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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
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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 (general) --- Sociology of education --- Didactic evaluation --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- vergelijkende pedagogiek --- assessments (onderwijs) --- evaluatie (onderwijs) --- onderwijs --- sociale wetenschappen --- opvoeding --- onderwijsonderzoek
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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
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In this book we aim to discuss and reflect on how HEIs are coping with the demands placed on them and how the various dimensions of change are intertwined. In particular, we aim to discuss the following questions: How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and research institutions operate under different governance regimes at international, regional and national levels, and how that context shapes governance and management arrangements at institutional level. How are institutions managing their quality and performance? This part deals with the systems institutions are developing to manage their quality and their wider performance to cope with the internal and external forces pressing them to constantly improve their levels of quality and wider performance in teaching, research and third mission. How are higher education professionals responding to the transformations? This part is devoted to investigate the ways academic and non-academic professionals working in higher education and research institutions respond to the transformations occurring in their organisations, and changes in practices and functions performed by those working in higher education. It also explores the implication of higher education transformations on students.
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