Students’ choices and paths in the Bologna degree structure: An introduction to the special issue
Twenty years after the signing of the Bologna Declaration, this special issue contributes to a discussion of the Bologna process with a particular focus on the implementation of the two-cycle degree structure (3+2) and the practices and paths of higher education students. In this introduction, it is...
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Published in | European educational research journal EERJ Vol. 22; no. 2; pp. 135 - 145 |
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Main Author | |
Format | Journal Article |
Language | English |
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London, England
SAGE Publications
01.03.2023
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Abstract | Twenty years after the signing of the Bologna Declaration, this special issue contributes to a discussion of the Bologna process with a particular focus on the implementation of the two-cycle degree structure (3+2) and the practices and paths of higher education students. In this introduction, it is argued that there is a need for more research concerning the policy as text, that is, the way the Bologna process is enacted by students and teachers in their daily practices. The 3+2 degree structure has indeed affected the practices of students, particularly by introducing a new transition and decision point in many countries. However, when considering the Bologna policy as text, it becomes visible that there are differences in the students’ concerns and practices across the six countries represented in the papers in the issue. This is not only the case due to differences in the national contexts prior to the Bologna process, but also to the role of other factors affecting the enactment of the policies. Thus, there are variations in the implementation – for example, concerning the social dimension – and the enactment differs due to national as well as programme differences, and differences related to academic disciplines. |
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AbstractList | Twenty years after the signing of the Bologna Declaration, this special issue contributes to a discussion of the Bologna process with a particular focus on the implementation of the two-cycle degree structure (3+2) and the practices and paths of higher education students. In this introduction, it is argued that there is a need for more research concerning the policy as text, that is, the way the Bologna process is enacted by students and teachers in their daily practices. The 3+2 degree structure has indeed affected the practices of students, particularly by introducing a new transition and decision point in many countries. However, when considering the Bologna policy as text, it becomes visible that there are differences in the students’ concerns and practices across the six countries represented in the papers in the issue. This is not only the case due to differences in the national contexts prior to the Bologna process, but also to the role of other factors affecting the enactment of the policies. Thus, there are variations in the implementation – for example, concerning the social dimension – and the enactment differs due to national as well as programme differences, and differences related to academic disciplines. |
Author | Ulriksen, Lars |
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References | Neugebauer 2015; 31 Wihlborg, Teelken 2014; 12 Bøe, Henriksen, Lyons 2011; 47 Thomsen, Munk, Eiberg-Madsen 2013; 57 Kremer, Rüschen 2014; 9 Ball 2015; 36 Mare 1981; 46 Tobbell, O’Donnell, Zammit 2010; 36 Bergerson 2009; 35 Sin, Neave 2016; 41 Neave, Amaral 2008; 62 Teelken, Wihlborg 2010; 9 Thomsen 2015; 31 Breen, Jonsson 2005; 31 Sarauw, Madsen 2020; 13 Wihlborg 2019; 18 Budd 2017; 73 Holmegaard, Ulriksen, Madsen 2014; 58 Brøgger 2019; 18 Fejes 2008; 1 Michelsen 2010; 23 Neugebauer, Neumeyer, Alesi 2016; 45 Taconis, Kessels 2009; 31 Ball 1993; 13 Jepsen, Neumann 2010; 32 Vögtle 2019; 32 Teichler 2019; 32 bibr13-14749041211022201 bibr36-14749041211022201 bibr23-14749041211022201 bibr26-14749041211022201 Peksen S (bibr27-14749041211022201) 2019 bibr20-14749041211022201 bibr10-14749041211022201 Prague Communiqué (bibr28-14749041211022201) 2001 bibr8-14749041211022201 Börjesson M (bibr12-14749041211022201) 2014 bibr5-14749041211022201 bibr2-14749041211022201 bibr9-14749041211022201 Berlin Communiqué (bibr4-14749041211022201) 2003 bibr40-14749041211022201 bibr6-14749041211022201 bibr16-14749041211022201 bibr33-14749041211022201 Reay D (bibr30-14749041211022201) 2005 bibr39-14749041211022201 Bergerson AA (bibr3-14749041211022201) 2009; 35 bibr7-14749041211022201 bibr17-14749041211022201 bibr35-14749041211022201 bibr25-14749041211022201 bibr15-14749041211022201 bibr22-14749041211022201 bibr32-14749041211022201 bibr18-14749041211022201 bibr31-14749041211022201 bibr21-14749041211022201 Rasmussen P (bibr29-14749041211022201) 2019 bibr38-14749041211022201 bibr24-14749041211022201 bibr41-14749041211022201 bibr34-14749041211022201 bibr37-14749041211022201 bibr14-14749041211022201 Kremer H-H (bibr19-14749041211022201) 2014; 9 bibr1-14749041211022201 bibr11-14749041211022201 |
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