Towards the Two-Cycle Degree Structure: Bologna, Reform and Path Dependency in German and Norwegian Universities

Autor/inn/en	Kehm, Barbara M.; Michelsen, Svein; Vabo, Agnete
Titel	Towards the Two-Cycle Degree Structure: Bologna, Reform and Path Dependency in German and Norwegian Universities
Quelle	In: Higher Education Policy, 23 (2010) 2, S.227-245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/hep.2010.7
Schlagwörter	Foreign Countries; Higher Education; Educational Policy; Educational Change; Policy Analysis; International Education; International Organizations; International Programs; Academic Degrees; College Programs; Comparative Analysis; Educational History; Educational Environment; Educational Philosophy; Educational Principles; Program Implementation; Cross Cultural Studies; Barriers; Values; Germany; Norway + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Bildungsreform; Politikfeldanalyse; Internationale Erziehung; International organisation; International organisations; International organization; Internationale Organisation; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Studienprogramm; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Cultural comparison; Kulturvergleich; Wertbegriff; Deutschland; Norwegen
Abstract	This article describes and analyses changes made in the organisation of higher education studies in Germany and Norway, following the recommendations of the Bologna Declaration. In both countries, the characteristic modes of university study have been circumscribed by the tradition of Humboldtian values and ideals, albeit to a different extent. On the basis of a cross-national and historical comparison of degree structures, implementation measures undertaken, results gained and the interpretation of various groups of actors involved in the reform process, we argue that the Bologna process has created considerable tensions within the higher education systems in the two countries. The domestication of the Bologna process in Germany and Norway testifies not only to the durability of the Humboldtian legacy, but also to the susceptibility of the Bologna process to national adaptation processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10