Abstract
Tuning Educational Structures in Europe is perhaps the most important higher education innovation platform nowadays. The main objective of the Tuning Project is to develop a tangible approach to implement the action lines of the Bologna Process; thus, implementation and innovation are closely linked in Tuning. However, during its development, Tuning has evolved into a complex, multilevel policy implementation toolset with a worldwide significance. The purpose of this article is to present the complex nature of the Tuning Project, the environment and dynamics of its development, and the mechanisms of its operation from a multilevel implementation perspective, through a literature-review-based analysis.
Highlights
During the last 18 years, the Bologna Process was the driving force behind European higher education reforms
When the findings in this Study are compared to the Bologna Implementation report 2015, the already quoted European University Association (EUA) TRENDS VII: Learning and Teaching in European Universities report and the European Students' Union (ESU) Bologna with Student Eyes 2015: Time to meet the expectation from 1999 report, it seems that the state of implementation at Higher Education institutional level is even weaker than is stated in those reports. (p. 436)
In the previously presented analysis, we made a distinction between the macro- and microlevel of the Tuning Project and this approach proved to be useful, because Tuning shows different dynamics at macro- and microlevel
Summary
During the last 18 years, the Bologna Process was the driving force behind European higher education reforms. The Tuning Educational Structures in Europe project is a main implementation tool of the Bologna Process, but its impact exceeds the borders of the EHEA. The current study aims to interpret the complex nature of the Tuning Project through literature-based analysis. To ensure the deeper understanding of such a complex higher education project, the current analysis builds upon literature on implementation theory, organizational change in higher education, and higher education policies in addition to Tuning-specific sources. These perspectives make it possible to comprehend tuning-specific experiences better and, through that, to better understand the nature of large-scale higher education reforms.
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