About this paper

Appears in:
Page: 1488 (abstract only)
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1333

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

PERSPECTIVES ON EUROPEAN HIGHER EDUCATION: THE BOLOGNA PROCESS. MORE THAN EUROPEAN EDUCATIONAL REFORM MODEL?

L. Snellman

Helsinki Metropolia University of Applied Sciences (FINLAND)
This paper tries to analyze the outcome of the Bologna Process so far, and shed light on the future possibilities to diffuse the Bologna Process over the borders of Europe making it a global model for higher education reforms. As the internationalization of higher education has been putting pressures on the agendas of higher education systems worldwide, it was made clear that if Europe, a multicultural and multilingual continent reflecting diverse heritage of higher education and academia with fragmented and country-specific educational systems, was be one of the key players in a global knowledge society, an urgent educational reforms was required. Consequently, the Bologna Process was initiated in order to create a European Higher Education Area based on converged educational systems. The more detailed objectives of the Bologna Process were to enhance student and staff mobility prospects, create common understanding of quality assurance and a common three-cycle degree structure. Throughout its life cycle, the Bologna Process has focused on supporting the modernization of education and training systems to meet the needs of a changing labor market where the proportion of highly skilled jobs is growing owing to the increased demand of entrepreneurship and innovation. Since the beginning, the ministerial meetings have been evaluating the progress of the achievements, and defining new objectives for the Bologna Process. Research indicates that the Bologna Process has reached its objectives as the main criteria are currently implemented in a total of 48 countries, while there were only four signatories in the beginning. Similarly, it is suggested that the Bologna Process complemented by the actions of the European Higher Education Area, may be diffused and adopted all around the world making the Bologna Process a common global model for higher education reforms. Notwithstanding, such positive discourse, also critical voices have been heard in the debate. As a consequence, the aim of this paper is to explore the role of the Bologna Process in reforming the European Higher Education, and enlighten its future opportunities in the global educational context.
@InProceedings{SNELLMAN2016PER,
author = {Snellman, L.},
title = {PERSPECTIVES ON EUROPEAN HIGHER EDUCATION: THE BOLOGNA PROCESS. MORE THAN EUROPEAN EDUCATIONAL REFORM MODEL?},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1333},
url = {http://dx.doi.org/10.21125/iceri.2016.1333},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1488}}
TY - CONF
AU - L. Snellman
TI - PERSPECTIVES ON EUROPEAN HIGHER EDUCATION: THE BOLOGNA PROCESS. MORE THAN EUROPEAN EDUCATIONAL REFORM MODEL?
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1333
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1488
EP - 1488
ER -
L. Snellman (2016) PERSPECTIVES ON EUROPEAN HIGHER EDUCATION: THE BOLOGNA PROCESS. MORE THAN EUROPEAN EDUCATIONAL REFORM MODEL?, ICERI2016 Proceedings, p. 1488.
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