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The Modernisation of European Universities

Cross-National Academic Perspectives

Series:

Marek Kwiek and Andrzej Kurkiewicz

The recent decade brought about new ways of thinking about universities. European-level educational policies became increasingly influential as the agenda of university reforms was viewed as part of greater Lisbon strategy reforms. National governments adopted the economic concept of the university consistently developed in subsequent official documents of the European Commission. The EU member states currently need to balance their educational policies between the requirements of policies promoted by the EU and the requirements of their national systems. Additionally, the national educational policies are under high pressure due to globalisation. European universities and European academics operate in the midst of these large-scale changes. Their interpretations of and their responses to what is termed «the modernisation agenda of European universities» are at the core of this volume.

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Chapter 2: People and Their Ideas: The Foundation for InclusiveEuropean Growth. Maria Helena Nazaré

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Chapter 2 People and Their Ideas: The Foundation for Inclusive European Growth Maria Helena Nazaré 1. From the Lisbon Strategy to the Modernisation Agenda The welfare of a nation depends, in the long run, on the quality of human re- sources; that is on people and their ideas (hence the title of this chapter), and thus it is linked to the capacity of the higher education sector and the quality of its institutions. During the last decade, the European higher education landscape has undergone tremendous alterations both at system and at institutional levels. Many of those were directly linked with, or driven by, the needs for efficiently qualifying the workforce, within an appropriate span of time, and equipping it with the skills required by a competitive global world market. Hence the Bolo- gna higher education reforms, which brought about the restructuration of HE degrees, new methodologies focusing on the learning process instead of teach- ing-centred ones, increased mobility of students and staff, and the new im- portance of quality improvement and quality assurance within HE. The building of a knowledge society requires a strengthening of the links between the re- search and the teaching missions of universities and changes to doctoral educa- tion, the third-cycle degree within the new Bologna structure. At the same time novel means of interrelation between the university and business were devel- oped and have proved fruitful. Half way through the first decade, it became clear that meeting the goals of the Bologna reform and of...

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