Abstract
The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powersthe state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.
Highlights
Reforms During the 1990s Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy
In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania included the establishment of the European Credit Transfer System and the quality assurance system, as well as other factors
With inbreeding as a key feature, this higher education system lacks both cooperation among institutions in Lithuania and the strong inclination to collaborate with universities abroad
Summary
The Bologna process (based on the 1991 Bologna Declaration) has spurred higher education reforms in various European countries. Some countries instigate certain recommendations of Bologna within their own higher education systems in regard to structural matters. European countries follow the Bologna process selectively, and certain areas of higher education systems may remain untouched. Reforms During the 1990s Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. After accession to the European Union, in Lithuania the Lisbon objectives became more focused on the legitimization of the reform of the higher education sector. Part of the structural funds, do help with the upgrading of the much-needed research infrastructure, fostering international cooperation, or helping to develop institutional evaluation mechanisms in the quality assurance system of higher education. The major issues on the table included higher education quality, governance, financing, human resources, and infrastructure
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