The development of a system of study credits in Ukraine: the case of policy layering in the Bologna Process

Kushnir, Iryna

doi:10.1080/21568235.2016.1262781

Cited by 10 publications

(13 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It still remains unclear who exactly the target audiences of the ‘discursive ensemble’ of the inclusion-related action lines are, in Ball’s (2017) terms. A degree of vagueness in another Bologna action line – the European Credit Transfer and Accumulation Scheme (ECTS) which is the credit system to measure student workload – is mentioned by Kushnir (2017). The author states that the action line as presented in the international Bologna documents is broad and offers a set of concrete pointers – the definition of the credit, its weight, etc.…”

Section: The Meaning Of ‘Inclusion’ In the Bp Documentsmentioning

confidence: 99%

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

Kushnir

2020

European Educational Research Journal

Self Cite

View full text Add to dashboard Cite

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

show abstract

Section: The Meaning Of ‘Inclusion’ In the Bp Documentsmentioning

confidence: 99%

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

Kushnir

2020

European Educational Research Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…The emphasis on the process of the development of policy actors and their relationships is under-developed in the Bologna literature both in different national contexts, as well as specifically in Ukraine. This is because most of the literature on the Bologna Process represents studies that look at the extent to which Bologna action lines have been implemented, as well as successes and failures in this process (Kushnir, 2016).…”

Section: Introductionmentioning

confidence: 99%

The development of policy actors involved in the Bologna reform in Ukraine

Kushnir

2019

Communist and Post-Communist Studies

Self Cite

View full text Add to dashboard Cite

The Bologna Process is an international policy project for the convergence of higher education structures in the European Higher Education Area. Most of the literature on Bologna represents studies that focus on the implementation implications of the reforms. The focus on the reform process, particularly in relation to the development process of Bologna policy actors, has been under-represented in the literature. This article investigates the process of the development of the main policy actors involved in the Bologna reform in the case of Ukraine. The timeframe includes the pre-history of Bologna since Ukrainian independence in 1991 until after the introduction of the relevant policy changes in 2003, and through to the issue of 2014 Law on Higher Education. Empirical data were collected through interviews with higher education actors in Ukraine and policy document search. Both types of data were thematically analyzed. The analysis in this article is informed by the policy learning theory and demonstrates the interconnection between path-dependency and change in the development of policy actors in the Bologna reform in Ukraine. This article shows that the old clusters of higher education actors, and the pre-Bologna relationships amongst some of them have been reproduced during the Bologna reform. At the same time, such a reproduction of the old during the reform was only partial as the Bologna Process has also been altering the relationships among some actors to an extent.

show abstract

“…As regards higher education, this study contributes, firstly, to discussion on academic identities (Henkel 2005;Henkel 2006;Leisyte 2015;Leisyte and Dee, 2012). Secondly, to reforms aimed at implementing global higher education models in the countries which do not belong the core ones (Fussy, 2017;Rungfamai, 2016;Eta, 2014), including the former post-Soviet countries (Kushnir, 2017;Oleksiyenko, 2014;Sabzalieva, 2017;CohenMiller & Kuzhabekova 2018;Kuzhabekova & Ruby, 2018). The study indicates what benefial conditions at different level of governance are required in order the global higher education models to achieve the intended outcomes in a new setting.…”

Section: Practical Implicationsmentioning

confidence: 92%

“…In many cases, national policies are based on global models which originate in Western societies and then diffuse among them (De Ruiter & Schalk, 2017;Kyvik & Aksnes, 2015;Homburg, Dijkshoorn & Thaens, 2014;Morris & Lancaster, 2006;Kuhlmann & Annandale, 2012;Degn, 2014). The non-Western states also implement global models in public sector in general (Haarhuis & Torenvlied, 2006;Kanapyanov, 2018;Sehring, 2009;Borras, Carranza & Franco 2007;Okuonzi, 2004;Sakketa, 2018) and in higher education in particular (Beerkens, 2009(Beerkens, , 2010Cai, 2014;Fussy, 2017;Rungfamai, 2016;Sabzalieva, 2017;Lamb & Currie, 2011;Eta, 2014;Kushnir, 2017;Oleksiyenko, 2014).…”

Section: Means-ends Decoupling At the State Level And Implementation mentioning

confidence: 99%

“…However, firstly, studies largely focus on the investigation of adoption and implementation of global practices, ideas and models at organisational level (Perez-Aleman, 2011;Lamb & Currie, 2011;Morris & Lancaster, 2006;Homburg, Dijkshoorn & Thaens, 2014;Carbery, 2012;Marquis, Yin & Yang, 2017;Rupidara & McGraw, 2010) while the implementation of global models at the state level from the neo-institutional sociology remains rather underexplored for the exception of rare studies (Cai, 2014;Antonowitcz et al, 2017;Kuhlmann & Annandale, 2012;Kushnir, 2017;Sehring, 2007). Secondly, studies exploring the implementation of global models in the specific national context employ largely only one institutional approach (Cai, 2014;Kuhlmann & Annandale, 2012;Kushnir, 2017). However, combing of different institutional approaches allows exploring this phenomenon from different perspectives (Koning, 2016;Suárez & Bromley, 2016) and enrich our knowledge and understanding of the unintended consequences of reforms.…”

Section: Implementation Of the Global Models In The National Specificmentioning

confidence: 99%

See 1 more Smart Citation

Global education models in national contexts: the establishment of research universities in Ukraine

Hladchenko¹

View full text Add to dashboard Cite

Aligment of the national context with the global models…. 7.1.3 Change in the formulation of the global models…………… 7.2 Organisational responses to institutional complexity………… 7.2.1 Institutional complexity and means-ends decoupling at the organisational level……………………………………………… 7.2.2 Means-ends decoupling and managerial responses to multiple organisational identities………………………………... 7.3 Implementing the research university model at the micro level of governance…………………………………………………….. 7.3.1 Implications of institutional and cultural complexities for individual actors…………………………………………………. 7.3.2 Identity work of Ukrainian academics……………………... 7.4 Contributions…………………………………………………. 7.5 Limitations and suggestions for further research……………... 7.6 Final words. Ukrainian higher education under means-ends decoupling at the state level………………………………………. References…………………………………………………………... Nederlandstalige samenvatting……………………………………… 2. Exploring change and stability in Ukrainian higher education and research: A historical analysis through multiple critical junctures 1 5. Means-ends decoupling at the state level and managerial responses to multiple organisational identities in Ukrainian research universities 9

show abstract

The development of a system of study credits in Ukraine: the case of policy layering in the Bologna Process

Cited by 10 publications

References 23 publications

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

The development of policy actors involved in the Bologna reform in Ukraine

Global education models in national contexts: the establishment of research universities in Ukraine

Contact Info

Product

Resources

About