at the University of Lleida (UdL) is described. A total of sixty‐seven first‐year Special‐ and Nursery School‐education teacher students participated in this survey. Results were evaluated in both qualitative and quantitative terms. Participating students declared themselves satisfied with the contents of the Plan. However, further analysis of results indicates the convenience of adapting the Plan to the particular needs of each university degree, and of improving some organisational and methodological aspects observed during this preliminary survey.
{"title":"Preliminary Evaluation of the Implementation of a Mentorship Plan in the Faculty of Education at the University of Lleida (UdL), Spain.","authors":"G. Filella, I. Lara, A. Soldevila, J. Nadal, R. Ribes, M. J. Agulló, Fernando Carrillo","doi":"10.1080/03797720802522718","DOIUrl":"https://doi.org/10.1080/03797720802522718","url":null,"abstract":"The evaluation of a preliminary study on the possible implementation of a Mentorship Plan in the Faculty of Teacher Education at the University of Lleida (UdL) is described. A total of sixty‐seven first‐year Special‐ and Nursery School‐education teacher students participated in this survey. Results were evaluated in both qualitative and quantitative terms. Participating students declared themselves satisfied with the contents of the Plan. However, further analysis of results indicates the convenience of adapting the Plan to the particular needs of each university degree, and of improving some organisational and methodological aspects observed during this preliminary survey.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129107489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-12-01DOI: 10.1080/03797720802522593
Eleni Prokou
This article argues that in today's knowledge societies, European universities are called upon to make students more employable, by cultivating their skills and by encouraging them to lifelong learning for enhancing their flexibility in the labour market. Employability is emphatically stressed and, to a certain extent, is associated with equity concerns. However, the special emphasis on employability is strongly associated with the emergence of the ‘market‐driven’ or ‘pragmatic’ university, as pressures increase for the university to abandon the Humboldtian ideals of its autonomy.
{"title":"The Emphasis on Employability and the Changing Role of the University in Europe","authors":"Eleni Prokou","doi":"10.1080/03797720802522593","DOIUrl":"https://doi.org/10.1080/03797720802522593","url":null,"abstract":"This article argues that in today's knowledge societies, European universities are called upon to make students more employable, by cultivating their skills and by encouraging them to lifelong learning for enhancing their flexibility in the labour market. Employability is emphatically stressed and, to a certain extent, is associated with equity concerns. However, the special emphasis on employability is strongly associated with the emergence of the ‘market‐driven’ or ‘pragmatic’ university, as pressures increase for the university to abandon the Humboldtian ideals of its autonomy.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133537939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-12-01DOI: 10.1080/03797720802522601
J. Guth
This paper, based on extensive empirical work with Polish and Bulgarian scientists in Germany and the UK, examines the impact of the EU enlargement including the free movement of persons provisions on the mobility of scientists from Eastern to Western Europe. It focuses on early career researchers and particularly PhD candidates and begins by sketching out the status and ensuing free movement rights of those scientists in European Law. It then moves to discuss the policy rationale for promoting scientific mobility and examines how this fits with the scientists' own perspectives. Following on from there the paper looks at various areas where the EU enlargement has had an impact including the continuing transitional agreements, cheaper travel and the question of tuition fees, and goes on to consider the symbolic power of law in influencing scientific mobility.
{"title":"The Opening of Borders and Scientific Mobility: The Impact of EU Enlargement on the Movement of Early Career Scientists","authors":"J. Guth","doi":"10.1080/03797720802522601","DOIUrl":"https://doi.org/10.1080/03797720802522601","url":null,"abstract":"This paper, based on extensive empirical work with Polish and Bulgarian scientists in Germany and the UK, examines the impact of the EU enlargement including the free movement of persons provisions on the mobility of scientists from Eastern to Western Europe. It focuses on early career researchers and particularly PhD candidates and begins by sketching out the status and ensuing free movement rights of those scientists in European Law. It then moves to discuss the policy rationale for promoting scientific mobility and examines how this fits with the scientists' own perspectives. Following on from there the paper looks at various areas where the EU enlargement has had an impact including the continuing transitional agreements, cheaper travel and the question of tuition fees, and goes on to consider the symbolic power of law in influencing scientific mobility.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131526437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-12-01DOI: 10.1080/03797720802522643
D. G. Omerzel, Nada Trunk Sirca
The creation of a flexible education system, including procedures for the validation of previous education and other forms of knowledge should be one of the objectives of higher education institutions as well as other institutions that are engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals and educational institutions. This article describes the situation with respect to the recognition of prior learning in EU countries and the Slovenian reactions to them. Moreover, it presents the results of empirical research which investigated the motivation of educational institutions to co‐operate in the system established to validate non‐formal and informal learning.
{"title":"The Validation of Different Kinds of Knowledge at the Higher Education Level","authors":"D. G. Omerzel, Nada Trunk Sirca","doi":"10.1080/03797720802522643","DOIUrl":"https://doi.org/10.1080/03797720802522643","url":null,"abstract":"The creation of a flexible education system, including procedures for the validation of previous education and other forms of knowledge should be one of the objectives of higher education institutions as well as other institutions that are engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals and educational institutions. This article describes the situation with respect to the recognition of prior learning in EU countries and the Slovenian reactions to them. Moreover, it presents the results of empirical research which investigated the motivation of educational institutions to co‐operate in the system established to validate non‐formal and informal learning.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127944382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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