Abstract
The article examines the major challenges that Russian higher education institutions face while introducing the principles of the Bologna Process into current teaching practice. Their participation in the international projects together with European HEIs is seen as one of the possible ways to overcome the encountered difficulties. The role of the Capacity Building projects under the Erasmus+ Programme is illustrated by an example of Penza State University and its involvement in the ENTEP project (Enhancing Teaching Practice in Higher Education in RUSSIA and CHINA). The main stages of implementing the project at PSU are revealed, the project outputs and outcomes are described, as well as the perspectives for further adaptation of the project results are outlined. The article describes the professional development course “Enhancing teaching practices at PSU”, which was developed within the ENTEP project and offered for teaching and administrative staff of the university. The project contribution at the university is assessed in terms of adopting the best teaching practices in the context of the Bologna Process and European Higher Education Area.
Highlights
Over the past two decades, European higher education has successfully undergone fundamental changes at the systemic and institutional levels associated with national reforms, Bologna Process, and European Union initiatives
The role of the Capacity Building projects under the Erasmus+ Programme is illustrated by an example of Penza State University and its involvement in the ENTEP project (Enhancing Teaching Practice in Higher Education in RUSSIA and CHINA)
The article describes the professional development course “Enhancing teaching practices at PSU”, which was developed within the ENTEP project and offered for teaching and administrative staff of the university
Summary
Over the past two decades, European higher education has successfully undergone fundamental changes at the systemic and institutional levels associated with national reforms, Bologna Process, and European Union initiatives. The consensus is absolute on the need to further improve access to education for all citizens, to build capacity for their inclusion in the teaching and learning process, and to ensure diverse educational experience. The national laws and regulations that ensured the legal status of the Bologna Process implementation in higher education were significantly amended following that decision. Establishing the legal basis for transformations provides opportunities for reviewing and reshaping education stakeholders, but this requires HEIs to develop brand new approaches to education planning, management and implementation and, primarily, to teaching and learning
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