Suchergebnisse

The concepts of quality and quality assurance day by day gain importance and become more popular in the world especially in developed countries about products and services. Bologna process aims to set up European Higher Education Area and one of the most important goals of this process is to make European Higher Education competitive, transparent, diversified and leader in the world by having high quality higher education which produce sustainable socio-economic developments in the area and in the world. It is certain that developing a good working Quality Assurance system in the European Higher Education Area will make European Higher Education more competitive and strong in the world because Quality Assurance provides and guarantees high quality in teaching & learning, research etc. and it also leads to increase of student mobility by mutual degrees recognition and comparability thus it is obvious that Quality Assurance in the European Higher Education is a must and it should not be performed just as a mandatory technical work to comply with the resolutions of the Area. This study first of all will look into the concepts of quality and quality assurance then it will provide necessary and deeper understanding and information on quality assurance in European Higher Education Area and will talk about how to develop quality assurance system and effects of quality assurance on European Higher Education Area. (C) 2014 The Authors. Published by Elsevier Ltd.

For our weekly "Ideas on Europe" editorial by UACES, the University Association for European Studies, we welcome Dr Patrick Bijsmans, from Maastricht University.
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The objective of this paper is to contribute to the understanding of the reconfigurations of education and research within the European Higher Education Area. While higher education systems and institutions are pointed out as key to competitively positioning Europe in the global context, the articulations between education, research and innovation are reconfigured. Based on discourse analysis, the articulations between nodal points - education, research and innovation - associated with the discourses on mobility and employability, made visible the weight of innovation promoted by economic policy drivers. The analysis challenges the relevance attributed to innovation and its major economic prospects as it hinders the broader educational and social potential of the political achievements of European Higher Education Area related to mobility and employability. Keywords: education; research; innovation; European higher education area

Backsliding of democracy puts the values of the European Higher Education Area (EHEA) under pressure. The EHEA finds it difficult to deal with violations. Higher education leaders must debate issues that do not make headlines as well as those that do. They must demonstrate international solidarity, so that higher education systems in vulnerable countries receive support as they deserve and need. The EHEA must focus on a fundamental values program for the decade until 2030.

Since its creation in 2010, the European Higher Education Area (EHEA), as a part of the Bologna process, has achieved many successes on the way to the future integration of Europe as a whole in the field of higher education. Most of its 49 members have adopted and implemented reforms of higher education, having in mind sustainable development, a knowledge based society, higher employment, innovation and social cohesion. Our paper is divided into the following four parts. In the first part, we describe the future EHEA through its basic documents adopted by the Ministerial conferences of participating states, as envisioned in the Bologna declaration of 1999. The second part deals with higher education in the Republic of Macedonia – a participant of the Bologna process since 2003. The Macedonian Law on Higher Education of 2008 is consistent with the Bologna process, but deals insufficiently with higher education mobility –one of the main themes of the 2015 European Ministerial Conference in Yerevan. The third part deals with good practices in the implementation of the Bologna principles in various parts of Europe and beyond. Macedonia, like other nations needs a mobility strategy. Will Macedonia and other countries be able to have 20% of their student body spend a part of their study abroad by 2020? Only with difficulty. The question that remains is, what can be done about it? The fourth part contains some answers to the mobility conundrum by providing recommendations for the faster growth of inbound and outbound mobility. The recommendations apply to the EHEA and its member states. The methodology used includes: reviewing relevant documents; using UNESCO and EU statistics; and semi‐structured interviews with Macedonian graduate students, colleagues and state officials. These are, in part, a basis of the recommendations.

The article clarifies the genesis of forming a European dimension of quality assurance in higher education. It provides for the analysis of official documents of the EU and the Bologna Process, which lay the basis for quality assurance in higher education within the European Higher Education Area. Particular emphasis is put on the progressand first outcomes of the development of the quality assurance in higher education at the national and supranational levels. A special focus is placed ona series of joint actions taken by European countries to improve the quality of higher education through developing the quality assurance mechanisms to gain more transparency, accountability and legitimacy in European higher education systems. These actions include the launch ofthe Institutional Evaluation Program (IEP),the European pilot projects for evaluating quality in higher education,the creation of the European Network for Quality Assurance (ENQA) renamed into the European Association for Quality Assurance in Higher Education (ENQA), the creation of the Joint Quality Initiative (JQI) and the European Quality Assurance Register (EQAR). The adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) is analyzed as an efficient way of creating the legal and regulatory environment in the European Higher Education Area.

The article clarifies the genesis of forming a European dimension of quality assurance in higher education. It provides for the analysis of official documents of the EU and the Bologna Process, which lay the basis for quality assurance in higher education within the European Higher Education Area. Particular emphasis is put on the progressand first outcomes of the development of the quality assurance in higher education at the national and supranational levels. A special focus is placed ona series of joint actions taken by European countries to improve the quality of higher education through developing the quality assurance mechanisms to gain more transparency, accountability and legitimacy in European higher education systems. These actions include the launch ofthe Institutional Evaluation Program (IEP),the European pilot projects for evaluating quality in higher education,the creation of the European Network for Quality Assurance (ENQA) renamed into the European Association for Quality Assurance in Higher Education (ENQA), the creation of the Joint Quality Initiative (JQI) and the European Quality Assurance Register (EQAR). The adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) is analyzed as an efficient way of creating the legal and regulatory environment in the European Higher Education Area.

Twenty years have passed from the Sorbonne Declaration in 1999 to the current day, atimeframe in which we have seen the incredible changes that have happened in higherschool systems in numerous nations of the world, explicitly the nations having a place withthe European Higher Education Area (EHEA).Four nations began by marking the 1999 Declaration, today there are now forty-eightnations associated with the EHEA.In this article, a visit through the achievements that have been forming and plying the EHEAis made, resolving the most pertinent issues tended to in the various gatherings of thepriests of advanced education. Then, we will stop at quite possibly the most important pointerof the EHEA: the quality affirmation frameworks that, in light of the Bologna Process, havebeen conveyed both at the supranational and public levels. We will make an outlineof the execution of instructive quality in the nations.At long last, we will considerthe effect that the viewpoint of instructive quality has had in the nations of theEuropean Higher Education Area.

The volume gives a complete overview of the proceedings and results of the Berlin Conference of European Ministers in charge of Higher Education in September 2003. Apart from the final document, the Berlin Communiqué, it contains the major ministerial speeches and the messages delivered by the European Commission, the European University Association, the Council of Europe, the European students, association ESIB and other organisations, moreover the summaries of the resutls of the four workshops held in Berlin. Contents: 1. Prefaces (Bulmahn, Edelgard. - Erdsiek-Rave, Ute). - 2. Realising the European Higher Education Area. - 3. The Atmosphere in Berlin, Impressions of the Conference (Tauch, Christian). - 4. Welcoming Speech at the Reception at Bellevue Castle (Rau, Johannes). - 5. Opening Statements (Bulmahn, Edelgard. - Erdsiek-Rave, Ute. - Moratti, Letizia. - Reding, Viviane. - Müller, Kerstin). - 6. Messages (European University Association (EUA). - The National Unions of Students in Europe (ESIB). - European Association of Institutions in Higher Education (EURASHE). - Council of Europe). - 7. The Bologna Process between Prague and Berlin (Zgaga, Pavel). - 8. Trends 2003 - Process toward the European Higher Education Area (Reichert, Sybille. - Tauch, Christian). - 9. Reports from the Discussion Groups (Erichsen, Hans-Uwe: Quality Assurance and Accreditation. - Suomalainen, Heikki: Bachelors and the European Labour Market. - Pertek, Jacques: Doctoral Studies and Mobility. - Floud, Roderick: Joint Degrees). - 10. Closing Statements: Bulmahn, Edelgard. - Moratti, Letizia. - Clemet, Kristin). - 11. Bibliography, Link List (HoF/text adopted)

This volume presents the state of the art with respect to the most important elements of the Bologna process. The reflections on the past are also used to fuel a debate about the next decade. In 2008, the Flemish Ministry of Education and Training invited the editors to produce a volume with chapters discussing topics that are deemed to be most salient in the coming decade. Based on a tentative list of themes to be covered initially suggested by the Ministry, the editors have solicited contributions from appropriate scholars, experts on the specific topics. As a result this volume contains a rich set of chapters which address the promises and perils of the Bologna process and its preliminary outcomes. A difficult task, given that the process is a target on the move and even changing in nature during the process. It is also a difficult task because evidence can be interpreted differently paving the way for new paradoxes and complex interactions between the actors in the field. Consequently we are faced with new questions every time we believe answers to old questions have been found. The contributors to the volume not necessarily agree in their analyses of the Bologna process, but there is - nevertheless - a fair amount of consensus. According to their analyses governance, quality, mobility and diversity are the topics that have been most important to the Bologna process in the past, and will be at centre stage in future discussions. Contents: Huisman, Jeroen/Stensaker, Bjorn/Kehm, Barbara M.: Bologna, Quo Vadis? - PART I. Governance (Neave, Guy: Institutional Autonomy 2010-2020. A Tale of Elan - Two Steps back to make one very Large Leap Forward. - Välimaa, Jussi: The Relevance of Higher Education to Knowledge Society and Knowledge-Driven Economy: Education, Research and Innovation. - Teixeira, Pedro: Economic Imperialism and The Ivory Tower: some Reflections upon the Funding of Higher Education in the Ehea 2010-2020. - Boer, Harry de/Enders, Jürgen/Jongbloed, Ben: Market Governance in Higher Education. - Groof, Jan de: European Higher Education in Search of a New Legal Order). - PART II. Quality (Kwiek, Marek: The Changing Attractiveness of European Higher Education: Current Developments, Future Challenges, and Major Policy Issues. - Stensaker, Bjorn/Gornitzka, Ase: The Ingredients of Trust in European Higher Education. - Brennan, John/Naidoo, Rajani/Patel, Kavita: Quality, Equity and the Social Dimension: The Shift from the National to the European lev ...