|
20th supplement
|
| B 4.2-2 |
A definition of excellence. Opportunity for a pit stop?
Bert Vandenkendelaere |
| C 1.3-4 |
The Royal Military School of Belgium and the Bologna Process
Jean Marsia |
| C 4.4-12 |
Rethinking and reforming doctoral education in Europe: On the road to Innovation Union
Alexandra Bitušíková |
| C 4.4-13 |
Doctoral education in Ireland: progress and orientation
Westley Forsythe |
| D 1.5 |
EU higher education issues and priorities
Christian Tauch |
|
19th supplement
|
| A 1.1-9 |
Student Centred Learning and Bologna process
Robert Santa |
| A 3.5-3 |
The open method of coordination in European education and training policy
Ralf Drachenberg |
| B 1.6-11 |
Socially inclusive higher education
Mainstreaming widening participation and lifelong learning in higher education institutions to facilitate the access and success of a diverse student population
Liz Thomas |
| B 2.5-4 |
National qualifications frameworks and the European overarching frameworks
Bryan T. Maguire |
| C 4.2-2 |
The implementation of the Bologna Bachelor: a comparative national analysis
Jonna Korhonen, Hanne Smidt, Andrée Sursock |
| C 4.4-11 |
Structuring a Customised Doctorate
Securing the foundations for an original experience
Sylvain Collonge, Philippe Denoulet |
|
18th supplement
|
| A 1.2-3 |
Institutional Diversification and Convergence in Norwegian Higher Education
EUA Study |
| A 3.5-2 |
Erasmus and the improved understanding of other Europeans: Expectations and Reality
Emmanuel Sigalas |
| B 1.3-1 |
Higher Education for Democratic Citizenship
Manja Klemencic |
| B 1.4-4 |
Higher Education Reform and the New Debate on Employability: the German Case
Manuel José dos Santos Silva, Miguel Castelo Branco |
| B 3.1-3 |
Student Mobility in the next decade: do we know where we’re going?
David Crosier |
| B 4.4-3 |
Student participation in higher education - the story of Scotland and sparqs
Nik Heerens |
|
17th supplement
|
| A 1.2-2 |
Institutional Diversity in French Higher Education
EUA Study |
| A 4.1-2 |
Trans-Atlantic “Ping-Pong” & The Bologna Process
Tim Birtwistle, Holiday Hart McKiernan |
| B 1.4-3 |
AlmaLaurea Inter-university Consortium: connecting universities effectively with labour markets and professionals
Andrea Cammelli, Gilberto Antonelli, Angelo di Francia, Matteo Sgarzi |
| B 2.3-4 |
Learning Outcomes as an Instrument for Mobility
A survey through the eyes of a student
Adra Balissa, CO: Katharina Sandkämper |
| B 4.6-4 |
The Quality Enhancement Framework in Scotland: some reflections on the Scottish revolution
Norman Sharp |
| C 5.1-10 |
University of Beira interior: Medical Education in the Faculty of Health Sciences
Manuel José dos Santos Silva, Miguel Castelo Branco |
|
16th supplement
|
| A 1.1-6 |
Trends 2010: A decade of change in European Higher Education - executive summary
Andrée Sursock, Hanne Smidt |
| A 1.1-7 |
The Optimisation of Higher Education in Flanders: a long process
Luc François |
| A 1.1-8 |
The Bologna process in Spain, as seen by university leaders, teachers and students: perceptions and issues
Carmen Fenoll, Carmen Vizcarro, María José Vieira |
| B 3.5-1 |
The Higher Education Achievement Report (HEAR)
Robert G Burgess, Joanne Wood |
| B 4.2-1 |
How a culture of Excellence becomes reality – making the invisible visible
Urs Bucher |
| B 5.2-1 |
Access in Higher Education in Europe and North America: Trends and Developments
John O’Connor |
| C 3.6-2 |
Referencing Qualifications Frameworks in the European Diploma Supplement
John O’Connor |
|
15th supplement
|
| B 2.5-3 |
National Qualifications Framework – Applied to external and internal accreditation processes
Karin Järplid Linde, Karl-Axel Nilsson, Eva Åkesson |
| C 3.4-2 |
Discipline-related statements of level-specific learning outcomes (Subject Benchmark Statements). Performance and Problems
Volker Gehmlich |
| C 3.8-3 |
Development of Career Management Competence and the Contribution of Student Services
Gerhart Rott |
| C 4.3-1 |
Survey of Master Degrees in Europe
Howard Davies |
| C 5.1-8 |
Bamalaw: A Decade’s Assessment of Renewal in Legal Education
Frans Vanistendael |
| C 5.1-9 |
Tensions between the Bologna process and Directive 2005/36/EC in respect of nursing education: the Flemish case
Wilfried Boomgaert, Frederik De Decker |
|
14th supplement
|
| A 3.3-2 |
The Bologna process and the recognition of professional qualifications: an update on developments
Howard Davies |
| B 3.1-2 |
International mobility of students through the looking-glass
Dominic Orr, Andrea-Cornelia Riedel |
| C 2.2-3 |
Quality work at Copenhagen Business School – how to create a university quality culture
Claus Nygaard, Bente Kristensen |
| C 4.4-10 |
The Ruhr-University Research School at Bochum
An example for a university-wide graduate school in Germany
Roland A. Fischer, Christiane Wüllner |
| C 5.1-5 |
Medical education in the Bologna process
A critical appraisal of current practice and implementation
David Gordon, Leif Christensen, Hans Karle |
| C 5.1-6 |
Implementation of the Bologna process in Electrical and Information Engineering in Europe: present situation and evolutions
Jean-Marc Thiriet et al. |
| C 5.1-7 |
Medical education and the Bologna process
Madalena Patricio, Ronald M Harden |
|
13th supplement
|
| 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 4.1-2 |
“Quality” in Higher Education
Jürgen Kohler |
| B 4.6-3 |
The Swiss External QA System: lessons learned over the past five years
Rolf Heusser, Laura Beccari, Andrea Schenker-Wicki |
| C 5.1-4 |
Nursing and Bologna: implications for a regulated profession
Mary Gobbi |
|
12th supplement
|
| 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 |
|
11th supplement
|
| A 2.3-1 |
Vision and strategy: instruments for building individual university profiles
Peter Gomez, Sascha Spoun |
| A 4.2-1 |
Changing university missions and profiling in the United States: some les-sons learned in the New World
James J. Duderstadt |
| B 1.6-10 |
Universities’ role in lifelong learning: reflections in the frame of research on learning
Hannele Niemi |
| C 1.3-2 |
Development of rural areas through higher education institutions: the case of Deggendorf
Wolfgang Dorner, Thomas Bartscher, Reinhard Höpfl |
| C 1.3-3 |
University of Aveiro: a comprehensive project networking with the region
Manuel Assunção |
| C 1.6-3 |
Renewing higher education in a digital world: towards a university profile
Agneta Stark, Andrew Casson |
| D 1.4 |
Post-2010: building a higher education and research area, but for what sort of Europe?
Eric Froment |
|
10th supplement
|
| 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 2.2-2 |
Quality of Educational Programmes. Organisational Changes and Institutional Challenges at the University of Ferrara
Emidia Vagnoni, Enrico Periti, Valeria Ruggiero |
| C 3.1-1 |
Bologna reforms at the Warsaw University of Technology
Institutional implementation strategies and lessons learned
Andrzej Krasniewski, Wlodimierz Kurmik |
| C 3.7-1 |
Implementation of the Bologna objectives at the K.U.Leuven: challenges, objectives and outcomes
Piet Verhesschen, Kurt De Wit |
| C 3.9-3 |
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 5.1-3 |
The Hungarian Bologna reforms in business and economics education
Managing the cracking monopoly of Corvinus University
Sandor Kerekes, András Nemeslaki |
| D 1.3 |
Implementing Bologna: lessons learned and ongoing challenges for post 2010
Lesley Wilson |
|
9th supplement
|
| A 3.5-1 |
The European Research Area and the European Higher Education Area: where do they meet and produce synergies?
Gerhard Duda |
| A 4.3-2 |
Significance of the Bologna process beyond Europe: perspectives for the Commonwealth
Ruth Keeling |
| B 3.2-3 |
Promoting Student Mobility
A Coimbra Group Experience
Guido Langouche |
| B 4.3-3 |
European Quality Assurance Register: enhancing trust through greater transparency
Colin Tück |
| C 3.8-2 |
Psychological counselling and students’ personal and educational development
Gerhart Rott |
| C 4.5-4 |
Developing and implementing joint programmes in Europe: the results of an EUA study
Adina Timofei |
|
8th supplement
|
| 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 Niemi |
| 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
Richard Trainor |
| 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 |
| C 1.6-2 |
Inclusiveness and responsiveness: the case of Erasmus University Rotterdam
Steven W.J. Lamberts |
| C 3.2-1 |
Modularisation and the development of study programmes: a German approach
Ulrich Welbers |
|
7th supplement
|
| C 2.1-1 |
Developing a Quality Culture
Jacques Lanarès |
| C 3.9-2 |
Implementing Bologna: The Greek Case
Foteini Asderaki |
| C 5.1-1 |
Curriculum reconstruction by German engineers
Jeroen Huisman, Johanna Witte |
| C 5.1-2 |
Medical education in the Bachelor-Master structure: the Swiss model
Carole Probst, Egbert de Weert, Johanna Witte |
| C 7.2-2 |
Cost Accounting in Swiss Universities
Raymond Werlen |
|
6th supplement
|
| B 3.2-2 |
Student Mobility in Europe
Maria Kelo, Ulrich Teichler, Bernd Wächter |
| 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
Autor |
| C 3.3-2 |
Implementing ECTS at the University of Cyprus
Elpida Keravnou-Papailiou |
| 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 7.2-1 |
Funding for Bologna
A Perspective on the Financial Impacts of the Bologna Process
Luísa Cerdeira |
| D 1.2 |
Bologna after 2010
Sir Roderick Floud |
|
5th supplement
|
| 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 |
| C 1.6-1 |
Facilitating Strategic Change in the Implementation of Bologna: an External Perspective
Robin H. Farquhar |
| C 3.3-1 |
The Added Value of Using ECTS
Volker Gehmlich |
| C 3.6-1 |
The Diploma Supplement at the University of Bergen: Why?, Who?, When?, How?
Etelka T. Dahl |
| C 4.5-2 |
Joint European Master Degrees: Between Reality and Wishful Thinking
Karen M. Lauridsen, Karen K. Zethsen |
| D 1.1 |
Students and the Future of the European Higher Education Area
Koen Geven, Stef Beek |
| D 2.1 |
Bologna in a Global Context: Future Challenges and Opportunities for the European Higher Education Area
Brenda Gourley |
|
4th supplement
|
| A 1.1-5 |
Universities shaping the European Higher Education Area
Trends V executive summary
David Crosier, Lewis Purser, Hanne Smidt |
| A 3.2-1 |
Higher education and the European labour market
Ulrich Teichler |
| B 3.2-1 |
Staff mobility in the European Higher Education Area
Conor Cradden |
| C 3.9-1 |
Implementing Bologna: Experience from German higher education institutions
Christiane Gaehtgens, Peter A. Zervakis |
| C 4.4-3 |
Doctoral programmes in Europe
Sandra Bitusikova, Lesley Wilson |
|
3rnd supplement
|
| A 1.1-4 |
Implementing the Bologna process
An overview of the EUA Trends reports 1999-2005
David Crosier, Lewis Purser |
| B 4.3-2 |
Standards and guidelines for quality assurance in the EHEA
Content and consequences, pros and cons
Jürgen Kohler |
| B 4.4-2 |
The effects of quality assurance in universities
Empirical evidence from three case studies
Jeroen Huisman, Gianfranco Rebora, Matteo Turri |
| B 4.5-1 |
Bureaucracy: the enemy of a quality culture
Angela Short |
| B 4.6-1 |
Quality begins at home
External audits as ‘special events’ in internal quality assurance processes
Autor |
| B 4.6-2 |
Quality assurance in the UK. Lessons learned and foundations laid
Peter Williams |
| C 2.4-1 |
Developing structures to support a culture of quality
Frank Baert, Elke Timmermans |
|
2nd supplement
|
| A 4.3-1 |
The Bologna process, three-year degrees, and U.S. graduate admissions
Daniel Denecke |
| B 4.4-1 |
Roles and interactions of different players in quality assurance
Tove Bull, Airi Rovio-Johansson |
| B 6.1-1 |
Strengthening the European dimension
Jousch Andris Barblan |
| C 3.4-1 |
Writing and using learning outcomes: a practical guide
Áine Hyland, Declan Kennedy, Norma Ryan |
| C 3.8-1 |
Guidance and counselling services as part of a learner-centred approach
Gerhart Rott |
| C 4.4-1 |
The global context of doctoral education
Peter Scott |
| C 4.4-2 |
Developing the doctorate
Jean Chambaz, Paule Biaudet, Sylvain Collonge |
|
1st supplement
|
| A 1.1-3 |
The Bologna process and student expectations
Manja Klemencic |
| A 3.1-1 |
The Bologna process and the Lisbon strategy: mutual dependencies
Guy Haug |
| B 2.2-1 |
Typology of the degree structure
Jürgen Kohler |
| B 3.1-1 |
Understanding mobility and recognition
Siegbert Wuttig |
| B 5.1-1 |
The social dimension of the Bologna process: principles and concepts
Dionyssis Kladis |
| C 1.4-2 |
The Bologna process and higher education language policy
Wolfgang Mackiewicz, Ian Tudor |
| C 1.7-1 |
Organisational development and promoting change: the deeper dimensions of the Bologna process
Ada Pellert |
| C 2.2-1 |
Implementing Bologna reforms: an action plan model
Jürgen Kohler, Harald Scheuthle |
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