Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?

Abstract

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

How do universities recognise student volunteering? A symbolic interactionist perspective on the recognition of student engagement in higher education

“…When leaving the micro-sociological perspective behind, we also take into account macro-sociological structures which are relevant for student engagement in relation to recognition, as we do not fully understand the complex interplay between personal and institutional influences on student engagement yet (Kahu and Nelson 2018). In recent years, the Bologna curricula reform has often been criticised with regard to its effects on higher education (Wihlborg 2019) and has influenced the possibilities of student engagement recognition as it seems to have left only a marginal space for formal validation of student engagement. This is especially relevant for curricula in social sciences as they focus on social, civic or community-related content and can only to a limited extent offer students practical opportunities for engagement.…”

Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented

“…Prior to 2015, European higher education policy has been focused on the convergence of higher education systems, with the objective of making Europe the leading knowledge economy in the world [26,27]. The mobility of students, academics and knowledge was projected as necessary to this objective, leading to the provisions of the Bologna and Lisbon processes [28][29][30].…”

Þrástef, þagnir og mótsagnir um lýðræðislegt hlutverk íslenskra háskóla

“…Fram kemur í máli Páls Skúlasonar (2014) að áhrif Bolognaferlisins vegi þungt þegar horft er á þróun háskóla á Íslandi. Bolognaferlið, sem er hluti af samraemingaraðferð (e. Open Method of Coordination) Evrópusambandsins (Wihlborg 2019), hófst árið 1999 með undirritun yfirlýsingar fulltrúa 29 Evrópulanda um aukið samstarf háskóla í Evrópu. Samstarfsaðilum hefur frá þeim tíma fjölgað í 45 (Marqand 2018).…”

“…Þó hugmyndafraeði Bolognaferlisins sé talin hafa sterka skírskotun til hugmynda um lýðraeðislegt hlutverk háskóla hefur hún jafnframt verið gagnrýnd fyrir að vera afkvaemi annarra hugmynda (Beach & Puaca 2014; Wihlborg 2019). Samkvaemt rannsókn Wihlborg (2019) var ferlið byggt á sterkri orðraeðu markaðshyggju og þekkingarhagkerfis og einkenndist innleiðing þess af ferlum í anda nýfrjálshyggju. Í því samhengi nefnir hún atriði eins og viðskiptavina-og vöruvaeðingu menntunar og stýringu og stöðlun í formi gaeðakerfa.…”

“…Því má aetla að hér sé um að raeða svokallaða viðskiptavinavaeðingu (e. customization) menntunar, sem fraeðimenn hafa ítrekað tengt við gaeðaferla háskólanna, meðal annars í kjölfar Bolognainnleiðingarinnar. Viðskiptavinavaeðingin felur í sér að litið er á nemendur háskólanna sem neytendur og því er allt kapp lagt á að upplifun þeirra sé jákvaeð og að þeir beri námi sínu og viðkomandi skóla gott vitni (Naidoo, Shankar & Veer 2011;Page 2019;Wihlborg 2019). Í þessu samhengi má benda á að í stefnu Háskólans á Akureyri er tilgreint eitt markmið sem tengist nemendum beint og snýr það að ánaegju þeirra með námið í skólanum.…”