Current and Future Prospects for the Bologna Process in the Turkish Higher Education System.

Autor/in	Erdogan, Armagan
Titel	Current and Future Prospects for the Bologna Process in the Turkish Higher Education System.
Quelle	Aus: Curaj, Adrian (Hrsg.); Matei, Liviu (Hrsg.); Pricopie, Remus (Hrsg.); Salmi, Jamil (Hrsg.); Scott, Peter (Hrsg.): The European higher education area. Between critical reflections and future policies. 2. Cham [u.a.]: Springer International Publishing (2015) S. 743-761 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-18767-9; 978-3-319-20877-0
DOI	10.1007/978-3-319-20877-0_46
Schlagwörter	Bologna-Prozess; Hochschulsystem; Ausland; Türkei
Abstract	In its 15th year, the Bologna Process has reached a critical threshold. The international, national and institutional experiences within this period have created valuable common knowledge not only for the 47 member countries of the EHEA but also on a global scale. Along with the widespread positive effects during this time, there have been criticisms and even protests in some countries. Certain action lines, such as the three cycle degree systems, have been not easily and properly implemented in some countries. However, the EHEA, launched in 2010, remains a unique project based on voluntary participation and is expanding beyond Europe. This large and comprehensive structure has been monitored and revised through the intensive work done by BFUG and approved by the Ministerial Conferences on a regular basis. During the past 15 years, socio-political and economic conditions have changed in Europe and worldwide; furthermore, both the scope and the area of the EHEA have been expanded thematically and geographically since 1999. These conditions set the stage for a more inclusive and more participative European Higher Education Area for the coming decades. This paper aims to contribute to the discussion of the future of the EHEA by exploring the Turkish higher education experience, as one of the largest systems in the EHEA. To achieve this aim, it examines the outcomes and lessons of the Turkish higher education system and analyzes focus group interviews with key actors, such as policymakers, rectors, academic staff and national student representatives. Moreover, it offers some recommendations to increase global connections, mobility and partnership between national authorities. The recommendations include peer-learning activities and thematic projects to improve the participation and implementation of different authorities; and, more inclusiveness, experience sharing and dialogue between the countries and institutions overall to understand, motivate and maintain sustainability of the common tools for the EHEA in the coming decade. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2018/4