Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.

I studien analyseras och jämförs två versioner av det vägledande dokumentet ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area). Skrivelserna i dokumenten uttrycker standarder och riktlinjer som har till syfte att vägleda lärosäten i arbetet med kvalitetssäkring av högre utbildning inom EHEA (European Higher Education Area). De två versioner som analyseras och jämförs är det engelska originaldokumentet som formulerats inom det europeiska samarbetet Bolognaprocessen samt en svensk översättning formulerad av Universitetskanslersämbetet (UKÄ), den myndighet som i Sverige ansvarar för kvalitetssäkring av högre utbildning på nationell nivå. Syfte Studiens syfte är att analysera och jämföra hur kvalitet och kvalitetssäkring förstås vid läsning av vägledande dokument för kvalitet och kvalitetssäkring inom EHEA och i Sverige. Metodologisk ansats I studien antas ett förhållningssätt där arbetet med urval och analysarbete betraktas som en abduktiv process. Studien utgår ifrån ett socialsemiotiskt och ett diskursteoretiskt perspektiv vilket medför ett dynamiskt samspel mellan teori, metod, forskningsobjekt och frågeställningar. I denna dynamik tillåts under arbetets gång det epistemologiska perspektivet och det diskursiva teoretiska perspektivet som helhet vara en aspekt av analysarbetet, den process där metodval och urval görs samt vid skapande av forskningsobjekt och frågeställningar. Med detta förhållningssätt genomförs en kritisk diskursanalys via kvalitativ innehållsanalys av skriven text. Resultat Resultatet identifierar en semiotisk aspekt av den problematik i den sociala praktiken som studien fokuserar. Problematiken i den sociala praktiken tar sig i uttryck genom att det förekommer formuleringar i den svenska översättningen av ESG är motsägelsefulla, inkonsekventa och inte är överensstämmande med gängse praktik och därmed inte heller med den sociala ordningen. Den semiotiska aspekten är den diskrepans som förekommer i terminologin, den terminologi som bidrar till skapandet av gemensam kunskap och förståelse i den sociala praktiken. I resultatet redovisas fem identifierade kvalitetsaspekter: (I) Granskning och kontroll, (II) Redovisningsansvar, uppföljning och översyn, (III) Läranderesultat, (IV) Lärande och undervisning samt (V) Bedömning. / In this study, two versions of the indicative document ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area) are analyzed and compared.  The documents express standards and guidelines that aim to guide higher education institutions within the EHEA (European Higher Education Area) in their work with quality assurance. The analyzed and compared versions of the document is the original document printed in English and authored within the Bologna process and a Swedish translation authored by Universitetskanslersämbetet (UKÄ), the Swedish authority with responsibility for quality assurance in higher education on a national level. Aim The aim of this study is to analyze and compare how quality and quality assurance is understood by reading indicative documents for quality and quality assurance within the EHEA and Sweden. Metodological approach The selection of empirical material and the analytical process is considered an abductive process. In this study, a social semiotic perspective and a discourse theoretical perspective are used. This enables a dynamic interaction between theory, method, research objectives and research questions. This dynamic allows for epistemology and discourse theory to function as one unit as an aspect of the analytical process. With this approach, a critical discourse analysis is preformed via a qualitative content analysis of written text. Result The result identifies a semiotic aspect of the focused problem in the social practice. The problematic aspect within the social practice expresses itself through discrepancy between the two documents which are not consistent with regular practice and the order of discourse. The semiotic aspect is the discrepancy occurring in the terminology, the terminology that contributes to constructing a collective knowledge and meaning in the social practice. Furthermore five quality aspects are identified: (I) Granskning och kontroll (Audit and control), (II) Redovisningsansvar, uppföljning och översyn (Accountability, monitoring and review), (III)  Läranderesultat  (Learning outcomes),  (IV)  Lärande och  undervisning (Learning  andteaching) and (V) Bedömning (Assessment).

Made available in DSpace on 2014-12-17T13:53:38Z (GMT). No. of bitstreams: 1 RenanFFA_DISSERT.pdf: 1578482 bytes, checksum: 2ae0ef8a075874635c253eca6812ce8f (MD5) Previous issue date: 2014-01-14 / The discussions wherein develop proposals for university reform in Brazil include, among other things, the conception of the university titled "New University", whose structural origin comes from the bill of higher education reform and unification of the foundations of education European upper (Bologna process). At its core, the Bologna process has imposed a series of transformations, among which, the promotion of mobility, as a stimulus to interinstitutional cooperation to enable an better and bigger qualification of the students. Nevertheless, what we see is that this point is one of the main points made flawed by Brazilian institutions that have adopted this model of higher education. An example is the Bachelor of Science and Technology - BC&T, Federal University of Rio Grande do Norte - UFRN, where there are problems of the internal order, represented by the problem of the reusing of the disciplines, such also of external order, in cases of transfers interinstitutional. Because of this, and knowing that this is a typical problem in which multiple criteria are involved, the aim of this study is to propose a multicriteria model for selection of interciclo of the BC&T of the UFRN which addresses the issue of mobility. For this, this study was of exploratory and study case nature, use as tools of data collection, the bibliographic and documentary research, as well as semi-structured interviews. For the elaboration of the model, were used the five phases most commonly used in the modeling of problems in operational research in a sample of 91 students of BC&T. As a result, we obtained a model that addresses the issue of internal and external mobility of the school and that, moreover, was also more robust and fair than the current model of BC&T and also what is used in other courses of the UFRN, taking into consideration the expected results by the decision makers / As discuss?es em que se desenvolvem as propostas de reforma universit?ria no Brasil compreendem, dentre outros aspectos, a concep??o da universidade intitulada de Universidade Nova , cuja origem estrutural adv?m do projeto de lei da reforma da educa??o superior e dos fundamentos da unifica??o da educa??o superior europeia (processo de Bolonha). Em seu cerne, o processo de Bolonha imp?s uma s?rie de transforma??es, dentre as quais, a promo??o da mobilidade, como est?mulo ? coopera??o interinstitucional no intuito de permitir uma melhor e maior qualifica??o dos alunos. Apesar disso, o que se percebe ? que este ponto ? um dos principais aspectos deficientes apresentados pelas institui??es brasileiras que adotaram esse modelo de ensino superior. Um exemplo disto ? o Bacharelado em Ci?ncias e Tecnologia - BC&T da Universidade Federal do Rio Grande do Norte - UFRN, em que existem problemas tanto de ordem interna, representada pelo problema de reaproveitamento de disciplinas, como de ordem externa, para os casos de transfer?ncias interinstitucionais. Por conta disto, e sabendo-se que este ? um t?pico problema em que est?o envolvidos m?ltiplos crit?rios, o objetivo deste estudo ? propor um modelo multicrit?rio para a sele??o interciclo do BC&T da UFRN, que contemple a quest?o da mobilidade. Para tanto, este estudo, de car?ter explorat?rio e delineado como estudo de caso, utilizou, como ferramentas de coleta de dados, as pesquisas bibliogr?fica e documental, al?m de entrevistas semiestruturadas. Para a elabora??o do modelo, foram utilizadas as cinco fases mais comumente presentes nas modelagens dos problemas de pesquisa operacional em uma amostra de 91 discentes do BC&T. Como resultados, obteve-se um modelo que contempla a quest?o da mobilidade interna e externa da escola e que, al?m disso, tamb?m se mostrou mais robusto e justo do que o modelo atual do BC&T e tamb?m do que ? utilizado nas demais gradua??es da UFRN, levando em considera??o as expectativas de resultados dos decisores

This study was centered in the research line of Labor, Society and Education and its subject fits more specifically into the sub areas: Educational Reforms and Impact on Educational Institutions, dealing with the theme \"Formation Policies in Higher Education for Special Education\". Immersing ourselves in this context, the thesis defended in this study was that, with the implementation of the Bologna Process, Higher Education in Brazil, as the rest of the world, was significantly affected influencing or even serving as a model for the reorganization of university structures and of higher education systems emerged from Europe. Thus, the objective of this study was to analyze the Bologna process and its influence in higher education, especially the Brazilian and Portuguese initial formation policies aiming inclusive education. More specifically: 1) analyze the transformations in Brazilian higher education due to the influence of the Bologna Process in regard to the initial formation with a view to Inclusive Education. 2) Identify the transformations in higher education in Portugal and Brazil from the Bologna process and which are the Brazilian and Portuguese specific special education policies for teacher formation. 3) Describe and reflect on the obstacles, barriers and possibilities of teacher formation for Special Education. About the methodological point of view, we did not start our reflection by similarities, but by the differences from the historical process. It was used the documental research, with descriptive and interpretative analysis features. From the empirical point of view, the study was delimited spatially in the two countries (Brazil and Portugal). The study population was composed by Policy Formation documents for higher and special education in both countries. With the theoretical references, was made the confrontation and analysis of all data found in the development of all the research, namely: deadlocks, barriers and notes for the theme in question. As a result, it was evidenced that the special education model proposed by hegemonic groups, through the public policies for the area, carries within, implications for education systems, for schools, for agencies of initial and continuing formation, as well as for formation policies. It is also a consensus that educational reforms, is increasingly gain an international character and this can be understand as a way to also globalize this sector. Thereby, teacher formation has been a root in all countries, as a way to highlight the importance of educational performance for economic growth - which in theory depends on the performance of education professionals. Regarding the formation for Special Education, the fact is that it is not mentioned in the educational debate at the Bologna Process. The gap between education and special education represents, in our understanding, to be the first and most important discrimination, preventing this type of education to discuss its educational praxis, by placing itself into a secondary category, that upon later subtly protrude all the others discrimination - for example, the civil, legal, labor and cultural. / Esta pesquisa localizou-se na linha de Pesquisa Trabalho, Sociedade e Educação e seu objeto de estudo, especificamente nos sub eixos: Reformas Educacionais e Impactos nas Instituições Educacionais, ao tratar da temática Políticas de Formação no Ensino Superior para a Educação Especial . Inserido nesse contexto, a Tese neste trabalho defendida foi a de que, com a implantação do processo de Bolonha, o Ensino Superior no Brasil, como em todo o resto do mundo, foi significativamente impactado, influenciando ou mesmo servindo de modelo para a reorganização de estruturas universitárias e de sistemas de educação superiores surgidas a partir da Europa. Assim, o objetivo do trabalho foi analisar o processo de Bolonha e a sua influencia na educação superior, em especial nas políticas de formação inicial portuguesa e brasileira, com vistas à educação inclusiva. Mais especificamente: 1) Analisar as influencias do Processo de Bolonha na Educação Superior com vistas à Educação Inclusiva. 2) Identificar as transformações na educação superior em Portugal e Brasil a partir do Processo de Bolonha e as Políticas de Educação Especial nos dois países especificas para a formação de professores. 3) Descrever e refletir sobre os impasses, barreiras e possibilidades da formação de professores para a Educação Especial, mediante o paradigma da Inclusão. Sob o ponto de vista metodológico, as reflexões não foram iniciadas pelas semelhanças, mas pelas diferenças a partir do processo histórico. Foi utilizada a pesquisa documental, com características de análise descritiva e interpretativa. Do ponto de vista empírico, o estudo delimitou-se espacialmente nos dois países (Brasil e Portugal). A população de estudo foi composta pelos documentos das Políticas de Formação para a Educação superior e Especial nos dois países. De posse dos referenciais teóricos, foi feito o confronto e análise de todos os dados encontrados no desenvolvimento de toda a pesquisa, quais foram: impasses, barreiras e apontamentos para a temática em questão. Como resultado, evidenciou-se que o modelo de educação especial proposto pelos grupos hegemônicos, através das políticas públicas voltadas para a área, carregou consigo implicações para os sistemas de ensino, para as escolas, para as agencias de formação inicial e continuada, bem como, para as políticas de formação. Foi consenso também que as reformas educacionais, cada vez mais, ganharam um caráter internacional e isso pôde ser bem compreendido quando as entendemos como uma forma de globalizar também esse setor. Desse modo, a formação de professores tem sido uma tônica em todos os países, como uma maneira de evidenciar a importância do desempenho educacional para o crescimento econômico - o que em tese dependeria da atuação dos profissionais da educação. Em relação à formação para a Educação Especial, o fato constatado foi que ela não aparece no debate educativo no Processo de Bolonha. O distanciamento entre a educação e a educação especial constituiu, no nosso entendimento, ser a primeira e mais importante discriminação, impedindo que essa modalidade de ensino discutisse a sua práxis educativa, colocando-se numa segunda categoria e que sobre a qual, depois, possivelmente, se projetaram sutilmente todas as demais discriminações por exemplo, as civis, legais, laborais e culturais. / Doutor em Educação

Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.

Im Rahmen eines Drittmittelprojekts hat das Hochschuldidaktische Zentrum Sachsen (HDS) mit ukrainischen Lehrenden und Hochschuldidaktiker/innen kooperiert. Während einer praxisorientierten Tagung und eines Multiplikator/innen-Workshops in Kiew wurden kompetenz- und studierendenorientierte Lehr-Lernkonzepte und Methoden vorgestellt und diskutiert. Durch Vernetzungstreffen und Workshops in Leipzig gewannen Multiplikator/innen aus der Ukraine einen Einblick, wie die hochschuldidaktische Qualifizierung von Lehrenden in Sachsen konzipiert und organisiert ist. Der Artikel beschreibt die Projektmaßnahmen und die erzielten Ergebnisse. Er verdeutlicht darüber hinaus die Herausforderungen, vor denen ukrainische Hochschulen aktuell stehen – nicht nur hinsichtlich der Qualitätsentwicklung der Lehre.

Notre thèse s’attache à répondre à la question de savoir quelles sont les stratégies et les logiques d’action mises en œuvre par les universitaires participant de l’appropriation du Processus de Bologne (PB) à travers sa mise en place. Le PB doit permettre aux universités de jouer pleinement leur rôle d’acteur économique majeur dans l’économie de la connaissance. Une double logique caractérise son fonctionnement : une logique stratégique de définition d’objectifs, au niveau supranational, associée à une logique d’instrumentation qui traduit ces objectifs en instrument à mettre en place au niveau local, soit des universités. Les universités vivent une période de changements, marquée par l’incertitude et le défi de s’adapter aux besoins de l’économie de la connaissance tout en remplissant pleinement leurs missions de service public. Une mise en place efficace des instruments du PB doit leur permettre de relever ces défis. C’est tout l’enjeu ici d’une réelle réflexion basée sur le management des organisations publiques : il s’agit de s’appuyer sur les principes de ce management, en termes de performance, comme de qualité, afin de mener une réflexion véritablement stratégique pour une mise en place efficace. Dans notre travail, nous proposons une perspective novatrice du PB, en l’apparentant à une innovation. Cette perspective permet de mettre en lumière l’importance du sens qui doit être donné à la mise en place du PB, et le rôle majeur joué par l’acteur dans cette mise en place, à travers ses choix et ses stratégies. A partir de ces constats, nous avons donc construit notre problématique de recherche. Trois hypothèses ont été formulées, elles concernent les stratégies d’appropriation à travers des pratiques de mimétisme, fréquemment observées dans des situations d’incertitude, le lien entre appropriation et association objectifs/instruments lors de la mise en place, et les bénéfices d’un management stratégique et participatif pour une réduction de la dissociation objectifs/instruments. Nous avons opté pour un positionnement épistémologique relevant du paradigme interprétativiste, et pour une démarche de recherche hybride, entre abduction et hypothético-déduction. Notre recherche s’appuie sur deux cas précis : l’Université Pierre-Mendès-France (Grenoble – France) et l’Université Matej Bel (Banská Bystrica – Slovaquie). Pour traiter les donnés recueillies, nous avons procédé à une analyse qualitative thématique. Globalement, nous avons constaté que : certains universitaires mettaient en œuvre différentes stratégies (stratégies de mimétisme, d’observation, de réappropriation des instruments, de choix de partenaires stratégiques) conduisant à une appropriation et une mise en place efficace des instruments ; qu’un management stratégique et participatif menait à une appropriation, par les agents, du PB et conduisait également à une mise en place des instruments plus efficace ; et que les structures proposant des formations hautement professionnalisantes s’appropriaient mieux le PB que les structures proposant des formations plus ‘classiques’. S’il est possible de constater une appropriation du PB par certains agents, tous ne semblent pas encore le légitimer, menant souvent à une dissociation instruments/objectifs et une mise en place relativement techniciste et mécanique. Ainsi, nous proposons de nous tourner principalement vers les principes du management par le sens. Appliqués, ces principes doivent permettre une légitimation du PB. Ce travail pourrait servir de base à des études plus longitudinales, plus larges, intégrant l’étude d’autres universités, à des études mobilisant les économies de la grandeur ou le management des réseaux pour un approfondissement des résultats obtenus, ainsi qu’à un élargissement pluridisciplinaire, voire à une réflexion conduisant à un outil permettant, de manière non contraignante, de mesurer, de cadrer et d’identifier les besoins des agents d’une mise en place efficace du PB. / Our thesis aims to answer to the question: which are the strategies and the logics of action, that are applied by the university staff, in order to legitimise the Bologna Process (BP), through its implementation. The BP should help universities to play entirely their role of major economic stakeholder in the knowledge economy. A double logic characterises its functioning: a strategic logical, that defines goals, at a supranational level, combined with an instrumentation logical, that translates these goals into instrument, that should be implemented at the local level, namely in the universities. Universities live in a period of changes, characterized by uncertainty and the challenge of an adaptation to the needs of the knowledge society, as well as their duty to fulfill their missions of public service. The effective implementation of the instruments of the BP should help them to accomplish these challenges. Here is precisely the stake of a real reflection, based on the management of public organizations: it is to lean on the principles of this management, in terms of performance, as well as of quality, in order to conduct a truly strategic reflection for an efficient implementation. In our research work, we offer a pioneering perspective of the BP, by connecting it to an innovation. This perspective helps to highlight the significance of the sense that should be given to the implementation of the BP, as well and the major role of the stakeholders in this implementation, through his choices and strategies. Based on these statements, we elaborated our research question. Three hypotheses have been formulated, they concern the strategies of appropriation through mimetism practices, that are frequently observed in situations of uncertainty, the link between appropriation and the association goals/instruments during the implementation, and the benefits of a strategic and participative management to reduce the dissociation goals/instruments. We opted for an epistemologic positioning that comes under the interpretativist paradigm, and for an hybrid approach, between abduction and hypothetico-deduction. Our research is leaning on two precise cases: the Université Pierre-Mendès-France (Grenoble – France) and the University Matej Bel (Banská Bystrica – Slovakia). In order to handle our collected data, we proceeded through thematic qualitative analysis. Globally, we observed that : some of the university staff applied different strategies (strategies of mimetism, observation, reappropriation of instruments, choices of strategic partners) that led to an appropriation, and showed en efficient implementation of the instruments; that a strategic and participative management led to an appropriation by the stakeholders of the BP and to a more efficient implementation of the instruments; and that the structures, that offer highly professionalising education, better legitimate the BP than the structures that offer more ‘classical’ education. It is then possible to observe an appropriation of the BP by some stakeholders, nevertheless it seems that not all stakeholders legitimate it yet, that often lead to a dissociation instruments/goals and to a relative technicist and mechanical implementation. In this way, we propose to turn principally to the principles of a sensegiving and sensemaking management. Through their application, these principles should lead to a legitimation of the BP. Our work could lead to more longitudinal, or wider studies, that could integrate more universities, to studies using ‘les economies de la grandeur’, or the network management, to go deeper in our results, as well as to enlarge them, by pluridisciplinary studies, nay to a reflection, that could lead to the creation of a tool, that could help, on a non restrictive way, to estimate, to offer a framework, and to identify the needs of the stakeholders within the frame of an efficient implementation of the BP.

TITLE: Two-cycle studies of the English language at the Faculty of Education of Charles University in Prague: opinions of students and teachers AUTHOR: Bc. Jiřina Piškulová DEPARTMENT: Department of Education SUPERVISOR: PhDr. RNDr. Hana Voňková, Ph.D. et Ph.D. ABSTRACT: As a consequence of the Bologna process, five-year master's teacher education programme has been divided into three-year bachelor's and consecutively two-year master's programme. The aim of the thesis is to reflect on the changes which have come with the implementation of the structured studies in teacher education programme in the Department of English Language and Literature, Faculty of Education, Charles University in Prague and to present survey results about the opinions of both the students and the academic staff at the Department. In the theoretical part of the work the Bologna process is introduced - its goals, development and the reaction on its introduction in the Czech Republic. The concept of the teacher education from before the Bologna process is described. A comparison has been drawn to the teacher education programme in Germany. In the practical part an analysis of the study plans from before and after the Bologna process has been made and then the data from a questionnaire survey are presented and interpreted. It has shown...

L'héritage soviétique, les développements récents dans le secteur de l'enseignement supérieur arménien qui se sont produits durant les trois dernières décennies en Arménie et son intégration dans l'Espace européen de l'enseignement supérieur, conditionnent les nouveaux défis du secteur et la nécessité d'une révision du système de régulation de l'enseignement supérieur. Cette révision doit permettre la mise en place de mécanismes plus efficaces de régulation de l'enseignement supérieur et d'assurance qualité dont l’État arménien a besoin, afin de répondre aux enjeux du secteur arménien de l'enseignement supérieur et pour contribuer à son développement. Notre recherche propose, en vue d'applications au contexte arménien, une analyse des structures, des relations et des processus à travers lesquels la politique d'enseignement supérieur est développée, introduite et révisée au plan national et sous l'influence de la coopération internationale. Cette recherche nous a permis tout d'abord de décrire les principaux modèles théoriques de la gouvernance dans l'enseignement supérieur : le concept de coordination de l'enseignement supérieur, la configuration universitaire et l'utilisation d'un égaliseur de la gouvernance, afin de mettre en lumière et de comprendre les interactions complexes des multiples acteurs impliqués dans ce processus. Ensuite, elle met en valeur l'application et les effets des modèles de régulation par l'Etat de l'enseignement supérieur, ainsi que ses instruments comme le cadre législatif dans le contexte de la politique publique, le degré d'autonomie des établissements et les mécanismes de financement. Ce travail s'intéresse enfin à la politique d'assurance qualité comme domaine d'action politique au service de la régulation de l'enseignement supérieur. A la suite de ces considérations d'ordre conceptuel et de clarifications portant sur les notions de la qualité et de l'assurance qualité dans l'enseignement supérieur, ainsi qu'une présentation de ses mécanismes comme l'audit, l'évaluation et l'accréditation, nous examinons, en les discutant, les choix politiques fondamentaux relatifs aux objectifs, à l'organisation générale, ainsi qu'aux outils opérationnels du système d'assurance qualité en faveur desquels un gouvernement souhaite opter pour garantir la qualité de l'enseignement supérieur. Sur la base des résultats d'études qualitatives et quantitatives réalisées auprès d'experts et d'enseignants et ceux de l'analyse de l'évolution des caractéristiques, de la politique, des instruments de la régulation, ainsi que du système d'assurance qualité de l'enseignement supérieur arménien, toute une série des propositions portant sur l'évolution du système de régulation de l'enseignement supérieur et de l'assurance qualité sont présentées dans cette étude. En particulier, pour se débarrasser de l'héritage soviétique dans les domaines de l'élaboration et de l'organisation des programmes d'enseignement supérieur et pour contribuer à la pertinence des formations en licence et master en vue de l'application du cadre national des qualifications éducatives, des projets concrets de « Cadre national arménien des formations en licence », de « Cadre national arménien des formations en master », ainsi que de « Référentiel national de l'enseignement supérieur en Licence : spécialité « Gestion » sont élaborés jusque dans leurs détails et présentés en annexes à ce travail. Cette recherche devrait permettre aux décideurs politiques, aux responsables d'établissements d'enseignement supérieur, aux enseignants et plus généralement à toutes les parties prenantes intéressées, de mieux comprendre les changements complexes intervenus dans le système d'enseignement supérieur arménien post-soviétique sous l'influence du Processus de Bologne et ainsi contribuer à l'évolution de la régulation du secteur, afin de répondre aux défis de l'enseignement supérieur arménien. / The Soviet heritage, the recent developments in the sphere of Armenian higher education throughout the last three decades and the integration of the Republic of Armenia into the European Higher Education Area have blazed the path for new challenges in the sector and outlined the necessity to revise the regulatory framework of higher education. The said revision will allow for the implementation of more efficient mechanisms of higher education regulation and quality assurance that Armenia faces with the aim of responding to the objectives of the sector of Armenian higher education and the contribution to the development of the latter. Our research, which addresses Armenian context, offers analysis of structures, relations and procedures through which the policy of higher education is developed, introduced and revised nationally and the impact it has on international cooperation. This research will first and foremost permit to describe the principle theoretical models of governance in higher education: the concept of coordination of higher education, university configuration («La configuration universitaire»), governance equalizer with the aim of shredding light on and understanding the complex interactions of multitude actors involved in these processes. Moreover, our research highlights the implementation and the effects of regulatory models exercised by the State towards higher education, as well as the toolkit like, for instance, legislative framework within the context of public policy, the level of autonomy of institutions and the mechanisms of financing. This paper will also be of interest within the framework of quality assurance as a procedure of regulating higher education. Following the conceptual considerations and clarifications around such notions as are the quality and the quality assurance in higher education, as well as the presentation of such mechanisms as audit, evaluation and accreditations, we have undertaken the examination of fundamental political choices related to the objectives, general organization, as well as operational tools of the system of quality assurance, highlighting the ones a government would like to own in order to guarantee the quality assurance of higher education. Based on the results of qualitative and quantitative studies realized with experts and teachers, as well as the ones obtained from the analysis of the evolution of characteristics, politics, the instruments of regulation, as well as the system of quality assurance of Armenian higher education, a series of suggestions related to the evolution of the regulatory system of higher education and quality assurance are presented in this document. More particularly, with the aim of eliminating the Soviet heritage in such domains as are the development and the organization of academic programmes of higher education and for contributing the concord of Bachelor's and Master's programmes with the National Framework of Qualifications, concrete documents have been elaborated and are presented in the annex of this paper: «Armenian National Framework of BA studies», «Armenian National Framework of MA studies» and «Armenian Subject Benchmark Statement : Management». This research will allow political decision-makers, people who are responsible for institutions of higher education, teachers and other interested stakeholders to understand more profoundly the complex changes which occurred in the Post-Soviet system of higher education of Armenia as a result of Bologna Process and to contribute to the evolution of the sector with the aim of responding to the needs of Armenian higher education.

In dieser Dissertation werden die Themen Studienstrukturreform, Beschäftigungsfähigkeit und die besondere Situation der Absolventinnen und Absolventen der Geistes- und Sozialwissenschaften untersucht. Im Theorieteil wird entlang der Modernisierungstheorie nach Ulrich Beck eine Analyse des gesellschaftlichen Wandels der Teilbereiche Arbeit und Bildung vorgenommen. Die Modernisierung, die als multidimensionaler Vorgang beschrieben wird, ist als Ursache und Motor für die Bologna-Reform zu verstehen, so die Grundthese der Arbeit. Beschäftigungsfähigkeit stellt ein zentrales Ziel der Bologna-Reform dar. Im Rahmen der Untersuchung wird entlang eines Diskurses um den Begriff und dessen Verwendung untersucht, welche Fähigkeiten, Kompetenzen und Kenntnisse Studierende der Geistes- und Sozialwissenschaften vermittelt bekommen sollen, damit sie Beschäftigungsfähigkeit erwerben. Ein dritter Schwerpunkt des theoretischen Abschnitts kennzeichnet die Beschreibung der Bologna-Reform. Im Rahmen des empirischen Teils wurden die an der Bologna-Reform beteiligten Akteure unter Verwendung von quantitativen und qualitativen Methoden der empirischen Sozialforschung untersucht. So brachte die Dokumentenanalyse relevanter Bologna-Dokumente hervor, dass auf allen Ebenen der Hochschulpolitik Beschäftigungsfähigkeit thematisiert wird. Ein weiteres zentrales Ergebnis der empirischen Untersuchung ist, dass sowohl die befragten Absolvent/innen der Philosophischen Fakultäten der Humboldt-Universität zu Berlin als auch die Arbeitgeber/innen die Integration von praxisrelevanten Elementen ins Hochschulstudium begrüßen. An der praktischen Umsetzung wird jedoch Kritik geübt. Trotz Thematisierung der Beschäftigungsfähigkeit und Einführung praxisrelevanter Elemente in die Curricula bleibt die Akzeptanz des Bachelorabschlusses insbesondere in den Geistes- und Sozialwissenschaften auf dem Arbeitsmarkt eher gering. / This graduate thesis is analysing the reform of structur regarding to studies, employability as well as particular circumstances of graduates in humanities and social sciences. Regarding to the theory of modernization according to Ulrich Beck the social change with its parts of labor and education is analysed it the theoretical part. You need to understand modernisation - which is described as multidimensional event - as cause and influential force of the (educational) so called Bologna reform, so the main thesis of this paper. Employability is a chief aim of Bologna reform. To analyse how students of humanities and social sciences are getting skills, expertise and knowledge so they’ll acquire employability there is a discourse about the term and its utilisation (of employability). The third focus within the theoretical part is the description of the Bologna reform. In the context of the empirical part involved parties of the Bologna reform has been analysed based on quantitative and qualitative methods of empirical social research. To impart employability is an aim that you can find within discussions at the European Higher Education Area via higher education policy in Germany to the point of practical study regulations at HU Berlin. On the one hand both the polled graduates of the faculty of philosophy at HU Berlin and the employer are acclaiming/welcoming the integration of practical oriented units into university studies; on the other hand they are finding fault with the implementation. Even though employability is picked out as a central theme as well as practical oriented units are integrated into curricula the acceptance of a bachelor degree on labour market is still on a low level in particular within humanities and social sciences.