Professional communication programs must be aware of the complexities and nuances of contemporary global communication and adapt their instruction to reflect these realities. Thus, there is a need for research efforts in global communication that provide insight into this type of communication. This dissertation is a study of the language of collaboration and cooperation in professional and global contexts. Using Burke’s theories of identification and terministic screens, cooperation theory, activity theory, and a brief historical perspective on the European Union, I conducted a rhetorical analysis of Bologna Process documentation to study how this large and diverse membership is evolving and moving toward identification. Specifically, I explored the answers to three questions: How were the common goals of the Bologna Process rhetorically developed in the ministerial communiqués? In what ways was the goal of democracy or equal representation demonstrated in the documentation? How did members negotiate between self-interest and the best interests of the group? In professional communication where specificity and clarity often dominate conversations regarding effective writing, the Bologna Process demonstrates the opposite. Vague terminology is one of the most noticeable rhetorical aspects of the ministerial communiqués. Preliminary readings may deem such documents as political documents intended to deceive readers or mask accountability, but further analysis into the rhetorical situation of the Bologna membership indicate vague terminology can be seen as a way of giving members ownership of the Process and investing in the welfare of the group. Further analysis also indicates that vague terminology and document hierarchy can create a democratic environment by encouraging social connections. Because working groups must continually reinterpret the language in the ministerial communiqués, the abstract and ambiguous terms in the communiqués invites participation from all members to debate and discuss the language from a standpoint of self-interest as well as the group’s interest. Effective collaboration and cooperation may not always be the result of clear directives as is often taught in professional communication courses. Instead, the Bologna Process documentation demonstrates that vague terminology may be a rather effective strategy for diplomacy and for encouraging democracy, especially with diverse multinational group members.

AbstractThe purpose of this essay is to extend our knowledge about Educational Science and internationalization in higher education. At the beginning of our studies we were informed that the International Student Council offered the possibility to write an essay about Internationalization on home ground at Malmö University. We found the subject very interesting and started to discuss how we could plan the essay. The point with our work was to investigate and clarify how Internationalization at Home (IaH) is implemented at some of the programmes at Malmö University. We have collected information about how selected groups of students at Malmö University understand internationalization in their education. We have selected student groups from professional programmes primarily aiming for the Swedish job market. We have made the following conclusions from our survey:Most of the students:- are informed about internationalization at Malmö University- think international competence is important for the career-don’t choose to study abroad even if they take it into consideration- don’t know the concept of IaH- wish the information about internationalization should be easier to obtainWe looked after and selected literature about IaH and some theoretical literature about social processes. We wanted to provide a better knowledge for the work of the International Office at Malmö University. Finally, we presented the results in an international conference. The results of the essay were that most of students at Malmö University agreed that internationalization of higher education is very important and wanted by students. The students understand that IaH is a great concept in the reforming process of education.

This thesis explores the process of the Bologna reform in the Ukrainian higher education system. Bologna is one of the most well-known and influential European projects for cooperation in the field of higher education. It aims to create an internationally competitive European Higher Education Area (EHEA) through a range of such objectives as the adoption of a system of credits, cycles of study process, diploma supplement, quality assurance, qualifications frameworks, student-centred education, lifelong learning and the promotion of student and faculty mobility. Through an in-depth examination of higher education actors and policy instruments in the case of the implementation of Bologna in Ukraine, this thesis aims to a) analyse the process of the Bologna reform in Ukraine; and b) examine Bologna as a case of Europeanisation in the post-Soviet context. The study is qualitative and applies two main methods: interviews with key policy actors and text analysis of selected policy documents. These data are analysed through the perspective of policy learning, with a particular reference to the concept of layering. The findings suggest that the Bologna reform in Ukraine has been primarily developing as an interrelationship between policy continuity and change. On the one hand, the study found that most of the key powerful actors and networks in the country, established before the introduction of Bologna, have retained their prior influence. As a result, Bologna has – to a large extent – simply reproduced established relationships and pre-existing higher education policies. The Ministry of Education and Science has been the primary actor pushing for this kind of policy continuity. On the other hand, Bologna has also been partially changing some aspects of the old higher education instruments and the established relations among the actors. These changes have been taking place due to the involvement of civil sector organisations which increasingly became crucial as policy brokers in the process of this reform. The study suggests that the old practices and innovations in Bologna have been interacting in layering – a gradual messy and creative build-up of minor innovations by different higher education actors in Ukraine. The accumulation of these innovations led to more fundamental changes – the beginning of the emergence of a more shared higher education policy-making in the previously centrally governed Ukraine. These findings shed some light on the broader process of Europeanisation in the post-Soviet context. The Ukrainian case thus suggests that at least in the post-Soviet context, Europeanisation is the process in which change and the continuity are not mutually exclusive, but rather closely interconnected.

Thesis deals with current development of higher education and its quality assurance in the Czech Republic and the Europe. The aim of the thesis is to analyze current quality assurance and accreditation process in the Europe area and the Czech Republic and how far the proposed amendments to the Act will meet the criteria of the European Association for Quality Assurance (ENQA).

<p>Background: During the past years the increasing internationalisation has not only affected companies but also universities. This development is due to the Bologna Declaration which prescribes a harmonisation of the higher education in Europe. The declaration implies a tougher competition, but also a higher degree of co-operation among European universities. </p><p>Purpose: The purpose of this thesis is to examine how LiU can make use of thenetwork approach in the process of internationalisation, in order to cope with the changes that the Bologna Declaration implies. </p><p>Realisation: We have carried out a total amount of 17 interviews. To complement these interviews, secondary data about the Bologna Process and LiU have been extracted from the internet and other information material. </p><p>Results: LiU should take advantage of the opportunities provided by the Bologna Process in order to further internationalise. The most favourable way of networking for LiU would be to be a part of relatively small and complementary networks. The promotion and facilitation of the communication between partners, but also within the university, is crucial. Use, and constantly develop, the competitive advantages in order to seek possible network partners and to attract students, teachers and researchers.</p>

Background: During the past years the increasing internationalisation has not only affected companies but also universities. This development is due to the Bologna Declaration which prescribes a harmonisation of the higher education in Europe. The declaration implies a tougher competition, but also a higher degree of co-operation among European universities. Purpose: The purpose of this thesis is to examine how LiU can make use of thenetwork approach in the process of internationalisation, in order to cope with the changes that the Bologna Declaration implies. Realisation: We have carried out a total amount of 17 interviews. To complement these interviews, secondary data about the Bologna Process and LiU have been extracted from the internet and other information material. Results: LiU should take advantage of the opportunities provided by the Bologna Process in order to further internationalise. The most favourable way of networking for LiU would be to be a part of relatively small and complementary networks. The promotion and facilitation of the communication between partners, but also within the university, is crucial. Use, and constantly develop, the competitive advantages in order to seek possible network partners and to attract students, teachers and researchers.

The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.

No description available.

<p>The Pedagogical progression within MSI – Based upon The Bologna Process and UPC.</p><p>In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market more</p><p>opened for all of its millions of students.</p><p>In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.</p><p>To increase its quality the University has put together a procedure of actions to improve the pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and what</p><p>they do improve their pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions.</p> / <p>Det pedagogiska arbetet inom MSI – Utifrån Bolognaprocessen och UPC.</p><p>Inom en snar framtid kommer flertalet länder i Europa jobba efter nya riktlinjer enligt en deklaration kallad Bolognaprocessen. Det hela kommer att ske i etapper och innebär att sättet på vilket studenter bedöms kommer ändras, allt för att göra Europas arbetsmarknad öppnare för alla dess miljoner studerande.</p><p>I Växjö pågår detta arbete för fullt, men för att anpassa sig till framtida krav måste skolan även förändra sin utbildningsform. För att höja sin kvalité har universitetet tagit fram en handlingsplan för att förbättra de pedagogiska arbetsmetoderna i alla institutioner. I den här uppsatsen vill vi belysa hur arbetet med Bolognaprocessen fortgår inom Matematiska och systemtekniska institutionen och vad de gör för att förbättra den</p><p>pedagogiska undervisningen. Genom att göra en kvalitativ undersökning med Systemvetenskapliga programmets studenter försöker vi finna svaren på våra frågor.</p>

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these are suitable.   There are several arguments why employability should not be the main interpretation for ‘usefulness’ in education. Some authors argue that the focus on employability is a good excuse for European governments to give up on regulating the labour market, and instead transfer the responsibility on the citizens’ shoulders. If being employed is construed as having employable skills, then the state can only invest in training those skills and, after the education is over, if there are still unemployed people, it means it is their fault they were unemployable. A current debate concerns whether the labour market is too regulated or unregulated; this debate should benefit from taking into account the construction of ‘employability’ through the educational policies in the BP. Others have argued that by constructing the set of employable skills as a response to the demands of today’s labour market, this leaves the future employees incapable of meeting the changed demands in tomorrow’s labour market. Some argue that the labour market’s demands cannot be predicted in principle, and therefore people should construct their life around life-long learning, discarding old skills and gaining new ones as they age. However, this model is oblivious to the fact that a future of the labour market may be dominated by automation, as argued by Luciano Floridi. Employment in sectors of the economy that we today think of as important may not be where the jobs will be created tomorrow. What will it mean in the future for people to have a fulfilling and purposeful life when employment will be reduced to just a few hours a week? We need to remain open to the possibility that the good life of the future will not be the (self-)employed life, the active and mobile model proposed now by the EU. People will need to be active in other fields, not strictly related to bread-winning. Other capacities will need to be used in order to make use of one’s time, and these capacities are now dropped from education in order to construct the employable European citizen.    The Bologna ideal of education is more perishable than what first meets the eye. It is connected with a certain view of what it means to be employable, of what the future labour market’s needs will be, and its time dimension is quite narrow. In order to face the challenges of the future labour markets, as BP had claimed it prepares its students to do, one needs a wider understanding of what it means to have a good life. One way of defending the humanities is to claim that it is equivalent to defending a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all.