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ERIC GILDER and PETER J. WELLS
Lucian Blaga University and UNESCO-CEPES
Abstract
Written by two
higher educational policy editors and experts, the essay
explicates and critiques the basic (and perhaps base)
motivations of the European-wide “Bologna Process” and its
effects on academic degree structures of universities via
the European Credit Transfer and Accumulation System (ECTS),
the Diploma Supplement (DS), and Quality Assurance (QA) and
related “top-down” “steering” policy innovations. By use of
a popular music metaphor (“unplugged”) the authors seek to
provide a readable sketch of the practical implementation of
the Process and its mixed effects on curricula reform,
student learning outcomes, graduate employability and
life-long learning. Recognizing its broad remit promoting
“reform” of higher education in Europe, the authors remain
guardedly hopeful that wise implementation of the Bologna
Process policies will prevent mindless ideological
“deforming” of the sector and its stakeholders.
Keywords:
Higher Education Policy and Reform (Europe), Bologna
Process, ECTS, DS, Quality Assurance, curricular reform,
graduate employability, learning outcomes, Life-Long
Learning, social ideology and change |
