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Issues in Higher Education Series Editor: Guy Neave, CIPES, Portugal This book presents a critical analysis of the implementation of the Bologna Process, its achievements and consequences, as well as its failures and lack of convergence problems. Over the last decade the implementation of the Bologna Process, an ambitious reform of European higher education systems, has attracted attention from politicians, academics, students and scholars in higher education policy. Taking Portugal as a case study, the book includes an analysis of the perceptions and the practices, formed at the institutional level in respect of the key objectives laid down at the European level, namely employability, mobility and attractiveness. Cristina Sin is a research fellow at the Centre for Research in Higher Education Policies (CIPES), Portugal. Previously, she worked at Lancaster University, UK, as a Research Associate and at the Higher Education Academy, UK with educational projects aimed at improving higher education learning and teaching. Amélia Veiga is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES), Portugal and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Alberto Amaral is a professor at the University of Porto, Portugal and a researcher at the Centre for Research in Higher Education Policies (CIPES), Portugal. He is life-member of IAUP and member of the Board of IMHE/OECD. At present he is the chair of the administration council of the Portuguese Assessment and Accreditation Agency for Higher Education. .

Social sciences. --- International education. --- Comparative education. --- Assessment. --- Higher education. --- Education and state. --- Social Sciences. --- Education Policy. --- Higher Education. --- Assessment, Testing and Evaluation. --- International and Comparative Education. --- Higher education and state --- Education, Higher --- Education, Higher. --- Educational tests and measuremen. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- Evaluation. --- Assessment --- Research

Choose an application

• Reference Manager
• EndNote
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Issues in Higher Education Series Editor: Guy Neave, CIPES, Portugal This book presents a critical analysis of the implementation of the Bologna Process, its achievements and consequences, as well as its failures and lack of convergence problems. Over the last decade the implementation of the Bologna Process, an ambitious reform of European higher education systems, has attracted attention from politicians, academics, students and scholars in higher education policy. Taking Portugal as a case study, the book includes an analysis of the perceptions and the practices, formed at the institutional level in respect of the key objectives laid down at the European level, namely employability, mobility and attractiveness. Cristina Sin is a research fellow at the Centre for Research in Higher Education Policies (CIPES), Portugal. Previously, she worked at Lancaster University, UK, as a Research Associate and at the Higher Education Academy, UK with educational projects aimed at improving higher education learning and teaching. Amélia Veiga is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES), Portugal and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Alberto Amaral is a professor at the University of Porto, Portugal and a researcher at the Centre for Research in Higher Education Policies (CIPES), Portugal. He is life-member of IAUP and member of the Board of IMHE/OECD. At present he is the chair of the administration council of the Portuguese Assessment and Accreditation Agency for Higher Education. .

Education and state --- Higher education --- Assessment --- International education  --- Comparative education --- Education Policy --- Higher Education --- Assessment, Testing and Evaluation --- International and Comparative Education