1,721,052 research outputs found
Higher education system reform in Flanders
No full textThe most recent system reform in Flanders, which will be the focus of this chapter, was induced by the Bologna Process. As one of the signatories of the Bologna Declaration, Flanders started a reform that would transform the higher education system in many aspects. Again this was embodied in new legislation, starting in 2003 with the act on the structure of higher education that introduced the Bachelor- Master structure, and followed-up by acts relating to flexible higher education, the social position of students, teacher training, and funding, symbolically capped by introducing a unified codex of higher education legislation in 2013 applicable to both universities and colleges of higher education (or universities of applied sciences, UAS, as they are by now more commonly called). In the next paragraphs, we will first look into the dynamics of the reform ensuing from the implementation of Bologna (the stakeholders, the rationale behind the reform, and the process of reform), then we will give an overview of the current state of the implementation, and finally we will evaluate and discuss the reform and its results.status: Publishe
An introduction to the study of higher education policy reforms
No full textThe book offers a description and an analysis of HE policy reforms on the system level of 12 European Higher Education Systems and takes as its starting point the Bologna Process that was initiated in 1999, as this process has been an important impetus for HE reform in many European HE systems. In this introduction we outline the research questions that delineate the contours of the analysis in each country chapter. These research questions are, in short: First, what is currently the situation in HE in the selected European countries with regard to the six original goals put forward by the Bologna Declaration? Second, what system reforms were introduced to get to the current situation? Third, what are the driving factors behind these system reforms? And fourth, what is the rationale behind the reforms?status: Publishe
Understanding higher education system reform: Practices, patterns and pathways
No full textThe previous twelve case studies have analysed and discussed the way the higher education systems positioned themselves over the years, in relation to the stipulated Bologna goals. Light has been shed on the reform path, on the rationale behind the reform, and on the battle between triggering and impeding forces. In this concluding chapter we bring together what can be witnessed from those case studies, we highlight divergences and convergences, and we critically analyse the Bologna Process until now. We try to demonstrate the practices across Europe, the patterns (and whether there are patterns), and the pathways of the higher education systems.status: Publishe
Defining the impact of public administration programmes for public sector organizations
No full text© The Author(s) 2014. In times of financial and economic crises, public organizations seem to cut their budgets for training and education, especially when the impact of a programme is questioned. Therefore, PA programmes need to clarify what impact can be expected and what individual and organizational processes are influencing the impact of a PA programme on the public sector. The fact that PA programmes are future- and organization-oriented increases the complexity of knowledge transfer and the number of influencing processes. Organizations need to be aware of their own functioning, the role of knowledge and heterogeneity within their organization, their responsibility regarding educational issues and the profile of the civil servants participating in PA programmes. This will generate insight into educational effectiveness and the awareness that impact of PA programmes only can be expected after a more complex transfer process and on the longer term.status: Publishe
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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