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Academic Training Contribution to the Development of a Leadership Profile
Published in Carolina Machado, J. Paulo Davim, Higher Education, 2023
João Fernando Louro, Carolina Feliciana Machado
Recently, and in line with the other member countries of the European Union (EU), we have witnessed the approximation of these two education systems. According to Lopes (2001), the emergence of the Bologna Process assertively defined a unique training model, regardless of whether the type of teaching is provided at a university or polytechnic institute. The Bologna Process led to the reorganization of courses into two main cycles, the first cycle – undergraduate, with a minimum duration of three years and oriented towards the labour market, and the second cycle – Master's, with a duration of two years and aimed at obtaining a specialization. In addition to these two cycles, there is also a third cycle – PhD, focused on research. Through the implementation of the Bologna Process, the first and second cycles were under the responsibility of university and polytechnic institutions, with the third cycle being exclusively the responsibility of universities. In addition to this restructuring and adoption of a model of organization of higher education in three cycles, the Bologna Process led to the organization of higher education courses based on the European system of transfer and accumulation of ECTS credits (European Credits Transfer System), defined in Decree-Law No. 42/2005, of 22 February, as well as assuming a clear need for transition from an education system based on the transmission of knowledge to a system based on the development of competences by the students themselves.
Lifelong Learning In The Context Of Socialization And Sustainable Development
Published in Manuel Couceiro da Costa, Filipa Roseta, Joana Pestana Lages, Susana Couceiro da Costa, Architectural Research Addressing Societal Challenges, 2017
H. Melkonyan, O. Turchanina, A. Castelbranco
Modern societies are characterized by quick and often unpredictable changes. They cover all areas of social life: economy, politics, education, science, social relationships and so on. In particular, in the higher education system fundamental changes and reforms were carried out based on the Bologna Declaration, which was signed in 1999, and singled the beginning of Bologna Process. The reforms spread over the borders of the European Union to include 48 countries and these processes continue until today. The reforms relate to all the areas of the activities of the Higher Education Institutions (HEIs), such as management, study programs and curriculums, organizing and implementing the learning process, etc. The primary purpose of all this, as we know, is the creating of a system, which provides attractive and competitive educational services, as well as integration into the European Higher Education Area. “The decade that we have now embarked upon presents enormous challenges for Europe. The Europe 2020 strategy for smart, sustainable and inclusive growth rightly recognizes the key role education and higher education must play if our ambitions for Europe in a fast-changing global reality are to be realized” (Vassiliou 2011).
Validity of GRE General Test scores and TOEFL scores for graduate admission to a technical university in Western Europe*
Published in European Journal of Engineering Education, 2018
Judith Zimmermann, Alina A. von Davier, Joachim M. Buhmann, Hans R. Heinimann
The Bologna process is a large cross-national effort to redesign the European system of higher education. The main objective of this initiative is to establish more comparable, compatible, and coherent higher education systems across Europe. The process was launched with the Bologna declaration in 1999; 15 years later, 47 European countries have signed the declaration and are committed to redesigning their education systems. Meanwhile, many universities in continental Europe have adopted two-cycle study programmes – Bachelor’s and Master’s programmes – that facilitate the mobility of students and staff across Europe. The comparability of such programmes has led to rankings and league tables, strong competition among universities in recruiting talented students, and, consequently, increasingly selective admission (Kehm 2010). In the foreseeable future, the admission of talented international students will also prove vital for universities in Europe because demographic changes will cause the number of domestic students to drop dramatically (Ritzen 2010).
Higher education provision using systems thinking approach – case studies
Published in European Journal of Engineering Education, 2018
Anandhi Vivekanandan Dhukaram, Cleo Sgouropoulou, Gerald Feldman, Ardavan Amini
EU member states and the European Commission have in recent years strengthened their political cooperation through the Education and Training 2010 work programme, followed up by the strategic framework for European cooperation in Education and Training ET 2020 (EC 2009). They integrate previous actions in the fields of education and training at the European level, including vocational education and training under the Copenhagen Process, and links up to the Bologna Process, which is crucial in the development of the European Higher Education Area (EHEA). Strategic objective 1 of the ET 2020 framework is ‘Making lifelong learning and mobility a reality.’
Application of Bologna cycle programme structures and the European credit transfer system to Irish civil engineering programmes
Published in European Journal of Engineering Education, 2020
William L. Magette, Mark G. Richardson
On 19 June 1999, government ministers from Ireland and 28 other European countries signed the Bologna Declaration (European Higher Education Area 1999). The declaration began what has become known as the Bologna Process to ‘ … [ensure] comparability in the standards and quality of higher-education qualifications’ (Alma Mater Studorium 2019) throughout the European higher education sector [EHEA], thereby enhancing student mobility and international recognition of qualifications awarded by European universities (van der Wende 2000). Fundamental to enhancing student mobility was adoption of a uniform measurement system for assessing student workload and learning. The European Credit Transfer System (ECTS), developed in 1989 to encourage student mobility under the ERASMUS programme by inter alia ‘easing the process of recognising qualifications’ (European Commission 2019), eventually became the de facto standard for documenting the ‘normal’ level of effort required from students to achieve learning outcomes, commensurate with the minimum prescribed scheduled workload and assumed level of prior learning. One year of full-time academic study, which in most European programmes represents student workload ranging from 1500 to 1800 h, is represented by 60 ECTS (European Commission 2019). Although it is recognised that individual learners will vary in the time required to achieve learning outcomes, it has thus been stated that one ECTS credit corresponds to 25–30 h of ‘normal’ student workload (European Commission 2019). Twenty years after the signing of the Bologna Declaration it is timely to reflect on the implementation of its principles. This study examines the impact of the Declaration on civil engineering education in Ireland from the viewpoints of programme structures and allocated student workload. Furthermore, assessment is considered, recognising that actual workload is influenced by assessment strategy.