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Comparative study of the Bologna process in Belgium, Netherlands, Germany and Italy: Values and dilemmas of transformations

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Abstract:

The first presenter will discuss the influence of the Bologna Process on the Dutch, Flemish, German, and Italian higher education. The main objective of this presentation is to examine if European higher education has been transformed from professor and institution centered to student centered. The study indicates that this major change has occurred particularly in two aspects of European higher education. One major change is that students have started to gain more freedom to change their majors, institutions and also nations in order to pursue further and supposedly more suitable education than before. This is especially due to the introduction of ECTS as a national credit system and 2 cycle system under the Bologna Process. The other major change is that the Bologna Process, especially 2 cycle system and ECTS have strongly influenced higher education institutions to create a strictly credit-based curriculum for their education. Curriculum has become more structured, systematic and specific, so that it is easier for students to understand the content of each course and to complete it on time. Professors have also become more responsible to inform students of more detailed information about the course and its learning outcomes. This presentation will be very important for the community of comparative and international educators, since it will not only touch the actual value, but also the dilemma of Martin Trow’s theory of educational development from “traditional” elite, to mass, and finally to universal higher education as seen in the Bologna Process.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486335_index.html
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MLA Citation:

Hotta, Taiji. "Comparative study of the Bologna process in Belgium, Netherlands, Germany and Italy: Values and dilemmas of transformations" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486335_index.html>

APA Citation:

Hotta, T. "Comparative study of the Bologna process in Belgium, Netherlands, Germany and Italy: Values and dilemmas of transformations" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486335_index.html

Publication Type: Panel Paper
Abstract: The first presenter will discuss the influence of the Bologna Process on the Dutch, Flemish, German, and Italian higher education. The main objective of this presentation is to examine if European higher education has been transformed from professor and institution centered to student centered. The study indicates that this major change has occurred particularly in two aspects of European higher education. One major change is that students have started to gain more freedom to change their majors, institutions and also nations in order to pursue further and supposedly more suitable education than before. This is especially due to the introduction of ECTS as a national credit system and 2 cycle system under the Bologna Process. The other major change is that the Bologna Process, especially 2 cycle system and ECTS have strongly influenced higher education institutions to create a strictly credit-based curriculum for their education. Curriculum has become more structured, systematic and specific, so that it is easier for students to understand the content of each course and to complete it on time. Professors have also become more responsible to inform students of more detailed information about the course and its learning outcomes. This presentation will be very important for the community of comparative and international educators, since it will not only touch the actual value, but also the dilemma of Martin Trow’s theory of educational development from “traditional” elite, to mass, and finally to universal higher education as seen in the Bologna Process.


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