首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The article analyzes the construction of national reactions to a transnational higher education policy from the point of view of the representation of social actors in policy documents. The data are provided by the so-called Bologna Process, particularly the development of comparable quality assurance systems, and Finnish responses to those demands. Who is represented as active and who as passive, as European policies are discursively translated into national policies? How are those ‘quality actors’ represented in the policy documents directed at a transnational audience (i.e. the Bologna Process communiqués, as well as national reports on its advancement) as opposed to documents directed at a national, in this case Finnish, audience (i.e. national policy formation documents)? What kinds of policy fields emerge as a result of different representations of actors? This article takes the Bologna Process as an example of the ‘glocalisation’ of higher education policy.  相似文献   

2.
This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key influences in the process of educational change envisaged by the Bologna Process. Second, inspired by the implementation staircase metaphor which illustrates different actors' perceptions conditioned by their location on the path of the policy, the article presents three different examples of interplay between national authorities responsible for policy-making in the wake of the Bologna Process and the institutional field responsible for policy implementation. It reveals variations from country to country with regard to bottom-up and top-down initiatives, both at the level of actors' expectations and of actual measures to implement Bologna policy. This article comes in response to the frailty of an empirical base for the understanding of Bologna from an institutional and academic perspective. A video abstract of this article can be viewed at http://youtu.be/9YVouJ35XuE  相似文献   

3.
The Bologna Process is one of the most extensive examples of policy borrowing processes. Based on qualitative data, this article argues in favour of studying part of this process as ‘global smallness’, centring on the organisational effects of the implementation of a globalised curriculum. Through Derrida's notion on hauntology, Fenwick and Edward's analysis of multiple reals, and Barad's understanding of entanglement and time, this article explores how the implementation processes evoke simultaneously existing worlds of practices propelled by the agency of the past troubling present higher education reform. Finally, this article addresses how ongoing reforms tend to increase the stretch between ‘what is performed on the outside’ and ‘what is practiced on the inside’.  相似文献   

4.
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   

5.
The initiation of the Bologna Process was accompanied by a radical transition of governance in higher education throughout Europe from government to governance. This article argues that this shift in the design of governing was connected to the need to subtly bypass the European Union (EU) subsidiarity principle that kept education out of the EU’s legislative reach. The new mode of governing is orchestrated through the Open Method of Coordination (OMC), which constitutes the policy ontology of the Bologna Process. The OMC presents the ambition to harmonise education systems through standardisation as a main technology to govern performance. This article argues that the Bologna mode of governance is powered through the follow-up mechanisms that work as a material-affective infrastructure of the policy ontology. These monitoring techniques are affectively wired. They produce an affective politics of naming, shaming and faming that ignites a competitive, mimetic desire making the Bologna mode of governance feasible.  相似文献   

6.
Since the beginning of the 20th century, integration with the Western world has been a determining driver of higher education policies, as well as many other policy areas in Turkey. Becoming a signatory country of the Bologna Process in 2001 brought a new impulse to the higher education policies in this direction. The Bologna Process reforms introduced necessary changes and set new challenges. This article discusses the main implementation activities in the context of the Bologna Process in Turkey and the governance of the reform at the national level with a focus on the roles of the key national bodies.  相似文献   

7.
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   

8.
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   

9.
This article analyses the work of the Bologna Follow Up Group as the main institution of the Bologna Process and the perceptions of the policy actors involved concerning the character of the process in terms of its functioning in contrast to similar multi-level multi-actor European processes, its modes of communication and consensus seeking, as well as its effectiveness in terms of policy formation and implementation. It argues that the Bologna Process is a unique multi-level multi-actor process shaped by its informality, the actors' political commitment and the participation of stakeholders. Its format seems to be more effective and suitable for purposes of policy formation than for those of policy monitoring or coordination of implementation.  相似文献   

10.
The theoretical premise of this article is that policy is constructed and presented discursively. The Bologna process presents us with an example of such a policy construction process where the quality policy goals are set jointly in transnational settings, requiring different kinds of negotiations and discursive strategies. Discourse analysis of policy texts can be useful in tracing policy changes and describing them, but also in explaining and understanding some of the developments that lead up to the implementation of the policies and the (political) views which are embedded in the debates. In this article, some discourse analytical methods are used to analyse the potential meanings of ‘quality’ at the European and national level of the Bologna process. The linguistic analysis focuses on the different meanings of ‘quality’ and the value assumptions attached to it from the point of view of word choice, metaphors and argumentation strategies. The data used are the official declarations and communiqués of the Bologna process; the central background reports of the process; and brief national follow‐up reports prepared for the Berlin meeting of 2003 from Finland, Sweden and the Netherlands.  相似文献   

11.
Abstract

In this article, we discuss the process of standardization of Higher education (HE) initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization of European Higher Education Arena (EHEA). Empirically, we perform a comparative review of the Scorecards indicators at the base of the Bologna Process monitoring project. We argue that the fabrication of EHEA could be seen as the installation of new time-space ‘time’ and ‘space’ appear inevitably intertwined. Instead of being a simple addition, the time space of EHEA interferes with the multiple time spaces of educational institutions and is characterized by being a network time, an unbroken and fragmented temporality sustained, enacted through, and controlled by the fluidity and the malleability of standards. They change recurrently over time, playing with different rhythms. What emerges is an overall arrhythmia that maintains the field permanently in tension. This reconfigures temporality as intrinsically manifold: as multiple and heterogeneous. Moreover, the temporal politics of standards reconfigures perception of past, present and especially future. The current state of implementation is constantly being (re)shaped in relation to the present and future performances, where’s one today level of EHEA targets achievement forms the basis for improvement tomorrow. In this scenario, assessing standards and headline targets become a policy instrument for synchronizing the countries performances, by locating them in a temporal framework that encodes future-oriented dispositions.  相似文献   

12.
  相似文献   

13.
The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process.  相似文献   

14.
Recently, it has been discussed how actors at universities perceive the Bologna Process. However, there is a lack of understanding about the determinants influencing attitudes towards the reform. In particular, the relation between education policy ideals and perceptions of the Bologna Process has gone unobserved. Based on a survey at three universities in North Rhine‐Westphalia in Germany, this article shows that a congruence of education policy ideals with the goals of the Bologna Process leads to a more positive perception of the reform. Ordinary least squares (OLS) regression models show that these findings are stable when controlled for socio‐demographic characteristics, changes of everyday work and involvement in the implementation of the Bologna Process. Thus, it is worthwhile to take into account the education policy ideals of involved actors when analysing perceptions of educational reforms.  相似文献   

15.
This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the Academic Infrastructure developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms.  相似文献   

16.
This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?  相似文献   

17.
This article draws on the discourses of educational policy in Europe to focus on the implications of the Bologna Process for higher education in Russia. The Bologna Process, as a multi-dimensional discourse involving a variety of social actors, reflects some of the complexities and contradictions of globalisation, in many local cases evoking responses and leading to outcomes which were neither planned nor predicted by the official educational policy planners. The role of international organisations in the reform of Russian higher education is considered and the barriers, limitations and possible consequences of Bologna for the Russian situation are explored.  相似文献   

18.
The purpose of the study on which this article reports was to elaborate on career trajectories of academics in Kosovo. Particular attention is given to efforts to follow international benchmarks such as the Bologna Process at key stages of Kosovo's historical and political development in the last three decades. In this qualitative study, semi-structured interviews were carried out with eleven academics with and without management experience as well as administrators. Findings revealed that Kosovo's higher education system is characterised by a weak organisational culture and an orientation towards externally driven change. Also, we found that academics perceived their role narrowly. The findings suggest that while higher education in Kosovo has moved towards adopting international benchmarks, the identity of the academics has not evolved in parallel to support the transition. A managerialist approach catalysed by the Bologna Process has helped a transition process in higher education in Kosovo. Finally, we propose that for a context in transition, local meaning-making processes for policy transfer are needed. Moving forward, institutional development should be led by academic managers and should serve the professionalisation of academics in Kosovo.  相似文献   

19.
This paper addresses the value of the Bologna Process in placing the European Higher Education Area (EHEA) on a solid institutional footing. How far has Bologna contributed to firming up the views academia, management and students have of the EHEA? The article is based on a survey administered across four systems of higher education in 2008. It underlines the importance for those active in shaping policy both at national and at European level to take fully into account the views of the different interests in higher education, difficult and at times non committal though these latter might be.  相似文献   

20.
This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe's grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号