The Bologna Master Degree in Search of an Identity

Autor/in	Sin, Cristina
Titel	The Bologna Master Degree in Search of an Identity
Quelle	In: European Journal of Higher Education, 2 (2012) 2-3, S.174-186 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2012.702437
Schlagwörter	Student Mobility; Educational Policy; Masters Degrees; Guidelines; Educational Change; Foreign Countries; Educational Cooperation; International Cooperation; Discourse Analysis; Higher Education; Qualifications; Denmark; Portugal; United Kingdom + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politics of education; Bildungspolitik; Richtlinien; Bildungsreform; Ausland; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualifikation; Qualifikationsstufe; Dänemark; Großbritannien
Abstract	This article aims to analyse variances between some emerging projections for the master degree at high policy level and the diverse interpretations and forms observed in its implementation in the aftermath of the Bologna Process reforms. It thus examines European and national-level discourses regarding the master's place and purpose and, simultaneously, discusses the variation noted across Europe in the degree's implementation and its conceptualisation, facilitated by generic European guidelines and largely influenced by national traditions of higher education degree organisation. The article highlights some tensions between a growing emphasis on the lifelong learning dimension of the master in top policy-level discourses and some functions the degree currently fulfils. It also suggests that the master does not enjoy the distinctiveness of qualifications like the bachelor or the PhD. These factors raise questions around the master's comparability across Europe and approaches to facilitate mutual recognition, presenting an argument for a revisited conceptualisation of Bologna around transparency rather than convergence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01