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Chapter 1 Sustaining the European Higher Education Area

Abstract

In the past much has been said about the Bologna reforms that have taken place in Europe, the impact the Bologna Process had on national higher education systems, and the gap between what was initially planned and what was finally achieved. This chapter aims to bring a different perspective by discussing the (un)intended internal and external effects of the Bologna Process at the level of the European Higher Education Area (EHEA) as a whole. Internally the Bologna Process has increased collaboration, comparability and harmonisation of policy and processes across higher education systems. Because of this, European values such as connectedness, collaboration, sense of unity and increased intercultural understanding have become vivid and supported by many systems. Externally the Bologna Process, with its openly competitive approach, influenced the perception of other continents towards the EHEA and inspired reform of higher education systems in areas around the globe. This chapter discusses what the Bologna Process has meant for the EHEA as a whole, what it has accomplished, and what not. Based on an exploratory review of the relevant scholarly literature, the chapter describes the major positive and negative effects both from an internal and an external perspective to the EHEA.

In: Sustaining the Future of Higher Education
In: Positioning Higher Education Institutions
In: Positioning Higher Education Institutions
Digitalisation, Quality and Trust in Higher Education
The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them.

Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.
In: Higher Education System Reform
2 Higher Education System Reform in Flanders (Belgium)
In: Higher Education System Reform

Abstract

This volume is based upon a selection of papers that were presented at the online EAIR Forum in 2021. The book brings together scholars, practitioners and policymakers in higher education, and sets out the theme of transformation in three key areas: digitalisation, quality and trust. Herewith this volume presents a stimulating and careful analysis of the opportunities and associated challenges of transformation in higher education systems and institutions.

In: Transformation Fast and Slow
In: Transformation Fast and Slow
In: Transformation Fast and Slow
In: Transformation Fast and Slow