The Bologna Process

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In recent years considerable efforts have been devoted to harmonizing the systems of higher education throughout Europe. The Bologna Process is mainly recognized by policy makers, scholars, researchers, university leaders and students as the most significant development of higher education in Europe today. Bringing about these structural changes over institutions and systems of higher education prompted to the formation of the European Higher Education Area (EHEA) by 2010. The Bologna Process is also anticipated that will produce a more extensive range of opportunities for the further improvement of quality in all higher education institutions. The impacts of the Bologna system can be outlined below three headings: (1) the change of higher…show more content…
The ministers in charge of higher education of individual European countries endorse a similar cycle-structure of study programs and ones with the aim to make student mobility better in two directions: to increase the attractiveness for students from different parts of the world to study and to mitigate intra-European mobility. Studies aiming at establishing the results of this policy come up different troubles. There are some general trends. First, Bologna contributed to increased inwards mobility of students from other parts of the world, but not to a more rapid increase of intra-European student mobility. Second, the event of outward mobility during the course of study up to graduation has turned out to be more frequent. Third, the student mobility steadily diminishes its value as a result of gradual loss of…show more content…
ECTS was introduced as a tool between 1988 and 1995 . Lydia Mechtenberg and Roland Strausz analyzed the two goals of the European Bologna Process of increasing student mobility and they identified three effects: 1) a competition effect that raises quality; 2) a free rider effect that drops quality; 3) a composition effect that affects the relative strengths of the two prior characteristics. Full mobility may be optimal, only when externalities are high. In this case, student mobility yields inefficiently high educational quality. For moderate externalities partial mobility is optimal and yields an inefficiently low quality of

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