Bologna with students eyes. ESIB Bologna Analysis 2005.

Institution	The National Unions of Students in Europe
Titel	Bologna with students eyes. ESIB Bologna Analysis 2005.
Quelle	Brüssel (2005), 64 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Monografie; Belgien; Bosnien-Herzegowina; Bulgarien; Deutschland; Dänemark; Estland; Europa; Finnland; Frankreich; Griechenland; Großbritannien; Island; Italien; Kroatien; Lettland; Litauen; Luxemburg; Malta; Niederlande; Nordmazedonien; Norwegen; Polen; Portugal; Rumänien; Schweden; Schweiz; Serbien; Slowakei; Slowenien; Spanien; Tschechische Republik; Ungarn; Österreich
Abstract	The survey is divided into 10 sections that deal with individual action lines of the Bologna Process. The authors also analyse how the social dimension is regarded in the different countries. Although the social dimension is clearly part of the Bologna Process it usually does not receive any attention in other surveys. The main sources of information were the national unions of students that are members of ESIB. They usually had again contacts with local unions for getting information from the institutional level. We conducted a number of interviews with representatives of national unions that were followed by questionnaires. Additional information sources were some of the Bologna promoters, educational websites and publications. The countries covered by this analysis are: Austria, Belgium, Bosnia-Herzegovina, Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Luxembourg, Macedonia, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland and the UK. Ireland and Turkey are only covered in few areas. In this way 32 (34) countries are covered by the analysis. Contents: A. Degree structure - towards a two-cycle study system (I. General situation regarding the introduction of the two cycle study system. - II. Reconstruction of curricula. - III. Access to the different study cycles. - IV. New degrees and the labour market). - B. Quality assurance - qualitative diversity? (I. National QA systems in place. - II. Internal quality assurance. - III. Involvement of students in Quality Assurance). - C. Recognition - about equity and equivalence (I. Lisbon Recognition Convention. - II. Diploma Supplement). - D. The social dimension - a transversal action line (I. Financial resources of students. - II. Access. - III. QA. - IV. Seriousness of commitments). - E. Credit System - is one ECTS actually one ECTS? (I. General situation regarding the implementation of ECTS. - II. ECTS in depth - the issue of workload. - III. Grading System). - F. Student participation - partners or consumers? (I. Student participation on the national level. - II. Student participation within HEIs. - III. Perception of students by other stakeholders in higher education. - IV. Independence of student unions / representatives. - V. Changes in student participation since the Prague Communiqué). - G. Attractiveness of the EHEA - euphemism or new approach? - H. Doctoral Studies - the cradle of research? (I. Research elements in first and second cycle. - II. Status of PhD students and teaching activities. - III. Social conditions. - IV. Workload. - V. Mobility. - VI. Intellectual property rights). - I. The European dimension - a still unknown and endemic creature (I. Foreign language courses as part of curricula. - II. Joint and double degrees). - J. Lifelong learning - for whom? (I. General introduction. - II. LLL and HEIs. - III. Rights of LLL students) (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2006/2