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Charity and property : the patrimonies of Bolognese hospitals /Sneider, Matthew Thomas. January 2004 (has links)
Thesis (Ph.D.)--Brown University, 2004. / Available in film copy fromProQuestDissertation Publishing. Vita. Thesis advisor: Anthony Molho. Includes bibliographical references (leaves 234-247). Also available online.
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Convergence, coooperation, coordination : higher education governance and the Bologna processKing, Conrad Alexander 11 1900 (has links)
Twenty-nine national ministers of education from across Europe signed the Bologna Declaration in 1999 to establish a European Higher Education Area by 2010. This initiated the Bologna process, which had broad objectives in the realm of higher education: to increase mobility and improve the comparability and competitiveness of European universities. Since 1999, the process has encompassed forty-six signatory states along with various NGOs and supranational bodies, including the European Commission.
Through a historical and descriptive analysis using multiple theoretical frameworks (neo-institutionalism and IR integration theories), this paper examines the driving forces behind the extensive university reform, asking which actors have been the dominant agenda-setters during the initial phases of the Bologna process. European higher education has been a multi-actor and multi-level policy field characterized by a politico-normative body of literature, and so the discourse – especially pertaining to the effects of globalization – is examined to determine how the dominant agenda-setters have legitimized their policy agendas.
Universities in Europe, traditionally path dependent institutions, were setting their own policy agendas during the 1980s and 1990s, and the result was an uncoordinated institutional convergence towards a perceived ‘world model’ of structure and governance. With the signing of the Bologna Declaration in 1999 (and its predecessor the Sorbonne Declaration in 1998), national ministries of education became the dominant agenda-setters for higher education, pursuing intergovernmental national cooperation legitimized through a discourse of international collaboration to mitigate the risks of the competitive global environment. Between 1999 and 2001, the European Commission regarded the reform process as an aspect of European integration and seized the opportunity to be the dominant agenda-setter, legitimizing this through a discourse of lifelong learning as part of the Lisbon Agenda. Utilizing aspects of the new open method of coordination, the Commission’s agenda focused on endogenous horizontal coordination, so that the national systems of higher education would be more attractive in the competitive external environment. After 2001, the methods of European-level steering continued as part of the process, but new actors and stakeholders began to cloud the policy field and diffused the dominant agenda-setting capacity of any single level or actor.
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Veien til fremtidens olje? : En analyse av internasjonaliseringsarbeidet ved UiB, UiO og NTNUOftedal, Karoline Søby January 2014 (has links)
No description available.
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The effects of the Bologna Process on the implementation of Quality Assurance in Turkish Higher Education: a case studyBugday Ince, Sehriban 15 January 2014 (has links)
This thesis analyses the effects of the Bologna Process on the implementation of
Quality Assurance standards in Turkish higher education. Using a qualitative case study
approach, this thesis explores the changes and policies that have been adopted to promote
quality assurance at the institutional, national and international levels. In order to better
understand how quality assurance systems are shaped within the Bologna Process, I
conducted interviews with eight Turkish Bologna experts. The experts provided first-hand
experience and knowledge of the QA systems implementation process. Further, I
performed a detailed document analysis to examine the policies related to the quality
assurance system.
Through these methods, I uncovered a number of unique challenges faced by the
Turkish higher education system in the implementation of a sound quality assurance
system. One of the most significant challenges relates to the fact that the Council of
Higher Education has still not established a fully functional national QA agency in
accordance with the European Standard and Guidelines. This discrepancy affects the
implementation of a uniform QA system at all levels.
The findings suggest that the Bologna Process, which aims to improve
transparency in the European Higher Education Area, has had positive impact on QA
systems in Turkish HE. The positive effects demonstrate the capacity of the Turkish HE
to respond to an increasing need for a highly qualified workforce. With an improved
adaptability on the part of the institutions, graduates of Turkish universities will be able
to comparably compete with those from other European institutions. / Graduate / 0745 / 0515 / sbugday@uvic.ca
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Convergence, coooperation, coordination : higher education governance and the Bologna processKing, Conrad Alexander 11 1900 (has links)
Twenty-nine national ministers of education from across Europe signed the Bologna Declaration in 1999 to establish a European Higher Education Area by 2010. This initiated the Bologna process, which had broad objectives in the realm of higher education: to increase mobility and improve the comparability and competitiveness of European universities. Since 1999, the process has encompassed forty-six signatory states along with various NGOs and supranational bodies, including the European Commission.
Through a historical and descriptive analysis using multiple theoretical frameworks (neo-institutionalism and IR integration theories), this paper examines the driving forces behind the extensive university reform, asking which actors have been the dominant agenda-setters during the initial phases of the Bologna process. European higher education has been a multi-actor and multi-level policy field characterized by a politico-normative body of literature, and so the discourse – especially pertaining to the effects of globalization – is examined to determine how the dominant agenda-setters have legitimized their policy agendas.
Universities in Europe, traditionally path dependent institutions, were setting their own policy agendas during the 1980s and 1990s, and the result was an uncoordinated institutional convergence towards a perceived ‘world model’ of structure and governance. With the signing of the Bologna Declaration in 1999 (and its predecessor the Sorbonne Declaration in 1998), national ministries of education became the dominant agenda-setters for higher education, pursuing intergovernmental national cooperation legitimized through a discourse of international collaboration to mitigate the risks of the competitive global environment. Between 1999 and 2001, the European Commission regarded the reform process as an aspect of European integration and seized the opportunity to be the dominant agenda-setter, legitimizing this through a discourse of lifelong learning as part of the Lisbon Agenda. Utilizing aspects of the new open method of coordination, the Commission’s agenda focused on endogenous horizontal coordination, so that the national systems of higher education would be more attractive in the competitive external environment. After 2001, the methods of European-level steering continued as part of the process, but new actors and stakeholders began to cloud the policy field and diffused the dominant agenda-setting capacity of any single level or actor.
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Die Türkei als ungleiche Partnerin im Europäischen HochschulraumYalçın, Gülşan. Unknown Date (has links)
Universiẗat, Diss., 2005--Kassel.
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Regime-Interaktionen die Rolle des GATS und der UNESCO beim Aufbau eines globalen ArbeitsmarktregimesHartmann, Eva. January 2006 (has links)
Univ., Diss., 2006--Kassel.
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Verfassungs- und verwaltungsrechtliche Fragen der Akkreditierung von StudiengängenWilhelm, Kerstin January 2008 (has links)
Zugl.: Trier, Univ., Diss., 2008
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Qualitätsmerkmal "Gender" bei der Akkreditierung und Reakkreditierung von Studiengängen Exploration an den Fachhochschulen in Rheinland-PfalzTernes, Doris January 2010 (has links)
Zugl.: Augsburg, Univ., Diss., 2010
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Convergence, coooperation, coordination : higher education governance and the Bologna processKing, Conrad Alexander 11 1900 (has links)
Twenty-nine national ministers of education from across Europe signed the Bologna Declaration in 1999 to establish a European Higher Education Area by 2010. This initiated the Bologna process, which had broad objectives in the realm of higher education: to increase mobility and improve the comparability and competitiveness of European universities. Since 1999, the process has encompassed forty-six signatory states along with various NGOs and supranational bodies, including the European Commission.
Through a historical and descriptive analysis using multiple theoretical frameworks (neo-institutionalism and IR integration theories), this paper examines the driving forces behind the extensive university reform, asking which actors have been the dominant agenda-setters during the initial phases of the Bologna process. European higher education has been a multi-actor and multi-level policy field characterized by a politico-normative body of literature, and so the discourse – especially pertaining to the effects of globalization – is examined to determine how the dominant agenda-setters have legitimized their policy agendas.
Universities in Europe, traditionally path dependent institutions, were setting their own policy agendas during the 1980s and 1990s, and the result was an uncoordinated institutional convergence towards a perceived ‘world model’ of structure and governance. With the signing of the Bologna Declaration in 1999 (and its predecessor the Sorbonne Declaration in 1998), national ministries of education became the dominant agenda-setters for higher education, pursuing intergovernmental national cooperation legitimized through a discourse of international collaboration to mitigate the risks of the competitive global environment. Between 1999 and 2001, the European Commission regarded the reform process as an aspect of European integration and seized the opportunity to be the dominant agenda-setter, legitimizing this through a discourse of lifelong learning as part of the Lisbon Agenda. Utilizing aspects of the new open method of coordination, the Commission’s agenda focused on endogenous horizontal coordination, so that the national systems of higher education would be more attractive in the competitive external environment. After 2001, the methods of European-level steering continued as part of the process, but new actors and stakeholders began to cloud the policy field and diffused the dominant agenda-setting capacity of any single level or actor. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate
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