How was the Bologna Process in Poland, the Netherlands and Flanders implemented?

Lipnicka, Magdalena

doi:10.1080/13583883.2016.1234640

Cited by 2 publications

(1 citation statement)

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“…Based on policy analysis in four countries they concluded that European policies 'primarily serve as legitimizing labels for preexisting policy preferences, thus leading to convergence of policy rhetoric and ideas, while allowing for significant diversity of policy instruments and outcomes'. Lipnicka (2015Lipnicka ( , 2016 showed, informed by six case studies about the introduction of the Bologna principles in three countries, that its realisation is dependent on the history of higher education, the formal system, quality assurance in an international environment, funding, student numbers and faculty.…”

Section: Theme 3: Internationalisationmentioning

confidence: 99%

The State of the Art of Higher Education Research on Flanders

Broucker¹,

Huisman²,

Verhoeven³

et al. 2018

Theory and Method in Higher Education Research

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Higher education systems of small(er) countries may be less attractive to investigate, and it is likely that only a small indigenous research community is interested in and capable of researching such small systems. In this chapter, we map which studies have been carried out at the meso-and macro-levels of the Flemish higher education system since the early 2000s. It allows us to discover gaps in our understanding of that particular system. We conclude that it would be beneficial for all stakeholders involved (researchers, policymakers, institutional management) to try to align their research and practical interests and develop a research agenda that fits these interests.

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Section: Theme 3: Internationalisationmentioning

confidence: 99%