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Service- A - Understanding Bologna in context
- A 1 - Creating a European Higher Education Area
- A 2 - Enhancing autonomy and responsibility
- A 3 - Linking the Bologna Process and other European processes
- A 4 - Relating Bologna to other world regions: the external dimension
- B - Introducing Bologna objectives and tools
- B 1 - Promoting new approaches to learning
- B 1.1 - The purposes of education
- B 1.2 - The paradigm shift from teaching to learning, competence building, soft skills
- B 1.3 - Personal development, active citizenship, preparation for lifelong learning
- B 1.4 - Employability
- B 1.5 - Developing a European knowledge base
- B 1.6 - Flexibility in learning
B 1.6-1 Widening pa...- B 1.6-10 Universiti...
- B 1.6-10 Tools
- B 1.6-11 Socially inc...
- B 1.6-12 Research Ba...
- B 1.6-2 Do European...
- B 1.6-3 Lifelong le...
- B 1.6-3 Tools
- B 1.6-4 Universitie...
- B 1.6-4 Tools
- B 1.6-5 Lifelong le...
- B 1.6-6 Making life...
- B 1.6-7 Embedding l...
- B 1.6-8 From diplom...
- B 1.6-9 University ...
- B 1.6-9 Tools
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- B 2 - Defining degree structures and identifying their characteristics
- B 3 - Developing mobility and ensuring recognition
- B 4 - Improving quality
- B 4.1 - Understanding quality and quality improvement
- B 4.2 - Towards continuous quality improvement
- B 4.3 - European frameworks for quality
- B 4.4 - Roles and interaction of different players
- B 4.5 - Internal quality assurance and quality culture
- B 4.6 - External quality assurance and accreditation
- B 4.7 - Institutional and programme approaches to quality
- B 5 - Ensuring the social dimension
- B 6 - Strengthening the European dimension
- C - Implementing Bologna in your institution
- C 1 - Rethinking the institution along strategic lines
- C 1.1 - Understanding the strategic dimensions of implementing Bologna
- C 1.2 - Identifying your institutional starting point
- C 1.3 - Reconsidering your mission, profile, positioning
- C 1.4 - Europeanisation as a strategy for success with Bologna
- C 1.5 - Opening up the university to partnerships
- C 1.6 - Adapting the institution’s organisational and operational model
- C 1.7 - Developing an institutional culture of change
- C 2 - Embedding a quality culture in institutions
- C 3 - Planning and implementing key Bologna features
- C 3.1 - Applying institutional strategies for Bologna
- C 3.2 - Modularisation: key concepts
- C 3.3 - Using ECTS
- C 3.4 - Using learning outcomes and competences
- C 3.5 - Using Bologna to facilitate inter-disciplinarity
- C 3.6 - Diploma Supplement
- C 3.7 - Managing the process
- C 3.8 - Student support services
- C 3.9 - Administrative support processes
- C 4 - Planning and implementing the three cycles
- C 4.1 - Rethinking a programme along Bologna lines
- C 4.2 - Introducing the Bachelor
- C 4.3 - Positioning the Master
- C 4.4 - Developing the Doctorate
- C 4.4-1 The Global Co...
- C 4.4-10 The Ruhr-Uni...
- C 4.4-10 Tools
- C 4.4-11 Structuring ...
- C 4.4-12 Rethinking a...
- C 4.4-13 Doctoral edu...
- C 4.4-13 Tools
- C 4.4-2 Developing th...
- C 4.4-2 Tools
- C 4.4-3 Doctoral Prog...
- C 4.4-3 Tools
- C 4.4-4 New challenge...
- C 4.4-4 Tools
- C 4.4-5 The professio...
- C 4.4-5 Tools
- C 4.4-6 Some implicat...
- C 4.4-6 Tools
- C 4.4-7 Establishing ...
- C 4.4-7 Tools
- C 4.4-8 New challenge...
- C 4.4-8 Tools
- C 4.4-9 Skills statem...
- C 4.4-9 Tools
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- C 4.5 - Special challenges: joint degrees and programmes
- C 5 - Relating Bologna to disciplines and promoting interdisciplinarity
- C 5.1 - Disciplinary approaches
- C 5.1-1 Medical educa...
- C 5.1-1 Tools
- C 5.1-10 Tools
- C 5.1-10 University o...
- C 5.1-2 Curriculum re...
- C 5.1-2 Tools
- C 5.1-3 The Hungarian...
- C 5.1-3 Tools
- C 5.1-4 Nursing and B...
- C 5.1-4 Tools
- C 5.1-5 Medical educa...
- C 5.1-5 Tools
- C 5.1-6 Implementatio...
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- C 5.1-7 Medical educa...
- C 5.1-7 Tools
- C 5.1-8 Bamalaw: A De...
- C 5.1-9 Tensions betw...
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- C 5.2 - Common reference points at discipline level: the Tuning project
- C 5.3 - The role of academic networks at discipline and special interest levels
- C 6 - Bologna programmes and the links to the professions
- C 7 - Resources for Bologna
- D - Moving beyond Bologna: the European Higher Education Area after 2010
Document Details
D 1.2 Bologna after 2010
| Name | D 1.2 Bologna after 2010 |
| Description | Author: Sir Roderick Floud Much has been achieved through the Bologna process since 1999, but the context within which higher education operates across Europe has also changed fundamentally. Structures, funding, relationships with other parts of the world and the expectations which society has of higher education and research are the key factors which will determine the future of Bologna. What will the European Higher Education Area look like in 2020? This article examines factors linked to demography, gender, funding, lifelong learning and research, as well as the structure of university systems and the role of the university in the future. Each of these will shape the systems of each country and of the EHEA as a whole. No download button available below? Then, you are either not logged in or the article was published before you joined the subscription. You can buy the article here: RAABE shop |
| Filesize | 117.48 kB |
| Filetype | pdf (Mime Type: application/pdf) |
| Created On: | 03/20/2009 13:24 |
| Viewers | Supplement No. 06 |
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