Global Impacts of the Bologna Process: International Perspectives, Local Particularities

Autor/in	Zmas, Aristotelis
Titel	Global Impacts of the Bologna Process: International Perspectives, Local Particularities
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 5, S.727-747 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.899725
Schlagwörter	International Cooperation; Educational Cooperation; Student Mobility; Educational Philosophy; Cultural Context; Higher Education; International Education; Models; Political Influences; Social Influences; Educational Policy; Technology Transfer; Educational Change; Foreign Countries; Africa; Australia; Canada; New Zealand; United States + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Analogiemodell; Political influence; Politischer Einfluss; Sozialer Einfluss; Politics of education; Bildungspolitik; Technologietransfer; Bildungsreform; Ausland; Afrika; Australien; Kanada; Neuseeland; USA
Abstract	The paper examines the transfer of the Bologna Process (BP) outside Europe, focusing on its "external dimension" and dynamics in global settings. It argues that the BP impacts on the internationalisation activities of universities, especially with regard to cross-border transparency of qualifications, transnational improvement of quality assurance and interregional mobility of students or scholars. However, the outcomes following the international transfer of the BP-model are unclear. As the BP-model makes its way to regional, national and local contexts, it meets existing policy discourses and practices, whose priorities may in fact differ from its postulates. The paper asserts that the non-linear conceptualisation of this model outside Europe is significantly affected by the socio-economic, political, historical and cultural context of each region. National visions, economic demands, political will, social objectives, administrative regulations, cultural traditions, ideological norms and philosophical ideals transform the BP-model as it is incorporated into each system of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01