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1.
Evelyn Bergsmann Julia Klug Christoph Burger Nora Först Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554
There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed. 相似文献
2.
Amélia Veiga 《European Journal of Education》2012,47(3):378-391
Government policies are central factors shaping the environment of higher education institutions. European governments have included in their higher education political strategies the principal goal of implementing the European Higher Education Area (EHEA). The perceptions that key actors of higher education institutions (HEIs) have about political developments are important as they may influence the achievement of government policy. The Bologna Process is at the heart of policy coordination, the instrument selected at European and national levels to establish EHEA. This article seeks to discuss empirically the views of institutional actors about the Bologna Process, taking into consideration the achievement of EHEA. The discussion is based on the analysis of the EHEA implementation in seven HEIs located in four higher education systems — Germany, Italy, Norway and Portugal. This paper draws on the theoretic-methodological approach of the policy cycle to analyse the perceptions of HEIs' constituencies about Bologna. 相似文献
3.
ÅSE GORNITZKA 《European Journal of Education》2010,45(4):535-548
This article presents a horizontal perspective on the dynamics of governance sites currently active for the European of Knowledge and places the Bologna process in this wider European level context. It introduces two dynamics of change in political organisation: a) institutional differentiation and specialisation and b) the interaction between institutional spheres and sectors. Signs of sectoral differentiation are identified in the history of European integration that is relevant to the Europe of Knowledge. The argument is that the nature and sequence of the differentiation process are key to understand current governance processes. It is illustrated by showing how a horizontal dynamics has been played out in the case of the EU's Lisbon strategy and in particular the cooperation taking place in the framework of the EU's “Education and Training 2010” work programme. The analysis shows how the Bologna process, although perpetuated as a sector internal governance site, has co-evolved and interacted with this strategy, partly as an object of emulation and source of support and partly as a competing governance site. A horizontal dynamics of change is also evident in the larger Lisbon strategy as it lifted research and higher education policy to the centre of the European integration project. It resulted in the development of several governance sites with different foci targeting European higher education. A more prominent place on the political agenda came together with demands that research and education should be integrated with the overall political and economic objectives of the EU. 相似文献
4.
Hungary's higher education system is being transformed fundamentally for a second time after the regime change in 1989–90. The first Higher Education Act was passed in 1993. An entirely new law issued in December 2005 involved fundamental changes in the entire higher education system. The most sweeping change was the introduction of the two‐cycle programme structure which, with a few exceptions, began in September 2006. National qualification requirements were replaced by education and outcome requirements, focusing on set competences defined for each study programme. This article provides a background, with facts and figures, of the Hungarian higher education system and an overview of the process and problems encountered that led up to the implementation of the Bachelor/Master structure. The reception of the system, based on interviews with various actors affected by higher education, reveals mixed responses, with respondents stressing the opportunity and their hope for a fundamental reform. The article also elaborates the goals and consequences of the ‘Bologna structure’. The traditional binary institutional structure of colleges and universities remains in place, but with both permitted to launch Bachelor and Master programmes. How colleges will be able to compete with more theoretically oriented universities in preparing for Master studies and, vice versa, how universities will be able to offer education at the Bachelor level that will be competitive in the job market remain to be seen. The final sections of the article deal with other aspects of the Bologna Process, such as ECTS, and the Diploma Supplement. One of the main concerns is that the quality of higher education, which was perceived to be at a high level in Hungary, even in the 15 years since mass education overtook what was previously an elite sector, should not deteriorate. The reciprocal effects of the new degrees and the job market are challenges Hungarian higher education will face a few years down the road. 相似文献
5.
The Bologna Process and the Lisbon Research Agenda: the European Commission's expanding role in higher education discourse 总被引：1，自引：0，他引：1
RUTH KEELING 《European Journal of Education》2006,41(2):203-223
This article examines the role of the European Union's Commission in weaving together the Bologna Process and the Lisbon research strategy with its existing educational initiatives to define and disseminate an influential vision of European higher education. The article begins by outlining the Commission's activities in relation to EU education programmes, the Lisbon research agenda and the Bologna Process. It goes on to examine, in a variety of policy texts, the discourse of European higher education that is supported by, and supporting, these large-scale policy developments. Whilst the overall coherence and cohesiveness of this emerging discourse can be queried, the article argues that the Commission is drawing effectively on both Bologna and Lisbon to firmly constitute — and reconstitute — higher education as a European policy domain. The article concludes with an analysis of how different educational stakeholders are supported and restricted by the Commission's views of higher education, as articulated through its 'hybrid' Bologna/Lisbon agenda. 相似文献
6.
博洛尼亚进程的总目标已成为欧洲各国高等教育改革的参照标准,对以多样化为特点的法国高等教育而言,欧洲高等教育一体化的实现是一个长期的历史进程。法国高等教育系统的改革以整合博洛尼亚进程,建立欧洲高等教育研究区为主旋律。博洛尼亚进程的实施对法国高等教育产生了巨大的影响,增强了法国高等教育体制的开放性和流动性,促进了学生的流动性,密切了高等教育领域与社会经济部门的联系,提高了毕业生的就业率。 相似文献
7.
欧洲高等教育一体化改革:博洛尼亚进程的结构与过程分析 总被引：1，自引：0，他引：1
为应对全球竞争的挑战,顺应欧洲一体化的大趋势,29个欧洲国家于20世纪末启动了旨在整合欧洲高等教育体系的博洛尼亚进程。博洛尼亚进程以可比较、兼容、透明原则构建高等教育系统框架,以达成多样性与一致性的统一;注重整体设计,系统推进;在政策的制定上注重利益相关者的参与,为其顺利推进赢得了广泛的社会支持。博洛尼亚进程的设计、组织与管理,对我国实施系统的高等教育改革具有重要的启示和借鉴意义。 相似文献
8.
Francesco Maffioli 《European Journal of Engineering Education》2003,28(3):251-273
The ‘Bologna process’ is promoting fundamental changes throughout European higher education. Education ministers appear determined to reach, by 2010, a significant convergence of the national educational systems. This implies the necessity of adapting curricula in terms of structures, contents, learning attributes, learning tools and assessment methods. The EC ‘Tuning’ project was set up in order to investigate the feasibility of this process on the basis of ‘available experience and recent developments in several of the Member states… particularly from previous and on-going European co-operation in the context of the Socrates programme’. The Tuning project, initially aimed at five areas only (mathematics, geology, business, history, educational sciences), was later extended to other areas, including engineering: synergy groups were formed for this purpose. This paper summarizes the final report of the Engineering Synergy Group, which examined the ‘tuning’ of engineering education (EE) into European higher education, taking advantage of the work of previous and current thematic networks, such as H3E, EUCEET and E4. A set of recommendations is presented in the final section of the paper. 相似文献
9.
波洛尼亚进程框架下俄罗斯高等教育系统的改革 总被引：4，自引：0，他引：4
波洛尼亚进程是欧洲高等教育一体化进程的重要组成部分,俄罗斯于2003年签署了<波洛尼亚宣言>.本文主要介绍了俄罗斯在该进程框架下所采取的一系列改革措施. 相似文献
10.
万圆 《番禺职业技术学院学报》2010,9(2):37-40
建设一体化的欧洲高等教育区是欧洲高等教育进一步发展的战略选择,然而欧洲高等教育的复杂多元却是不可回避的事实。因此“博洛尼亚进程”在推行过程中以“一体化与多元化并存”为指导原则,通过一体化协调多元化,多元化支撑一体化,指导欧洲高等教育改革的实践,具体表现在学位制度改革和建立高等教育质量保障体系的改革中。德国、意大利的高等教育改革具有典型性,在融入一体化进程中不失本国特色。 相似文献
11.
In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top–down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna’s contribution to a social Europe. 相似文献
12.
欧洲波伦亚进程标志着欧洲高等教育一体化朝纵深方向发展，挪威作为该进程的积极参与国之一，近年来对本国高等教育体制进行了大刀阔斧的改革，特别是高等教育质量保障体制方面的改革更是走在了许多欧洲国家前列。本文简要论述了波伦亚进程的发展情况，并结合该进程的具体要求考察近年来挪威高等教育质量保障体制改革的主要措施及其特点，以期对我国高等教育质量保障体系的完善有所借鉴。 相似文献
13.
Natalia Kovaleva 《Tertiary Education and Management》2013,19(4):283-293
Abstract In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top‐down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna's contribution to a social Europe. 相似文献
14.
博洛尼亚进程是欧洲国家教育部长基于“辅助性原则”自愿签订的无约束力的政府间教育合作计划。这一性质为开放式协调法的运用提供了契机,开放式协调法具有灵活性、开放性、程序性和非限制性等特点,它使博洛尼亚进程在欧洲复杂多元的高等教育逐步走向和谐统一。 相似文献
15.
ULRICH TEICHLER 《European Journal of Education》2007,42(1):11-34
Renewed public interest in the relationships between higher education and the world of work and a deficient data base contributed to the decision to undertake a major comparative study on graduate employment and work. In the framework of the CHEERS study, supported by the European Commission's TSER programme, some 40,000 graduates of the academic year 1994/95 from 11 European countries and Japan were surveyed about four years later. The study paid attention to the transition to employment, the employment situation during the first four years after graduation, the links between competences acquired and work tasks, as well as the professional impact of values and orientations. Altogether, the findings indicate major North-South differences of graduate employment in Europe, but less clear findings as far as work assignments and retrospective views of higher education are concerned. They show on average a more favourable employment and work situation than the public debates suggest, few signs of European convergence, for example with respect to preference for generalists or professionals, and a high weight of intrinsic values. 相似文献
16.
到2007年,推动欧洲高等教育一体化建设的博洛尼亚进程已实施八年。针对2010年建成"欧洲高等教育区"的目标,对过去两年博洛尼亚进展中的成绩和问题进行了分项目的分析,指出了欧洲高等教育未来发展需要努力的十二个方面。 相似文献
17.
Along with China’s economic growth, the notable rise of its universities and innovation system has inspired growing interest in how the higher education institutions (HEIs) of the European Union (EU) cooperate with Chinese HEIs. Beginning with a review of China-EU higher education relations, this paper presents a case study of a Sino-Danish collaborative programme in which cooperation and programme quality were limited by both partners’ different aims over time, and their alternate quality assurance systems. We suggest a proper collaborative level and discipline should be developed before the establishment of cooperation by taking relevant policies, merits and disadvantages of both partners, into consideration. This paper also points out that limits in collaboration can be alleviated, if a number of elements can be used effectively, such as China’s significant EU knowledge diaspora. Given this and other listed factors, including favorable policies introduced by the Chinese government, there are substantial prospects for extending China-EU collaborative relations and exchanges. 相似文献
18.
一体化和国际化是推动欧洲博士教育博洛尼亚进程的两大动力。欧洲博士教育以欧洲高教区和欧洲研究区为连接纽带,通过组织结构、职业规划、协作机制、国际化策略、基金资助以及法律法规等方面的一系列改革推动欧洲博洛尼亚进程向知识社会转型,是迈向高等教育国际化、培养国际化研究人才以及发展创新经济的关键。 相似文献
19.
Sónia Cardoso Orlanda Tavares Cristina Sin 《Educational Assessment, Evaluation and Accountability》2015,27(3):205-222
In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the Lisbon Strategy and the Bologna Process. This paper is concerned with the institutional level implementation of European and national policies which target the quality of teaching staff. It reports on the findings of a study conducted in order to analyse if Portuguese higher education institutions are taking measures to improve and assure the quality of teaching staff in compliance particularly with the ESG. Findings suggest that this compliance is only partial. Although mechanisms exist for the selection, recruitment and appraisal of academics, other instruments and measures meant to continuously improve teaching staff quality, such as institutional support for skills development, pedagogic training, material infrastructure and motivation strategies, such as awards and recognition, are still incipient. 相似文献
20.
彭宏辉 《宁波教育学院学报》2011,13(6):38-42
博洛尼亚进程被视为一系列欧洲会议以及一些旨在2010年前建立欧洲高教区的政策决定的产物和延续。在促进高校学生流动上,博洛尼亚进程是以教育质量为根本,结合学位制度、质量保障体系、学分转换系统、信贷系统等辅助措施,力图打破阻碍教育因素流动的障碍。从发展进程上看,其是以欧洲政治、经济一体化的深入为前提,追求欧洲高等教育在全球范围内的重新崛起。从挪威、瑞士、奥地利等代表性国家为促进高校学生流动采取的经费支持措施看,虽然有相关贷款制度、奖学金制度、经费补助政策的支持,但在国际金融危机的阴影下,各国财政支持的力度并不能很好地支撑博洛尼亚进程相关目标的实现。 相似文献