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Статті в журналах з теми "Bologna process"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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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.

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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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4

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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Анотація:

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.

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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.

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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.

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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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8

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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9

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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10

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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11

Ade, Jabbar H. "Challenges in the Implementation of the Bologna Process." Polytechnic Journal 11, no. 2 (December 30, 2021): 79–86. http://dx.doi.org/10.25156/ptj.v11n2y2021.pp79-86.

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Bologna process is the instruction for reshaping in the higher education system, which created significant obstacles for its implementation. The objective of this study is to investigate the issues and challenges faced Kurdistan universities during the implementation of the Bologna process. In this study, three universities have been focused; two public and a private university. A questionnaire form was designed or the three universities’ staff (Erbil Polytechnic University [EPU], Soran University, and Cihan University) which included several questions about the challenges faced them during European Credit Transfer System (ECTS) implementation. The results show that Cihan University provides more knowledge about Bologna process to its staff while EPU and Cihan University were the best regarding staff participation in Bologna process and related events such as conferences, workshops, and seminars. EPU shows to be preferable in providing ECTS instructions While Cihan University tends to be better followed the policy of ECTS. Most Universities’ staff disagreed about the success of the Bologna process implementation due to unsuitable universities’ infrastructure and academic calendar. In conclusion, in point of view of the universities’ staff, several steps have been taken toward the implementation of Bologna process, but it required more preparations and efforts.

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12

Spitsyn, Yevhenii, and Victoria Leshchenko. "BOLOGNA PROCESS IN UKRAINE: TRENDS, PROBLEMS AND PERSPECTIVES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 34–38. http://dx.doi.org/10.17721/2415-3699.2021.14.08.

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Анотація:

The study analyzed the process of transformation of the higher education system in Ukraine within the framework of the Bologna process principles implementation; the current state, problems and degree of key provisions implementation under the Bologna Declaration are characterized; the tendencies of development of the Bologna process in Ukraine are pointed out; possible ways to increase the efficiency of the higher education system of Ukraine have been identified.

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13

Skinder, Marcin. "The Bologna Process and the Law on Higher Education and Science." Białostockie Studia Prawnicze 25, no. 4 (December 1, 2020): 159–71. http://dx.doi.org/10.15290/bsp.2020.25.04.11.

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Abstract The subject of the study is the Bologna Process, its assumptions and course. The article contains an analysis of the Act on university education and science in order to indicate solutions for the harmonization in Poland under the Bologna movement. This movement is characterized as an example of European integration (harmonization) in the sphere of higher education, which was initiated by the Bologna Declaration of 19 June 1999. The main idea behind this declaration was the joint creation of the European Higher Education Area. The process initiated then goes beyond the scope of activities undertaken only by European Union governments. The analysis covers the following parts: The scope of the Bologna Process, Further European actors and the Sorbonne Declaration, The Bologna Process today, Implementation barriers was well as criticism. An integral part of the work is the Bologna Process and the Constitution for Science (Law on university education and science).

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14

Sulstarova, Rovena. "Implementation of Bologna Process in Albania (2007 -2015)." Mediterranean Journal of Social Sciences 8, no. 5-1 (July 1, 2017): 53–59. http://dx.doi.org/10.2478/mjss-2018-0096.

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Abstract After signing the Bologna Declaration, Albania started the Bologna reforms in 2004. During the last 8 years higher education institutions in Albania has undergone a series reforms and new changes are under the way with the new law on higher education that is being discussed currently. However there is still a long way to go when it comes to practical implementation of Bologna principles and the related policy line. The aim of this paper is to investigate the process of harmonization of the Albanian Higher Education with the standards and practices of other EU member states, by focusing on the strategies and policies adopted by the state, institutions of higher education and by other actors involved. Despite the political rhetoric, the higher education system in Albania has displayed many problems with respect to the Bologna Process, having to do with the implementation of the structural reforms of Bologna context, enhancement of students’ learning, their mobility and the orientation of the higher education towards the business and the work market etc.

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15

Kushnir, Iryna. "The voice of inclusion in the midst of neoliberalist noise in the Bologna Process." European Educational Research Journal 19, no. 6 (July 16, 2020): 485–505. http://dx.doi.org/10.1177/1474904120941694.

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Анотація:

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

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16

João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (May 9, 2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.

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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.

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17

Terry, Laurel S. "Living with the Bologna Process: Recommendations to the German Legal Education Community from a U.S. Perspective." German Law Journal 7, no. 11 (November 1, 2006): 863–905. http://dx.doi.org/10.1017/s2071832200005186.

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The Bologna Process is a dramatic development that is less than ten years old, but already it has significantly reshaped higher education in Germany and in Europe. This article is based on my research regarding the history and objectives of the Bologna Process and Bologna Process implementation in Germany. It contains my reflections about the Bologna Process and German legal education and my recommendations to the German legal education community. In order to understand these reflections and recommendations, one needs a certain amount of background information about both the Bologna Process and German legal education. The sections that follow provide that background.

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18

BALCI, Sebahattin, Hakan DÜNDAR, and Yunus Emre GÜRBÜZ. "Internationalization of Education: From Bologna Process to Orhun Exchange Programme." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 170–81. http://dx.doi.org/10.17220/ijpes.2020.01.015.

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Odyniec, Vladimir Petrovich. "On the 10 th anniversary of the bologna process in Russia." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 3–10. http://dx.doi.org/10.51314/2073-2635-2014-1-3-10.

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Orzhel, Olena. "In search of a Ukrainian term for Bologna process acquis." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 3–13. http://dx.doi.org/10.31874/2520-6702-2019-8-2-3-13.

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Анотація:

The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.

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21

Борисова, М. В. "Canadian responces to the Bologna process." Збірник наукових праць Військового інституту Київського національного університету імені Тараса Шевченка, Вип. № 24 (2009): 220–27.

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22

Kilpelyaynen, S. A., and V. M. Kostukevich. "Forest Engineering Department in Bologna Process." Resources and Technology, no. 6 (2005): 26–27. http://dx.doi.org/10.15393/j2.art.2005.1887.

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23

SANJURJO RIVO, VICENTE A. "The Bologna Process: myth and reality." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 5 (January 1, 2012): 121–46. http://dx.doi.org/10.24310/rejie.2012.v0i5.7798.

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Анотація:

The 1999 Bologna Accords, even though a few other precedents have been known, start an ambitious reform process for Higher Education in Europe. The purpose was to adapt European Universities to the demands of the increasingly demanding labour market, and thus making it more attractive to students coming from non-European countries, within the context of a more and more globalized World. To this end, and in succession, a series of meassures aimed primarily to facilitate mobility, qualifications recognition and employability of future graduates were proposed in the new European Higher Education Area (EHEA). However, in the following essay, said objectives are reffered to be, generally and particularly in the field of law degrees, far from being achieved; as well as it intends to demonstrate, through a specific teaching experience, that the methodological postulates of the new reform are not achieving, under the present conditions, the expected results.

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24

Elmas, Muzaffer. "Bologna process: apply or not apply." Journal of Higher Education and Science 2, no. 3 (2012): 137. http://dx.doi.org/10.5961/jhes.2012.044.

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Dima, Ana-Maria. "The Bologna Process and private providers." Management in Education 23, no. 4 (October 2009): 182–87. http://dx.doi.org/10.1177/0892020609344027.

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Porcheron, Patrick. "The bologna process in European education." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 3. http://dx.doi.org/10.1145/1595496.1562883.

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27

Sanz, Mariano. "Dental education and the Bologna Process." European Journal of Dental Education 7, no. 4 (November 2003): 143–46. http://dx.doi.org/10.1034/j.1600-0579.2003.00343.x.

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Christensen, Leif. "The Bologna process and medical education." Medical Teacher 26, no. 7 (November 2004): 625–29. http://dx.doi.org/10.1080/01421590400012190.

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WACHTER, BERND. "The Bologna Process: developments and prospects." European Journal of Education 39, no. 3 (September 2004): 265–73. http://dx.doi.org/10.1111/j.1465-3435.2004.00182.x.

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MALAN, THIERRY. "Implementing the Bologna Process in France." European Journal of Education 39, no. 3 (September 2004): 289–97. http://dx.doi.org/10.1111/j.1465-3435.2004.00184.x.

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Kettunen, Juha, and Mauri Kantola. "The implementation of the Bologna Process." Tertiary Education and Management 12, no. 3 (September 21, 2006): 257–67. http://dx.doi.org/10.1007/s11233-006-9000-9.

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Motova, G. N. "The Bologna Process: 15 Years Later." Russian Education & Society 58, no. 4 (April 2, 2016): 313–33. http://dx.doi.org/10.1080/10609393.2016.1250513.

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Sazonova, Z. "The Bologna Process: The Spiritual Dimension." Russian Education & Society 48, no. 10 (October 2006): 73–81. http://dx.doi.org/10.2753/res1060-9393481006.

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Makarova, M. N., and V. S. Solomennikov. "The Bologna Process: Opinions and Expectations." Russian Education & Society 50, no. 3 (March 2008): 84–90. http://dx.doi.org/10.2753/res1060-9393500308.

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Nadjivan, Silvia, and Daniel Rosenauer. "The Paradox of the Bologna Process." Der Donauraum 51, no. 3-4 (December 2011): 173–82. http://dx.doi.org/10.7767/dnrm.2011.51.34.173.

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Kettunen, Juha, and Mauri Kantola. "The implementation of the Bologna process." Tertiary Education and Management 12, no. 3 (January 2006): 257–67. http://dx.doi.org/10.1080/13583883.2006.9967172.

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Prnjat, Dejana. "The Bologna process in Serbia as perceived by art faculties students and professors." Andragoske studije, no. 1 (2022): 47–66. http://dx.doi.org/10.5937/andstud2201047p.

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Анотація:

The goal of the research is to analyse the aspects of the application of the Bologna process principles in higher arts education by examining art faculties students' and professors' views regarding the systematic change within the higher education reform in Serbia, stemming from the Bologna Declaration. Qualitative research was conducted by employing semi-structured interviews with sixteen students and teachers at public and private art faculties. The interview agenda comprised two thematic blocks: the positive and negative aspects of the application of Bologna principles as perceived by art faculty students and the positive and negative aspects of the application of Bologna principles as perceived by art faculty teachers. Data have been analysed by employing the principles of thematic analysis. The possibility of student and teacher mobility was underlined among the positive aspects or categories. The lack of appreciation for the specificity of art education which is not disposed to formalization, i.e. the credits and administration system, was emphasized among the negative aspects or categories.

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Reheilo, Iryna. "Value orientations of the Bologna process (1988-2009): regulatory aspect." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 43–51. http://dx.doi.org/10.28925/1609-8595.2018.3-4.4351.

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The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

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Baidenko, Valentin I. "Bologna Process: At the Threshold of the Third Decade." Higher Education in Russia 27, no. 11 (December 21, 2018): 136–48. http://dx.doi.org/10.31992/0869-3617-2018-27-11-136-148.

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The paper reviews a present state of the Bologna reforms in terms of their analysis made at the Paris Conference of European Ministers responsible for higher education. The paper is based on numerous materials presented to the Conference by major organizations and associations engaged in conceptual, methodological and regulatory support of the Bologna reforms (EUA, EURASHE, ENQA, ESU, etc.). Among the main challenges of this Bologna transformation stage are implementing studentcentered approach to education as well as focusing on learning outcomes in terms of the competencebased model. The article notes unevenness of the ongoing reforms, disregard of their implementation cohesiveness and a growing negative impact of the current financial and economic problems. The author dwells on difficulties in acquiring a new pedagogical paradigm which asserts a shift “from teaching to learning” in higher education didactics. There are also difficulties in implementing key Bologna commitments including adoption of a three-cycle structure of higher education, academic and professional recognition of qualifications, internal and external quality assurance. The paper highlights the need for a complex systematic work related to the development of strategies for the digitalization of education. The paper brings the experience of European universities concerning ethical practices, the fight against corruption in academic environment and educational management, eradication of incorrect citation and plagiarism in scientific researches, including usurpation of authorship. The paper concludes with outlining main development directions of the Bologna reforms for their third decade.

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Kushnir, Iryna. "The development of policy actors involved in the Bologna reform in Ukraine." Communist and Post-Communist Studies 52, no. 2 (May 3, 2019): 117–28. http://dx.doi.org/10.1016/j.postcomstud.2019.04.006.

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The Bologna Process is an international policy project for the convergence of higher education structures in the European Higher Education Area. Most of the literature on Bologna represents studies that focus on the implementation implications of the reforms. The focus on the reform process, particularly in relation to the development process of Bologna policy actors, has been under-represented in the literature. This article investigates the process of the development of the main policy actors involved in the Bologna reform in the case of Ukraine. The timeframe includes the pre-history of Bologna since Ukrainian independence in 1991 until after the introduction of the relevant policy changes in 2003, and through to the issue of 2014 Law on Higher Education. Empirical data were collected through interviews with higher education actors in Ukraine and policy document search. Both types of data were thematically analyzed. The analysis in this article is informed by the policy learning theory and demonstrates the interconnection between path-dependency and change in the development of policy actors in the Bologna reform in Ukraine. This article shows that the old clusters of higher education actors, and the pre-Bologna relationships amongst some of them have been reproduced during the Bologna reform. At the same time, such a reproduction of the old during the reform was only partial as the Bologna Process has also been altering the relationships among some actors to an extent.

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García Mosquera, Marta. "Los estudios de derecho en Alemania: un ejemplo de formación jurídica al margen del sistema de Bolonia = The studies of law in Germany: An example of legal formation at the margin of the Bologna system." Revista Jurídica de la Universidad de León, no. 5 (December 20, 2018): 117. http://dx.doi.org/10.18002/rjule.v0i5.5654.

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<p>Una de las principales características del denominado "proceso de Bolonia" consiste en ordenar los estudios universitarios a partir de dos fases principales: Grado y Máster. En Alemania, sin embargo, los estudios de Derecho no se han sometido a este proceso, sino que han optado por mantener esencialmente su estructura tradicional. El trabajo pretende dar a conocer los rasgos fundamentales de la formación jurídica en Alemania y reflexionar sobre las consecuencias básicas que de ahí se derivan para las principales profesiones jurídicas: judicatura, fiscalía y abogacía.<strong></strong></p>One of the main characteristics of the so-called "Bologna process" consists of implementing the two-tier structure in university studies: Bachelor and Master. Nevertheless German did not join the Bologna Process in law studies, but have chosen to essentially keep their previous traditional structure. The paper aims to raise awareness of the fundamental features of legal education in Germany and to reflect on the basic consequences that derive from this for the main legal professions: the judiciary, the prosecutor's office and the attorney.

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Агаркова, Darya Agarkova, Фомина, and Mariya Fomina. "GENESIS OF EDUCATION SYSTEM IN THE COUNTRIES OF THE COUNCIL OF EUROPE: PROCESS OF FORMATION OF THE BOLOGNA SYSTEM." Central Russian Journal of Social Sciences 10, no. 3 (May 29, 2015): 161–68. http://dx.doi.org/10.12737/11689.

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In the article the stages of formation of the Bologna system and processes of its transformation are considered. The Bologna Process is directed to strengthening of international competitiveness of the European system of the higher education. The authors make a conclusion that adoption of the Bologna declaration became a key event in the formation of the European educational space. From this point so-called Bologna Process started as a new stage in the development and integration of the European education

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Kaya, Ayhan. "Critical voices against the Bologna Process in Turkey: Neo-liberal governance in higher education." New Perspectives on Turkey 52 (May 2015): 105–33. http://dx.doi.org/10.1017/npt.2015.13.

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AbstractThis article analyzes critical voices raised against the Bologna Process by various stake-holders of higher education in Turkey, such as rectors, professors, international office staff, students, and civil society organizations. The data collected through in-depth interviews were analyzed using the discourse analysis method on the basis of the interlocutors’ reflections on the Bologna Process. It is claimed in the article that most universities in Turkey have attempted a process of internationalization and institutionalization, but that there have been several impediments during the implementation of the Bologna Process. Rising Euroskepticism in Turkey has also changed the process of Europeanization in the universities. It is revealed that the structural changes made in line with the Bologna Process are perceived by several different stake-holders as neo-liberal acts, and are presented as activities of internationalization, but not of Europeanization.

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Furlong, Paul. "British Higher Education and the Bologna Process: An Interim Assessment." Politics 25, no. 1 (February 2005): 53–61. http://dx.doi.org/10.1111/j.1467-9256.2005.00229.x.

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The Bologna process has attracted considerable attention and some misunderstanding. This article describes the development of the reform process since 1998, considers how it has been agreed and implemented and seeks to explain Bologna in the context of wider European Union responses to global issues of competitiveness and free trade. The article argues that the significance of Bologna lies not only in the reforms agreed and implemented, but also in the justification it provides for varying national adaptations in major states. These adaptations are driving a broader process of change amongst a large number of signatories, whose capacity to affect the detail of the reform is limited. The article identifies and analyses UK policy, and draws some conclusions about the implications of the process for the teaching of politics in UK universities.

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45

Nikolaeva, S. "Bologna Process in Ukraine: the decade anniversary." Іноземні мови, no. 2 (90) (2017): 16–22.

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Floud, Roderick. "The Bologna Process: Transforming European Higher Education." Change: The Magazine of Higher Learning 38, no. 4 (July 2006): 8–15. http://dx.doi.org/10.3200/chng.38.4.8-15.

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Teichler, Ulrich. "International Student Mobility and the Bologna Process." Research in Comparative and International Education 7, no. 1 (January 2012): 34–49. http://dx.doi.org/10.2304/rcie.2012.7.1.34.

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48

Pogorelskaya, Anastasia M. "Wishful thinking: Belarus joining the Bologna process." Vestnik Tomskogo gosudarstvennogo universiteta. Istoriya, no. 50 (December 1, 2017): 69–74. http://dx.doi.org/10.17223/19988613/50/10.

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49

Munar, Ana Maria. "In the Bologna Process Globalizing Tourism Education?" Journal of Hospitality Leisure Sport and Tourism 6, no. 2 (November 30, 2007): 68–82. http://dx.doi.org/10.3794/johlste.62.164.

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Teichler, Ulrich. "International Student Mobility and the Bologna Process." Journal of International Mobility 1, no. 13 (January 1, 2013): 5–19. http://dx.doi.org/10.3726/81702_5.

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