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1 – 10 of over 84000This article provides an overview and analysis of 50 years of European policies, actions, and challenges to align its higher education and research, as well as lessons learned…
Abstract
Purpose
This article provides an overview and analysis of 50 years of European policies, actions, and challenges to align its higher education and research, as well as lessons learned from this for similar initiatives elsewhere.
Design/methodology/approach
The study builds on a comprehensive overview and study of policy documents and scholarly literature to identify by decade the main policies and actions and the related challenges towards a European Higher Education and Research Area.
Findings
The findings make clear the key rationales, challenges, shifts and lessons to be learned from 50-year European policies for the alignment of higher education.
Originality/value
Its value lies in the historical overview and analysis of current initiatives, in particular the European Universities Initiative (EUI), to provide a historical and geographical context, which might give insight for similar initiatives elsewhere.
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This chapter conceptualises inclusion and neoliberalism and theorises the relationship between these two phenomena in order to contextualise the debates presented in the rest of…
Abstract
This chapter conceptualises inclusion and neoliberalism and theorises the relationship between these two phenomena in order to contextualise the debates presented in the rest of the chapters in this book. Additionally, this chapter investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process (BP) policy documents. This chapter is informed by a thematic analysis of 26 documents, issued between 1998 and 2020. The chapter demonstrates that understanding ‘inclusion’ only with regard to lifelong learning, student-centred education and the social dimension has pitfalls – there are overlaps between these action lines and, consequently, the relationships among them are unclear. A better way of understanding inclusion in Bologna may be through considering a tight relationship between the inclusion and neoliberal discourses in the support of marginalised groups in higher education (HE). The relationship has been evolving in relevant policy documents since 1998 which is the year that marks the preparatory Sorbonne meeting that gave life to Bologna in 1999. The inclusion discourse grew in strengths, while the neoliberal rhetoric firmly stood its ground since the beginning of the BP, while undergoing some transformations. In spite of such seemingly positive dynamic in the development of inclusion in the BP, its definition remained vague in the policy documents until 2020 as it was unclear which exact underprivileged groups were meant to be supported in the European Higher Education Area (EHEA). The 2020 conference outcome documents made a significant step towards closing the gaps in our understanding of whom inclusion targets in Bologna and how to implement these inclusion ideas. The chapter highlights this achievement and also prepares the reader to problematise its reach in national contexts later in the book.
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European Educational Policies have been studied not only from an economic and political approach but also from an educational and cultural one. On this basis, and according to the…
Abstract
European Educational Policies have been studied not only from an economic and political approach but also from an educational and cultural one. On this basis, and according to the contemporary political, cultural, economic and social changes and reclassifications, modern higher education and teacher education – not only in Europe but in Africa and elsewhere – suggest new aims and targets. These aims are to find new ways of knowledge communication and production. Educational policies in Europe – like the Bologna Declaration and the Uniformization of Higher Education provide some ‘lessons’ for Higher Education and Teacher Education in Africa.
The purpose of this paper is to discuss the implementation and developments of the Bologna Process in the Higher Education Institutions (HEIs) as a new paradigm of the European…
Abstract
Purpose
The purpose of this paper is to discuss the implementation and developments of the Bologna Process in the Higher Education Institutions (HEIs) as a new paradigm of the European system of higher education, in general, and of the Portuguese system, in particular.
Design/methodology/approach
The paper uses firstly, higher education system statistics; secondly, Government and European Union documents; and thirdly, academic papers that conceptual frame the issues under discussion.
Findings
Portuguese HEIs are engaged in the Bologna process, but it shows some contradictions within the higher education system. One of these contradictions is the restructuring of the degrees and cycles had led to the apparently destruction of the binary system (universities and polytechnics) which existed in for more than 30 years. Another contradiction is carry out common European priorities and, at the same time, maintaining the national culture, language, education systems and HEIs autonomy. Although, the system promotes the cooperation between HEIs and increases the research, the innovation and the sustainable development, at a national level, as well as, an international level.
Practical implications
HEIs need to promote the strategic function of higher education and it demands a constant adaptation of the conceptual field, especially, in the social, economic and technological perspectives. These perspectives will assurance the enhancement and the preservation of quality of teaching/learning. These will improve the education for sustainable development that it develops higher growth and better educational performance.
Originality/value
Provides empirical evidence about the social dimension of the higher education system and analyse the Bologna Process in the HEIs.
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This paper aims to assess the “external dimension” goals of the Pan European Bologna reform, almost 19 years after its launch. The influences of the reform on higher education in…
Abstract
Purpose
This paper aims to assess the “external dimension” goals of the Pan European Bologna reform, almost 19 years after its launch. The influences of the reform on higher education in Africa, Latin America and the Caribbean, and Asia-Pacific are investigated. The paper analyses the appeal of the 1999 Bologna Process (BP), which, arguably, symbolizes an effort to strengthen the hegemony of Western European education and influence, has for the first time gone beyond ex-colonial lines, including areas where Europe’s socio-political influence is not impactful.
Design/methodology/approach
This paper opted for an analytical review of the literature on the European higher education internationalization goals as stated in external dimension objectives of the Bologna Process reform. The literature search was complicated by the limited number of peer review articles focusing on the spread of the Bologna model beyond Europe. As a result, the inclusion criteria were flexible, and consideration was given to educational website reports/articles, dissertations, books, pamphlets, and internal EU/European Commission reports.
Findings
The findings of this review indicate that, in spite of significant challenges, the internationalization objectives of Bologna Process are gradually being met in Africa, Latin America and Asia. Most notable is that some countries that historically did not have a European colonial presence are embracing aspects of the Bologna reform. Almost 19 years after, the BP reform now has a significant external influence not only in the former Portuguese, Spanish, British and French colonies but also beyond. In spite of the overwhelming embrace of the BP model in Europe and outside of Europe, its implementation, everywhere, has faced some administrative, political, and economic challenges.
Research limitations/implications
The study examined the spread of the Bologna Process models beyond Europe and not its acceptability by stakeholders such as faculty and students outside Europe. Future research could examine the satisfaction rates among higher education stakeholders in regions and countries embracing the BP models.
Practical implications
The findings of this review indicate that the steady spread of the BP means that more countries and tertiary education institutions can explore opportunities aimed at developing more educational and socioeconomic partnership, including the exchange of knowledge, technology and resources.
Originality/value
While emphasizing the benefits and opportunities for cooperation, the paper identifies that the increasing internationalization trends influenced by the BP are leading to regional higher education cooperation in Asia, Latin America and Africa. Other higher education models around the world can learn from the marketing strategies of the BP aided by EU.
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Emma O’Brien, Bojana Ćulum Ilić, Anete Veidemane, Davide Dusi, Thomas Farnell and Ninoslav Šćukanec Schmidt
This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to…
Abstract
Purpose
This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.
Design/methodology/approach
The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.
Findings
The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.
Originality/value
Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.
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It is not rare to read positive comments about North American higher education from higher education stakeholders in Europe, particularly policy-makers and institutional managers…
Abstract
It is not rare to read positive comments about North American higher education from higher education stakeholders in Europe, particularly policy-makers and institutional managers. The aspects of the system which are most often praised are the degree of institutional competition and the benefits this brings in terms of institutional flexibility, responsiveness, and adaptability. Moreover, those voices also enhance the resourcefulness of North American higher education institutions in finding alternative sources of funding to cope with the steady decline in public funding. In recent decades European higher education has felt the impact of the aforementioned trends and the effects have been not altogether dissimilar from the ones identified in North American higher education. Moreover, the growing integration of European higher education systems has also contributed to enhance some convergence with some of the trends identified in the American case. In this paper, we reflect on the impact of the increasing marketization of funding and governance mechanisms on the European higher education landscape and compare it with the impact of those trends discussed in the papers by Irwin Feller and George W. Breslauer.
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