Bologna — Realising Old or New Ideals of Quality?

Serrano-Velarde, Kathia; Stensaker, Bjørn

doi:10.1057/hep.2010.1

Cited by 23 publications

(12 citation statements)

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“…The dif-ferent quality standards universities have to comply with are said to have rendered the internal institutional impact higher and diminished the professional autonomy of individual academics. Therefore, their conclusion is that the European higher education area is no longer compatible with von Humboldt's ideal of academic freedom (Serrano-Velarde and Stensaker, 2010).…”

Section: Current Challenges and Threats For Archi-tectural Education Architectural Design And Knowledge Pro-duction In The Realm Of Reseamentioning

confidence: 99%

Cultivation of a Problem Field

Bertram

2015

OHI

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A problem is typically defined prior to an architectural process and the result is seen as a solution. The process as a whole is conceived as problem solving. However, the artistic element of the process is inseparable from constructing the problem. From the artistic point of view the solution is merely a derivative. Conventional understanding of artistic creation is sometimes coloured by the misconception that invention first and foremost takes place in the mind of the artist parallel or prior to the actual process. However, as far as the artistic element in an architectural process is concerned the problem cannot be abstracted from the specificity of the material, the drawings, models etc., which constitutes the project under development. The problem is an immanent relational field and invention is triggered by the difference between maker and architectural media. The aim of the paper is to portray the artistic practice as a learning process different from communication of knowledge. It proposes a kind of leaning not about improvement of skills and competences but rather concerned with the dynamics of a material field. It emphasises the role of technique and presents architectural media as the prime material field investigated by the process. The discussion uses examples of assignments and student projects developed under my supervision to demonstrate how a problem field is framed by the ordering of techniques.

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Section: Current Challenges and Threats For Archi-tectural Education Architectural Design And Knowledge Pro-duction In The Realm Of Reseamentioning

confidence: 99%

Cultivation of a Problem Field

Bertram

2015

OHI

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“…The following instruments of modernization of the higher education are considered: widening of institutional autonomy of educational institutions, increase of private investment in the sphere of higher education, partnership between the higher educational institutions and industrial enterprises, widening of mobility of students and stuff [5]. Bolognese process is an example of the fact that "the changes and continuity can be two sides of one coin" [6].…”

Section: Analysis Of Literary Data and Statement Of Problemmentioning

confidence: 99%

Professional Education in Russia: Analysis of Problems and Prospects of Professional Staff Training

Klimova

Chernisheva

2016

EUREKA: Social and Humanities

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As the result of transfer to the market economy and joining Bolognese declaration the system of professional education in Russia undergoes the series of transformations. For optimization of the budget means expenditure there takes place the closing and consolidation of professional educational organizations of all levels that leads to the decrease of education accessibility. Elimination of the primary stage of professional education and introduction of bachelor degree as a stage of the higher professional education leads to the complications in realization of the principle of continuation of professional education. The transfer to the two-step system of higher education faces students with the choice: to remain a bachelor (half-taught specialist) and reduce the own chances for employment or receive the full education, finished it in MA. Orientation of Federal state standards on the competence approach results in the decrease of professional education quality. To raise the quality of professional staff training in Russia it is important to take the following measures. Firstly, to stop the practice of closing and consolidation of educational organizations, for optimization of the budget means expenditure. Secondly, to eliminate contradictions in realization of the principle of professional education continuity at the expense of return of the primary state of professional education into the system of professional education and of the specialist degree on series of directions into the system of higher education and increase of budget places in MA. Thirdly, to raise the quality of qualified staff training by decrease of the load on teachers, use of improved activity approach at elaboration of Federal state educational standards, orientation of professional education on the formation of integral structure of professional activity in future specialist instead of separate competences, given annually from above.

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“…Aside from whether there were large scale impacts or radical change of the Bologna reform, as debated elsewhere (Baldwin, 2013;Neave & Veiga, 2013;Serrano-Velarde & Stensaker, 2010;Witte, 2006) the pedagogical constructs embedded in the reform had an effect on the way teachers designed courses. Hours were spent on constructing ILOs that would be semantically 'good' and mirror the intended requirements on what students' should learn.…”

Section: Enacting Policymentioning

confidence: 99%