The “New Doctorate” in Austria: Progress toward a Professional Model or Status Quo? (original) (raw)
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Bologna in the Western Balkans: Reconsideration on higher education reforms in the region
Nastava i vaspitanje
BoloGna in tHE WEstErn BalKans: rEconsidEration on HiGHEr Education rEforMs in tHE rEGion Over the past two decades, the higher education systems of the so-called Western Balkan countries have experienced several waves of reforms. These reforms have been the result of at least two main factors: the deep political, economic and social changes after 1990 on the one hand, and the challenge of creating a European Higher Education Area (EHEA) on the other. Compared to most European countries, the Bologna reforms in the Western Balkan region have been much more demanding and difficult. The rationale for the reforms hasn't been only modernisation and employability; on the one hand, it has been also about the purposes of higher education and the "European dimension" while, on the other hand, it has been deeply marked by politicization and privatization. In this article we would like to briefly analyse the impact of contemporary European higher education reform on developments and changes in the national higher education systems in the region. To this end, after an introduction we first discuss the changed relationship between the university and the state, then we take a closer look at the two decades of the Bologna Process, and, finally, we present some results of our recent survey on the reforms in the Western Balkans. academic autonomy, Bologna Process, centres and peripheries, Europe, higher education reform, Western Balkans. introduction: focus on the parts to construct the whole Studies in higher education are an interdisciplinary research field established in the United States in the 1960s and 1970s, and Burton R. Clark is considered the founding father of this field. From the eighties onwards, this research perspective spread first to Western Europe and then worldwide. But today, when we analyse the paradigmatic anatomy of these studies, it is not difficult to notice the dominant "Western" tradition. Studies on governance, for example, result mostly from traditions that are specific to North America and Western Europe, and the same also applies to studies of academic culture, although one could expect "softer" and more "pluralistic" approach in this area. Furthermore, when
Principles of the Bologna Process and their Implementation in Poland
The background and context of changes For nine hundred years of their history, universities played predominantly social functions, including formation of intellectual elites, culture and society. Focused on universal values, such as good and truth, they were at the same time a measure of civilisational progress. Since the beginning of the 20 th century universities have played an increasingly utilitarian role, educating labour force for the modern economy and providing solutions to social problems. Currently, higher education and academic research are perceived as a source of innovation, contributing to economic growth. In the so-called knowledge-based economy, innovation has replaced traditional development factors, such as financial capital, labour or material resources, becoming the key measure of competitiveness. 1 Current changes in higher education involve a departure from the model of general education, leading towards increasing specialisation. At various stages of its development, the idea of university focused on different functions and its history can thus be divided into three major periods: 'the old university', 'the university of the liberal nation-state' and 'multiversity'. 2 To a certain extent, the liberal university functioned along the German model of the University of Berlin, developed by its founder Wilhelm von Humboldt. Financed and controlled mostly by the state, it had academic autonomy and was characterised by quite a loose connection between its activity and the current social needs. Such a model had a considerable influence on shaping the system of higher education in Poland. 3 On the other hand, the mission of multiversity is focused on the applicability of academic research and 1 K. Denek, 'Sterowny czynnik rozwoju społeczeństwa wiedzy', in K. Denek et al. (eds.), Edukacja jutra. Edukacja w społeczeństwie wiedzy (The Education of tomorrow. Education in the knowledge society), (Sosnowiec: Humanitas, 2010), p. 17. 2 K. Leja, Koncepcje zarządzania współczesnym uniwersytetem (Approaches to university management),
Liberal Arts to the Rescue of the Bachelor’s Degree in Europe
Academia in Crisis, 2019
The purpose of this chapter is to demonstrate the importance of the liberal arts model as the most suitable to fulfil the potential of Bachelor studies, as well as argue that the moral element as part of any quality education will be crucial for the future challenges that Europe faces. One of the aims of the European Union educational policy has been coordination and synchronisation of its diverse systems, in order to promote student and academic exchanges and diploma recognition. This became particularly poignant after the fall of communist regimes in 1989 when a great diversity of university systems existed across the continent. The Bologna Declaration signed in 1998 introduced a 'credit system' where each course taught at any university would be easily transferable to another university in another country. This has been hailed as great success, but it has not materialised in its envisioned potential. The reformed undergraduate education, refurbished through the liberal arts model, would assure not only education with depth and breadth but also the moral aptitude and the cognitive capacity of students, enabling them to confront an uncertain future. The Bologna Declaration of 1999 allowed the Bachelor's-Master's division; it is time, this paper argues, to allow the Bachelor's stage to fulfil its full potential.
The Bologna Process as a Trojan Horse: Restructuring Higher Education in Hungary
European Education, 2008
The author describes the influence of the Bologna Process to the higher education (system and policies) in Hungary. The first results of the cooperation of higher education institutions under EU umbrella, expected as well as unexpected changes in the organizations and cultures of the institutions are examined. The paper is based on empirical researches and findings. Various interpretations of the 'Bologna Process' by different actors of the higher education policy arena in Hungary, their (the actors') various interests and drives are also questioned and described. Debates among policy makers and higher education practicionaires, reflected in the media are presented. Besides, interviews of the leading figures of the Hungarian higher education on the one hand and the labour market on the other create the basis of the research results. These results show the followings. There are significant differences among the relevant higher education actors about the necessity of the Bologna process. The role of the state in higher education as well as the legitimacy of other actors in the higher education policy formation are also debated. These debates go back partly to the different interpretation fo the reform process (mentioned) and partly the different interests on higher education as public or private good. Some of the fightings are caused by a top-down policy shaping system which lacks the necessary social consensus making mechanisms and techniques. To sum up: the Bologna process is a cover name for a radical reform in Hungraian higher education as well as in the entire society. The most vulnerable goups might be the students leaving the (new) system with the new BA or BSc degrees. They seem to be at risk because of the uncertainty of the new degrees (their values for further studies on the one hand and on the labour market on the other). If students of socially disadvantaged groups may leave the system en mass (which is expected by experts and urged by policymakers), than the higher education system may not support the social equality, a social function having been developed after the political transition of 1989/90.
European Educational Research Journal, Volume 3, Number 4, 2004
In this article, the Bologna Process and the European Research Area are viewed as the two sides of the same coin: that of the redefinition of the missions of the institution of the university. The Bologna Process is viewed as relatively closed to global developments: as largely inward-looking, focused on European regional problems (and European regional solutions), in the absence of references to global changes and huge globalization-related political and economic transformations underlying them. Higher education in central and eastern Europe has been in a state of permanent crisis since the fall of communism and there has not been enough general reflection on its transformations. The author's concern about Bologna is that it is not trying to rise to the conceptual level that would be required to assist higher education systems in central and eastern Europe with their integration with western European systems. Bologna could be a useful policy agenda; it could provide clear recommendations on what to do and how, presenting a comprehensive package of reforms. But it is not. In this respect, it does not meet expectations of the academic community in the region; it is unclear in its visions, and consequently in its recommendations for actions. In conclusion, the author states that while it may be quite successful in promoting its agenda in western Europe, it may fail in the transition countries, especially because of the combination of old and new challenges and because of chronic underfunding of national higher education systems. While western European institutions currently seem to be afraid of losing their autonomy, for educational institutions in most transition countries the Bologna Process could be a coherent reform agenda.
Which direction for bachelor and master programmes? A stocktaking of the Bologna process
Tertiary Education and Management, 2006
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. Keywords Europe AE Higher education systems AE Implementation AE Study programmes A multitude of expectations When reform efforts in the field higher education turn into ''movements'' there frequently is a multitude of expectations. This holds true for the Bologna Process also. It is connected to a remarkably broad spectrum of expectations. The core of the Bologna Process, i.e. its reform programme, is very straightforward. The primary intention is to introduce a tiered structure of study programmes and degrees. In the peculiar hope, that the use of English titles instead of translations into the respective languages will ease international recognition, an attempt is undertaken to replace the traditional structure of relatively long university programmes and 4-year Fachhochschule and college programmes by Bachelor programmes of 3-4 years duration and Master programmes of 1-2 years duration.
The professional doctorate: From Anglo-Saxon to European challenges
Higher Education Management and Policy, 2006
This paper addresses the debate on the third cycle of European higher education. Currently, much attention is paid to improving the structure and quality of doctorate education in the European context of the Bologna process and the Lisbon objectives. However, alternatives to the traditional doctorate are hardly addressed in the policy documents of governments and other agencies. The promise of one of these alternatives – the professional doctorate – is discussed. Without suggesting this alternative to be the ultimate solution to problems in the third cycle, the paper argues that a dual policy strategy seems appropriate: improving the traditional doctorate and allowing alternatives to flourish.