Academic Understandings of and Responses to Bologna: A Three-Country Perspective

Autor/in	Sin, Cristina
Titel	Academic Understandings of and Responses to Bologna: A Three-Country Perspective
Quelle	In: European Journal of Education, 47 (2012) 3, S.392-404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2012.01533.x
Schlagwörter	Figurative Language; Educational Change; Foreign Countries; College Faculty; International Cooperation; Higher Education; Teacher Attitudes; Student Mobility; Educational Policy; Policy Formation; Interviews; Standards; Academic Degrees; Denmark; Portugal; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Fakultät; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politics of education; Bildungspolitik; Politische Betätigung; Interviewing; Interviewtechnik; Standard; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Dänemark
Abstract	This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key influences in the process of educational change envisaged by the Bologna Process. Second, inspired by the implementation staircase metaphor which illustrates different actors' perceptions conditioned by their location on the path of the policy, the article presents three different examples of interplay between national authorities responsible for policy-making in the wake of the Bologna Process and the institutional field responsible for policy implementation. It reveals variations from country to country with regard to bottom-up and top-down initiatives, both at the level of actors' expectations and of actual measures to implement Bologna policy. This article comes in response to the frailty of an empirical base for the understanding of Bologna from an institutional and academic perspective. (Contains 1 note.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10