Re-Contextualization of the Bologna Process in Lithuania

Autor/inn/en	Leisyte, Liudvika; Zelvys, Rimantas; Zenkiene, Lina
Titel	Re-Contextualization of the Bologna Process in Lithuania
Quelle	In: European Journal of Higher Education, 5 (2015) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2014.951669
Schlagwörter	Foreign Countries; International Cooperation; Educational Cooperation; Student Mobility; Higher Education; Educational Sociology; Guidelines; Intellectual Disciplines; Institutional Characteristics; Competition; Educational Policy; Educational Change; Educational Quality; Quality Assurance; Case Studies; Educational Trends; Semi Structured Interviews; Lithuania + Suchen Sie Ihr Suchwort? Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungssoziologie; Erziehungssoziologie; Richtlinien; Geisteswissenschaften; Wettkampf; Politics of education; Bildungspolitik; Bildungsreform; Quality of education; Bildungsqualität; Qualitätssicherung; Case study; Fallstudie; Case Study; Bildungsentwicklung; Litauen
Abstract	The paper explores the implementation of selected Bologna action lines in Lithuanian higher education institutions (HEIs). The study is carried out from an organizational perspective on national re-contextualization, drawing upon sociological institutionalism. The Bologna process is likely to be normatively accepted by institutions in the context of high uncertainty and change, but due to the local legal framework and organizational decoupling national re-contextualization takes place. We observe that the type of HEIs and the competitive horizons of disciplines found in these institutions may be strong mediating factors for the implementation of the Bologna action lines by HEIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01