How Did Australian Scholars Perceive the Bologna Process?

Autor/inn/en	Verhoeven, Jef C.; De Wit, Kurt
Titel	How Did Australian Scholars Perceive the Bologna Process?
Quelle	In: Higher Education Research and Development, 41 (2022) 1, S.132-145 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verhoeven, Jef C.) ORCID (De Wit, Kurt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1835837
Schlagwörter	College Faculty; Teacher Attitudes; International Cooperation; Student Mobility; Study Abroad; Foreign Students; Foreign Nationals; Higher Education; Barriers; Commercialization; Foreign Countries; Educational Policy; International Education; Research Reports; Australia; Europe + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Ausländer; Ausländerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Politics of education; Bildungspolitik; Internationale Erziehung; Research report; Forschungsbericht; Australien; Europa
Abstract	The Bologna Process (BP) was used as an instrument to construct a European Higher Education Area that would be competitive in the world and to attract foreign students and academics to Europe. For a country such as Australia, this higher education innovation process constituted a possible challenge, especially since Australian HE is a marketized system relying on the influx of overseas students. The BP was, therefore, topic of a discussion spurred on by the Australian government. In this article, the results are presented of a literature review of Australian scholarly papers addressing the discussion on the BP in Australia. An overview is given of the scholars and their publications, of the reasons why they studied the BP, and of their stance regarding the BP. Neo-institutional theory is used to explain the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01