Segui questo link per vedere altri tipi di pubblicazioni sul tema: Bologna process.
Tesi sul tema "Bologna process"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "Bologna process".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
1
Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko e S. Opanasyuk. "Тhe students' view of Bologna process". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/16044.
Testo completo
2
SLAVKOVIC, Goran, ゴラン スラブコビッチ, Eisuke KITA e 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.
Testo completo
3
Xerri, de Caro John. "The Bologna Process and physiotherapy education across Europe". Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/20708/.
Testo completoAbstract (sommario):
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.
Testo completoAbstract (sommario):
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.
Testo completoAbstract (sommario):
Mestrado em EconomiaThe 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.
Testo completo
7
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.
Testo completoAbstract (sommario):
Mestrado em Políticas e Gestão do Ensino SuperiorEsta 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.
Testo completo
9
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.
Testo completo
10
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.
Testo completoAbstract (sommario):
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.
11
Vidal, Maria Helena Candelori. "O processo de Bolonha e as políticas de formação inicial com vistas à educação inclusiva". Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13639.
Testo completoAbstract (sommario):
This study was centered in the research line of Labor, Society and Education and its
subject fits more specifically into the sub areas: Educational Reforms and Impact on
Educational Institutions, dealing with the theme \"Formation Policies in Higher Education for
Special Education\". Immersing ourselves in this context, the thesis defended in this study
was that, with the implementation of the Bologna Process, Higher Education in Brazil, as
the rest of the world, was significantly affected influencing or even serving as a model for
the reorganization of university structures and of higher education systems emerged from
Europe. Thus, the objective of this study was to analyze the Bologna process and its
influence in higher education, especially the Brazilian and Portuguese initial formation
policies aiming inclusive education. More specifically: 1) analyze the transformations in
Brazilian higher education due to the influence of the Bologna Process in regard to the
initial formation with a view to Inclusive Education. 2) Identify the transformations in higher
education in Portugal and Brazil from the Bologna process and which are the Brazilian and
Portuguese specific special education policies for teacher formation. 3) Describe and
reflect on the obstacles, barriers and possibilities of teacher formation for Special
Education. About the methodological point of view, we did not start our reflection by
similarities, but by the differences from the historical process. It was used the documental
research, with descriptive and interpretative analysis features. From the empirical point of
view, the study was delimited spatially in the two countries (Brazil and Portugal). The study
population was composed by Policy Formation documents for higher and special
education in both countries. With the theoretical references, was made the confrontation
and analysis of all data found in the development of all the research, namely: deadlocks,
barriers and notes for the theme in question. As a result, it was evidenced that the special
education model proposed by hegemonic groups, through the public policies for the area,
carries within, implications for education systems, for schools, for agencies of initial and
continuing formation, as well as for formation policies. It is also a consensus that
educational reforms, is increasingly gain an international character and this can be
understand as a way to also globalize this sector. Thereby, teacher formation has been a
root in all countries, as a way to highlight the importance of educational performance for
economic growth - which in theory depends on the performance of education
professionals. Regarding the formation for Special Education, the fact is that it is not
mentioned in the educational debate at the Bologna Process. The gap between education
and special education represents, in our understanding, to be the first and most important
discrimination, preventing this type of education to discuss its educational praxis, by
placing itself into a secondary category, that upon later subtly protrude all the others
discrimination - for example, the civil, legal, labor and cultural.Esta pesquisa localizou-se na linha de Pesquisa Trabalho, Sociedade e Educação e seu objeto de estudo, especificamente nos sub eixos: Reformas Educacionais e Impactos nas Instituições Educacionais, ao tratar da temática Políticas de Formação no Ensino Superior para a Educação Especial . Inserido nesse contexto, a Tese neste trabalho defendida foi a de que, com a implantação do processo de Bolonha, o Ensino Superior no Brasil, como em todo o resto do mundo, foi significativamente impactado, influenciando ou mesmo servindo de modelo para a reorganização de estruturas universitárias e de sistemas de educação superiores surgidas a partir da Europa. Assim, o objetivo do trabalho foi analisar o processo de Bolonha e a sua influencia na educação superior, em especial nas políticas de formação inicial portuguesa e brasileira, com vistas à educação inclusiva. Mais especificamente: 1) Analisar as influencias do Processo de Bolonha na Educação Superior com vistas à Educação Inclusiva. 2) Identificar as transformações na educação superior em Portugal e Brasil a partir do Processo de Bolonha e as Políticas de Educação Especial nos dois países especificas para a formação de professores. 3) Descrever e refletir sobre os impasses, barreiras e possibilidades da formação de professores para a Educação Especial, mediante o paradigma da Inclusão. Sob o ponto de vista metodológico, as reflexões não foram iniciadas pelas semelhanças, mas pelas diferenças a partir do processo histórico. Foi utilizada a pesquisa documental, com características de análise descritiva e interpretativa. Do ponto de vista empírico, o estudo delimitou-se espacialmente nos dois países (Brasil e Portugal). A população de estudo foi composta pelos documentos das Políticas de Formação para a Educação superior e Especial nos dois países. De posse dos referenciais teóricos, foi feito o confronto e análise de todos os dados encontrados no desenvolvimento de toda a pesquisa, quais foram: impasses, barreiras e apontamentos para a temática em questão. Como resultado, evidenciou-se que o modelo de educação especial proposto pelos grupos hegemônicos, através das políticas públicas voltadas para a área, carregou consigo implicações para os sistemas de ensino, para as escolas, para as agencias de formação inicial e continuada, bem como, para as políticas de formação. Foi consenso também que as reformas educacionais, cada vez mais, ganharam um caráter internacional e isso pôde ser bem compreendido quando as entendemos como uma forma de globalizar também esse setor. Desse modo, a formação de professores tem sido uma tônica em todos os países, como uma maneira de evidenciar a importância do desempenho educacional para o crescimento econômico - o que em tese dependeria da atuação dos profissionais da educação. Em relação à formação para a Educação Especial, o fato constatado foi que ela não aparece no debate educativo no Processo de Bolonha. O distanciamento entre a educação e a educação especial constituiu, no nosso entendimento, ser a primeira e mais importante discriminação, impedindo que essa modalidade de ensino discutisse a sua práxis educativa, colocando-se numa segunda categoria e que sobre a qual, depois, possivelmente, se projetaram sutilmente todas as demais discriminações por exemplo, as civis, legais, laborais e culturais.
Doutor em Educação
12
Yagci, Yasemin [Verfasser]. "The social dimension: a neglected policy item in the Bologna Process / Yasemin Yagci". Kassel : Universitätsbibliothek Kassel, 2013. http://d-nb.info/1045949582/34.
Testo completo
13
Boutillon, Damien. "Russian engagement with the Bologna process : policies and practices in higher education reform". Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12753/.
Testo completoAbstract (sommario):
The Bologna process describes a collaboration of countries from Europe to Central Asia, where state actors and institutions work towards system convergence in higher education and define an international common space of education policy. This thesis provides a critical reflection on international higher education policymaking and reform implementation through the lens of the Russian engagement with Bologna, contributing to literature in the anthropology of “policy as a practice of power”, and contributing to studies of higher education. Drawing on seven months of fieldwork in Moscow in 2010-11, and from a corpus of European and Russian legislation, education policy documents and university surveys, the thesis explores Bologna as an international sociocultural normative effort, and reveals practices of power that emerge during Russia’s engagement with Bologna. The chapters offer an ethnographic look at Russian actors’ engagement with Bologna, highlighting their roles inside the institutions, their discursive production, network mobility, and the kinds of agencies that thrive inside the Bologna process. I follow the implementation of the European Credit Transfer System higher education standard by a Moscow university, and illuminate practices of segregation inside the institution that limit the appropriation of Bologna’s Social Dimension policies. Through such explorations the thesis shows regimes of power in the Bologna process, practices that strengthen Bologna’s governance model and establish the legitimacy of its policies, and the emergence of political and institutional hegemonies. I also show negotiation practices that emerge during the appropriation of Bologna’s policies, modifying or challenging these educational norms.
14
Tampayeva, Gulnara Y. "The implementation of the Bologna Process in Kazakhstan higher education : views from within". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13700.
Testo completoAbstract (sommario):
In this thesis I examine the question: how do Kazakhstan academics respond to the reforms of higher education (HE) carried out as part of Europeanisation? I study the local academics' accounts of the process of implementation of the Bologna Process and of wider Western education standards within local post-Soviet practice, since the beginning of the twenty-first century. This local policy implementation is examined within the framework of educational policy borrowing, grounded in works by Steiner-Khamsi, Silova, and Phillips. Thirty-eight interviews were conducted in four HE institutions in different regions of Kazakhstan and analysed through the application of Critical Discourse Analysis (CDA) based on work by van Dijk and Fairclough. Using the method of CDA, I explore how power relationships and abuses of power play out between the educational authority and the academics in the politically driven reform environment, and how academics respond to this in their views of the reforms. I found that participants overall are critical of the reform process. They respond with three discourses, identified as nostalgia and loss, progress and modernity and chaotic reform. While the discourse of nostalgia implicitly connects to the 'better' Soviet education, as an ideological belief inherited from the past, and the discourse of progress reflects the spread of the ideology of European modernity, they both appear in connection to the central discourse of chaotic reformation. I found that chaos, which is a prime characteristic of the reforms in Kazakhstan HE, is linked to clashes between political/educational motivations and Soviet/Western approaches. These findings support my main argument that the specific post-Soviet context should be taken into account in studies of education in the 'Second World'. These 'context models' are influential on how Western standards are implemented in the reality of post-Soviet education.
15
Baldwin, Richard. "Changing practice by reform : the recontextualisation of the Bologna process in teacher education". Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3659.
Testo completoAbstract (sommario):
The purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices.Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning Fredagen den 20 september, kl. 13.15 vid Högskolan i Borås.
16
Маркевич, Віталій Едуардович, Виталий Эдуардович Маркевич, Vitalii Eduardovych Markevych, Андрій Миколайович Лобода, Андрей Николаевич Лобода e Andrii Mykolaiovych Loboda. "Використання кредитно-модульної рейтингової системи в навчальному процесі". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18304.
Testo completo
17
Базуліна, Ю. Г. "Проблема впровадження Болонського процесу в сучасних умовах та вплив органів студентського самоврядування на вирішення цих проблем". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14203.
Testo completo
18
Білоусова, Л. І., e Л. Е. Гризун. "Практичні проблеми модульного структурування навчальної дисципліни". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18592.
Testo completo
19
Романюк, Анатолій Миколайович, Анатолий Николаевич Романюк, Anatolii Mykolaiovych Romaniuk, Людмила Іванівна Карпенко, Людмила Ивановна Карпенко, Liudmyla Ivanivna Karpenko, Ганна Юріївна Будко et al. "Впровадження Болонської системи у навчальний процес на кафедрі патоморфології". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18331.
Testo completo
20
Гричановська, Тетяна Михайлівна, Татьяна Михайловна Гричановская e Tetiana Mykhailivna Hrychanovska. "Нюанси Болонського процесу". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/4444.
Testo completoAbstract (sommario):
У 2005 році Україна приєдналась до Болонської угоди.
Впровадження Болонських принципів означає наступне: введення
дворівневої системи вищої освіти; введення кредитно-модульної
схеми (КМС) навчання; модернізацію державної системи контролю
якості навчання; наявність в ВНЗ внутрішньої системи управління
якістю навчання; розробку форм нової документації; модернізацію
схеми фінансування; включення студентів до процесу управління;
розвиток академічної мобільності [1]. І подолавши два роки, можна
вже відмітити деякі нюанси привнесені цим процесом в життя рядових
викладачів і студентів.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/4444
21
Василишин, К. А. "Проблеми впровадження Болонського процесу та вплив ООС на їх вирішення". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14215.
Testo completo
22
Вакуленко, Т. С. "Питання організації засвоєння навчального матеріалу студентами ВНЗ в умовах впровадження Болонського процесу". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18500.
Testo completoAbstract (sommario):
В роботі розглядається питання організації засвоєння навчального матеріалу студентами ВНЗ в умовах впровадження Болонського процесу.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/18500
23
Павленко, Ганна Володимирівна, Анна Владимировна Павленко e Hanna Volodymyrivna Pavlenko. "Самостійність студентів як основа ефективності кредитно-модульної системи". Thesis, Видавництво СумДУСамостійність студентів як основа ефективності кредитно-модульної системи, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14295.
Testo completo
24
Снитнікова, Ольга Олександрівна, Ольга Александровна Снитникова, Olha Oleksandrivna Snytnikova e М. В. Жук. "Болонський процес і Україна: проблеми і перспективи". Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/21898.
Testo completo
25
Голишева, Євгенія Олексіївна, Евгения Алексеевна Голышева e Yevheniia Oleksiivna Holysheva. "Болонський процес в Україні: прорив чи провал". Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/10227.
Testo completoAbstract (sommario):
Однією з найважливіших сфер розвитку євроінтеграції є сфера вищої освіти, де вона набула форм Болонського процесу. На сьогодні 46 європейських країн, включно з Україною, є його учасниками. Крім того, значна кількість міжнародних організації підтримують ідеї процесу та сприяють його реалізації.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/10227
26
Fabbri, Cristiano. "Analisi ed ottimizzazione dei percorsi diagnostici presso l’AUSL di Bologna". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017.
Cerca il testo completoAbstract (sommario):
Negli ultimi anni la popolazione residente nella regione Emilia-Romagna sta andando incontro ad un progressivo invecchiamento, con un conseguente aumento della domanda di servizi sempre più efficaci. Al tempo stesso, però, a causa della crisi, è stato necessario porre particolare attenzione all’utilizzo efficiente delle risorse. Uno dei tentativi di bilanciare entrambi questi obiettivi è Gastropack, ovvero un nuovo paradigma di presa in carico congiunta, fra curante e specialista, del paziente con bisogno di cura gastroenterologico, creato all’interno dell’AUSL di Bologna dal Dott. Vincenzo Cennamo. Tale sistema, che nasce allo scopo di risolvere le criticità insite in quello basato su CUP, si fonda su tre principi operativi: presa in carico condivisa fra curante e specialista, con progettazione del percorso di cura; mancanza di prenotazione a CUP; molteplicità di prestazioni durante un singolo accesso. Il progetto pilota di Gastropack è stato lanciato nel Distretto bolognese di Porretta-Vergato il 4 maggio 2016, ma il sistema sarà presto esteso ad altre zone del capoluogo. In quest’ottica è stato necessario condurre un processo di Analytics, in modo da fare una valutazione completa del nuovo paradigma diagnostico. L'analisi si è articolata in tre parti: una prima reportistica sui risultati ottenuti; una seconda analisi di processo attraverso l’utilizzo del Process Mining; infine lo sviluppo di un modello di programmazione lineare intera volto all’assegnamento dei pazienti alle strutture dei nuovi comuni, coinvolti nel progetto. Tutto ciò a dimostrazione dell’importanza, per il futuro, della costruzione di una sanità impostata sul percorso del paziente, piuttosto che sulle precedenti unità funzionali scollegate, in modo da raggiungere quegli obiettivi necessari di efficienza ed efficacia.
27
Kushnir, Iryna. "Bologna reform in Ukraine : learning Europeanisation in the post-Soviet context". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22828.
Testo completoAbstract (sommario):
This thesis explores the process of the Bologna reform in the Ukrainian higher education system. Bologna is one of the most well-known and influential European projects for cooperation in the field of higher education. It aims to create an internationally competitive European Higher Education Area (EHEA) through a range of such objectives as the adoption of a system of credits, cycles of study process, diploma supplement, quality assurance, qualifications frameworks, student-centred education, lifelong learning and the promotion of student and faculty mobility. Through an in-depth examination of higher education actors and policy instruments in the case of the implementation of Bologna in Ukraine, this thesis aims to a) analyse the process of the Bologna reform in Ukraine; and b) examine Bologna as a case of Europeanisation in the post-Soviet context. The study is qualitative and applies two main methods: interviews with key policy actors and text analysis of selected policy documents. These data are analysed through the perspective of policy learning, with a particular reference to the concept of layering. The findings suggest that the Bologna reform in Ukraine has been primarily developing as an interrelationship between policy continuity and change. On the one hand, the study found that most of the key powerful actors and networks in the country, established before the introduction of Bologna, have retained their prior influence. As a result, Bologna has – to a large extent – simply reproduced established relationships and pre-existing higher education policies. The Ministry of Education and Science has been the primary actor pushing for this kind of policy continuity. On the other hand, Bologna has also been partially changing some aspects of the old higher education instruments and the established relations among the actors. These changes have been taking place due to the involvement of civil sector organisations which increasingly became crucial as policy brokers in the process of this reform. The study suggests that the old practices and innovations in Bologna have been interacting in layering – a gradual messy and creative build-up of minor innovations by different higher education actors in Ukraine. The accumulation of these innovations led to more fundamental changes – the beginning of the emergence of a more shared higher education policy-making in the previously centrally governed Ukraine. These findings shed some light on the broader process of Europeanisation in the post-Soviet context. The Ukrainian case thus suggests that at least in the post-Soviet context, Europeanisation is the process in which change and the continuity are not mutually exclusive, but rather closely interconnected.
28
Опанасюк, Валентина Володимирівна, Валентина Владимировна Опанасюк, Valentyna Volodymyrivna Opanasiuk e О. Талан. "Глобалізація і Болонський процес". Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/22111.
Testo completo
29
Опанасюк, Валентина Володимирівна, О. Вусик, Валентина Владимировна Опанасюк e Valentyna Volodymyrivna Opanasiuk. "Болонський процес: глобалізація і національно-ментальні особливості". Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/22113.
Testo completo
30
Dahlson, Hanna, e Karin Svensson. "The future of the University of Linköping : networking as a mean for coping with the Bologna Process". Thesis, Linköping University, Department of Management and Economics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2148.
Testo completoAbstract (sommario):
Background: During the past years the increasing internationalisation has not only affected companies but also universities. This development is due to the Bologna Declaration which prescribes a harmonisation of the higher education in Europe. The declaration implies a tougher competition, but also a higher degree of co-operation among European universities.
Purpose: The purpose of this thesis is to examine how LiU can make use of thenetwork approach in the process of internationalisation, in order to cope with the changes that the Bologna Declaration implies.
Realisation: We have carried out a total amount of 17 interviews. To complement these interviews, secondary data about the Bologna Process and LiU have been extracted from the internet and other information material.
Results: LiU should take advantage of the opportunities provided by the Bologna Process in order to further internationalise. The most favourable way of networking for LiU would be to be a part of relatively small and complementary networks. The promotion and facilitation of the communication between partners, but also within the university, is crucial. Use, and constantly develop, the competitive advantages in order to seek possible network partners and to attract students, teachers and researchers.
31
Hoareau, Cécile. "Does deliberation matter? : the impact of the Bologna process on attitudes and policies in European higher education". Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/307/.
Testo completoAbstract (sommario):
This research analyses the impact of deliberative governance mechanisms on policy reforms. This mode of governance involves the direct participation of state and non-state actors in meetings, during which participants are open to the exchange of arguments about a particular policy space and to reaching an agreement which can be non-binding. This research develops the theoretical claim that deliberative governance has a significant impact on the cognitive aspect of domestic policies and in particular individual attitudes. It focuses on the Bologna process that has been at the heart of European-wide reforms of higher education and investigates three aspects. First, a survey of participants in the Bologna process shows how their attitudes have changed. Secondly, case studies of the Sorbonne and Bologna agreements of the 25th of May 1998 and the 19th of June 1999 investigate how those changes of attitudes and policies fit participants’ interests. Thirdly, a comparison between reforms in England and France (mid-1980s-2007) discusses how changes of attitudes relate to domestic policy changes. The study explores two mechanisms that have been widely held to facilitate reforms, namely ‘learning’ and ‘strategic use’. The study finds that participants are open to changing their perceptions and receiving information on policy options in deliberations if it fits their interests. Deliberations also help diffuse paradigms which facilitate domestic reforms. More importantly, deliberative governance obeys a certain hierarchy when influencing individual attitudes. It starts by changing the most instrumental attitudes. However, all attitudes are connected, leading to a spiralling effect toward attitude change concerning more fundamental domestic reforms. Deliberative governance therefore has the potential to create some convergence in certain policy areas. This research contributes to the relevant European integration literature on deliberative governance and policy change by drawing on theoretical insights from the wide literature on cognitive theories. It also adds to the specialist field of studies concerning the European higher education area.
32
Треус, А. "Позитивне та негативне Болонського процесу в Україні". Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40571.
Testo completoAbstract (sommario):
Позитивним є той факт, що студенти зможуть навчатися більш мобільно. Скажімо, провчитися курс в одному університеті, на наступний перейти до іншого в будь-якій країні, яка приєдналася до Болонської декларації, без додаткових іспитів. З часом наші випускники повинні отримувати європейський додаток до диплому, який дозволить їм працевлаштуватися в Європі.
33
Martinez, Diane L. "Developing Global Communication Skills for Technical Communicators in the 21st Century: Researching the Language of Collaboration and Cooperation in the Bologna Process". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1331.
Testo completoAbstract (sommario):
Professional communication programs must be aware of the complexities and nuances of contemporary global communication and adapt their instruction to reflect these realities. Thus, there is a need for research efforts in global communication that provide insight into this type of communication.
This dissertation is a study of the language of collaboration and cooperation in professional and global contexts. Using Burke’s theories of identification and terministic screens, cooperation theory, activity theory, and a brief historical perspective on the European Union, I conducted a rhetorical analysis of Bologna Process documentation to study how this large and diverse membership is evolving and moving toward identification. Specifically, I explored the answers to three questions: How were the common goals of the Bologna Process rhetorically developed in the ministerial communiqués? In what ways was the goal of democracy or equal representation demonstrated in the documentation? How did members negotiate between self-interest and the best interests of the group?
In professional communication where specificity and clarity often dominate conversations regarding effective writing, the Bologna Process demonstrates the opposite. Vague terminology is one of the most noticeable rhetorical aspects of the ministerial communiqués. Preliminary readings may deem such documents as political documents intended to deceive readers or mask accountability, but further analysis into the rhetorical situation of the Bologna membership indicate vague terminology can be seen as a way of giving members ownership of the Process and investing in the welfare of the group.
Further analysis also indicates that vague terminology and document hierarchy can create a democratic environment by encouraging social connections. Because working groups must continually reinterpret the language in the ministerial communiqués, the abstract and ambiguous terms in the communiqués invites participation from all members to debate and discuss the language from a standpoint of self-interest as well as the group’s interest.
Effective collaboration and cooperation may not always be the result of clear directives as is often taught in professional communication courses. Instead, the Bologna Process documentation demonstrates that vague terminology may be a rather effective strategy for diplomacy and for encouraging democracy, especially with diverse multinational group members.
34
Diogo, Sara Margarida Alpendre. "Changes in finnish and portuguese higher education governance: comparing responses to the Bologna process and new public management". Doctoral thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16968.
Testo completoAbstract (sommario):
Doutoramento em Estudos em Ensino SuperiorEsta dissertação compara as mudança governamentais e políticas nos sistemas de ensino superior (ES) português e finlandês, que emergem de pressões externas similares. Exemplos destas pressões externas são o processo de Bolonha e as manifestações legislativas mais recentes da Nova Gestão Pública (NGP), nomeadamente o novo regime jurídico das instituições de ensino superior (IES) portuguesas (RJIES) e finlandesas (Novo Acto Universitário), visando alterar não só as estruturas de governação institucional, como também as práticas de tomada de decisão. O estudo fornece uma descrição histórica e cultural abrangente dos sistemas de ES português e finlandês, a fim de dar a conhecer a forma como os governos destes países e as suas IES reagem a movimentos de mudança similares. Embora Portugal e Finlândia difiram significativamente em termos geográficos, históricos, culturais e económicos, ambos os países empreenderam recentemente reformas legislativas semelhantes nos seus sistemas de ES, tornando esta comparação relevante no âmbito das políticas de ES. Além disso, apesar de divergirem na sua natureza, carácter, objectivos e nível de aplicação, estas políticas foram implementadas simultaneamente, com o objectivo de melhorar a eficiência e qualidade do desempenho institucional, bem como a visibilidade e competição nacional. Argumenta-se que a crescente internacionalização do ES, a política de soft law da União Europeia (UE) bem como a ideologia managerialista – também disseminada por relatórios e discursos de organizações internacionais como a Organização para a Cooperação e Desenvolvimento Económico (OCDE) e a UE oferecem explicações para semelhanças em contextos nacionais. No entanto, as especificidades históricas e culturais, e as características estruturais destes sistemas político-administrativos explicam as diferenças nos processos de implementação de políticas e, consequentemente, nos resultados obtidos a nível nacional. Juntamente com uma vasta análise documental, o estudo é baseado na análise qualitativa estratégica e é suportado empiricamente por 61 entrevistas semiestruturadas a actores-chave, a nível sistémico e institucional, em ambos os países, e em ambos os tipos de instituições de ES realizadas durante os anos de 2011e 2012. Estes actores foram escolhidos devido às suas funções e grau de envolvimento no objecto de estudo: as últimas reformas de governação das IES impulsionadas pela Yliopistolaki 558/2009, pela Lei 62/2007 e pelo processo de Bolonha. Assim, os resultados aqui apresentados espelham as vozes dos praticantes que se envolveram nessas reformas, tanto ao nível do sistema quanto ao nível institucional. Resumidamente, é possível observar que, frequentemente, a aplicação da legislação nacional em IES é alcançada através de processos top-down (principalmente no caso Português) e um misto de estratégias bottom-up e top-down (mais na Finlândia). Estas estratégias visam alterar a estrutura organizacional das instituições, os órgãos de governação, os processos de tomada de decisão e as condições de trabalho dos profissionais académicos. O estudo revela que actores dentro do mesmo grupo de funções tendem a ter opiniões semelhantes em Portugal e na Finlândia, o que significa que independentemente da nacionalidade, as percepções convergem de acordo com os papéis dos entrevistados.
This research compares governmental and political changes in Portuguese and Finnish higher education (HE) systems, emerging from similar external pressures. Examples of these external pressures are the Bologna process and the recent legislative expressions of New Public Management (NPM), including the new legal framework for Portuguese (RJIES) and Finnish (New University Act) higher education institutions (HEIs) which aims at changing not only institutional governance structures but also institutions’ management and decision-making practices. The study provides a comprehensive historical and cultural description of the Portuguese and Finnish HE systems in order to build a framework for the advancement of knowledge on how Finnish and Portuguese governments and their HEIs react towards similar movements of change. Although Portugal and Finland differ significantly in their geography, history, culture, and economic status, both countries undertook similar HE legislative reforms, making the comparison focused and relevant for the study field of HE policy. Moreover, albeit different in character, goals and enforcement level, the policies were implemented concurrently, and both intend to improve efficiency and quality of institutional performance and to enhance national visibility and competition. It is argued that the incremental internationalisation of HE, the European Union (EU) soft law, as well as the NPM ideology – also disseminated by reviews and discourses of international organisations like the Organisation for Cooperation and Economic Development (OECD) and the EU offer an explanation for similarities in national contexts. Nevertheless, historical and cultural specifics and structural characteristics of political-administrative systems are considered explanatory factors for differences in policy implementation processes and therefore in national outcomes. Together with document analysis, the study is based on qualitative analysis and finds empirical evidence on 61 semi-structured interviews to key actors of system and institutional levels in both countries and in both types of HEIs conducted during the years 2011 and 2012. These actors were chosen due to their roles and degree of involvement in the study object: the latest institutional governance reforms driven by the Yliopistolaki 558/2009 and the Law 62/2007. Thus, the findings presented here rely much on the voices of the practioners who engaged in these reforms, both at the system and institutional levels. Briefly, it is possible to observe that frequently, the application of national legislation in HEIs is achieved through top-down processes (mainly in the Portuguese case) and a mix between top-down and bottom-up strategies (more in Finland). These strategies aim at changing institutions’ organisational structure, their governance bodies, decision-making processes and professionals working conditions. This study shows that the same group of actors tend to have similar opinions both in Portugal and in Finland, which means that regardless nationality, perceptions converge according interviewees’ roles.
35
Sin, Cristina. "Loose policy and local adaptation : a comparative study of masters degrees in the context of the Bologna Process". Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/52993/.
Testo completoAbstract (sommario):
The research presented in this thesis focuses on a comparative analysis of six master programmes in Physics in three European countries (England, Portugal and Denmark) in the context of the implementation of reforms triggered by the Bologna Agreement. It undertakes the programme comparison with a particular interest in two dimensions: first, conceptions of master degrees, i.e. what people consider a master degree is, referred to as the ontology of the degree; second, teaching and learning practices as experienced by academics and students, referred to as enacted ontology, determined by an interplay between the ontology of the master and by the process of policy implementation. Policy-making and implementation has received special attention, since the loose guidance and „soft. legislative status that characterises Bologna policy (the open method of coordination) has led to different interpretations and a variety of national and institutional responses determined by local or situated circumstances. To capture the transformation of policy and the evolution of actor conceptions at European, national and institutional level, the implementation staircase approach has been used. The research found that similarities and differences both in conceptions and in teaching and learning practices (manifestations of enacted ontology) emerge as consequences of disciplinary features, national tradition and departmental teaching and learning regimes. In particular, country-specific traditions of university degree organisation appear powerful in shaping the degree.s conceptualisation. Differences in conceptualisation between implementation levels (European/national versus institutional) are particularly pertinent in the exemplar discipline of physics. The most notable one refers to the degree.s purpose. Whereas the national (and European) levels view the degree as preparation for employment and further studies, physics academics and students describe it more as a springboard to a PhD. Teaching methods were found to be overall similar, apparently due to disciplinary tradition. A generally low emphasis on transferable skills has been noted, again explained by disciplinary factors. Nonetheless, although physics is a highly-bounded discipline, with relatively strong agreement on its structure, several differences in its „enacted ontology. have emerged. Thus, assessment practices show discontinuity, sometimes explained by national and sometimes by institutional traditions. Use of learning outcomes is variable, apparently determined by national tradition. There are, too, different approaches to incorporating research in the degree. This research suggests that implementation and ontology are mutually sensitive and act together to shape the practices associated with master courses. First, degree conceptualisations (nationally and institutionally determined) exert influence on the interpretation of new education policies and the choices made during implementation. Second, educational policies have the power to shift ontology. New national imperatives can act as catalysts and determinants of new academic practice. Therefore, the expressions of a master degree materialised in recurrent pedagogic practices (the enacted ontology), are produced by a symbiotic intertwining of the two dimensions.
36
Xavier, Amanda Rezende Costa. "Contextos curriculares da Universidade Nova e do Processo de Bolonha : a assessoria pedagógica universitária em questão /". Rio Claro, 2019. http://hdl.handle.net/11449/191261.
Testo completoAbstract (sommario):
Orientador: Maria Antonia Ramos de AzevedoResumo: Este trabalho tem como objeto de pesquisa a Assessoria Pedagógica Universitária, em contextos de inovação curricular, considerando que esta inovação atinge o ensino superior carregada de pilares pedagógicos que impactam a docência. Nessa condição, a questão do assessoramento pedagógico emerge como importante função que intenciona a construção de saberes docentes, em espaços coletivos, permanentes e institucionalizados de formação. Logo, os contextos de inovação curricular que definem o recorte deste trabalho revelam-se como elementos intransponíveis à pesquisa, referindo-se ao Processo de Bolonha, focalizando Portugal, e à Universidade Nova, focalizando o Brasil. Neste cenário, a pergunta que orientou a pesquisa foi: Que Assessoria Pedagógica Universitária tem sido construída e como se estrutura seu trabalho em contexto de inovação curricular? Objetivamos identificar seu papel nos contextos ora delimitados e compreender como têm se autoformado para dar conta das exigências que lhe recaem, no que diz respeito à consolidação de modelos curriculares inovadores. Buscando o objetivo, definimos o método que denominamos Mapeamento com Estudo Focalizado, sob abordagem qualitativa. O Mapeamento visa descrever amplamente os dados referentes ao objeto, proporcionando visão panorâmica, descritiva e contextual, enquanto que o Estudo Focalizado busca os significados que os sujeitos atribuem ao objeto, em uma dimensão interpretativa. A análise dos dados se deu por unidades, que visam uma co... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This work has as object of research the University Pedagogical Advisory in curricular innovation contexts, considering that this innovation reaches higher education loaded with pedagogical pillars that impact the teaching. In this condition, pedagogical advice emerges as an important function, intending to build teaching knowledge in collective, permanent and institutionalized spaces of formation. Therefore, the contexts of curricular innovation defining the outline of this work are revealed as insurmountable elements to the research, referring to the Bologna Process focusing on Portugal, and to Universidade Nova focusing on Brazil. In this scenario, the question that guided this research was: Which University Pedagogical Advisory has been built and how is its work structured in the context of curricular innovation? We aim to identify its role in the delimited contexts and understand how they have been self-trained to manage the demands placed upon them, regarding the consolidation of innovative curricular models. Pursuing the objective, we defined a method we called Mapping with Focused Study, under qualitative approach. The Mapping aims to broadly describe data related to the object, providing a panoramic, descriptive and contextual view, while the Focused Study seeks the meanings attributed to the object by the subjects, in an interpretative dimension. Data analysis was performed by units, aimed at an integrated construction of knowledge about the object, observed in both ... (Complete abstract click electronic access below)
Doutor
37
Hsieh, Chuo-Chun. "Policy change of national quality assurance in European higher education systems : a comparative analysis between England and The Netherlands". Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558878.
Testo completo
38
Левун, І. М. ""Проблеми впровадження Болонського процесу в сучасних умовах та вплив органів студентського самоврядування на вирішення цих проблем"". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14289.
Testo completoAbstract (sommario):
Основне коло проблем базується, насамперед, в особистості самого студента, а саме: психологічна, моральна і фізична неготовність індивіда виконувати обов'язки студента, працювати напружено, систематично, наполегливо, а також нести відповідальність за досягнутий результат.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/14289
39
Конопка, В. М. "Проблема запровадження Болонського процесу в сучасних умовах та вплив органів студенського самоврядування на вирішення цих проблем". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14242.
Testo completoAbstract (sommario):
В статті розкрито проблеми запровадження Болонського процесу в сучасних умовах та вплив органів студенського самоврядування на вирішення цих проблем, а також шляхи вирішення даної проблеми.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/14242
40
Латенко, О. В. "Проблеми впровадження Болонського процесу в сучасних умовах та вплив органів студентського самоврядування на вирішення цих проблем". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14265.
Testo completo
41
Лиска, П. О. "Проблеми впровадження Болонського процесу в сучасних умовах та вплив органів студентського самоврядування на вирішенння цих проблем". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14290.
Testo completo
42
Коваль, К. О., e О. Ф. Каюмова. "Проблеми впровадження Болонського процесу та можливий вплив органів студентського самоврядування на вирішення цих проблем". Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/14250.
Testo completoAbstract (sommario):
Становлення студентського самоврядування в Україні дуже часто пов'язують із входженням нашої держави у Болонський процес.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/14250
43
Скирда, Тетяна Сергіївна. "Academic Mobility in Higher Education". Thesis, Sworld, 2013. http://er.nau.edu.ua/handle/NAU/38554.
Testo completoAbstract (sommario):
Academic mobility is an old phenomenon and it has already become a profile issue among the students and teaching staff. The number of countries involved has increased hugely in the lost decades. This is a contemporary kind of mobility that enables students to acquire qualifications with a difference, enhance their employment chances and integrate into various communities.
44
German, Millberg Lena. "Akademisering av specialistsjuksköterskans utbildning i Sverige : Spänningsförhållanden med anledning av utbildningsreform i enlighet med Bologna". Licentiate thesis, Karlstads universitet, Avdelningen för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15627.
Testo completoAbstract (sommario):
Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna. Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål. Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna. Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.
45
Petersson, Kenneth, Ulf Olsson e John B. Krejsler. "Governing Europe by comparison, peer pressure & self-interest : On the Bologna Stocktaking Process as operator of national education policy". 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2012. http://hdl.handle.net/2237/17027.
Testo completo
46
Szulkin, Maria. "Internationalization at Home at Malmö University- a critical approach". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35975.
Testo completoAbstract (sommario):
AbstractThe purpose of this essay is to extend our knowledge about Educational Science and internationalization in higher education. At the beginning of our studies we were informed that the International Student Council offered the possibility to write an essay about Internationalization on home ground at Malmö University. We found the subject very interesting and started to discuss how we could plan the essay. The point with our work was to investigate and clarify how Internationalization at Home (IaH) is implemented at some of the programmes at Malmö University. We have collected information about how selected groups of students at Malmö University understand internationalization in their education. We have selected student groups from professional programmes primarily aiming for the Swedish job market. We have made the following conclusions from our survey:Most of the students:- are informed about internationalization at Malmö University- think international competence is important for the career-don’t choose to study abroad even if they take it into consideration- don’t know the concept of IaH- wish the information about internationalization should be easier to obtainWe looked after and selected literature about IaH and some theoretical literature about social processes. We wanted to provide a better knowledge for the work of the International Office at Malmö University. Finally, we presented the results in an international conference. The results of the essay were that most of students at Malmö University agreed that internationalization of higher education is very important and wanted by students. The students understand that IaH is a great concept in the reforming process of education.
47
Ilyassova-Schoenfeld, Aray. "The applicability of the policy transfer framework to understanding higher education reforms in Kazakhstan : the case of the Bologna process". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43437/.
Testo completoAbstract (sommario):
This thesis examines higher education reforms in Kazakhstan from 1991 to 2016, and uses the policy transfer framework to analyse the case of the Bologna Process in this developing post-communist country. Following the collapse of the Soviet Union, newly independent Kazakhstan aimed to shift from a resource-based economy to an industrial innovation-based economy. Modeled on Western countries’ training to develop its professionals and competitive experts, Kazakhstan aimed to reform its education system to increase the quality and competitiveness of its higher education, and to enhance the recognition of local research and faculties. In order to integrate into the international educational space, and to connect with the education systems of the USA and Europe, Kazakhstan initiated its entrance into the Bologna Process which is an intergovernmental policy for the development of higher education in Europe. Policy transfer is used as an explanatory theory. It is a useful theoretical approach to understand post-communist countries in transition because it provides a critical analytical tool with which to understand significant changes of direction. The policy transfer was used to explain why Kazakhstan signed the Bologna Process. This research used 41 semi-structured interviews with international and national actors engaged in the Bologna Process to understand the relationship between European, national and institutional levels. The broad notion of policy transfer accommodates various tools for conducting empirical research, including the policy cycle, multi-level, ideational and process-centred approaches. By applying a theoretical framework that was so far predominantly used in Western countries, this thesis contributed to the academic literature on post-communist countries. This thesis considered four different, but connected concepts: policy learning, international policy transfer, lesson-drawing and path dependency. This research argues that the policy transfer process in higher education mainly occurs through learning. Not only reforms or policy were transferred, but policy ideas and knowledge were transferred too. Lesson-drawing and lesson learning occurred in the example of countries where higher education and science are advanced and well-developed, such as the USA and some European countries. In changing its education system and becoming integrated into the European Higher Education Area, Kazakhstan used lesson-drawing, policy learning and international policy processes. International policy transfer provides a model which is applicable to post-communist countries with different political, ideological, economic, social and cultural backgrounds. Many transfers involve a combination of voluntary and coercive elements. Policy makers sought ‘new’ knowledge and policy ideas from other systems that were compatible with their ideological and cultural perspectives. In Kazakhstan, the transfer was voluntary, and could be characterised as lesson-drawing. At the same time, the country faced a need to change its social and economic situation due to the collapse of the country. All of these changes drove policy makers to engage in policy transfer in order to cope with external pressures such as globalisation and international integration. Bottom-up initiatives were launched where universities persuaded the Ministry of Education to adopt decisions at the national level. This thesis argues that national and institutional levels were equally involved in the process of decision-making in Kazakhstan. Kazakhstan inherited the Soviet system of higher education. Historically and culturally, the country is not associated with Western Europe, and both history and culture have to be taken into account in the process of policy transfer. This research argues that path dependency is one of the dimensions of policy transfer, and that historical paths of a country should be considered before transferring policy from abroad. Understanding of path dependency should guide evaluation of all possible constraints that might limit the policy transfer process from the West to developing countries This thesis developed the concept of policy transfer by considering path dependency as a key factor in explaining policy reform, making an original and distinctive contribution to the knowledge of policy making and, more broadly, academic literature, in Kazakhstan and internationally.
48
Tammaro, Anna. "Towards internationalisation of library and information of library and information science education : Bologna process as a lever of quality in Italy". Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/2364/.
Testo completo
49
Kolokitha, Magdalini. ""It's the end of the 'university' as we know it" : the realisation of the Bologna process : cases from England and Greece". Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006490/.
Testo completo
50
Hermansson, Johan, e Christian Svensson. "Det pedagogiska arbetet inom MSI : Utifrån Bolognaprocessen och UPC". Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-746.
Testo completoAbstract (sommario):
The Pedagogical progression within MSI – Based upon The Bologna Process and UPC.
In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market more
opened for all of its millions of students.
In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.
To increase its quality the University has put together a procedure of actions to improve the pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and what
they do improve their pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions.
Det pedagogiska arbetet inom MSI – Utifrån Bolognaprocessen och UPC.
Inom en snar framtid kommer flertalet länder i Europa jobba efter nya riktlinjer enligt en deklaration kallad Bolognaprocessen. Det hela kommer att ske i etapper och innebär att sättet på vilket studenter bedöms kommer ändras, allt för att göra Europas arbetsmarknad öppnare för alla dess miljoner studerande.
I Växjö pågår detta arbete för fullt, men för att anpassa sig till framtida krav måste skolan även förändra sin utbildningsform. För att höja sin kvalité har universitetet tagit fram en handlingsplan för att förbättra de pedagogiska arbetsmetoderna i alla institutioner. I den här uppsatsen vill vi belysa hur arbetet med Bolognaprocessen fortgår inom Matematiska och systemtekniska institutionen och vad de gör för att förbättra den
pedagogiska undervisningen. Genom att göra en kvalitativ undersökning med Systemvetenskapliga programmets studenter försöker vi finna svaren på våra frågor.