The Bologna Process and the Transformation of European Higher Education - Assignment Example

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The Bologna Process Customer inserts his/her name Institution’s name The Bologna Process must be viewed as a transformational process with the aim of building Europe as a knowledge-based economy that supports other spheres such as economics and politics…
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The Bologna Process and the Transformation of European Higher Education
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"The Bologna Process and the Transformation of European Higher Education"

The Bologna Process aims to break the history of non-standardized educational practices in European institutions. As the case suggests, academic governance has been different across institutions. For instance, the Oxford University created in the 12th Century operates as a self-governed institution, whereas, instructors determined the syllabus of University of Paris (Dodds & Katz, 2009). The social and economic turbulence amongst European states (such as separatist movements in Spain and Scotland) add to the educational disparity amongst the states (Dodds & Katz, 2009). Some institutions have remained under government control, whereas, others remain decentralized. The duration of study for each degree (bachelor, master, doctoral) also varies making comparison of educational results difficult. The Bologna Process, therefore, addresses these issues in an attempt to provide a unanimous, coherent and integrated educational structure (including policies pertaining to course credits, assessment indicators etc.) across Pan- European countries. These borderless and converged educational standards shall enable in greater labor mobility across Pan-European nations while at the same time increasing employment prospects for citizens for supporting an economy characterized by an ageing population (Dodds & Katz, 2009). However, this process is not narrowly focused on national educational standards but on aligning European educational standards with global standards. The Bologna Process, therefore, is positioned to cater to the academic needs of Pan-European nations by enhancing the international competitiveness of national universities. This process has been actively initiated by European education ministers by creating consultative and follow-up groups. Reforms set forth by Eastern European governments as early as 1999 have transformed universities dominated by Communist influence to ones aligned with democratic principles whereby European students travel around the world to keep themselves updated with latest knowledge (Dodds & Katz, 2009). This process reflects the efforts of individual governments of pan-European states to introduce voluntary reforms in their territories. However, this process emphasizes convergence rather than standardization. Therefore, national curricula shall not be done away with as per this process. The Bologna Process will focus on two levels of reforms. The first shall pertain to the organization of academic programs which includes greater emphasis on student workload as opposed to faculty service hours. The second level focuses on alterations in pedagogy through student-centric policies and principles that encourage the professional growth of students comparable to world standards. Clearly, the Bologna process will support the academic initiatives in U.S by creating greater harmony between the European and American curricula and quality of higher education. In other words, it shall act as a bridge between European and American educational standards, thereby, reducing the “national” focus that previously a part of European institutions. In most educational institutions in the U.S there is emphasis on the grade point average (GPA) and credit hours as opposed to “learning outcomes” (Adelman, 2009). Rarely is there an attempt to account for the knowledge, skills or capacities learnt during the process. This is something Read More
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