The Bologna Process in a global setting

Twenty years later

Datos Bibliográficos

ID12530786
AutoresPavel Zgaga (0000-0002-0989-0367, Faculty of Education, Centre for Educational Policy Studies, University of Ljubljana, Ljubljana, Slovenia, autor de correspondencia)
Año2019
Volumen32
Número4
Páginas450-464
Fecha de publicación2019-10-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInnovation The European Journal of Social Science Research (JOURNAL)
Identificadores de la revistaISSN: 1351-1610 • E-ISSN: 1469-8412
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13511610.2019.1674130
OpenAlexW2979846325
IdiomaEN
Citas recibidas9
Referencias citadas23

This article considers the conceptualisation of the “external dimension” of the Bologna Process and debates around it in the light of the 20th anniversary of the Bologna Declaration. The term began to be used in the early 2000s and referred to the articulation of possible relationships between the then emerging European Higher Education Area and the rest of the world. We analyse issues related to the drafting of the Bologna Global Strategy (2007), also by taking into account less well-known policy documents, and the reactions to the Bologna Process from various global regions. Further, we critically elaborate on the thesis of the “Bologna model” and its alleged “export” to the world. We argue that this thesis is controversial and that its background should be sought in dichotomies related to the Europeanisation process, in particular in the dichotomy of “means” versus “ends” as well as the “market” versus “cultural” mission of European higher education institutions

Bologna declaration · Bologna Process · Dichotomy · Epistemology · Europeanisation · German · Higher education · Political science · Sociology · Global Educational Policies and Reforms · Higher Education Governance and Development · Higher Education Learning Practices · History · Law · Philosophy · Public Administration