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See detailBologna Process Implementation in Romania: Policy Implementation Lessons
Alexe, Daniela; Deca, Ligia UL; Haj, Mihai Cezar

in Journal of the European Higher Education Area (2015)

Romania is one of the signatories of the Bologna Process Declaration in 1999.Following this decision, Romania made efforts for the alignment of its higher education system to the objectives and the ... [more ▼]

Romania is one of the signatories of the Bologna Process Declaration in 1999.Following this decision, Romania made efforts for the alignment of its higher education system to the objectives and the policies promoted by the Bologna Process. In this process different action lines have received different attention, as the understanding of the policy problems and the national priorities were not always in line with the EHEA ministerial agreements. The current article looks at the main commitments Romania has made within the Bologna Process by analysing the overall national implementation, the associated funding policies and institutional practices. The article focuses on three Bologna Process action lines: social dimension, quality assurance and internationalization of higher education, due to their complexity (beyond legal changes), impact at the grassroots level and their various understandings by the stakeholder community. The article ends with a short overview of the policy lessons that can be drawn regarding Bologna Process and its national translation for other countries which found themselves in policy transitions in the past two decades. [less ▲]

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See detailEvidence-Basing the Future of the EHEA
Deca, Ligia UL; Curaj, Adrian; Haj, Mihai Cezar et al

in Journal of the European Higher Education Area (2014), (3),

The EHEA has been launched in 2010 with the wider goal of ensuring more comparable, compatible and coherent systems of higher education in Europe. This initiative, deemed by many observers as one of the ... [more ▼]

The EHEA has been launched in 2010 with the wider goal of ensuring more comparable, compatible and coherent systems of higher education in Europe. This initiative, deemed by many observers as one of the most successful regional cooperation process in the field of higher education policies, relies on soft-coordination mechanisms grounded on the principle of evidence-based policy making (Deca, 2013). The present article aims at illustrating the way in which European level policy decisions have so far been grounded on evidence, while making the case for potential additional tools that could contribute to achieving the EHEA goals: data analytics, semantic analysis and ‘big data’ approaches. [less ▲]

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See detailThe European Higher Education Area – going the ‘whole nine yards’ with the Bologna Process or charting new territories?
Deca, Ligia UL

in Journal of the European Higher Education Area (2013), 1

The official launch of the European Higher Education Area (EHEA) in 2010, by ministers responsible for higher education in 47 European countries, raised public expectations and prompted a series of ... [more ▼]

The official launch of the European Higher Education Area (EHEA) in 2010, by ministers responsible for higher education in 47 European countries, raised public expectations and prompted a series of questions, especially from the wider public and the specialised press, regarding the impacts and future relevance of the Bologna Process. This article starts with an overview of how the process is seen from a variety of disciplinary views. It then provides a critical reflection on the evolution of the Bologna Process, from the point of view of what is largely deemed by the EHEA policy and practice community as achievements and challenges. The final aim of the article is to provide a possible answer to the question of whether the launch of the European Higher Education Area and the political call for its consolidation are mainly about realising the existing Bologna Process objectives or whether the newly established EHEA is increasingly seen as a political forum for European policy cooperation in higher education, which would impose some minimum requirements on the members, but also increasingly include ‘non-traditional’ topics for the Bologna Process, such as governance, funding etc. The political discourse in the latest EHEA Bucharest Communiqué is finally analysed in order to support this main question. [less ▲]

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See detailStakeholders and quality assurance
Westerheijden, Don F.; Epping, Elisabeth UL; Faber, Marike et al

in Journal of the European Higher Education Area (2013), 2013(4), 71--86

How are stakeholders represented in higher education institutions? decision-making that influences the quality of education, and are their viewpoints taken into account? These were the main questions ... [more ▼]

How are stakeholders represented in higher education institutions? decision-making that influences the quality of education, and are their viewpoints taken into account? These were the main questions addressed in this part of the seven-country comparative study. Findings indicate that formal barriers are largely absent, that stakeholder influence has grown somewhat over recent years, but that actual influence of stakeholders can be further optimised in higher education institutions. [less ▲]

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