an article by Linda Van Bouwel and Reinhilde Veugelers (KU Leuven, Belgium) published in European Journal of Higher Education Volume 3 Issue 2 (June 2013)
Abstract
The Bologna Process in Europe aims to increase student mobility, with the purpose of increasing average university quality through fiercer competition for students in a larger, more unified market. However, this beneficial effect of increased student mobility will only occur if student mobility is guided by quality considerations.
We examine whether the quality of a country’s higher education system helps explain macro-flows of foreign tertiary students in Europe. Using various measures for the quality of a country’s higher education system in an extended gravity model, we find that quality has a positive and significant effect on the size and direction of flows of students exchanged between 31 European countries.
At the graduate level, however, the driving force for student mobility appears to be the lack of educational opportunities in the home country.
Showing posts with label Bologna_process. Show all posts
Showing posts with label Bologna_process. Show all posts
Friday, 12 July 2013
Tuesday, 22 May 2012
The European Higher Education Area in 2012: Bologna Process Implementation Report
Context [taken from the press briefing]
The Bologna Process Implementation Report is the result of a joint effort by Eurostat, Eurostudent and Eurydice and has been overseen by the Bologna Follow-Up Group. It describes the state of implementation of the Bologna Process in 2012 from various perspectives using data collected in 2011. Thus the report provides statistical data as well as contextualized, qualitative information.
The higher education landscape in 2012 has been transformed by the Bologna Process. All countries have made significant changes that have enabled the European Higher Education Area to emerge, and which have laid the ground for higher education that is serving an increasing range of societal demands. Higher education structures have been changed, quality assurance systems developed, mechanisms to facilitate mobility established, and a range of issues for the social dimension of higher education identified. The scale of a project that, on the basis of voluntary cooperation, agrees and implements common objectives for the higher education systems of 47 countries is unprecedented.
The Bologna Process continues to evolve through turbulent times, and in recent years the challenges for higher education have intensified. EHEA countries implement reforms in very different contexts. Student numbers vary enormously. Russia alone takes up more than 25 % of the student population of the whole EHEA, while students in Russia, Turkey, Ukraine, Germany, and the United Kingdom comprise more than 50 % of the total EHEA student population. In addition, while demographic changes are of concern to most countries, some face relatively big increases in the student population in the coming years, while other countries will experience a decline in numbers. This context needs to be taken into account when assessing the degree of progress that has been made in implementing reforms in different parts of the European Higher Education Area.
Differences also exist regarding the funding of higher education institutions. While in some countries all higher education institutions are funded primarily from public sources, in others there is a larger proportion of private institutions. In addition, levels of public expenditure vary greatly within the EHEA. Responses to the recent economic crisis also differ. While public expenditure increased considerably in some countries after 2008, there have been significant budget cuts in others. Overall, the result of the crisis so far is a decline in public expenditure on higher education.
Full report (PDF 224pp)
Press briefing [“highlights” document] (PDF 13pp includes some useful graphs)
Source: Eurydice Update 54: May 2012
The Bologna Process Implementation Report is the result of a joint effort by Eurostat, Eurostudent and Eurydice and has been overseen by the Bologna Follow-Up Group. It describes the state of implementation of the Bologna Process in 2012 from various perspectives using data collected in 2011. Thus the report provides statistical data as well as contextualized, qualitative information.
The higher education landscape in 2012 has been transformed by the Bologna Process. All countries have made significant changes that have enabled the European Higher Education Area to emerge, and which have laid the ground for higher education that is serving an increasing range of societal demands. Higher education structures have been changed, quality assurance systems developed, mechanisms to facilitate mobility established, and a range of issues for the social dimension of higher education identified. The scale of a project that, on the basis of voluntary cooperation, agrees and implements common objectives for the higher education systems of 47 countries is unprecedented.
The Bologna Process continues to evolve through turbulent times, and in recent years the challenges for higher education have intensified. EHEA countries implement reforms in very different contexts. Student numbers vary enormously. Russia alone takes up more than 25 % of the student population of the whole EHEA, while students in Russia, Turkey, Ukraine, Germany, and the United Kingdom comprise more than 50 % of the total EHEA student population. In addition, while demographic changes are of concern to most countries, some face relatively big increases in the student population in the coming years, while other countries will experience a decline in numbers. This context needs to be taken into account when assessing the degree of progress that has been made in implementing reforms in different parts of the European Higher Education Area.
Differences also exist regarding the funding of higher education institutions. While in some countries all higher education institutions are funded primarily from public sources, in others there is a larger proportion of private institutions. In addition, levels of public expenditure vary greatly within the EHEA. Responses to the recent economic crisis also differ. While public expenditure increased considerably in some countries after 2008, there have been significant budget cuts in others. Overall, the result of the crisis so far is a decline in public expenditure on higher education.
Full report (PDF 224pp)
Press briefing [“highlights” document] (PDF 13pp includes some useful graphs)
Source: Eurydice Update 54: May 2012
Monday, 14 May 2012
Looking for Synergies: Education for Sustainable Development and the Bologna Process
an article by Zinaida Fadeeva (United Nations University Institute of Advanced Studies, Yokohama, Japan) and Laima Galkute (Research and Higher Education Monitoring and Analysis Centre, Vilnius, Lithuania) published in Journal of Education for Sustainable Development Volume 6 Number 1 (March 2012)
Abstract
In defining quality of higher education, competences achieved by graduates are interpreted as essential criteria. There are two political processes in education dealing, among other issues, with competence development:
A possible interplay and synergy between these processes could bring a new insight to the development of the quality assurance concept within the Bologna Process. Key principles of ESD such as a value-orientation, a holistic approach, reflexivity and achieving transformation provide a learning philosophy and a strategy relevant to emerging qualities of the postmodern society.
Abstract
In defining quality of higher education, competences achieved by graduates are interpreted as essential criteria. There are two political processes in education dealing, among other issues, with competence development:
- the Bologna Process in European Higher Education Area and
- a global process – the United Nations (UN) Decade (2005–2014) of Education for Sustainable Development (ESD).
A possible interplay and synergy between these processes could bring a new insight to the development of the quality assurance concept within the Bologna Process. Key principles of ESD such as a value-orientation, a holistic approach, reflexivity and achieving transformation provide a learning philosophy and a strategy relevant to emerging qualities of the postmodern society.
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