The Bologna Declaration: Some of the Historic Dilemmas Posed by the Reconstruction of the Community in Europe’s Systems of Higher Education

Neave, Guy

doi:10.1177/0895904802239290

Cited by 116 publications

(74 citation statements)

References 12 publications

(9 reference statements)

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“…De verdragsschendingsprocedure is één van de middelen waarop de Commissie haar invloed op het -hoger-onderwijs laat gelden. De andere middelen zijn het schrijven van witboeken, groenboeken, subsidies geven aan instellingen en het met groot succes organiseren van programma's voor de uitwisseling van studenten en docenten (Shaw 1999;Neave 2003). De lidstaten zien dat invloed op het hoger onderwijs overgaat naar de EG, zien tegelijkertijd dat zij de zeggenschap over het 'eigen' stelsel dreigen te verliezen.…”

Section: De Positie Van De Universiteitenunclassified

“…In reactie op de 'europeanisering' van het hoger onderwijs zijn staten en universiteiten een samenwerking gestart die bekend is geworden als het Bolognaproces. De politieke betekenis van dit proces is onder meer dat universiteiten en staten een brede convergentie tussen stelsels van hoger onderwijs willen bereiken onder de voorwaarden geformuleerd door de staten in een intergouvernementele sfeer (Neave 2003). Dat laat onverlet dat de EG inmiddels al zoveel voorwaarden heeft gesteld dat beleidskeuzes ten aanzien van de stelsels van hoger onderwijs ook dienen te worden beoordeeld op conformiteit met het gemeenschapsrecht.…”

Section: De Positie Van De Universiteitenunclassified

“…Zie hierover onder anderen Neave 2001, De Vijlder 2001, van Wageningen 2003. 2 Shaw 1999, De Groof & Penneman 2000, Neave 2003, Verbruggen 2003. 3 Gravier, zaak 293/83.…”

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De veelzijdige burger : Opstellen voor prof. mr. P.J.G. Kapteyn

Versteegh¹,

Wageningen²,

Wirken³

2005

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Section: De Positie Van De Universiteitenunclassified

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De veelzijdige burger : Opstellen voor prof. mr. P.J.G. Kapteyn

Versteegh¹,

Wageningen²,

Wirken³

2005

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“…The story has been recounted by several authors (Corbett 2005, Ravinet 2005, de Wit 2003, Naeve 2003, Keeling 2006. In 1999, at Bologna, the Ministers of twenty-nine countries signed the "Bologna Declaration," calling for the creation of a European Higher Education Area by 2010.…”

Section: The Surprisingly Rapid Spread Of the European Higher Educmentioning

confidence: 99%

The European Higher Education Area

2015

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This paper attempts to explain how an intergovernmental process among four countries to "harmonize" the "architecture" of their higher education systems in under ten years turned into an "OMC-type" process with a full role for the European Commission and a membership of forty-six countries, a system which appears to have had some substantial results. The paper argues that the speed of the process is accounted for by a "coordination imperative," and that the sustainability (institutionalization) of the process has been a product of the initiatives for goals, instruments, support structures, and measurements generated by an "entrepreneurial alliance" composed of the Commission and the European Universities Association as "drivers" of the process and as solver of a collective action problem among social actors interested in university reform, in the context of a permissive consensus of the member states *

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“…International pressures, including recognition of the degrees, the growing population of international students in Ukraine, and international competition on the higher education market require changes. Neave (2003) points out that the relationship between super-ordinate community and national communities now present in the higher education systems of Euroland are in tension. While the Napoleonic model sought to protect the university from over-mighty external interests of the State, its Anglo-Saxon counterpart sought to protect academia from the State the better to allow the university to pursue its dealings with external interests (Neave, 2003, pp.…”

Section: Safeguarding Of the Institutional Mission Inmentioning

confidence: 99%

Transforming University Governance in Ukraine: Collegiums, Bureaucracies, and Political Institutions

Osipian

2013

High Educ Policy

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The massification of higher education in Ukraine is a fact while financing the system is still an issue. External pressures from the Central government and the market require changes in university governance. Europeanization of educational system and adherence to the principles laid down by the Bologna declaration add to already existing challenges faced by universities. This paper states that there is no one right prescription for changing governance in Ukraine's universities, because they differ in their history, location, culture, organizational structure, student body, faculty, and educational process and content. It proposes different approaches to the different types of the universities, considering universities as collegiums and bureaucracies, and suggests the political system as a viable form of organizational structure for the task of reforming universities.Key words: governance, higher education, reform, university, Ukraine 3 IntroductionUkraine, along with many other European countries, reforms its higher education in order to increase its effectiveness and efficiency and meet the changing demands of the market economy. The reform is based in part on the principles of the Bologna declaration. The process of reform faces many challenges, including defining the new role of the state in the education sector, establishment of the university autonomy, and further development of private education.The need for structural changes is obvious as the Bologna declaration and the Lisbon convention require development of a three-tier system of academic degrees, including bachelors, masters, and PhD, for successful integration into the European educational space.The massification of higher education in Ukraine is a fact while financing still an issue.Legacy of the Soviet educational system also poses some challenges. External pressures from the Central government and the market require changes in university governance. Europeanization of higher education and conformity with the unified Euro standards explain the presence of yet additional, international, external pressure. As demand on different specialties changes, state and private colleges and universities adopt curricula and change their offerings accordingly.University governance has to be reformed to be able to address the need for flexibility and responsiveness to the public demands, and at the same time comply with the state regulations and demands of the European educational community. This paper argues that there is no single correct prescription for changing governance in Ukraine's colleges and universities, since they differ in their history, location, culture, organizational structure, student body, faculty, and educational process, and content. It proposes different approaches to the different types of universities, considering universities as collegiums 4 and bureaucracies, and suggests the political system as a viable form of organizational structure for reforming universities. Classification of higher education institutions in UkraineThe science and...

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The Bologna Declaration: Some of the Historic Dilemmas Posed by the Reconstruction of the Community in Europe’s Systems of Higher Education

Cited by 116 publications

References 12 publications

De veelzijdige burger : Opstellen voor prof. mr. P.J.G. Kapteyn

De veelzijdige burger : Opstellen voor prof. mr. P.J.G. Kapteyn

The European Higher Education Area

Transforming University Governance in Ukraine: Collegiums, Bureaucracies, and Political Institutions

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