The aim of the current article is to discuss the role of the Bologna process in enabling quality of educational change, internationalisation and greater mobility using an example case study of a Russian university. Some discussion is provided to offer insights and inform future research and practice.
The authors highlight some of the quality issues associated with the Bologna process and reflect on how the statements underpin quality of learning and mobility in a European higher education area (EHEA) context. They explore some of the issues raised from the documentation and examine some early experiences and challenges from a leading Russian university as part of a wider examination of higher education in a Russian context.
The Bologna Declaration was signed in 1999 by 29 European countries. The Declaration became the guiding document for the Bologna process which is now being implemented by 47 (inclusive) EU and non‐EU countries. In Russia, Bologna did not begin well and was originally resisted by employers and universities several years ago. It has recently been started again but it is still in its early stages, as Bologna is only now being implemented more fully. Nevertheless, there are issues around the two cycle system and diploma certificates. Recognition from some employers is also still an issue but less so than before. However, specialist auditing agencies can also be used in conjunction with the universities to assure quality and reassure employers going forward. There is also a strong recognition that Russian higher educational institutions have come a long way in a short space of time in terms of quality and process development.
Whilst the research is limited to one case and is essentially qualitative and exploratory, the integrated analysis and discussion still provides useful insight and reflection concerning key issues as a consequence of recently implementing the Bologna process within the Russian educational system.
Esyutina, M., Fearon, C. and Leatherbarrow, N. (2013), "The Bologna process in higher education: an exploratory case study in a Russian context", Quality Assurance in Education, Vol. 21 No. 2, pp. 145-161. https://doi.org/10.1108/09684881311310683Download as .RIS
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