Abstract

This open access book highlights the major outcomes of the fourth edition of the Future of Higher Education – Bologna Process Researchers Conference (January 2020), which has already established itself as a landmark in the European higher education environment. The conference provides a unique forum for dialogue between researchers, experts and policy makers in the field of higher education, all of which is documented in this proceedings volume. The publication focuses on topics of high interest for the European higher education debates, in line with the Paris Ministerial Communique priorities, such as furthering internationalization of higher education, access and success for every learner in higher education, advancing learning and teaching in the EHEA: innovation and links with research, the future of the EHEA - principles, challenges and ways forward or Bologna Process in the global higher education arena in terms of going digital. European Higher Education Area: Challenges for a New Decade marks 21 years of Bologna Process and 10 years of EHEA and brings together a unique collection of contributions that not only reflect on all that has been achieved in these years, but more importantly, shape directions for the future.

Highlights

  • European Higher Education Area (EHEA)—Two Decades of European Investment in the FutureAdrian Curaj, Ligia Deca, and Remus PricopieSetting the Scene2020

  • Administrative bodies tasked with implementing legislation seem proactive in implementing legislation to the advantage of international students, though the recent nature of the current legal framework does not offer scope for a quantitative analysis based on the number of issued visas and variations by category

  • The definition of the London Communiqué responds to a basic question for citizens and policy makers alike, “what kind of higher education system do we wish to develop?” The response contained in the definition is that we are striving for a higher education that is open and equitable, and where the diversity of our populations is reflected in higher education

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Summary

Introduction

Higher education (HE) institutions across the EHEA are expected to develop these, preparing graduates for positions in industry, civic and private life in which they will be expected to make informed judgments using a range of information sources and tools for finding, organising and communicating information, whether individually or in collaboration These tools and sources are arrayed around the learner in what Lloyd (2010) calls an “information landscape”, and the skills and competencies involved—digital and information literacy (DIL)—are those which help learners map and navigate this landscape (Whitworth 2020). The authors consider the issue on the background of a diverse experience as a long-time member of the BFUG (Sjur Bergan) and as a former Secretariat member (2010–2012) with continued involvement with EHEA issues, including as a key member of the organizing team of the Bologna Process Researchers’ Conferences, after that (Irina Geanta).

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