You are here

Home » Content

REALISING PEDAGOGICAL POTENTIAL OF THE BOLOGNA PROCESS THIRD CYCLE

Journal Name:

  • Journal of Technology and Science Education

Publication Year:

  • 2011
DOI: 
DOI: 10.3926/jotse.2011.22

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The European Higher Education Area (EHEA) has been established, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post graduate studies. As part of this reconceptualisation, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-realising-pedagogical-potential-bologna-process-third-cycle.pdf
  • 2
16-24
  • English

REFERENCES

References: 

Bologna declaration, The european higher education area. 1999, HTTP://WWW.OND.VLAANDEREN.BE/HOGERONDERWIJS/BOLOGNA/DOCUMENTS/MDC/BOLOGNA_DECLARATION1.PDF . [accessed 16th January 2009].
2 M. Clement; L. McAlpine and K. Waeytens, Fascinating Bologna: Impact on the nature and approach of academic development, International Journal for Academic Development, Vol 9(2), 2004, pp. 127-131.
3 S. Carter; J. Fazey; J. L. Geraldo and C. Trevitt, The Bologna Process third cycle: mapping the dimensions and impact of the European Higher Education Area, Journal of Research in International Education, Vol 9(3), 2010, pp. 245-258.
4 H. Fearn, The long and the short of it, Times Higher Education, 2008, HTTP://WWW.TIMESHIGHEREDUCATION.CO.UK/STORY.ASP?STORYCODE=403750, [accessed 5th May 2009].
5 Bologna declaration, The European higher education area. 1999, HTTP://WWW.OND.VLAANDEREN.BE/HOGERONDERWIJS/BOLOGNA/DOCUMENTS/MDC/BOLOGNA_DECLARATION1.PDF . [accessed 16th January 2009].
6 M. Clement; L. McAlpine and K. Waeytens, Fascinating Bologna: Impact on the nature and approach of academic development, International Journal for Academic Development, Vol 9(2), 2004, pp. 127-131.
7 Bologna declaration, The european higher education area. 1999, HTTP://WWW.OND.VLAANDEREN.BE/HOGERONDERWIJS/BOLOGNA/DOCUMENTS/MDC/BOLOGNA_DECLARATION1.PDF . [accessed 16th January 2009].
Journal of Technology and Science Education Vol.1 (2), 2011, pp 23
ISSN 2013-6374,DOI: 10.3926/jotse.2011.22
8 M. Clement; L. McAlpine and K. Waeytens, Fascinating Bologna: Impact on the nature and approach of academic development, International Journal for Academic Development, Vol 9(2), 2004, pp. 127-131.
9 S. Carter; J. Fazey; J. L. Geraldo and C. Trevitt, The Bologna Process third cycle: mapping the dimensions and impact of the European Higher Education Area, Journal of Research in International Education, Vol 9(3), 2010, pp. 245-258.
10 H. Fearn, The long and the short of it, Times Higher Education, 2008, HTTP://WWW.TIMESHIGHEREDUCATION.CO.UK/STORY.ASP?STORYCODE=403750, [accessed 5th May 2009].
11 V. Tomusk, Smart but naked, (East) European Universities Conquering the Global Market of Higher Education Services, Oxford, 2008, Research Seminar of the Oxford Learning Institute.
12 Prague Communiqué, Towards the European Higher Education Area HTTP://WWW.OND.VLAANDEREN.BE/HOGERONDERWIJS/BOLOGNA/DOCUMENTS/MDC/PRAGUE_COMMUNIQUE.PDF, [accessed 16th January 2011].
13 Berlin Communiqué, Realising the European Higher Education Area, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/Berlin..., [accessed 16th January 2011].
14 Bergen Communiqué, The European Higher Education Area - Achieving the Goals, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/050520..., [accessed 16th January 2011].
15 London Communiqué. Towards the European Higher Education Area: responding to challenges in a globalised world, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/London..., [accessed 16th January 2011].
16 Louvain-la-neuve Communiqué, The Bologna Process 2020: The European Higher Education Area in the new decade, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents...é_April_2009.pdf, [accessed 10th July 2011].
17 Budapest-Vienna Report. Budapest-Vienna Declaration on the European Higher Education Area, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/2010_conference/docu..., [accessed 15th March 2011].
18 J. L. González Geraldo; C. Trevitt; S. Carter and J. Fazey. Rethinking the Research-Teaching nexus in undergraduate education: Spanish laws pre- and post-Bologna, European Educational Research Journal, Vol 9(1), 2010, pp. 81-91.
19 A. Veiga and A. Amaral. A Survey on the implementation of the Bologna process in Portugal. 29th Annual Eair Forum , Innsbruck, Austria, 2007.
20 Y. Engestrom; R. Miettinen and R. L. Punamäki, Perspectives on Activity Theory, Cambridge: Cambridge University Press, 1999.
Journal of Technology and Science Education Vol.1 (2), 2011, pp 24
ISSN 2013-6374;DOI: 10.3926/jotse.2011.22
21 M. Valcárcel and B. Simonet, El posgrado en el marco del Espacio Europeo de Educación Superior, La cuestión universitaria, Vol 5, 2009, pp. 91-98.
22 C. Thoben, The European Higher Education Area, German Policy Studies, Vol 2(3), 2002, pp. 1-13.
23 R. Robertson, Glocalization: Time-space and homogeneity-heterogeneity, Sage Publications, London, 1995.
24 Dublin Descriptors. The framework of qualifications for the European Higher Education Area, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/QFEHEA-May..., [accessed 3rd June 2011].
25 G. Solomon and L. Schrum, Web 2.0, new tools, new schools. Washington DC: ISTE, 2007.
26 P. Scott, A lot to learn: we are all researchers now, Education Guardian, HTTP://WWW.OND.VLAANDEREN.BE/HOGERONDERWIJS/BOLOGNA/DOCUMENTS/QFEHEA-MAY2005.PDF, [accessed 1st June 2011].
27 Boyer Report). Reinventing Undergraduate Education: A Blueprint for America's Research Universities, 1998.
28 J. R. Schrock, China: Publishing in English creates western industry, University World News, 80, http://www.universityworldnews.com/article.php?story=20090611224150392, [accessed 3rd June 2011].
29 A. Brew, Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education, Higher Education Research & Development, Vol 22(1), 2003, pp. 3-18.
30 E. Wenger. Communities of Practice. Learning, meaning and identity, The Press Syndicate of The University of Cambridge, Cambridge, UK, 1999.
31 S. Carter, Volunteer support of English as an Additional Language (New Zealand Qualifications Authority) doctoral students, International Journal of Doctoral Studies, Vol 4, 2009, pp. 13-25.
32 D. Bell. The coming of post-industrial society: A venture in social forecasting, Basic Books, New York, 1973.
33 J. Delors, Learning: The treasure within, UNESCO, Paris, 1996.
34 F. Savater, Las preguntas de la vida, Ariel, Barcelona, 1999.
35 UNESCO. Towards Knowledge Societies. An Interview with Abdul Waheed Khan, 2003, HTTP://PORTAL.UNESCO.ORG/CI/EN/EV.PHP-URL_ID=11958&URL_DO=DO_TOPIC&URL_SECTION=201.HTML, [accessed 4th July 2011].
36 B. Amante García and M. Martínez Martínez, Teaching innovation and its role in crafting the classroom of today and the future, Journal Of Technology and Science Education, JOTSE Vol 1(1), 2001, pp. 1.

Thank you for copying data from http://www.arastirmax.com