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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
B 3.1-1 Understanding mobility and recognition
| Name | B 3.1-1 Understanding mobility and recognition |
| Description | Author: Siegbert Wuttig Since the Middle Ages, the transnational mobility of students, teachers, researchers and staff has been one of the most important features of universities. With the launch of the EU educational programmes in the 1970s and especially with the Bologna Declaration and the concept of the European Higher Education Area at the end of the 1990s, academic mobility has gained new momentum. Traditional and new types of academic mobility are now part of a wider political agenda (e.g. the Lisbon Strategy) and emerging education concepts (e.g. lifelong learning). At the same time, increasing mobility and improving the quality of mobility have become important European goals. Increasing mobility in Bachelor and Master programmes, improving academic recognition and the funding of mobility are some of the most challenging topics in this context. 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 | 135.13 kB |
| Filetype | pdf (Mime Type: application/pdf) |
| Created On: | 03/20/2009 09:02 |
| Viewers | Supplement No. 01 |
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