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Chapter A - Understanding Bologna in context
Chapter B - Introducing Bologna objectives and tools
Chapter C - Implementing Bologna in your institution
Chapter D - Moving beyond Bologna

Understanding Bologna in context
A 1 Creating a European Higher Education Area top
A 1.1 Perspectives on the Bologna process – past and present
A 1.1-1 The evolving vision and focus of the Bologna process
Eric Froment
A 1.1-2 National higher education systems and the Bologna process
Barbara Weitgruber
A 1.1-3 The Bologna process and student expectations
Manja Klemencic
A 1.1-4 Implementing the Bologna process
Lewis Purser, David Crosier
A 1.1-5 Universities shaping the European Higher Education Area
Trends V executive summary
David Crosier, Lewis Purser, Hanne Smidt
A 1.2 The changing roles of higher education in society
A 1.2-1 Convergence and diversity
Sir Roderick Floud
A 2 Enhancing autonomy and responsibility top
A 2.2 Governance, public responsibility and institutional autonomy
A 2.2-1 University governance, leadership and management in a rapidly changing environment
Luc E. Weber
A 2.3 Differentiation of profiles and mission
A 2.3-1 Vision and strategy: instruments for building individual university profiles
Peter Gomez, Sascha Spoun
A 3 Linking the Bologna Process and other European processes top
A 3.1 The Bologna process and the Lisbon strategy
A 3.1-1 The Bologna process and the Lisbon strategy: mutual dependencies
Guy Haug
A 3.2 Higher Education and the labour market
A 3.2-1 Higher education and the European labour market
Ulrich Teichler
A 3.3 The recognition of professional qualifications
A 3.3-1 The Bologna process and the recognition of professional qualifications
Howard Davies
A 3.5 EU education policies and programmes
A 3.5-1 The European Research Area and the European Higher Education Area: where do they meet and produce synergies?
Gerhard Duda
A 4 Relating Bologna to other world regions: the external dimension top
A 4.1 Understanding the elements of the external dimension
A 4.1-1 The external face of the Bologna process: The European Higher Education Area in a global context
Sir Peter Scott
A 4.2 Identity and values
A 4.2-1 Changing university missions and profiling in the United States: some lessons learned in the New World
James J. Duderstadt
A 4.3 Cooperation and competition
A 4.3-1 TThe Bologna process, three-year degrees, and U.S. graduate admissions
Howard Davies
A 4.3-2 Significance of the Bologna process beyond Europe: perspectives for the Commonwealth
Ruth Keeling
Introducing Bologna objectives and tools
B 1 Promoting new approaches to learning top
B 1.1 The purposes of education
B 1.1-1 Promoting new approaches to learning
Sjur Bergan
B 1.4 Employability
B 1.4-1 Employability in higher education
Mantz Yorke
B 1.4-2 Deconstructing and reconstructing employability
Martina Vukasovic
B 1.6 Flexibility in learning
B 1.6-1 Widening participation: a collective challenge for European higher education
Georg Winckler
B 1.6-2 Do European universities have a concept of lifelong learning?
Hanne Smidt
B 1.6-3 Lifelong learning in Poland: challenges and priorities
Andrzej Krasniewski
B 1.6-4 Universities and lifelong learning in Finland
Hannele Niemic
B 1.6-5 Lifelong learning and the Italian university system
Giuseppe Silvestri
B 1.6-6 Making lifelong learning a reality – the UK experience
Martina Vukasovic
B 1.6-7 Embedding lifelong learning in German higher education
Margret Wintermantel
B 1.6-8 From diploma to qualification: the place and mission of universities
Jean-Pierre Finance
B 1.6-9 University lifelong learning to lifelong learning universities
Pat Davies, Michel Feutrie
B 1.6-10 Universities’ role in lifelong learning: reflections in the frame of research on learning
Hannele Niemi
B 2 Defining degree structures and identifying their characteristics top
B 2.1 Understanding degree structures
B 2.1-1 Reforming European degree structures
Christian Tauch
B 2.2 Typology of degree structures
B 2.2-1 Typology of degree structures
Jürgen Kohler
B 2.3 Learning outcomes, skills and competences
B 2.3-1 An introduction to learning outcomes
Stephen Adam
B 2.3-2 Flexibility through learning outcomes: implications for quality
Elpida Keravnou-Papailiou
B 2.3-3 Learning outcomes and competences
Declan Kennedy, Áine Hyland, Norma Ryan
B 2.4 ECTS and modules, defining the components
B 2.4-1 An introduction to the European Credit Transfer and Accumulation System (ECTS)
Robert Wagenaar
B 2.5 Fitting degree structures together
B 2.5-1 The Framework for Qualifications of the European Higher Education Area: challenges and opportunities
Jim Murray
B 2.5-2 Challenges addressed and issues arising
The alignment of the Scottish and Irish National Frameworks of Qualifications with the Framework for Qualifications of the European Higher Education Area
David Bottomley, Gerard Madill, Bryan Maguire, Jim Murray, Seán Ó Foghlú
B 3 Developing mobility and ensuring recognition top
B 3.1 Understanding mobility and recognition
B 3.1-1 Understanding mobility and recognition
Siegbert Wuttig
B 3.2 Understanding mobility and recognition
B 3.2-1 Staff mobility in the European Higher Education Area
Conor Cradden
B 3.2-2 Student mobility in Europe
Maria Kelo, Ulrich Teichler, Bernd Wächter
B 3.2-3 Promoting student mobility
A Coimbra Group experience
Guido Langouche
B 3.4 Understanding mobility and recognition
B 3.4-1 The Lisbon recognition convention: principles and practical application
Andrejs Rauhvargers
B 4 Improving quality top
B 4.1 Understanding quality and quality improvement
B 4.1-1 Understanding quality
Lee Harvey
B 4.1-2 "Quality" in higher education
Jürgen Kohler
B 4.3 European frameworks for quality
B 4.3-1 European frameworks for quality
Andrée Sursock
B 4.3-2 Standards and guidelines for quality assurance in the EHEA
Jürgen Kohler
B 4.3-3 European Quality Assurance Register: enhancing trust through greater transparency
Colin Tück
B 4.4 Roles and interaction of different players
B 4.4-1 Roles and interactions of different players in quality assurance
Airi Rovio-Johansson, Tove Bull
B 4.4-2 The effects of quality assurance in universities
Jeroen Huisman, Gianfranco Rebora, Matteo Turri
B 4.5 Internal quality assurance and quality culture
B 4.5-1 Bureaucracy: the enemy of a quality culture
Angela Short
B 4.6 External quality assurance and accreditation
B 4.6-1 Quality begins at home
Gro Hanne Aas, Jon Haakstad
B 4.6-2 Quality assurance in the UK
Peter Williams
B 4.6-3 The Swiss external QA system: lessons learned over the past five years
Rolf Heusser, Laura Beccari, Andrea Schenker-Wicki
B 4.7 Institutional and programme approaches to quality
B 4.7-1 Institutional and programme approaches to quality
Jürgen Kohler
B 5 Ensuring the social dimension top
B 5.1 Understanding the elements of the social dimension
B 5.1-1 The social dimension of the Bologna process: principles and concepts
Dionyssis Kladis
B 5.1-2 Is the Bologna process for everyone?
The social dimension – a key issue for the future of the European Higher Education Area
Annika Pontén
B 6 Strengthening the European dimension
B 6.1 Understanding the elements of the European dimension
B 6.1-1 Strengthening the European dimension
Jousch Andris Barblan
B 6.3 Understanding the elements of the European dimension
B 6.3-1 Bologna & music: harmony or polyphony?
Martin Prchal
Implementing Bologna in your institution
C 1 Rethinking the institution along strategic lines top
C 1.2 Identifying your institutional starting point
C 1.2-1 Identifying your institutional starting point
Robert Fouchet, Emil Turc
C 1.3 Reconsidering your mission, profile, positioning
C 1.3-1 Bologna: a springboard to a university’s student-employability and internationalisation agendas
A case study of Swansea University, Wales
Huw L. Morris, Maurice Whitehead
C 1.3-2 Development of rural areas through higher education institutions – the case of Deggendorfs
Wolfgang Dorner, Thomas Bartscher, Reinhard Höpfl
C 1.3-3 University of Aveiro: a comprehensive project networking with the region
Manuel Assunção
C 1.4 Europeanisation as a strategy for success with Bologna
C 1.4-1 Europeanisation as a strategy for success in implementing Bologna
Paul S. Agachi, Carmen L. Pop, Camelia Moraru
C 1.4-2 The Bologna process and higher education language policy
Ian Tudor, Wolfgang Mackiewicz
C 1.6 Adapting the institution’s organisational and operational model
C 1.6-1 Facilitating strategic change in the implementation of Bologna: an external perspective
Robin H. Farquhar
C 1.6-2 Inclusiveness and responsiveness: the case of Erasmus University Rotterdam
Steven W.J. Lamberts
C 1.6-3 Renewing higher education in a digital world: towards a university profile
Agneta Stark, Andrew Casson
C 1.7 Developing an institutional culture
C 1.7-1 Organisational development and promoting change: the deeper dimensions of the Bologna process
Ada Pellert
C 2 Embedding a quality culture in institutions top
C 2.1 Exploring the concept of quality culture
C 2.1-1 Developing a quality culture
Jacques Lanarès
C 2.2 Embedding processes in institutions
C 2.2-1 Implementing Bologna reforms: an action plan model
Jürgen Kohler, Harald Scheuthle
C 2.2-2 Quality of educational programmes
Organisational changes and institutional challenges at the University of Ferrara
Emidia Vagnoni, Enrico Periti, Valeria Ruggiero
C 2.4 Developing structures to support a culture of quality
C 2.4-1 Developing structures to support a culture of quality
Elke Timmermans, Frank Baert
C 3 Planning and implementing key Bologna features top
C 3.1 Applying institutional strategies for Bologna
C 3.1-1 Bologna reforms at the Warsaw University of Technology
Institutional implementation strategies and lessons learned
Andrzej Krasniewski, Wlodimierz Kurmik
C 3.2 Modularisation: key concepts
C 3.2-1 Modularisation and the development of study programmes: a German approach
Ulrich Welbers
C 3.3 Using ECTS
C 3.3-1 The added value of using ECTS
Volker Gehmlich
C 3.3-2 Implementing ECTS at the University of Cyprus
Elpida Keravnou-Papailiou
C 3.4 Using learning outcomes and competences
C 3.4-1 Writing and using learning outcomes: a practical guide
Declan Kennedy, Áine Hyland, Norma Ryan
C 3.6 Diploma Supplement
C 3.6-1 The diploma supplement at the University of Bergen: Why?, Who?, When?, How?
Etelka T. Dahl
C 3.7 Managing the process
C 3.7-1 Implementation of the Bologna objectives at the K.U.Leuven: challenges, objectives and outcomes
Piet Verhesschen, Kurt De Wit
C 3.8 Student support services
C 3.8-1 Guidance and counselling services as part of a learner-centred approach
Gerhart Rott
C 3.8-2 Psychological counselling and students’ personal and educational development
Gerhart Rott
C 3.9 Administrative support processes
C 3.9-1 Implementing Bologna: Experience from German higher education institutions
Christiane Gaehtgens, Peter A. Zervakis
C 3.9-2 Implementing Bologna: the Greek case
Foteini Asderaki
C 3.9-3 Curricular design and computerisation: are information systems useful in curricular reorganisation?
Joël Gapany, Guido Vergauwen
C 3.9-4 The Bologna process: a challenge to the Austrian universities
Andreas Spiegl, Elisabeth Westphal
C 4 Planning and implementing the three cycles top
C 4.2 Introducing the Bachelor
C 4.2-1 Introducing the bachelor (Bologna first cycle degree)
Ann Katherine Isaacs
C 4.4 Developing the Doctorate
C 4.4-1 The global context of doctoral education
Sir Peter Scott
C 4.4-2 Developing the doctorate
Jean Chambaz, Paule Biaudet, Sylvain Collonge
C 4.4-3 Doctoral programmes in Europe
Sandra Bitusikova, Lesley Wilson
C 4.4-4 New challenges for doctoral studies in Europe in the field of electrical and information engineering
Olivier Bonnaud, Michael H.W. Hoffmann
C 4.4-5 The professional doctorate: a response to 21st century requirements for European Higher Education?
Heather Eggins
C 4.4-6 Some implications of European initiatives for doctoral supervision
Anne Lee
C 4.4-7 Establishing a doctoral school
Helmut Brentel
C 4.4-8 New challenges in PhD supervision at Aalborg University
Lise Busk Kofoed, Anette Kolmos
C 4.4-9 Skills statements and their role in doctoral education: the Irish experience
Westley Forsythe
C 4.5 Special challenges: joint degrees and programmes
C 4.5-1 Institutional guidelines for quality enhancement of joint programmes
Stefanie Hofmann, David Crosier
C 4.5-2 Joint European master degrees: between reality and wishful thinking
Karen M. Lauridsen, Karen K. Zethsen
C 4.5-3 Joint programmes and joint degrees
Key elements of the European Higher Education Area – the experience of the Franco-German University
Dieter Leonhard, Siegbert Wuttig
C 4.5-4 Developing and implementing joint programmes in Europe: the results of an EUA study
Adina Timofei
C 5 Relating Bologna to disciplines and promoting interdisciplinarity top
C 5.1 Disciplinary approaches
C 5.1-1 Curriculum reconstruction by German engineers
Johanna Witte, Jeroen Huisman
C 5.1-2 Medical education in the bachelor-master structure: the Swiss model
Carole Probst, Egbert de Weert, Johanna Witte
C 5.1-3 The Hungarian Bologna reforms in business and economics education
Managing the cracking monopoly of Corvinus University
Sandor Kerekes, András Nemeslaki
C 5.1-4 Nursing and Bologna: implications for a regulated profession
Mary Gobbi
C 6 Bologna programmes and the links to the professions top
C 6.1 Relations with industry and entrepreneurship in higher education can enhance quality and employability
Torbjørn Digernes, Kristin Wergeland Brekke
C 7 Resources for Bologna
C 7.2 Funding for Bologna
C 7.2-1 Funding for Bologna
A perspective on the financial impacts of the Bologna process
Luísa Cerdeira
C 7.2-2 Cost accounting in Swiss universities
Raymond Werlen
Moving beyond Bologna: the European Higher Education Area after 2010
D 1 Perspectives from partners and stakeholders top
D 1.1 Students and the future of the European Higher Education Area
Koen Geven, Stef Beek
D 1.2 Bologna after 2010
Sir Roderick Floud
D 1.3 Implementing Bologna: lessons learned and ongoing challenges for post 2010
Lesley Wilson
D 1.4 Post-2010: building a higher education and research area, but for what sort of Europe?
Eric Froment
D 2 Topical issues top
D 2.1 Bologna in a global context: future challenges and opportunities for the European Higher Education Area
Brenda Gourley

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