A
|
Understanding Bologna in context |
| A 1 |
Creating a European Higher Education Area |
top |
| A 1.1 |
Perspectives on the Bologna process – past and present |
| A 1.1-1 |
The evolving vision and focus of the Bologna process
Eric Froment
|
| A 1.1-2 |
National higher education systems and the Bologna process
Barbara Weitgruber
|
| A 1.1-3 |
The Bologna process and student expectations
Manja Klemencic
|
| A 1.1-4 |
Implementing the Bologna process
Lewis Purser, David Crosier
|
| A 1.1-5 |
Universities shaping the European Higher Education Area
Trends V executive summary
David Crosier, Lewis Purser, Hanne Smidt
|
| A 1.1-6 |
Trends 2010:
A decade of change in European Higher Education – executive summary
Andrée Sursock, Hanne Smidt
|
| A 1.1-7 |
The Optimisation of Higher Education in Flanders: a long process
Luc François
|
| A 1.1-8 |
The Bologna process in Spain, as seen by university leaders, teachers and students: perceptions and issues
Carmen Fenoll, María-José Vieira, Carmen Vizcarro
|
| A 1.2 |
The changing roles of higher education in society |
| A 1.2-1 |
Convergence and diversity
Sir Roderick Floud |
| A 1.2-2 |
Institutional Diversity in French Higher Education
EUA Study |
| A 1.2-3 |
Institutional Diversification and Convergence in Norwegian Higher Education
EUA Study |
| A 2 |
Enhancing autonomy and responsibility |
top |
| A 2.2 |
Governance, public responsibility and institutional autonomy |
| A 2.2-1 |
University governance, leadership and management in a rapidly changing environment
Luc E. Weber |
| A 2.3 |
Differentiation of profiles and mission |
| A 2.3-1 |
Vision and strategy: instruments for building individual university profiles
Peter Gomez, Sascha Spoun |
| A 3 |
Linking the Bologna Process and other European processes |
top |
| A 3.1 |
The Bologna process and the Lisbon strategy |
| A 3.1-1 |
The Bologna process and the Lisbon strategy: mutual dependencies
Guy Haug |
| A 3.2 |
Higher Education and the labour market |
| A 3.2-1 |
Higher education and the European labour market
Ulrich Teichler |
| A 3.3 |
The recognition of professional qualifications |
| A 3.3-1 |
The Bologna process and the recognition of professional qualifications
Howard Davies |
| A 3.3-2 |
The Bologna process and the recognition of professional qualifications: an update on developments
Howard Davies |
| A 3.5 |
EU education policies and programmes |
| A 3.5-1 |
The European Research Area and the European Higher Education Area: where do they meet and produce synergies?
Gerhard Duda |
| A 3.5-2 |
Erasmus and the improved understanding of other Europeans: Expectations and Reality
Emmanuel Sigalas |
| A 4 |
Relating Bologna to other world regions: the external dimension |
top |
| A 4.1 |
Understanding the elements of the external dimension |
| A 4.1-1 |
The external face of the Bologna process: The European Higher Education Area in a global context
Sir Peter Scott |
| A 4.1-2 |
Trans-Atlantic “Ping-Pong” & The Bologna Process
Tim Birtwistle, Holiday Hart McKiernan |
| A 4.2 |
Identity and values |
| A 4.2-1 |
Changing university missions and profiling in the United States: some lessons learned in the New World
James J. Duderstadt |
| A 4.3 |
Cooperation and competition |
| A 4.3-1 |
TThe Bologna process, three-year degrees, and U.S. graduate admissions
Daniel Denecke |
| A 4.3-2 |
Significance of the Bologna process beyond Europe: perspectives for the Commonwealth
Ruth Keeling |
B
|
Introducing Bologna objectives and tools |
| B 1 |
Promoting new approaches to learning |
top |
| B 1.1 |
The purposes of education |
| B 1.1-1 |
Promoting new approaches to learning
Sjur Bergan |
| B 1.3 |
Personal development, active citizenship |
| B 1.3-1 |
Higher Education for Democratic Citizenship
Manja Klemencic |
| B 1.4 |
Employability |
| B 1.4-1 |
Employability in higher education
Mantz Yorke |
| B 1.4-2 |
Deconstructing and reconstructing employability
Martina Vukasovic |
| B 1.4-3 |
AlmaLaurea Inter-university Consortium: connecting universities effectively with labour markets and professionals
Andrea Cammelli, Gilberto Antonelli, Angelo di Francia, Matteo Sgarzi |
| B 1.4-4 |
Higher Education Reform and the New Debate on Employability: the German Case
Henning Dettleff |
| B 1.6 |
Flexibility in learning |
| B 1.6-1 |
Widening participation: a collective challenge for European higher education
Georg Winckler |
| B 1.6-2 |
Do European universities have a concept of lifelong learning?
Hanne Smidt |
| B 1.6-3 |
Lifelong learning in Poland: challenges and priorities
Andrzej Krasniewski |
| B 1.6-4 |
Universities and lifelong learning in Finland
Hannele Niemic |
| B 1.6-5 |
Lifelong learning and the Italian university system
Giuseppe Silvestri |
| B 1.6-6 |
Making lifelong learning a reality – the UK experience
Richard Trainor
|
| B 1.6-7 |
Embedding lifelong learning in German higher education
Margret Wintermantel |
| B 1.6-8 |
From diploma to qualification: the place and mission of universities
Jean-Pierre Finance |
| B 1.6-9 |
University lifelong learning to lifelong learning universities
Pat Davies, Michel Feutrie |
| B 1.6-10 |
Universities’ role in lifelong learning: reflections in the frame of research on learning
Hannele Niemi |
| B 2 |
Defining degree structures and identifying their characteristics |
top |
| B 2.1 |
Understanding degree structures |
| B 2.1-1 |
Reforming European degree structures
Christian Tauch |
| B 2.2 |
Typology of degree structures |
| B 2.2-1 |
Typology of degree structures
Jürgen Kohler |
| B 2.3 |
Learning outcomes, skills and competences |
| B 2.3-1 |
An introduction to learning outcomes
Stephen Adam |
| B 2.3-2 |
Flexibility through learning outcomes: implications for quality
Elpida Keravnou-Papailiou |
| B 2.3-3 |
Learning outcomes and competences
Declan Kennedy, Áine Hyland, Norma Ryan |
| B 2.3-4 |
Learning Outcomes as an Instrument for Mobility
A survey through the eyes of a student
Adra Balissa, Co: Katharina Sandkämper |
| B 2.4 |
ECTS and modules, defining the components |
| B 2.4-1 |
An introduction to the European Credit Transfer and Accumulation System (ECTS)
Robert Wagenaar |
| B 2.5 |
Fitting degree structures together |
| B 2.5-1 |
The Framework for Qualifications of the European Higher Education Area: challenges and opportunities
Jim Murray |
| B 2.5-2 |
Challenges addressed and issues arising
The alignment of the Scottish and Irish National Frameworks of Qualifications with the Framework for Qualifications of the European Higher Education Area
David Bottomley, Gerard Madill, Bryan Maguire, Jim Murray, Seán Ó Foghlú |
| B 2.5-3 |
National Qualifications Framework – Applied to external and internal accreditation processes
Karin Järplid Linde, Karl-Axel Nilsson, Eva Åkesson |
| B 3 |
Developing mobility and ensuring recognition |
top |
| B 3.1 |
Understanding mobility and recognition |
| B 3.1-1 |
Understanding mobility and recognition
Siegbert Wuttig |
| B 3.1-2 |
International mobility of students through the looking-glass
Dominic Orr, Andrea-Cornelia Riedel |
| B 3.1-3 |
Student Mobility in the next decade: do we know where we’re going?
David Crosier |
| B 3.2 |
Inter-institutional mobility and recognition |
| B 3.2-1 |
Staff mobility in the European Higher Education Area
Conor Cradden |
| B 3.2-2 |
Student mobility in Europe
Maria Kelo, Ulrich Teichler, Bernd Wächter |
| B 3.2-3 |
Promoting student mobility
A Coimbra Group experience
Guido Langouche |
| B 3.4 |
Tools for recognition |
| B 3.4-1 |
The Lisbon recognition convention: principles and practical application
Andrejs Rauhvargers |
| B 3.5 |
Diploma Supplement |
| B 3.5-1 |
The Higher Education Achievement Report (HEAR)
Robert G Burgess, Joanne Wood |
| B 4 |
Improving quality |
top |
| B 4.1 |
Understanding quality and quality improvement |
| B 4.1-1 |
Understanding quality
Lee Harvey |
| B 4.1-2 |
"Quality" in higher education
Jürgen Kohler |
| B 4.2 |
Towards continuous quality improvement |
| B 4.2-1 |
How a culture of Excellence becomes reality – making the invisible visible
Urs Bucher |
| B 4.3 |
European frameworks for quality |
| B 4.3-1 |
European frameworks for quality
Andrée Sursock |
| B 4.3-2 |
Standards and guidelines for quality assurance in the EHEA
Jürgen Kohler |
| B 4.3-3 |
European Quality Assurance Register: enhancing trust through greater transparency
Colin Tück |
| B 4.4 |
Roles and interaction of different players |
| B 4.4-1 |
Roles and interactions of different players in quality assurance
Airi Rovio-Johansson, Tove Bull |
| B 4.4-2 |
The effects of quality assurance in universities
Jeroen Huisman, Gianfranco Rebora, Matteo Turri |
| B 4.4-3 |
Student participation in higher education - the story of Scotland and sparqs
Nik Heerens |
| B 4.5 |
Internal quality assurance and quality culture |
| B 4.5-1 |
Bureaucracy: the enemy of a quality culture
Angela Short |
| B 4.6 |
External quality assurance and accreditation |
| B 4.6-1 |
Quality begins at home
Gro Hanne Aas, Jon Haakstad |
| B 4.6-2 |
Quality assurance in the UK
Peter Williams |
| B 4.6-3 |
The Swiss external QA system: lessons learned over the past five years
Rolf Heusser, Laura Beccari, Andrea Schenker-Wicki |
| B 4.6-4 |
The Quality Enhancement Framework in Scotland: some reflections on the Scottish revolution
Norman Sharp |
| B 4.7 |
Institutional and programme approaches to quality |
| B 4.7-1 |
Institutional and programme approaches to quality
Jürgen Kohler |
| B 5 |
Ensuring the social dimension |
top |
| B 5.1 |
Understanding the elements of the social dimension |
| B 5.1-1 |
The social dimension of the Bologna process: principles and concepts
Dionyssis Kladis |
| B 5.1-2 |
Is the Bologna process for everyone?
The social dimension – a key issue for the future of the European Higher Education Area
Annika Pontén |
| B 5.2 |
Access and equity |
| B 5.2-1 |
Access in Higher Education in Europe and North America:
Trends and Developments
Peter Scott |
| B 6 |
Strengthening the European dimension |
| B 6.1 |
Understanding the elements of the European dimension |
| B 6.1-1 |
Strengthening the European dimension
Jousch Andris Barblan |
| B 6.3 |
Understanding the elements of the European dimension |
| B 6.3-1 |
Bologna & music: harmony or polyphony?
Martin Prchal |
C
|
Implementing Bologna in your institution |
| C 1 |
Rethinking the institution along strategic lines |
top |
| C 1.2 |
Identifying your institutional starting point |
| C 1.2-1 |
Identifying your institutional starting point
Robert Fouchet, Emil Turc |
| C 1.3 |
Reconsidering your mission, profile, positioning |
| C 1.3-1 |
Bologna: a springboard to a university’s student-employability and internationalisation agendas
A case study of Swansea University, Wales
Huw L. Morris, Maurice Whitehead |
| C 1.3-2 |
Development of rural areas through higher education institutions – the case of Deggendorfs
Wolfgang Dorner, Thomas Bartscher, Reinhard Höpfl |
| C 1.3-3 |
University of Aveiro: a comprehensive project networking with the region
Manuel Assunção |
| C 1.4 |
Europeanisation as a strategy for success with Bologna |
| C 1.4-1 |
Europeanisation as a strategy for success in implementing Bologna
Paul S. Agachi, Carmen L. Pop, Camelia Moraru |
| C 1.4-2 |
The Bologna process and higher education language policy
Ian Tudor, Wolfgang Mackiewicz |
| C 1.6 |
Adapting the institution’s organisational and operational model |
| C 1.6-1 |
Facilitating strategic change in the implementation of Bologna: an external perspective
Robin H. Farquhar |
| C 1.6-2 |
Inclusiveness and responsiveness: the case of Erasmus University Rotterdam
Steven W.J. Lamberts |
| C 1.6-3 |
Renewing higher education in a digital world: towards a university profile
Agneta Stark, Andrew Casson |
| C 1.7 |
Developing an institutional culture |
| C 1.7-1 |
Organisational development and promoting change: the deeper dimensions of the Bologna process
Ada Pellert |
| C 2 |
Embedding a quality culture in institutions |
top |
| C 2.1 |
Exploring the concept of quality culture |
| C 2.1-1 |
Developing a quality culture
Jacques Lanarès |
| C 2.2 |
Embedding processes in institutions |
| C 2.2-1 |
Implementing Bologna reforms: an action plan model
Jürgen Kohler, Harald Scheuthle |
| C 2.2-2 |
Quality of educational programmes
Organisational changes and institutional challenges at the University of Ferrara
Emidia Vagnoni, Enrico Periti, Valeria Ruggiero |
| C 2.2-3 |
Quality work at Copenhagen Business School – how to create a university quality culture
Claus Nygaard, Bente Kristensen |
| C 2.4 |
Developing structures to support a culture of quality |
| C 2.4-1 |
Developing structures to support a culture of quality
Elke Timmermans, Frank Baert |
| C 3 |
Planning and implementing key Bologna features |
top |
| C 3.1 |
Applying institutional strategies for Bologna |
| C 3.1-1 |
Bologna reforms at the Warsaw University of Technology
Institutional implementation strategies and lessons learned
Andrzej Krasniewski, Wlodimierz Kurmik |
| C 3.2 |
Modularisation: key concepts |
| C 3.2-1 |
Modularisation and the development of study programmes: a German approach
Ulrich Welbers |
| C 3.3 |
Using ECTS |
| C 3.3-1 |
The added value of using ECTS
Volker Gehmlich |
| C 3.3-2 |
Implementing ECTS at the University of Cyprus
Elpida Keravnou-Papailiou |
| C 3.4 |
Using learning outcomes and competences |
| C 3.4-1 |
Writing and using learning outcomes: a practical guide
Declan Kennedy, Áine Hyland, Norma Ryan |
| C 3.4-2 |
Discipline-related statements of level-specific learning outcomes (Subject Benchmark Statements)
Volker Gehmlich |
| C 3.6 |
Diploma Supplement |
| C 3.6-1 |
The diploma supplement at the University of Bergen: Why?, Who?, When?, How?
Etelka T. Dahl |
| C 3.6-2 |
Referencing Qualifications Frameworks in the European Diploma Supplement
John O’Connor |
| C 3.7 |
Managing the process |
| C 3.7-1 |
Implementation of the Bologna objectives at the K.U.Leuven: challenges, objectives and outcomes
Piet Verhesschen, Kurt De Wit |
| C 3.8 |
Student support services |
| C 3.8-1 |
Guidance and counselling services as part of a learner-centred approach
Gerhart Rott |
| C 3.8-2 |
Psychological counselling and students’ personal and educational development
Gerhart Rott |
| C 3.8-3 |
Development of Career Management Competence and the Contribution of Student Services
Gerhart Rott |
| C 3.9 |
Administrative support processes |
| C 3.9-1 |
Implementing Bologna: Experience from German higher education institutions
Christiane Gaehtgens, Peter A. Zervakis |
| C 3.9-2 |
Implementing Bologna: the Greek case
Foteini Asderaki |
| C 3.9-3 |
Curricular design and computerisation: are information systems useful in curricular reorganisation?
Joël Gapany, Guido Vergauwen |
| C 3.9-4 |
The Bologna process: a challenge to the Austrian universities
Andreas Spiegl, Elisabeth Westphal |
| C 4 |
Planning and implementing the three cycles |
top |
| C 4.2 |
Introducing the Bachelor |
| C 4.2-1 |
Introducing the bachelor (Bologna first cycle degree)
Ann Katherine Isaacs |
| C 4.3 |
Positioning the Master |
| C 4.3-1 |
Survey of Master Degrees in Europe
Howard Davies |
| C 4.4 |
Developing the Doctorate |
| C 4.4-1 |
The global context of doctoral education
Sir Peter Scott |
| C 4.4-2 |
Developing the doctorate
Jean Chambaz, Paule Biaudet, Sylvain Collonge |
| C 4.4-3 |
Doctoral programmes in Europe
Sandra Bitusikova, Lesley Wilson |
| C 4.4-4 |
New challenges for doctoral studies in Europe in the field of electrical and information engineering
Olivier Bonnaud, Michael H.W. Hoffmann |
| C 4.4-5 |
The professional doctorate: a response to 21st century requirements for European Higher Education?
Heather Eggins |
| C 4.4-6 |
Some implications of European initiatives for doctoral supervision
Anne Lee |
| C 4.4-7 |
Establishing a doctoral school
Helmut Brentel |
| C 4.4-8 |
New challenges in PhD supervision at Aalborg University
Lise Busk Kofoed, Anette Kolmos |
| C 4.4-9 |
Skills statements and their role in doctoral education: the Irish experience
Westley Forsythe |
| C 4.4-10 |
The Ruhr-University Research School at Bochum
An example for a university-wide graduate school in Germany
Roland A. Fischer, Christiane Wüllner |
| C 4.5 |
Special challenges: joint degrees and programmes |
| C 4.5-1 |
Institutional guidelines for quality enhancement of joint programmes
Stefanie Hofmann, David Crosier |
| C 4.5-2 |
Joint European master degrees: between reality and wishful thinking
Karen M. Lauridsen, Karen K. Zethsen |
| C 4.5-3 |
Joint programmes and joint degrees
Key elements of the European Higher Education Area – the experience of the Franco-German University
Dieter Leonhard, Siegbert Wuttig |
| C 4.5-4 |
Developing and implementing joint programmes in Europe: the results of an EUA study
Adina Timofei |
| C 5 |
Relating Bologna to disciplines and promoting interdisciplinarity |
top |
| C 5.1 |
Disciplinary approaches |
| C 5.1-1 |
Curriculum reconstruction by German engineers
Johanna Witte, Jeroen Huisman |
| C 5.1-2 |
Medical education in the bachelor-master structure: the Swiss model
Carole Probst, Egbert de Weert, Johanna Witte |
| C 5.1-3 |
The Hungarian Bologna reforms in business and economics education
Managing the cracking monopoly of Corvinus University
Sandor Kerekes, András Nemeslaki |
| C 5.1-4 |
Nursing and Bologna: implications for a regulated profession
Mary Gobbi |
| C 5.1-5 |
Medical education in the Bologna process
A critical appraisal of current practice and implementation
David Gordon, Leif Christensen, Hans Karle |
| C 5.1-6 |
Implementation of the Bologna process in Electrical and Information Engineering in Europe: present situation and evolutions
Jean-Marc Thiriet et al. |
| C 5.1-7 |
Medical education and the Bologna process
Madalena Patrício, Ronald M Harden |
| C 5.1-8 |
Bamalaw: A Decade’s Assessment of Renewal in Legal Education
Frans Vanistendael |
| C 5.1-9 |
Tensions between the Bologna process and Directive 2005/36/EC in respect of nursing education: the Flemish case
Wilfried Boomgaert, Frederik De Decker |
| C 5.1-10 |
University of Beira interior: Medical Education in the Faculty of Health Sciences
Manuel José dos Santos Silva, Miguel Castelo Branco |
| C 6 |
Bologna programmes and the links to the professions |
top |
| C 6.1 |
Relations with industry and entrepreneurship in higher education can enhance quality and employability
Torbjørn Digernes, Kristin Wergeland Brekke |
| C 7 |
Resources for Bologna |
| C 7.2 |
Funding for Bologna |
| C 7.2-1 |
Funding for Bologna
A perspective on the financial impacts of the Bologna process
Luísa Cerdeira |
| C 7.2-2 |
Cost accounting in Swiss universities
Raymond Werlen |
D
|
Moving beyond Bologna: the European Higher Education Area after 2010 |
| D 1 |
Perspectives from partners and stakeholders |
top |
| D 1.1 |
Students and the future of the European Higher Education Area
Koen Geven, Stef Beek |
| D 1.2 |
Bologna after 2010
Sir Roderick Floud |
| D 1.3 |
Implementing Bologna: lessons learned and ongoing challenges for post 2010
Lesley Wilson |
| D 1.4 |
Post-2010: building a higher education and research area, but for what sort of Europe?
Eric Froment |
| D 2 |
Topical issues |
top |
| D 2.1 |
Bologna in a global context: future challenges and opportunities for the European Higher Education Area
Brenda Gourley |