UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda

Kushnir, Iryna; Brooks, Ruby

doi:10.1177/14749041221083073

Cited by 7 publications

(4 citation statements)

References 56 publications

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“…These interviews were conducted in 2022 in the framework of a larger project focused on the political motivations of the memberships of EHEA’s founding countries (France, Germany, Italy and the UK) in the EHEA presently. The focus on France, Germany and Italy was motivated by the fact that unlike in the case of the UK (Kushnir and Brooks, 2022), national stakeholders in these three countries continue driving a lot of the international developments in the EHEA, albeit with a lot more decision-sharing responsibilities, given the territorial scope of the EHEA. Given that the EHEA is an international forum managed by its representatives from the signatory states (e.g.…”

Section: Methodsmentioning

confidence: 99%

“…These interviews were conducted in 2022 in the framework of a larger project focused on the political motivations of the memberships of EHEA's founding countries (France, Germany, Italy and the UK) in the EHEA presently. The focus on France, Germany and Italy was motivated by the fact that unlike in the case of the UK (Kushnir and Brooks, 2022), national stakeholders in these three countries continue driving a lot of the international developments in the EHEA, albeit with a lot more decision-sharing responsibilities, given the territorial scope of the EHEA. Given that the EHEA is an international forum managed by its representatives from the signatory states (e.g., in the form of the Bologna Follow-up Group), interviews with key stakeholders from three influential countries in the EHEA, which have been driving its development since its inception, were deemed as having potential to reveal how a sustainable development agenda has been orchestrated in the international policy of the EHEA as a whole.…”

Section: Methodsmentioning

confidence: 99%

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The orchestration of a sustainable development agenda in the European Higher Education Area

Kushnir

Eta

Mbah

et al. 2023

IJSHE

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Purpose This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN’s SD agenda; some weaknesses of the UN’s orchestration of SD are translated into weaknesses in the EHEA’s formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA’s work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies: the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The orchestration of a sustainable development agenda in the European Higher Education Area

Kushnir

Eta

Mbah

et al. 2023

IJSHE

Self Cite

View full text Add to dashboard Cite

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“…To date, 48 have already become participants in the Bologna process. The Bologna education system is aimed at bringing higher education to unified standards and creating a unified educational space [1][2][3][4].…”

Section: Automated Schedule System For Universities Under the Bologna...mentioning

confidence: 99%

Automated Schedule System for Universities under the Bologna Education Process

Aida-Zade,

Ismibayli,

Rzayeva

2024

Cybernetics and Computer Technologies

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Introduction. Countries that have joined the Bologna Process in higher education assume certain obligations. One of them is the transition to a credit education system, which is based on the personal participation of each student in the formation of their curriculum. Each student has the opportunity to structure the learning process, choose subjects and the sequence of their study within the framework of the curriculum for the chosen specialty, create their own individual schedule in accordance with their interests, capabilities and needs. The credit training system is asynchronous. Naturally, software applications for scheduling classes, developed for the classical education system, do not work in this case. Purpose. Development of an algorithm and software for a class scheduling system designed for the credit education system and taking into account its features, and also meets all the “hard” restrictions and most of the “soft” requirements for the class schedule. Results. The algorithm and software of the interactive system of scheduling classes for universities that have joined the Bologna process, which takes into account the features of credit-modular system of training, have been developed. Conclusions. The developed system covers the full cycle of including students in groups to study selected subjects and teachers, starting from scheduling teachers, registering students and ending with the formation of individual schedules for each student; The proposed iterative process of scheduling makes it possible to make changes to the schedule of teachers and re-register students in the case of teachers who have not formed groups, or a significant number of students who were unable to enroll in subjects of interest to them; The interactive mode of operation with the system combines an automated process of scheduling with active participation of the user responsible for scheduling; The system guarantees the preparation of permissible timetables for teachers and students, taking into account the implementation of all "hard" restrictions, and significantly reduces the time required for scheduling; The system ensures to the maximum extent the quality of teachers’ schedules, namely, taking into account “soft” requirements with the active participation of the user, who has the opportunity to choose an option that reduces the value of the function proposed in the article that evaluates the quality of the schedule; The developed system ensures the effective use of the classroom fund in accordance with its capacity, specialization and affiliation. Keywords: Bologna process of education, credit system, asynchronous learning system, class schedule, scheduling requirements, computer system.

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“…These Countries prioritize inclusive and accessible education, frequently providing citizens and international students with free or low-cost higher education options. The European Higher Education Area (EHEA) encourages harmonizing educational systems, student mobility, and international collaboration [17]. In addition, innovative teaching methods, advanced research facilities, and digital integration contribute to Europe's academic reputation.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of educational resource utilization efficiency, regional technological heterogeneity, and total factor productivity change in 35 European countries

Liao,

Hao,

Yasmeen

et al. 2024

PLoS ONE

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Educational resource utilization efficiency (ERUE) and productivity growth are considered current global challenges that the modern world faces. This study evaluates the educational resource utilization efficiency, dynamic productivity change, and regional discrepancies in technologies involved in educational resource utilization in 35 European countries and four regions. DEA Super SBM, Meta frontier analysis, and Malmquist productivity index are employed to gauge the ERUE, technology gap ratio (TGR), and total factor education resources productivity change. A set of inputs and outputs is used from 35 European countries for the study period of 1998–2021. Results revealed that the average ERUE in European countries is 0.6312, Which indicates a 36.88% improvement potential in educational resource utilization. Southern Europe continuously exhibits superior average ERUE scores (0.6871) compared to other regions, indicating a higher efficiency in using educational resources. Luxembourg (1.0813), Czechia (0.9356), and Slovenia (0.8984) are found to be the top three performers in terms of ERUE level. The technology gap ratio value is highest in Southern Europe. It demonstrates that southern European countries used the most advanced technology in education resource utilization. The average Malmquist Index (MI) in European countries is 1.0349. It Indicates a 3.49% growth in educational resource utilization. Technology is the primary determinant of productivity growth, as Technological change is higher than efficiency change. Southern European countries showed the highest MI of 1.0542. Italy, Lithuania, and Serbia were found to have higher average MI scores over the study period (1998–2021). Finally, the Kruskal Wallis test proved that ERUE and TGR in 4 different regions of Europe are heterogeneous. In contrast, the MI in European regions isn’t found to be significantly different.

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UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda

Cited by 7 publications

References 56 publications

The orchestration of a sustainable development agenda in the European Higher Education Area

The orchestration of a sustainable development agenda in the European Higher Education Area

Automated Schedule System for Universities under the Bologna Education Process

Evaluation of educational resource utilization efficiency, regional technological heterogeneity, and total factor productivity change in 35 European countries

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