Bachelor's and Master's Degrees: One and the Same Thing? A Case Study of Implementing the Degree System in Romania

Autor/in	Torotcoi, Simona
Titel	Bachelor's and Master's Degrees: One and the Same Thing? A Case Study of Implementing the Degree System in Romania
Quelle	In: Hungarian Educational Research Journal, 10 (2020) 4, S.401-415 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Torotcoi, Simona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2064-2199
Schlagwörter	Bachelors Degrees; Masters Degrees; Higher Education; International Cooperation; Educational Change; Educational Policy; College Faculty; Program Implementation; College Students; Expectation; Educational Finance; Educational Quality; Access to Education; College Curriculum; Employment Opportunities; Career Readiness; College Credits; Transfer Policy; Student Attitudes; Foreign Countries; Romania; Europe + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Bildungsreform; Politics of education; Bildungspolitik; Fakultät; Collegestudent; Expectancy; Erwartung; Bildungsfonds; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Berufschance; Beschäftigungschance; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schülerverhalten; Ausland; Rumänien; Europa
Abstract	The adoption of a system based on cycles has been one of the core action lines in the Bologna Process. It represents the base for promoting student mobility, employability, and international competitiveness. The implementation of the degree-cycle system -- conditioned by the achievement of other policy objectives (i.e. ECTS) -- started hot debates on multiple levels including on the relevance of different study stages, or the extent to which the curricular emphasis would differ between the two levels. After almost two decades since the reform has been introduced, rather than looking at the state of implementation, current research should focus on how the reform has been implemented and what are its effects. By using the Romanian case as an illustration of the situation in Central and Eastern Europe (CEE), this paper aims to answer the following questions: to what extent have the intentions and expectations linked to the introduction of a tiered structure of degrees have been fulfilled and what are some the (unintended) effects of such reforms? Based on a series of interviews done in November 2017 with academic staff, student representatives and decision-makers from Romania, this paper presents an analysis of the deliberate intentions and expectations of the introduction of the degree structure. The conclusions show that issues related to (1) financing; (2) quality (3) access and participation; (4) content and curricula (5) career path and opportunities after graduation are the main implications of the implementation of the degree-cycle system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01