Relevant bibliographies by topics / Bologna process

Academic literature on the topic 'Bologna process'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Bologna process":

1

Porto Junior, Francisco Gilson Rebouças. "PRÁTICAS DOCENTES E TECNOLOGIAS DA COMUNICAÇÃO E DA INFORMAÇÃO: O que dizem os docentes envolvidos em processos de formação." Aturá - Revista Pan-Amazônica de Comunicação 3, no. 2 (May 1, 2019): 144–57. http://dx.doi.org/10.20873/uft.2526-8031.2019v3n2p144.

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RESUMO A análise efetuada neste trabalho teve como objeto as práticas docentes desenvolvidas docentes em universidades portuguesas por ocasião da implementação do Processo de Bolonha. O foco foi entender como as práticas docentes envolvidas na formação em Comunicação Social/Jornalismo foram afetadas pelas tecnologias emergentes e pelo Processo Bolonha. A percepção dos a(u)tores é bem ampla sobre as estratégias de formação acadêmica antes e pós-Bolonha, amplificadas pelas tecnologias das duas últimas décadas. PALAVRAS-CHAVE: Processo de Bolonha; Formação; União Europeia; Comunicação. ABSTRACT The analysis carried out in this work had as its object the teaching practices developed by teachers in Portuguese universities during the implementation of the Bologna Process. The focus was to understand how the teaching practices involved in Social Communication / Journalism training were affected by emerging technologies and the Bologna Process. The perception of the authors is very wide about the strategies of pre and post-Bologna academic formation, amplified by the technologies of the last two decades. KEYWORDS: Bologna Process; Formation; European Union; Communication. RESUMEN El análisis realizado en este documento tuvo como objeto las prácticas docentes desarrolladas por los docentes en las universidades portuguesas durante la implementación del Proceso de Bolonia. El objetivo era comprender cómo las prácticas docentes involucradas en la capacitación en Comunicación Social / Periodismo se vieron afectadas por las tecnologías emergentes y el Proceso de Bolonia. La percepción de los autores es muy amplia sobre las estrategias de formación académica pre y post Bolonia, amplificadas por las tecnologías de las últimas dos décadas. PALABRAS CLAVE: Proceso de Bolonia; Entrenamiento; Unión Europea; Comunicación.
2

Hall, Carol. "The Bologna process." Journal of Children's and Young People's Nursing 2, no. 2 (February 2008): 94. http://dx.doi.org/10.12968/jcyn.2008.2.2.28203.

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3

KEHM, BARBARA M. "The Future of the Bologna Process - The Bologna Process of the Future." European Journal of Education 45, no. 4 (November 23, 2010): 529–34. http://dx.doi.org/10.1111/j.1465-3435.2010.01453.x.

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Furuzan, Verda Gizem. "Adaptation to the Bologna Process: The Case of Turkey." Excellence in Higher Education 3, no. 2 (December 28, 2012): 104–10. http://dx.doi.org/10.5195/ehe.2012.71.

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The Bologna Declaration of 19 June 1999 was signed by 29 ministers responsible from higher education in their countries. The explicit purposes of the Bologna Process were to increase the comparability and readability of degrees across all member state higher education systems. The aim of the Bologna Process is to have a common bachelor’s–master’s–doctorate system in all of European Union member countries. The Bologna Process is the process of creating the European Higher Education Area and is based on cooperation between ministries, higher education institutions, students and staff from 47 countries, with the participation of international organizations. It has been a major reform initiative in the last two decades. This article describes with the dynamics of Bologna Process and the European Union’s growth and jobs strategy. It concentrates on the origins and applicability of the Bologna Process. Further, it reviews the applications and implementation of the Bologna Process in the Turkish higher education system. Besides, its effects to Turkish higher education sector are discussed.
5

Melo, Ana Souto e. "ENQUADRAMENTO HISTÓRICO LEGAL DO PROCESSO DE BOLONHA E O SEU IMPACTO NO SISTEMA DE ENSINO SUPERIOR PORTUGUÊS." Revista Observatório 3, no. 6 (October 1, 2017): 75. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p75.

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O presente trabalho de investigação cingir-se-á a uma reflexão sobre o impacto do Processo de Bolonha (PB) nas políticas do sistema de Ensino Português, ao nível histórico legal. Neste sentido, delineamos alguns dos aspectos que marcaram o percurso histórico e processual da implementação do PB, fazendo referência aos diversos encontros de reflexão efetivados pelos vários estados-membros desenvolvendo, ainda, as principais ideias traçadas e a sua repercussão no sistema de ensino português. PALAVRAS-CHAVE: Bolonha; Portugal; Sistema de Ensino; História. ABSTRACT The present research will be based on a reflection on the impact of the Bologna Process (PB) on the policies of the Portuguese Teaching System, at the legal historical level. In this sense, we outline some of the aspects that marked the historical and procedural path of PB's implementation, referring to the various reflection meetings carried out by the various member states, also developing the main ideas outlined and their repercussion in the Portuguese education system. KEYWORDS: Bologna; Portugal; Education system; History. RESUMEN El presente trabajo de investigación se centrará en una reflexión sobre el impacto del proceso de Bolonia (PB) en las políticas del sistema de enseñanza portugués, al nivel histórico legal. En este sentido, delineamos algunos de los aspectos que marcaron el recorrido histórico y procesal de la implementación del PB, haciendo referencia a los diversos encuentros de reflexión efectuados por los diversos estados miembros desarrollando, aún, las principales ideas trazadas y su repercusión en el sistema de enseñanza portugués. PALABRAS CLAVE: Bolonia; Portugal; Sistema de Enseñanza; Historia.
6

Khan, Evgen. "The Bologna Process Engagement of Ukraine: Twelve Years Towards the European Educational Process." European Historical Studies, no. 7 (2017): 45–63. http://dx.doi.org/10.17721/2524-048x.2017.07.45-63.

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The integration and deepening cooperation with Europe within the scope of higher education remains essential for the European integrative aspirations of Ukraine. For years, our country has been a strategic partner of Europe. Since Ukraine gained its independence, the government kept on declaring ambitions to implement the European principles in all sectors of life. So does it concerning the sphere of higher education. In 2005 Ukraine signed the Bologna Declaration and therefore officially joined the Bologna process. To this end, Ukraine assumed obligations to partake in reforming the system of higher education and to implement the European standards of education therein. For many years Ukraine was closely cooperating with European countries within the framework of science and education. Over twenty five years a series of international agreements have been signed between Ukraine and the countries of Europe, both at governmental level and that of the Ministries of Education. Moreover, a number of interdepartmental agreements have been signed at the academic level. May 19, 2017 marks the twentieth anniversary of the Bologna declaration accession of Ukraine. Twenty years of experience of Ukraine’s participation in the Bologna process still generate interest and provoke discussions within the Ukrainian society, foremost in the academic world, as well as among students, professors, politicians, officials, analysts and experts. This article investigates the key elements of Ukraine’s participation in the Bologna process. It as well covers the European-oriented reform of the higher education system for over ten years and analyses the efficacy and success thereof. The article emphasizes benefits and drawbacks of Ukraine’s joining the Bologna process.
7

MYKYTENKO, Maryna. "Education and the Bologna Process." Humanities science current issues 4, no. 35 (2021): 216–19. http://dx.doi.org/10.24919/2308-4863/35-4-32.

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Gryzunov, Yu A., and I. O. Zaks. "What is a Bologna Process?" General Reanimatology 2, no. 3 (June 20, 2006): 67. http://dx.doi.org/10.15360/1813-9779-2006-3-67-71.

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Ballarino, Gabriele, and Loris Perotti. "The Bologna Process in Italy." European Journal of Education 47, no. 3 (August 15, 2012): 348–63. http://dx.doi.org/10.1111/j.1465-3435.2012.01530.x.

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Orosz, Anna. "The Bologna Process in Croatia." European Education 40, no. 2 (July 2008): 66–84. http://dx.doi.org/10.2753/eue1056-4934400204.

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You might also be interested in the extended bibliographies on the topic 'Bologna process' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Bologna process":

1

Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko, and S. Opanasyuk. "Тhe students' view of Bologna process." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/16044.

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SLAVKOVIC, Goran, ゴラン スラブコビッチ, Eisuke KITA, and 栄輔 北. "Adaptation of Serbian University to Bologna Process." 名古屋大学高等研究教育センター, 2009. http://hdl.handle.net/2237/11457.

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Xerri, de Caro John. "The Bologna Process and physiotherapy education across Europe." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/20708/.

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This study sought to understand the influences of the Bologna Process on physiotherapy education by looking at the extent of the adoption of the objectives of the Bologna Process and interpreting the impact on organisational governance. The aim was to draw out the influence that the Bologna Process may have had on physiotherapy in higher education across Europe. It was decided that the appropriate research methodology to address this aim would be Case Study Methodology and a Type 1 single-case holistic design was employed. The case is defined as the influence of the Bologna Process on physiotherapy in higher education. Two independent groups were purposefully chosen to investigate the case as they met the criteria for information-oriented and context-dependent participants: the Heads of Departments of physiotherapy schools across Europe and the Country Coordinators of the European Network of Physiotherapy in Higher Education (Enphe). A multiple method approach, using both quantitative and qualitative data collection methods, was adopted. A survey method was employed to gather data from both groups and the findings were analysed using SPSS and reported as descriptive statistics. A semistructured interview method was employed to collect narrative data from twelve participants who were purposefully selected from the Enphe group. The interview transcripts were reviewed analytically and reported in a narrative manner by following the Framework Approach. The participation rate to the survey method involving Heads of Departments from 26 countries was 45.3% (91/201); and that involving the Enphe country coordinators was 82.1% (23/28).The Bologna Process was identified to have had an influence on the organisational governance of physiotherapy in higher education across Europe. Three key findings that emerged from this study show that these influences were on the degree structure and duration of programmes (including ECTS); Mobility and Quality. Issues of harmonisation & diversity were identified in relation to understanding the social factors that have determined and shaped any influences of the Bologna Process on physiotherapy in higher education. The implications of the findings from this study are that they lay down a foundation for further study into the conceptual and strategic organisational designs for future physiotherapy education.
4

King, Conrad Alexander. "Convergence, coooperation, coordination : higher education governance and the Bologna process." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/786.

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Twenty-nine national ministers of education from across Europe signed the Bologna Declaration in 1999 to establish a European Higher Education Area by 2010. This initiated the Bologna process, which had broad objectives in the realm of higher education: to increase mobility and improve the comparability and competitiveness of European universities. Since 1999, the process has encompassed forty-six signatory states along with various NGOs and supranational bodies, including the European Commission. Through a historical and descriptive analysis using multiple theoretical frameworks (neo-institutionalism and IR integration theories), this paper examines the driving forces behind the extensive university reform, asking which actors have been the dominant agenda-setters during the initial phases of the Bologna process. European higher education has been a multi-actor and multi-level policy field characterized by a politico-normative body of literature, and so the discourse – especially pertaining to the effects of globalization – is examined to determine how the dominant agenda-setters have legitimized their policy agendas. Universities in Europe, traditionally path dependent institutions, were setting their own policy agendas during the 1980s and 1990s, and the result was an uncoordinated institutional convergence towards a perceived ‘world model’ of structure and governance. With the signing of the Bologna Declaration in 1999 (and its predecessor the Sorbonne Declaration in 1998), national ministries of education became the dominant agenda-setters for higher education, pursuing intergovernmental national cooperation legitimized through a discourse of international collaboration to mitigate the risks of the competitive global environment. Between 1999 and 2001, the European Commission regarded the reform process as an aspect of European integration and seized the opportunity to be the dominant agenda-setter, legitimizing this through a discourse of lifelong learning as part of the Lisbon Agenda. Utilizing aspects of the new open method of coordination, the Commission’s agenda focused on endogenous horizontal coordination, so that the national systems of higher education would be more attractive in the competitive external environment. After 2001, the methods of European-level steering continued as part of the process, but new actors and stakeholders began to cloud the policy field and diffused the dominant agenda-setting capacity of any single level or actor.
5

Garra, João Pedro Reis Serra. "The impact of Bologna Process in the portuguese labour market." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/6187.

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Mestrado em Economia
The Bologna Process appears with the aim to build the, so called, European Higher Education Area (EHEA) where it's possible to promote comparable graduate degrees among European countries, employability and mobility of students, graduates and higher education sta , as well as contribute to a lifelong learning of the European citizens. In this sense, the Bologna reform brought a new structural paradigm into the European higher education system and might have generated a di erent behaviour pattern of the main agents involved (students, national governments and schools). Several empirical analyses have tested/estimated the impacts of the Bologna reform in the Higher Education system. However, the number of analyses committed to evaluate the e ects of the bologna reform on labour markets are still low and regarded with some reluctance, since the reform is recent and data is quite scarce. So that, the main goal of this work is to nd evidence of the impact of the Bologna Process in the Portuguese labour market. Our main ndings which followed a di erence-in-di erences strategy (DD) show a statistical signi cance of the DD estimator, but only in the female model. Nevertheless, these results must consider, in future analyses, structural variables such as (un)employment rates, in order to re ne the model in an aggregated supply/demand equilibrium view.
O Processo de Bolonha aparece com o objetivo de criar, o chamado, Espaço Europeu de Ensino Superior (EHEA), onde é possível existirem cursos superiores compar aveis entre os pa íses europeus, empregabilidade e mobilidade de estudantes, graduados e professores, assim como contribuir para uma aprendizagem ao longo da vida dos cidadãos europeus. Neste sentido, a reforma de Bolonha veio trazer um novo paradigma estrutural ao sistema de ensino superior Europeu e pode ter originado um diferente padrão de comportamento dos principais agentes envolvidos (estudantes, governos e escolas). V áias anáalises emp iricas têm testado/estimado os impactos da reforma de Bolonha no sistema de ensino superior. No entanto, o n úmero de aá alises dedicadas em avaliar os efeitos da reforma de Bolonha no mercado de trabalho são ainda poucas e encaradas com alguma relutância, uma vez que a reforma e recente e os dados são escassos. Assim, o objetivo principal deste trabalho é encontrar evidência do impacto do Processo de Bolonha no mercado de trabalho Português. As nossas principais conclusões seguiram uma estratégia de diferenças-emdiferenças (DD) e mostram uma significância estat ística do estimador DD, mas apenas no modelo feminino. Contudo, futuras an alises deverão considerar variáveis estruturais, como as taxas de (des)emprego, de forma a re nar o modelo numa visão agregada de equil íbrio entre a oferta e a procura.
6

Денисенко, Віталіна Миколаївна. "Education reform in Ukraine in accordance with the Bologna process." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10577.

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Hope, Jorunn. "Bologna process and student mobility in Norway and Portugal, The." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3375.

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Mestrado em Políticas e Gestão do Ensino Superior
Esta tese analisa o processo de Bolonha na Noruega e em Portugal no que diz respeito à mobilidade de estudantes e à sua internacionalização. A tese consiste numa primeira parte teórica na qual se analisam os países em questão, o contexto do Processo de Bolonha e as abordagens teóricas. Na segunda parte são apresentadas entrevistas realizadas na Noruega e em Portugal, seguidas da sua interpretação e análise. A pesquisa efectuada demonstra as principais diferenças entre o sistema norueguês, que implementou o acordo de Bolonha em 2003, e o sistema Português que o implementou em 2007. A pesquisa estuda, também, os passados destes dois países e como esses passados podem ter influenciado a mobilidade dos seus estudantes nos dias de hoje. A pesquisa permitiu, também, analisar a influência da implementação do Processo de Bolonha na mobilidade dos estudantes e os possíveis obstáculos impostos pelo uso de graus mais curtos e pelo número mais reduzido de disciplinas opcionais nos novos cursos. Há algumas indicações de diferenças entre faculdades nos dois países que são dos mesmos tipos em ambas as instituições investigadas. Existem, também, alguns problemas semelhantes nas instituições estudadas. É também evidente que o sistema norueguês já está estabilizado nos anos que decorreram desde a sua implementação. Pelo contrário em Portugal, onde a sua implementação é mais recente, há ainda alguns problemas por resolver e algumas incertezas relacionadas com a nova estrutura do sistema, embora seja justo reconhecer que isto corresponderá, possivelmente, a uma fase de transição. ABSTRACT: This thesis analyses the Bologna Process in Norway and Portugal with regard to student mobility and internationalisation. It consists of one theoretical part looking into the countries in question, the background of the Bologna agreement and theoretical approaches, and one part of interviews conducted in Norway and Portugal and its interpretation and analysis. The research done shows the main differences between the Norwegian system that implemented the Bologna agreement in 2003 and the Portuguese system that implemented it in 2007. It also looks into the different backgrounds of these countries, and how this may have been a part of forming student mobility today. The research has also allowed to analyse the influence of the implementation of the Bologna process on student mobility and possible difficulties resulting from the use shorter degrees and a lower number of electives in the new programmes. There are some indications of differences between faculties in both countries, which are the same in both institutions researched. There are also some similar same problems in both institutions. It is also apparent that the Norwegian system has already settled a bit in these years since implementation. On the contrary in Portugal where the implementation is far more recent there are still unsolved issues and uncertainties with the new structure, although it seems fair to say that this will probably be a passing stage.
8

Thompson, Timothy Scott. "From Bologna to Berlin 1999--2003: The initial steps of the Bologna Process and creation of the European Higher Education Area." UNIVERSITY OF PITTSBURGH, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3485868.

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Witte, Johanna Katharina. "Change of degrees and degrees of change comparing adaptations of European higher education systems in the context of the Bologna process /." Enschede : University of Twente, 2006. http://aleph.unisg.ch/volltext/Change_of_degrees_Witte_01.pdf.

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Zacarias, Maria de Fátima Penetra Antunes. "A implementação do processo de Bolonha: o caso da Universidade de Évora." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15212.

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O presente trabalho resultou de uma investigação realizada na Universidade de Évora em que se pretendeu estudar a implementação do Processo de Bolonha na Universidade de Évora desde o seu início, no ano lectivo de 2006/2007 até ao momento em que foram recolhidos os dados em 2008/2009. Para o efeito optámos pela metodologia qualitativa recorrendo a entrevistas (gravadas) que realizámos a órgãos de gestão, docentes e estudantes de diferentes áreas científicas da Universidade de Évora. Em relação aos dados que obtivemos salientamos que o discurso dos sujeitos se organizou em torno de três grandes temáticas: Processo de Bolonha, implementação do Processo de Bolonha na UÉ e impacto do Processo de Bolonha na UÉ. No que se refere à definição de Processo de Bolonha verificámos que os três grupos de sujeitos definem maioritariamente o processo de Bolonha como uma reforma profunda do Ensino Superior e que os estudantes dão mais relevo aos aspectos relacionadas com a mobilidade e a flexibilidade. A nova organização das instituições, as alterações legislativas internas, a racionalização e uniformização do Ensino Superior, as implicações pedagógicas (mudança do paradigma de ensino/aprendizagem e organização em ECTS), tal como a ligação ensino/mercado de trabalho emergiram essencialmente no discurso dos órgãos de gestão, que podemos considerar muito similar ao discurso documental e político. Os Directores de Curso, por seu turno, colocam a tónica na reestruturação dos cursos. A alteração do modelo pedagógico aparece de forma mais significativa nos Directores de Curso e nos estudantes. As vantagens da reforma são mais referidas pelos órgãos dirigentes e Directores de Curso que realçam essencialmente maior autonomia. As desvantagens foram menos referidas pelos três grupos de sujeitos traduzindo, de um modo geral, preocupação como facto da reforma ter um carácter economicista e de requerer a obrigatoriedade da Língua Inglesa; ABSTRACT: This dissertation is based upon an investigation conducted at the University of Évora (UE) in which it was intended to study the implementation of the Bologna Process at this higher education institution since its inception in the academic year of 2006/2007 until the date of data collection, i.e. the academic year of 2008/2009. To this end we opted for a qualitative methodology using (taped) interviews applied to the governing bodies, faculty and students from different areas of science at the University of Évora. In relation to the obtained data it should be highlighted that the speech of the subjects was organized around three main themes: the Bologna Process, the implementation of the Bologna Process in the UE and the impact of the Bologna Process in the UE. As regards the definition of the Bologna Process it was found that the three groups of subjects mostly define the Bologna process as a fundamental reform of higher education new organization of institutions, domestic legislative changes, rationalization and standardization of higher education, the pedagogical implications (changing the paradigm of teaching and learning and organization in ECTS), such as the liaison between education and labor market emerged mainly in the speech of governing bodies, which we consider very similar to documentary and political discourses. The course directors, in turn, put an emphasis on the restructuring of courses. The change of the pedagogical model appears more significantly in the speech of course directors and students. The benefits of the reform are more mentioned by the governing bodies and course directors who essentially enhance the greater autonomy. The disadvantages of the reform were less mentioned by the three groups of subjects, reflecting, in general, a concern about the economical motivation of the reform as well as the mandatory requisite of English language and that students place more emphasis on aspects related to mobility and flexibility.
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Books on the topic "Bologna process":

1

Bergan, Sjur. Recognition issues in the Bologna Process. Strasbourg: Council of Europe Pub., 2003.

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Ward, David. The Bologna process: An American perspective = Procesul Bologna : o perspectivă americană. Cluj-Napoca: Editura Fundației pentru Studii Europene, 2008.

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Horst, Johanna-Charlotte. Bologna-Bestiarium. Zürich: Diaphanes, 2013.

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Barakonyi, Károly. Bologna "Hungaricum": Diagnózis és terápia. Budapest: ÚMK, 2009.

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Vögtle, Eva Maria. Higher Education Policy Convergence and the Bologna Process. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137412799.

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Kozma, Tamás, Magdolna Rébay, Andrea Óhidy, and Éva Szolár, eds. The Bologna Process in Central and Eastern Europe. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-02333-1.

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Meyer, Corina, and Matthias Jung. Nach Bologna: Allgemeine Bildung an Europas Universitäten = Bologna revisited : general education at Europe's universities. Berlin: BWV, Berliner Wissenschafts-Verlag, 2009.

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(Organization), EURYDICE. Higher education in Europe 2009: Developments in the Bologna process. Brussels: Education, Audiovisual and Culture Executive Agency, (EACEA P9 Eurydice), 2009.

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Stier, Jonas. Högskolan bortom Bologna: Internationaliseringen av högre utbildning. Lund: Studentlitteratur, 2007.

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Okçabol, Rıfat. Bologna süreci sorgulanıyor: AB'nin akademik tahakkümünün sosyalist tahlil, eleştiri ve reddiyesi. Kadıköy, İstanbul: Yazılama Yayınevi, 2011.

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Book chapters on the topic "Bologna process":

1

Kroos, Karmo. "The Bologna Process." In Higher Education Dynamics, 117–40. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4616-2_6.

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Kooij, Yasemin. "The Bologna Process." In European Higher Education Policy and the Social Dimension, 42–56. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473141_3.

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Barakonyi, Károly. "Bologna Hungaricum." In The Bologna Process in Central and Eastern Europe, 115–46. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02333-1_6.

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Sin, Cristina, Amélia Veiga, and Alberto Amaral. "Bologna Process Implementation Problems." In European Policy Implementation and Higher Education, 63–82. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50462-3_4.

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Orosz, Anna. "The Bologna Process in Slovenia." In The Bologna Process in Central and Eastern Europe, 285–319. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02333-1_11.

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Szolár, Éva. "The Bologna Process in Romania." In The Bologna Process in Central and Eastern Europe, 183–222. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02333-1_8.

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Välimaa, Jussi, David Hoffman, and Mira Huusko. "The Bologna Process in Finland." In Higher Education Dynamics, 43–68. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4616-2_3.

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Skiadas, Dimitrios V. "The Bologna Process: New Objectives." In Higher Education and Research in the European Union, 149–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85690-8_8.

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Reilly, John, and Simon Sweeney. "Erasmus and the Bologna process." In The Routledge Handbook of European Integrations, 86–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429262081-8.

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Kovács, Klára. "The Bologna Process in the Ukraine." In The Bologna Process in Central and Eastern Europe, 321–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02333-1_12.

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Conference papers on the topic "Bologna process":

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Porcheron, Patrick. "The bologna process in European education." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562883.

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Fuller, Ursula, Arnold Pears, June Amillo, Chris Avram, and Linda Mannila. "A computing perspective on the Bologna process." In Working group reports. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1189215.1189181.

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Butragueno, Belen, Javier Francisco Raposo, and Maria Asunción Salgado. "THE BOLOGNA PROCESS APPLIED TO CREATIVE EXPERIENCES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0443.

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Zaspa, Hryhoriy. "Bologna Process and higher technical education in Ukraine." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610176.

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Ferreira, Joao C., and Porfirio Filipe. "Academic Ontology to support the Bologna Mobility Process." In 2009 2nd International Conference on Adaptive Science & Technology (ICAST 2009). IEEE, 2009. http://dx.doi.org/10.1109/icastech.2009.5409708.

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David, Fátima, and Rute Abreu. "PORTUGUESE HIGHER EDUCATION SYSTEM AND BOLOGNA PROCESS IMPLEMENTATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1910.

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Sliapniova, Larysa, and Alexander Tsyganov. "The Bologna Process in Higher Education of Belarus." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.1.

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"A STUDENT PERSONAL SYSTEM FOR BOLOGNA PROCESS MOBILITY." In International Conference on Knowledge Management and Information Sharing. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0002308601940199.

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Valeyeva, Nailya Sh, Roman V. Kupriyanov, and Elvira R. Valeyeva. "Results and challenges of Russia's integration into Bologna Process." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318063.

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Jasenek, J., and J. Cervenova. "A view on the PhD studies in Bologna process." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610175.

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Reports on the topic "Bologna process":

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Monteiro, Henrique, and Alexandra Ferreira Lopes. A flexibilidade das estruturas curriculares portuguesas enquanto implicação do Processo de Bolonha nas licenciaturas em Economia: uma comparação com a Europa. DINÂMIA'CET-IUL, 2005. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2005.47.

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