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This chapter tries to explain the impact of the European Commission's ERASMUS programme on national higher education policies of 18 European countries. Based on an analysis of the literature on Europeanisation and policy impact, it is hypothesised that the impact will be very modest, but that there may be indirect impacts and differences in impact across countries dependent on institutional features of the higher education system. The empirical findings support the hypothesis: ERASMUS certainly has increased policy-makers’ awareness of the importance and possible consequences of further internationalisation. Nevertheless, ERASMUS has a more profound effect on higher education institutions and students. In addition, policy-makers have been much more influenced regarding their internationalisation policies by the Sorbonne and Bologna Declarations. There are some noteworthy differences between the countries that relate to specific domestic characteristics (e.g. language and colonial history).

In his later works Charles Tilly extended his analysis of contention by scrutinizing the dynamics of contentious performances and the enactment of identities through them. Complementing these investigations he analyzed the centrality of trust networks in sustained challenges to authority. On a somewhat detached track Tilly developed an examination of reason giving in social life and more particularly the ways in which people do critical transactional work through stories, often with the assessment of credit and blame. In this chapter, we quilt these various pieces to offer an analysis of how storytelling is vital to the construction of trust and blame in contentious performances, both in the face of threat and opportunity. We explain how these later works on storytelling, identities, and trust can be integrated fruitfully with his many writings on contention to expand the analysis of its culture dimensions. We draw on three years of field work with a chapter of the Voice of the Faithful, an organization of Catholics that formed in the wake of the priest sexual abuse crisis, to exemplify this integration of Tilly's work. Using data from field notes and interviews we demonstrate how chapter members engage in the telling standard stories of origin, legacy and transformation, and trust in their pursuit of change and in maintaining internal solidarity. We conclude that our integration of Tilly's later work can be added to other perspectives on narrative to broaden the cultural analysis of contention.

This chapter employs analytic autoethnography to explore and reflect on the author's quest for meaning and whether this redefines or undermines the concept of authenticity as interpreted by the primary advocates of authentic leadership. The data start from author's studies in the Air Force Engineering Military Academy. Turcan develops the typology of search for meaning and its four types: dreamlanding; self-actualising; missing out; and self-transcending. The meaning of life is conspicuously absent from the authentic leadership literature and yet if a leader does not address it how can they function effectively as a leader? This typology may guide future research at this intersection.

This chapter focuses on the underlying levers of diversity management, namely inclusive leaders, authenticity, networking and visibility, and clear career paths in two best practice cases. The aim of our research is to provide the strategic orientation of developing diversity management through business education in Slovenian business environment based on best practice cases as well as content analysis of 104 responses within management course at the Faculty of economics University of Ljubljana.

Qualitative joint content analysis was selected to analyze the data, in order to quantify qualitative data collected, by understanding its context.

Based on findings, the conceptual model of diversity management curriculum is introduced.

Limitations of the study are in the open-ended questionnaire design in addition to analyzing only two purposely chosen best practice cases, which do not provide for the overall state of diversity management in Slovenia.

Discussion is based on the findings of diversity management inclusiveness, offering also concrete theoretical and practical implications for deans, academic community, as well as students who want to practice inclusive diversity management.

Our chapter raises awareness on diversity management development and implementation on the basis of identified good practice examples. By presenting Slovene cases and analyses of the diversity management implementation, we promote the value of inclusion and diversity in the workplace.

Our chapter presents two original case analyses within Slovene diversity management and offers the conceptual model of diversity management curriculum.

Turkey has been an active member of the Bologna Process (BP) since 2001. This chapter focuses on the impact of the BP on higher education (HE) in Turkey by outlining the reforms that were carried out and the narratives surrounding the changes. The focus of the chapter will be on how the BP has been accommodated, negotiated debated or rejected in Turkey and the societal and political tensions surrounding the process. The chapter is based on the findings of semi-structured interviews conducted with the Bologna experts and the officials of universities in Turkey, who were responsible for the reforms between 2009 and 2016, as well as a review of updated data and the analysis of secondary literature and official texts, such as the National Reports of the BP and the relevant policy documents in Turkey. After a very intense reform process, the policy transfer in Turkey slowed down, and Turkey's discussions, specifically about the BP both at the policy and the university level, became close to non-existent. The chapter aims to analyse the reasons behind the loss of interest in the BP in Turkey by focusing on the critical voices and discussions surrounding the neoliberalisation of HE. The chapter will also refer to how Euroscepticism in Turkey impacted the reform process in HE.

University partnerships have been promoted and implemented a good deal in Europe since the approval of the Bologna Declaration of June 19, 1999 (Bologna Declaration, 1999). Over the past two decades, the University of Prishtina has developed many bilateral and multilateral initiatives to strengthen cooperation and partnership among universities from different countries and regions (University of Prishtina, 2004, p. 2). The University of Prishtina embraced the Bologna Declaration in 2001, and since then has established several partnerships aimed at strengthening its capacities and improving the quality assurance of its higher education (Brunnhofer, 2010, p. 107). In the recent years, the University of Prishtina has given priority to the area of research, aiming to increase the quality and quantity of research conducted by its faculty. The quality and relevance of the international partnerships of the University of Prishtina is the main focus of this paper, including the current state of research among the faculty. The researcher used a qualitative method for conducting this research. It shows the institutional and individual benefits of those partnerships. Finally, it presents the impact of cooperation on developing research and improving the quality of education in Kosovo.

Purpose – Changes in the environment – political, economic, social, educational and technological – have demanded changes in many areas of work, most particularly in the roles and tasks of those involved in the preservation and transmission of cultural heritage, and interpersonal information intervention. Sending, storing and receiving digital information are commonplace activities, and now formally constructed digital libraries constitute an important component of this virtual information environment. Similar to traditional physical libraries, digital libraries are constructed for particular purposes, to serve particular clienteles or to collect and provide access to selected information resources (whether text documents or artefacts). Information intermediaries – or digital librarians – in this transformed information environment must learn new skills, play different roles and possess a new suite of competencies.

Design, methodology and approach – Myburgh and Tammaro have, for several years, examined the new knowledge, skills and competencies that are now demanded, in order to design and test a curriculum for digital librarians which has found expression in the Erasmus Mundus Master's in Digital Library Learning (DILL), now in its sixth year.

Findings – The chief objective of the Digital library program is to prepare information intermediaries for effective contribution to their particular communities and societies, in order to assist present and future generations of digital natives to negotiate the digital information environment effectively. This includes, for example, the necessity for digital librarians to be able to teach cultural competency, critical information literacies and knowledge value mapping, as well as understanding the new standards and formats that are still being developed in order to capture, store, describe, locate and preserve digital materials.

Research limitations – In this chapter, we propose describing the work we have done thus far, with special reference to the development of a model of the role of the digital librarian, including competencies, skills, knowledge base and praxis.

Social implications – Amongst the various issues that have arisen and demanded consideration and investigation are the importance of a multidisciplinarity dimension in the education of digital librarians, as information work is orthogonal to other disciplinary and cultural categorisations; that a gradual convergence or confluence is being identified between various cultural institutions which include libraries, archives and museums; the new modes of learning and teaching, with particular regard to knowledge translation and the learner-generated environment or context; and possibly even a reconsideration of the role of the information professional and new service models for their praxis.

Originality/value – The chapter tries to evidence the present debate about digital librarianship in Europe.