<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.

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<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 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.

The Pedagogical progression within MSI – Based upon The Bologna Process and UPC. 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 opened for all of its millions of students. In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching. 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 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. / Det pedagogiska arbetet inom MSI – Utifrån Bolognaprocessen och UPC. 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. 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 pedagogiska undervisningen. Genom att göra en kvalitativ undersökning med Systemvetenskapliga programmets studenter försöker vi finna svaren på våra frågor.

Student mobility in the area of Higher Education (HE) is gaining more attention nowadays. It is one of the cornerstones of the Bologna Process being promoted at both national and international levels. However, currently there is no technical system that would support student mobility processes and assist users in authoring educational curricula involving student mobility. In this study, the problem of student mobility programmes generation based on existing modules and programmes is considered. A similar problem is being solved in an Intelligent Tutoring Systems field using Curriculum generation techniques, but the student mobility area has a set of characteristics limiting their application to the considered problem. One of main limiting factors is that mobility programmes should be developed in an environment with heterogeneous regulations. In this environment, various established routines and regulations are used to control different aspects of the educational process. These regulations can be different in different domains and are supported by different authors independently. In this thesis, a novel framework was developed for generation of student mobility programmes in an environment with heterogeneous regulations. Two core technologies that were coherently combined in the framework are hierarchical planning and policy-based management. The policy-based planner was designed as a central engine for the framework. It extends the functionality of existing planning technologies and provides the means to carry out planning in environments with heterogeneous regulations, specified as policies. The policy-based planner enforces the policies during the planning and guarantees that the resultant plan is conformant with all policies applicable to it. The policies can be supported by different authors independently. Using them, policy authors can specify additional constraints on the execution of planning actions and extend the pre-specified task networks. Policies are enforced during the planning in a coordinated manner: situations when a policy can be enforced are defined by its scope, and the outcomes of policy evaluation are processed according to the specially defined procedures. For solving the problem of student mobility programme generation using the policy-based planner, the planning environment describing the student mobility problem area was designed and this problem was formalised as a planning task. Educational processes valid throughout the HE environment were formalised using Hierarchical Task Network planning constructs. Different mobility schemas were encoded as decomposition methods that can be combined to construct complex mobility scenarios satisfying the user requirements. New mobility programmes are developed as detailed educational processes carried out when students study according to these programmes. This provides the means to model their execution in the planning environment and guarantee that all relevant requirements are checked. The postponed policy enforcement mechanism was developed as an extension of the policy-based planner in order to improve the planning performance. In this mechanism, future dead-ends can be detected earlier during the planning using partial policy requests. The partial policy requests and an algorithm for their evaluation were introduced to examine policies for planning actions that should be executed in the future course of planning. The postponed policy enforcement mechanism was applied to the mobility programme generation problem within the descending policy evaluation technique. This technique was designed to optimise the process of programme components selection. Using it, policies for different domains can be evaluated independently in a descending order, gradually limiting the scope for the required component selection. The prototype of student mobility programme generation solution was developed. Two case studies were used to examine the process of student mobility programmes development and to analyse the role of policies in this process. Additionally, four series of experiments were carried out to analyse performance gains of the descending policy evaluation technique in planning environments with different characteristics.

L'évaluation des universités est un processus par lequel une institution compare ses objectifs déclarés (ou ses progrès) avec ceux des années précédentes. La première approche de l'évaluation universitaire en Europe a commencé dans les années 1990, lorsque le processus externe d'assurance qualité a été adopté par le Conseil Européen des ministres de l'enseignement ainsi que l'évaluation des activités d'apprentissage dans les État membres. Mais l'activité de l'évaluation institutionnelle est considérée aujourd'hui comme le produit principal du processus de Bologne au sein de l'Europe. La qualité de l'enseignement supérieur en Europe est en effet suivie surveillée par différentes agences d'accréditation. La méta-évaluation de es organismes se fait par ENQA (European association for quality assurance in Higher Education). / University evaluation is a process by which an institution compares its stated goals or progress with those attained in preceding years. The first approach of university evaluation in Europe began in 1990s when the European Council of ministers adopted external quality assurance process to evaluate teaching and learning activities in the member state. The Bologna process further organized the activity of institutional evaluation across Europe. The quality of higher education in Europe is monitored by different quality and accreditation agencies. It is the European association for quality assurance in Higher Education (ENQA) that carries out the meta-evaluation of these agencies.

The paper describes the exchange program in between the University of Wisconsin/ Milwaukee and the University of Potsdam in the field of economics. It discusses in detail the development of the program, including the problems and challenges. Additionally a brief description of the curriculum is presented. Then the future possibilities of the Transatlantic Degree Program (TDP) are discussed and the influences and problems of the Bologna process analysed.