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Artykuły w czasopismach na temat „Bologna process”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Porto Junior, Francisco Gilson Rebouças. "PRÁTICAS DOCENTES E TECNOLOGIAS DA COMUNICAÇÃO E DA INFORMAÇÃO: O que dizem os docentes envolvidos em processos de formação." Aturá - Revista Pan-Amazônica de Comunicação 3, no. 2 (2019): 144–57. http://dx.doi.org/10.20873/uft.2526-8031.2019v3n2p144.

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RESUMO A análise efetuada neste trabalho teve como objeto as práticas docentes desenvolvidas docentes em universidades portuguesas por ocasião da implementação do Processo de Bolonha. O foco foi entender como as práticas docentes envolvidas na formação em Comunicação Social/Jornalismo foram afetadas pelas tecnologias emergentes e pelo Processo Bolonha. A percepção dos a(u)tores é bem ampla sobre as estratégias de formação acadêmica antes e pós-Bolonha, amplificadas pelas tecnologias das duas últimas décadas.  PALAVRAS-CHAVE: Processo de Bolonha; Formação; União Europeia; Comu

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Hall, Carol. "The Bologna process." Journal of Children's and Young People's Nursing 2, no. 2 (2008): 94. http://dx.doi.org/10.12968/jcyn.2008.2.2.28203.

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KEHM, BARBARA M. "The Future of the Bologna Process - The Bologna Process of the Future." European Journal of Education 45, no. 4 (2010): 529–34. http://dx.doi.org/10.1111/j.1465-3435.2010.01453.x.

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Melo, Ana Souto e. "ENQUADRAMENTO HISTÓRICO LEGAL DO PROCESSO DE BOLONHA E O SEU IMPACTO NO SISTEMA DE ENSINO SUPERIOR PORTUGUÊS." Revista Observatório 3, no. 6 (2017): 75. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p75.

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O presente trabalho de investigação cingir-se-á a uma reflexão sobre o impacto do Processo de Bolonha (PB) nas políticas do sistema de Ensino Português, ao nível histórico legal. Neste sentido, delineamos alguns dos aspectos que marcaram o percurso histórico e processual da implementação do PB, fazendo referência aos diversos encontros de reflexão efetivados pelos vários estados-membros desenvolvendo, ainda, as principais ideias traçadas e a sua repercussão no sistema de ensino português.  PALAVRAS-CHAVE: Bolonha; Portugal; Sistema de Ensino; História.   ABSTRACT&

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Furuzan, Verda Gizem. "Adaptation to the Bologna Process: The Case of Turkey." Excellence in Higher Education 3, no. 2 (2012): 104–10. http://dx.doi.org/10.5195/ehe.2012.71.

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The Bologna Declaration of 19 June 1999 was signed by 29 ministers responsible from higher education in their countries. The explicit purposes of the Bologna Process were to increase the comparability and readability of degrees across all member state higher education systems. The aim of the Bologna Process is to have a common bachelor’s–master’s–doctorate system in all of European Union member countries. The Bologna Process is the process of creating the European Higher Education Area and is based on cooperation between ministries, higher education institutions, students and staff from 47 cou

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Khan, Evgen. "The Bologna Process Engagement of Ukraine: Twelve Years Towards the European Educational Process." European Historical Studies, no. 7 (2017): 45–63. http://dx.doi.org/10.17721/2524-048x.2017.07.45-63.

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The integration and deepening cooperation with Europe within the scope of higher education remains essential for the European integrative aspirations of Ukraine. For years, our country has been a strategic partner of Europe. Since Ukraine gained its independence, the government kept on declaring ambitions to implement the European principles in all sectors of life. So does it concerning the sphere of higher education. In 2005 Ukraine signed the Bologna Declaration and therefore officially joined the Bologna process. To this end, Ukraine assumed obligations to partake in reforming the system of

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Ade, Jabbar H. "Challenges in the Implementation of the Bologna Process." Polytechnic Journal 11, no. 2 (2021): 79–86. http://dx.doi.org/10.25156/ptj.v11n2y2021.pp79-86.

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Bologna process is the instruction for reshaping in the higher education system, which created significant obstacles for its implementation. The objective of this study is to investigate the issues and challenges faced Kurdistan universities during the implementation of the Bologna process. In this study, three universities have been focused; two public and a private university. A questionnaire form was designed or the three universities’ staff (Erbil Polytechnic University [EPU], Soran University, and Cihan University) which included several questions about the challenges faced them during Eu

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Spitsyn, Yevhenii, and Victoria Leshchenko. "BOLOGNA PROCESS IN UKRAINE: TRENDS, PROBLEMS AND PERSPECTIVES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 34–38. http://dx.doi.org/10.17721/2415-3699.2021.14.08.

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The study analyzed the process of transformation of the higher education system in Ukraine within the framework of the Bologna process principles implementation; the current state, problems and degree of key provisions implementation under the Bologna Declaration are characterized; the tendencies of development of the Bologna process in Ukraine are pointed out; possible ways to increase the efficiency of the higher education system of Ukraine have been identified.

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Kushnir, Iryna. "The voice of inclusion in the midst of neoliberalist noise in the Bologna Process." European Educational Research Journal 19, no. 6 (2020): 485–505. http://dx.doi.org/10.1177/1474904120941694.

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This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Proce

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Anafinova, Saule. "Localization of the Bologna process in the post-Soviet context: the case of Kazakhstan." Journal of Comparative & International Higher Education 16, no. 3 (2024): 219–35. http://dx.doi.org/10.32674/jcihe.v13i5s.4673.

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The Bologna Process is a mature and established topic, which makes it hard for early-career researchers to bring new perspectives on the process. Furthermore, there is a problem studying the Bologna process in non-EU countries as Bologna emerged as outside the framework of the European integration. Employing the concept of localization by Amitav Acharya, the paper examines factors driving the adoption of the Bologna process or its elements in the post-Soviet context. Furthermore, the paper examines factors driving the process of localization of the Bologna process in Kazakhstan. The present li

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Skinder, Marcin. "The Bologna Process and the Law on Higher Education and Science." Białostockie Studia Prawnicze 25, no. 4 (2020): 159–71. http://dx.doi.org/10.15290/bsp.2020.25.04.11.

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Abstract The subject of the study is the Bologna Process, its assumptions and course. The article contains an analysis of the Act on university education and science in order to indicate solutions for the harmonization in Poland under the Bologna movement. This movement is characterized as an example of European integration (harmonization) in the sphere of higher education, which was initiated by the Bologna Declaration of 19 June 1999. The main idea behind this declaration was the joint creation of the European Higher Education Area. The process initiated then goes beyond the scope of activit

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MYKYTENKO, Maryna. "Education and the Bologna Process." Humanities science current issues 4, no. 35 (2021): 216–19. http://dx.doi.org/10.24919/2308-4863/35-4-32.

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Gryzunov, Yu A., and I. O. Zaks. "What is a Bologna Process?" General Reanimatology 2, no. 3 (2006): 67. http://dx.doi.org/10.15360/1813-9779-2006-3-67-71.

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Ballarino, Gabriele, and Loris Perotti. "The Bologna Process in Italy." European Journal of Education 47, no. 3 (2012): 348–63. http://dx.doi.org/10.1111/j.1465-3435.2012.01530.x.

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Orosz, Anna. "The Bologna Process in Croatia." European Education 40, no. 2 (2008): 66–84. http://dx.doi.org/10.2753/eue1056-4934400204.

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Sulstarova, Rovena. "Implementation of Bologna Process in Albania (2007 -2015)." Mediterranean Journal of Social Sciences 8, no. 5-1 (2017): 53–59. http://dx.doi.org/10.2478/mjss-2018-0096.

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Abstract After signing the Bologna Declaration, Albania started the Bologna reforms in 2004. During the last 8 years higher education institutions in Albania has undergone a series reforms and new changes are under the way with the new law on higher education that is being discussed currently. However there is still a long way to go when it comes to practical implementation of Bologna principles and the related policy line. The aim of this paper is to investigate the process of harmonization of the Albanian Higher Education with the standards and practices of other EU member states, by focusin

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Terry, Laurel S. "Living with the Bologna Process: Recommendations to the German Legal Education Community from a U.S. Perspective." German Law Journal 7, no. 11 (2006): 863–905. http://dx.doi.org/10.1017/s2071832200005186.

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The Bologna Process is a dramatic development that is less than ten years old, but already it has significantly reshaped higher education in Germany and in Europe. This article is based on my research regarding the history and objectives of the Bologna Process and Bologna Process implementation in Germany. It contains my reflections about the Bologna Process and German legal education and my recommendations to the German legal education community. In order to understand these reflections and recommendations, one needs a certain amount of background information about both the Bologna Process an

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João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.

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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various

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Odyniec, Vladimir Petrovich. "On the 10 th anniversary of the bologna process in Russia." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 3–10. http://dx.doi.org/10.51314/2073-2635-2014-1-3-10.

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Orzhel, Olena. "In search of a Ukrainian term for Bologna process acquis." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 3–13. http://dx.doi.org/10.31874/2520-6702-2019-8-2-3-13.

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The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and r

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Reheilo, Iryna. "Value orientations of the Bologna process (1988-2009): regulatory aspect." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 43–51. http://dx.doi.org/10.28925/1609-8595.2018.3-4.4351.

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The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, stat

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Prnjat, Dejana. "The Bologna process in Serbia as perceived by art faculties students and professors." Andragoske studije, no. 1 (2022): 47–66. http://dx.doi.org/10.5937/andstud2201047p.

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The goal of the research is to analyse the aspects of the application of the Bologna process principles in higher arts education by examining art faculties students' and professors' views regarding the systematic change within the higher education reform in Serbia, stemming from the Bologna Declaration. Qualitative research was conducted by employing semi-structured interviews with sixteen students and teachers at public and private art faculties. The interview agenda comprised two thematic blocks: the positive and negative aspects of the application of Bologna principles as perceived by art f

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Kushnir, Iryna. "The development of policy actors involved in the Bologna reform in Ukraine." Communist and Post-Communist Studies 52, no. 2 (2019): 117–28. http://dx.doi.org/10.1016/j.postcomstud.2019.04.006.

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The Bologna Process is an international policy project for the convergence of higher education structures in the European Higher Education Area. Most of the literature on Bologna represents studies that focus on the implementation implications of the reforms. The focus on the reform process, particularly in relation to the development process of Bologna policy actors, has been under-represented in the literature. This article investigates the process of the development of the main policy actors involved in the Bologna reform in the case of Ukraine. The timeframe includes the pre-history of Bol

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Osmanović Zajić, Jelena, and Jelena Maksimović. "The Bologna in the Field of Social Sciences and Humanities: A Precondition for Successful University Education." Athens Journal of Education 10, no. 4 (2023): 701–16. http://dx.doi.org/10.30958/aje.10-4-8.

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The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the

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Hamad Ameen, Mzhda Sedeeq, and Azah Kamiran Ahmed. "Bologna process challenges from Soran University students’ perspective." Twejer 7, no. 1 (2024): 1259–71. http://dx.doi.org/10.31918/twejer.2471.48.

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This article attempts to identify the challenges that voices raised towards the Bologna Process by students of Soran University-Kurdistan as it entices each institution to become more effective as a result of more systematic formal external evaluation, but also more informal pressure by more mobile students. The population of the study comprises Soran University students and the sample consists of (102) randomly chosen students at Soran University from the faculties of (Education, Arts, and Science). The data have been collected using a questionnaire consisting of (24) items, the study has ide

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Борисова, М. В. "Canadian responces to the Bologna process." Збірник наукових праць Військового інституту Київського національного університету імені Тараса Шевченка, Вип. № 24 (2009): 220–27.

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Kilpelyaynen, S. A., and V. M. Kostukevich. "Forest Engineering Department in Bologna Process." Resources and Technology, no. 6 (2005): 26–27. http://dx.doi.org/10.15393/j2.art.2005.1887.

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SANJURJO RIVO, VICENTE A. "The Bologna Process: myth and reality." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 5 (January 1, 2012): 121–46. http://dx.doi.org/10.24310/rejie.2012.v0i5.7798.

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The 1999 Bologna Accords, even though a few other precedents have been known, start an ambitious reform process for Higher Education in Europe. The purpose was to adapt European Universities to the demands of the increasingly demanding labour market, and thus making it more attractive to students coming from non-European countries, within the context of a more and more globalized World. To this end, and in succession, a series of meassures aimed primarily to facilitate mobility, qualifications recognition and employability of future graduates were proposed in the new European Higher Education

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Elmas, Muzaffer. "Bologna process: apply or not apply." Journal of Higher Education and Science 2, no. 3 (2012): 137. http://dx.doi.org/10.5961/jhes.2012.044.

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Dima, Ana-Maria. "The Bologna Process and private providers." Management in Education 23, no. 4 (2009): 182–87. http://dx.doi.org/10.1177/0892020609344027.

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Porcheron, Patrick. "The bologna process in European education." ACM SIGCSE Bulletin 41, no. 3 (2009): 3. http://dx.doi.org/10.1145/1595496.1562883.

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Sanz, Mariano. "Dental education and the Bologna Process." European Journal of Dental Education 7, no. 4 (2003): 143–46. http://dx.doi.org/10.1034/j.1600-0579.2003.00343.x.

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Christensen, Leif. "The Bologna process and medical education." Medical Teacher 26, no. 7 (2004): 625–29. http://dx.doi.org/10.1080/01421590400012190.

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WACHTER, BERND. "The Bologna Process: developments and prospects." European Journal of Education 39, no. 3 (2004): 265–73. http://dx.doi.org/10.1111/j.1465-3435.2004.00182.x.

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MALAN, THIERRY. "Implementing the Bologna Process in France." European Journal of Education 39, no. 3 (2004): 289–97. http://dx.doi.org/10.1111/j.1465-3435.2004.00184.x.

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Kettunen, Juha, and Mauri Kantola. "The implementation of the Bologna Process." Tertiary Education and Management 12, no. 3 (2006): 257–67. http://dx.doi.org/10.1007/s11233-006-9000-9.

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Motova, G. N. "The Bologna Process: 15 Years Later." Russian Education & Society 58, no. 4 (2016): 313–33. http://dx.doi.org/10.1080/10609393.2016.1250513.

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Sazonova, Z. "The Bologna Process: The Spiritual Dimension." Russian Education & Society 48, no. 10 (2006): 73–81. http://dx.doi.org/10.2753/res1060-9393481006.

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Makarova, M. N., and V. S. Solomennikov. "The Bologna Process: Opinions and Expectations." Russian Education & Society 50, no. 3 (2008): 84–90. http://dx.doi.org/10.2753/res1060-9393500308.

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Nadjivan, Silvia, and Daniel Rosenauer. "The Paradox of the Bologna Process." Der Donauraum 51, no. 3-4 (2011): 173–82. http://dx.doi.org/10.7767/dnrm.2011.51.34.173.

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Kettunen, Juha, and Mauri Kantola. "The implementation of the Bologna process." Tertiary Education and Management 12, no. 3 (2006): 257–67. http://dx.doi.org/10.1080/13583883.2006.9967172.

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Агаркова, Darya Agarkova, Фомина, and Mariya Fomina. "GENESIS OF EDUCATION SYSTEM IN THE COUNTRIES OF THE COUNCIL OF EUROPE: PROCESS OF FORMATION OF THE BOLOGNA SYSTEM." Central Russian Journal of Social Sciences 10, no. 3 (2015): 161–68. http://dx.doi.org/10.12737/11689.

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In the article the stages of formation of the Bologna system and processes of its transformation are considered. The Bologna Process is directed to strengthening of international competitiveness of the European system of the higher education. The authors make a conclusion that adoption of the Bologna declaration became a key event in the formation of the European educational space. From this point so-called Bologna Process started as a new stage in the development and integration of the European education

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García Mosquera, Marta. "Los estudios de derecho en Alemania: un ejemplo de formación jurídica al margen del sistema de Bolonia = The studies of law in Germany: An example of legal formation at the margin of the Bologna system." Revista Jurídica de la Universidad de León, no. 5 (December 20, 2018): 117. http://dx.doi.org/10.18002/rjule.v0i5.5654.

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<p>Una de las principales características del denominado "proceso de Bolonia" consiste en ordenar los estudios universitarios a partir de dos fases principales: Grado y Máster. En Alemania, sin embargo, los estudios de Derecho no se han sometido a este proceso, sino que han optado por mantener esencialmente su estructura tradicional. El trabajo pretende dar a conocer los rasgos fundamentales de la formación jurídica en Alemania y reflexionar sobre las consecuencias básicas que de ahí se derivan para las principales profesiones jurídicas: judicatura, fiscalía y abogacía.<strong><

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Baidenko, Valentin I. "Bologna Process: At the Threshold of the Third Decade." Higher Education in Russia 27, no. 11 (2018): 136–48. http://dx.doi.org/10.31992/0869-3617-2018-27-11-136-148.

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The paper reviews a present state of the Bologna reforms in terms of their analysis made at the Paris Conference of European Ministers responsible for higher education. The paper is based on numerous materials presented to the Conference by major organizations and associations engaged in conceptual, methodological and regulatory support of the Bologna reforms (EUA, EURASHE, ENQA, ESU, etc.). Among the main challenges of this Bologna transformation stage are implementing studentcentered approach to education as well as focusing on learning outcomes in terms of the competencebased model. The art

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Kaya, Ayhan. "Critical voices against the Bologna Process in Turkey: Neo-liberal governance in higher education." New Perspectives on Turkey 52 (May 2015): 105–33. http://dx.doi.org/10.1017/npt.2015.13.

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AbstractThis article analyzes critical voices raised against the Bologna Process by various stake-holders of higher education in Turkey, such as rectors, professors, international office staff, students, and civil society organizations. The data collected through in-depth interviews were analyzed using the discourse analysis method on the basis of the interlocutors’ reflections on the Bologna Process. It is claimed in the article that most universities in Turkey have attempted a process of internationalization and institutionalization, but that there have been several impediments during the im

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BALCI, Sebahattin, Hakan DÜNDAR, and Yunus Emre GÜRBÜZ. "Internationalization of Education: From Bologna Process to Orhun Exchange Programme." International Journal of Psychology and Educational Studies 7, no. 1 (2020): 170–81. http://dx.doi.org/10.17220/ijpes.2020.01.015.

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Байшань, Гулицзыи. "Болонский процесс в Казахстане и перспективы китайско-казахстанского сотрудничества в сфере образования". Qazaq Historical Review 2, № 3 (2024): 251–59. https://doi.org/10.69567/3007-0236.2024.3.251.259.

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The article is focused on the experience of Kazakhstan in reforming its education system and joining the Bologna Process, as well as the collaboration between China and Kazakhstan in the field of education. Since 2010, Kazakhstan has officially joined the Bologna Process The official application for membership in the Bologna Process by the country in 2004 initiated this process. The accession of Kazakhstan to the Bologna system of education contributes to its integration into the global education system, promotes the development of higher education, fosters cooperation with European countries

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E.A., Mussayeva, Aubakirova Zh.S., Goncharov Y.M. та Kenzhegali Zh.M. "istorical analysis of the educational process of Кazakhstan within the European space". Bulletin of the Karaganda university History.Philosophy series 110, № 2 (2023): 190–97. http://dx.doi.org/10.31489/2023hph2/190-197.

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he authors study the accession of the Republic of Kazakhstan to the Bologna Declaration and the formation of the 4+2+3 system in the field of higher education after the accession process. In addition, this work provides a comparative analysis of academic mobility and the educational system in the European space and in Kazakhstan. Higher vocational education and its advantages and disadvantages for the countries of the Bologna system are also considered. The authors also identify national changes and similarities in the education system through the prism of the entry of universities of the Repu

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Song, byeong jun. "Higher education in the European Union: Characteristics and meaning of dual structure through Erasmus+ and Bologna Process." Sookmyung institute of Global Governance 1, no. 1 (2022): 63–80. http://dx.doi.org/10.56485/jous.2022.1.1.63.

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Higher education policy is a policy area that is deeply located in the realm of national sovereignty, and member countries have objection to the unified policy of the European Union. Accordingly, higher education policy at the EU level was very limited. However, the Bologna Process was launched outside the European Union in 1999 to internationalize higher education due to the heightened sense of crisis caused by the decline in competitiveness of European universities. The Bologna Process aimed to establish a European Higher Education Area through mutual recognition and harmonization of degrees

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Fernández-López, Juana, Raquel Lucas-González, Alba Roldán-Verdú, et al. "Effects of Black Quinoa Wet-Milling Coproducts on the Quality Properties of Bologna-Type Sausages During Cold Storage." Foods 9, no. 3 (2020): 274. http://dx.doi.org/10.3390/foods9030274.

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The incorporation of a new ingredient into foods could not only affect the intrinsic properties of the product but also its shelf life. The aim of this study was to investigate the effect of the black quinoa (both as whole seeds and as the fibre-rich fraction obtained as coproduct from its wet-milling process) on the shelf life of Bologna-type sausages during cold storage. Three treatments of Bologna-type sausages were produced: control, sausages with black quinoa seeds (2.5%), and sausages with their fibre-rich fraction (2.5%). The effect of the black quinoa added on the physicochemical prope

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