European Higher Education Area Research Articles

Charting the course of Physiology within the post-Bologna European higher education area: Insights from Portugal.

The future of physiology has been a recurrent concern for physiologists and Physiological Societies within post-Bologna Europe and the European Higher Education Area (EHEA). Our paper provides an overview of Physiology teaching and research in Portugal, an EU member state and part of the EHEA. A descriptive study was designed to analyze data publicly available from the National Higher Education Directorate agency (DGES) from September to November 2022 to find all Portuguese syllabi containing at least one discipline related to human Physiology. A detailed database was established, including teaching staff, with a total of 365 courses/degrees and 764 Physiology disciplines. A bibliometric analysis of the identifiable lecturers' scientific production between 2017 and 2022 was made using Web of Science and PUBMED databases. Physiology is part of all health-related professions. However, universities and technical colleges differ greatly in programs, staff backgrounds, and scientific profiles. Medical schools were found to provide the most complete formation. Noteworthy, the profession of Physiologist has practically no expression within the EHEA, compared with the USA-UK realities. A better knowledge and understanding of these Physiology modalities in teaching and research within the EHEA will be instrumental to defining a stronger identity for European Physiology in the near future.

Further step toward a definition of the core professional development needs of teachers of Languages for Specific Purposes in the European Higher Education Area

Abstract In the attempt to make a further step toward a research-based definition of the core professional development needs of teachers of languages for specific purposes (LSP), this paper aims to upgrade the framework of professional development needs of LSP teachers developed by Bocanegra-Valle and Basturkmen (2019). With this objective in mind, the paper will examine the differences in the professional development needs of LSP teachers in the European Higher Education Area (EHEA) based on their experience with LSP teaching in higher education, qualification level, and LSP taught. The results suggest that the core LSP teacher professional development needs are distributed across the categories of course development, knowledge of the target discipline/profession/industry, knowledge of language use in the target discipline/profession/industry, peer collaboration, and professional development opportunities. Efficient LSP teacher professional development could be based on a three-stage model: a general LGP teaching methodology course, followed by a general LSP teaching methodology course, and finally discipline-specific acculturation.

Enhancing interprofessional education readiness in undergraduate dental students: a scenario-based peer learning programme.

Interprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA). This study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale(RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA)meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05). After the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12. Our research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates.

State and non-state mechanisms for regulating the quality of higher education for promoting it to the European level: The example of Kazakhstan

Relevance. This exploration is crucial for understanding how developing countries can enhance their educational frameworks to meet global benchmarks, which in turn contributes to their competitiveness on the world stage. Purpose. The goal of the article is to analyse the most important state and non-state instruments for regulating the domain of tertiary education in the developing country, endeavouring to advance the standard of education to the degree of the developed countries. Methodology. Employing functional and comparative analysis, the study examines 11 key mechanisms for regulating, ensuring, and improving higher education quality in Kazakhstan, juxtaposed with practices from developed countries, particularly those within the European Higher Education Area (EHEA). This methodological approach provides insights into the efficacy of these mechanisms in fostering a high-quality educational landscape. Results. Findings reveal two significant waves of increased state attention towards higher education quality, with legislative support being paramount. Kazakhstan has adopted a multifaceted approach involving legislative frameworks, licensing, and accreditation to bolster educational standards. Additionally, the inclusion of non-state mechanisms, such as stakeholder engagement and international accreditation, alongside collaborative efforts between the public and private sectors, has been instrumental. These efforts align with global trends and EHEA guidelines, demonstrating Kazakhstan's commitment to enhancing its educational quality and competitiveness. Conclusions. The analysis underscores the complexity and significance of both state and non-state mechanisms in shaping the quality of higher education in Kazakhstan. By aligning its practices with international standards, particularly those of the EHEA, Kazakhstan is making strides towards integrating its higher education system into the global framework. This integration not only enhances the country's educational standards but also its overall competitiveness, highlighting the critical role of quality assurance mechanisms in achieving educational excellence and global integration.

SMART: Selection Model for Assessment Resources and Techniques

The European Higher Education Area has ushered in a significant shift in university teaching, aiming to engage students more actively in classes. Professors have leveraged virtual platforms and external tools to introduce interactive tasks. With the proliferation of technology, educators face a challenge in choosing the most suitable approach. This paper presents SMART (Selection Model for Assessment Resources and Techniques), a methodology that determines the optimal assessment activities for university-level education. The methodology employs multicriteria decision-making techniques, specifically AHP and TOPSIS methods, to optimize activities based on various subject-, lecturer-, activity-, and student-related criteria. According to SMART, the top five assessment tasks are group and individual report submissions, workshops, complex H5P activities, and questionnaires. Therefore, it is advisable to prioritize these activities based on the methodology’s results, emphasizing their importance over other assessment methods.

Innovative Approaches and Information Technologies in Organizational Support of Educational Activities

The aim of the article is to develop a new approach to organizing educational activities in higher education institutions that aligns with the goals and principles of the Bologna Process, specifically aiming to promote flexibility, mobility, and the improvement of the quality of higher education in accordance with the standards adopted in the European Higher Education Area. To address the set tasks, a complex of research approaches and methods was employed: the literature review method – to investigate literary sources and analyze previous studies on the use of business simulations, particularly in higher education, and their impact on the educational process; the abstraction method – to identify components of modern business simulations; "Lean Canvas Analysis" – to analyze key components of the IT application's business model. The scientific novelty of the work lies in the development of a concept for establishing active collaboration between higher education institutions and enterprises in the education process of learners using information technologies. Conclusions. The research highlighted the importance of transforming educational business simulations from a simple element of methodological support into a key tool for organizational support in higher education institutions. Considering these aspects, further research and development of business simulations in educational programs can significantly improve the quality of preparing learners for professional activities. Overall, the use of business simulations in education can contribute to more effectively implementing the principles of the Bologna Process, fostering the qualitative preparation of learners and their readiness for the challenges of the modern job market. The innovative approach proposed in the paper for forming an individual educational trajectory based on stakeholder proposals provides learners with the opportunity to acquire practical skills that meet real workplace needs. It also ensures that enterprises have access to highly qualified professionals with experience in their field. Keywords: organizational support of higher education institutions, informational support of higher education institutions, quality of education, Bologna Process.

University autonomy and the increasing shift to English in academic programmes at European universities: In dialogue with Liviu Matei

Abstract This paper centres on a dialogue with Liviu Matei, Professor of Higher Education and Public Policy at Kings College London, which aims to transcend sociolinguistic disciplinary boundaries by exploring the increasing use of English for higher education academic programmes at European universities within the context of university autonomy. Once Provost of the Central European University, forced to move from Hungary to Austria when its institutional autonomy was increasingly infringed by the state, Liviu Matei’s academic work combines intellectual acuteness with experience, further deepened in the practice of consultation and applied policy research for influential international bodies and organisations, including the Council of Europe and the European Commission. With him, we consider in novel ways the role that legal reform granting a regulated autonomy to universities accompanied by a more corporate style of higher education governance may have played in the rampant growth in recent decades of English language academic programmes in the now European Higher Education Area (EHEA). We reflect on the historical and public policy contexts out of which English as a medium of instruction (EMI) arose, the regulated autonomy of universities by ministerial practices of steering at a distance, and widely obtaining political epistemologies and policy narratives.

Joint programme quality practice in the European Higher Education Area

The developments of joint study programmes and their quality practice in the European Higher Education Area are studied. Such programmes are subject to the environment of institutional complexity. Guided by a multi-level approach and the institutional work framework of analysis, the research demonstrates how a particular quality practice is co-created and maintained by the means of policy work, inter-organisational cooperation and everyday work. The relational nature of quality practice is driven by a recursive interaction of processes, events and activities at macro-meso-micro levels. The joint programme quality practice is tied to the concept of fitness-for-purpose with focus on value-added and innovation. The situated nature of quality work is explicated through the empirical account of day-to-day activities and the practical-evaluative agency of joint programme staff. The idealised value of ‘jointness’ in curriculum integration and joint degree award, and quality evaluation culture are addressed with organisational adaptations in a cross-border context.

The politics of higher education: the European Higher Education Area through the eyes of its stakeholders in France and Italy

This article explores recent politics of the European Higher Education Area (EHEA) by focusing on the examination of the continuing involvement of France and Italy in it, which are two – of the EHEA’s founding countries. The study reported in this article is built on a theoretical observation that higher education is political. It relies on expert interviews with representatives from key policy-making institutions in France and Italy, and key recent EHEA official communications. The thematic analysis of these data sources reveals that the EHEA is not just a forum for higher education cooperation, but a political platform for cross-country relations in the European region and a platform for generating responses to crises. Additionally, specifically, France’s and Italy’s continuing involvement in the EHEA has a particular political undertone dictated by the internal politics of both countries and the evolving politics of the EHEA. This study contributes to a better understanding of the political nature of the EHEA and its implications for higher education policy outcomes.

Between Actors of the Bologna Process and the European Union, the emergence of the European Higher Education and Research Area

The European Higher Education Area (EHEA) has become a reality thatis detached from the model of the medieval university. This outcomewas far from obvious when the treaty of Rome was signed in 1957.Erasmus and the Magna Carta are the cornerstones of the Bolognaprocess, which – despite bureaucratic governance but with the supportof the EU – translates and allows the actors of the university to have anecessarily common approach to teaching and research.

‘It is more than just education. It’s also a peace policy’: (Re)imagining the mission of the European Higher Education Area in the context of the Russian invasion of Ukraine

Following the launch of Russia’s full-scale invasion of Ukraine in February 2022, scholarship has not yet addressed the role of the European Higher Education Area (EHEA) in this context. This paper asks: What is the political role of the EHEA as an institution and the instrumentalisation of its higher education (HE) cooperation initiatives in the context of the invasion? To investigate this, the paper thematically analyses interviews with representatives from key HE stakeholders in three EHEA members – Germany, France and Italy, as well as key recent international communications related to the EHEA’s response to the war. The thematic analysis revealed two overarching themes leading us to consider that: (1) the EHEA has been regaining its lost significance through shaping and disseminating its response as an institution to the invasion of Ukraine; and (2) HE cooperation in the EHEA in the context of this war has been acquiring a new meaning. These themes lead us to conclude that the war has prompted the EHEA to re-establish its purpose, following the ebbing interest in standardising HE structures. Most importantly, the EHEA has begun to emerge as a platform for political cooperation beyond HE for the promotion of peace in the European region.

European standards in the field of higher education and their implementation in Ukraine: challenges and opportunities

The article analyzes the process of adaptation of European standards of higher education in Ukraine and considers the challenges and opportunities associated with their implementation. European and national standards of higher education are compared, the role and requirements for educational institutions and scientific and pedagogical workers are determined, the importance of improving the quality of education is considered. The author of the article established that the implementation of European standards of higher education in Ukraine is an urgent task that creates opportunities for improving the quality of education and increasing the competitiveness of Ukrainian graduates on the international labor market. In addition, the implementation of European standards of higher education will contribute to the integration of Ukraine into the European educational space, which will lead to the development of scientific relationship and cooperation between the universities of Ukraine and the countries of the European Union. The article also analyzes issues related to the introduction of European standards in the field of higher education in Ukraine, which were partially studied by Ukrainian and foreign scientists. Thus, there are the opinions of a group of scientists who actively support the process of integration of the higher education system of Ukraine into the European space. Another group of scientists expresses some concern about the implementation of European standards and notes their negative impact on higher education in Ukraine. Therefore, this topic requires further research. The author of the article cited the reasons that prevent the full implementation of European standards in higher education in Ukraine, including the Russian invasion of Ukraine, insufficient financial support of higher educational institutions, lack of sustainable motivation among scientific and pedagogical workers, bureaucratic obstacles and ineffectiveness of mechanisms for monitoring and evaluating the quality of education. For the successful integration of Ukrainian education into the European area of higher education, the author of the article proposed ways to solve these problems, which include, among other things, developing effective mechanisms for monitoring and evaluating the quality of education. The conclusion of the article states that the introduction of European standards of higher education in Ukraine is an important step in the direction of reforming the system of higher education and bringing it in line with the requirements of the modern world. Key words: European standards, higher education, culture of education quality, student-centered learning, tutor, autonomy of universities, challenges, opportunities, competitiveness.

Between harmonization and unification in the European higher education area: scenarios for the European university initiative

AbstractThis article explores future scenarios regarding the integration of European higher education (HE) in light of the European Universities Initiative which has been unfolding since 2017. Its aim is to understand potential development paths in light of the established intergovernmental Bologna Process, which has been diversified through international and supranational practices since its launch at the end of the 1990s. By way of European integration theories, we approach potential integration scenarios – a hitherto underutilized framework in HE studies. Our heuristic analysis of HE integration is based on secondary data; subsequently we construct and discuss four scenarios. Finally, we explore the implications of the scenarios from the perspective of the evaluation of the integration process of European HE.

Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education

AbstractEvaluation is a crucial part of the teaching and learning process in any higher education institution and one that has gone through a deep change. This has been particularly true since the Bologna Declaration (http://www.ehea.info/page-ministerial-conference-bologna-1999, 1999) ushered in the European higher education area, with the subsequent major rise in the employment of continuous assessment methods focused on student participation. This article analyses the impact on academic performance of e-continuous assessment based on e-tests on a virtual platform as a previous step towards the substitution of the traditional evaluation system, based on a final exam, with a continuous evaluation system, prescribed as an alternative preferred by the regulations of multiple Spanish universities. Microeconometric models have been applied to a database of 250 first-year students on the Business Administration and Management course at the University of Seville (Spain). Our findings show that e-tests could prevent the risk of students dropping out and could also provide a credible predictor of students’ academic marks in the theoretical contents of the subject, but not in those of a practical or applied nature. Based on the results of this evaluation, an e-continuous assessment has been developed in the subject, which has become the majority option for students, with 90% participation, while also increasing pass rates. Moreover, the positive effect of a computing environment does not appear to be limited to the classroom, but also extends to students’ home environments. This teaching experience shows that the swift feedback that e-tools provides, especially in especially in environments of large class size such as in the class evaluated, could support instructors’ personal tutoring of students’ progress and promote a greater implementation of e-continuous assessment in Spanish higher education.

Doctoral trends development in Spain: From academic to professional paths

ABSTRACT The alignment with the Bologna process and the subsequent creation of the European Higher Education Area (EHEA) framework, principles, and guidelines have significantly changed Spanish doctoral education. In this article, we identify the critical drivers for that change in Spain and address their implications for doctoral education summarised around three significant trends: changes and diversification of research-related environments, the ones referred to the doctoral curriculum changes to enhance doctoral success, and the professionalisation of doctoral studies. For each of these trends, we discuss the challenges, their implications, and the practices and regulations designed to overcome them. Conclusions are drawn about the emerging landscape and future of doctoral education in Spain.

The effect of assessment procedures in the development of competences during initial teacher education: A systematic review

Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect.

Nursing Education in Some European Higher Education Area (EHEA) Member Countries: A Comparative Analysis.

The European Higher Education Area (EHEA) has aimed at unifying, harmonizing, and ensuring consistency of higher education systems in Europe for over two decades. The objective of this study was to investigate the similarities and differences in the training programs of nurses in selected EHEA member countries. Comparative analysis was used. Based on three sources: research articles, internet databases, and emails sent to nursing education institutions. Three databases, namely Science Direct, PubMed, and ERIC, were utilized. Regarding educational institutions, the majority of countries' nurses graduated with a Bachelor's degree, except for Estonia, Russia, and North Macedonia. Russia had the shortest education duration (2 years and 10 months), while other member countries had programs lasting between 3-4 years. In countries where colleges were still active, diploma or certificate programs were offered, such as in Estonia and Russia. Only North Macedonia did not offer any continuing education for nurses, and Estonia, Latvia, and France did not have PhD programs in nursing. Nurses constitute the largest occupational group in healthcare, and the quality of medical care relies on their theoretical and practical training. Despite efforts to unify nursing curricula through the Bologna Process, significant differences still exist.

The orchestration of a sustainable development agenda in the European Higher Education Area

PurposeThis paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020.Design/methodology/approachBy drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy.FindingsThe resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN’s SD agenda; some weaknesses of the UN’s orchestration of SD are translated into weaknesses in the EHEA’s formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA’s work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents.Originality/valueThe authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies: the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.

OSIGURANJE KVALITETA VISOKOG OBRAZOVANJA ZASNOVANO NA ISHODIMA UČENJA / HIGHER EDUCATION QUALITY ASSURANCE BASED ON LEARNING OUTCOMES

The quality management system at the University of Sarajevo is guided by the following principles: promotion of constant improvement of the quality of the study programmes and the application of the best educational approaches and practices. The Bologna process gives special importance to outcome based education (OBE), so learning outcomes are established as a new measure of institutional excellence, shifting a change in focus from "What should student do to successfully complete her/his studies?" to "What competences student acquired during her/his studies?" or more precisely "What can student do after finishing her/his studies?". In this paper, after basic information about outcome based education and the importance of this approach with the implementation of the Bologna process in the European Higher Education Area (EHEA), an overview of the approach to quality assurance and to study programmes improvements based on learning outcomes is given. Focus on learning outcomes enables the fundamental change of the focus from the teacher to the student, which is one of the foundations of the Standards and Guidelines for Quality Assurance in the EHEA (ESG).

INTERDISCIPLINARY DOCTORAL STUDIES AS A NEW EDUCATIONAL AND RESEARCH OPPORTUNITY IN LATVIA

Doctoral studies are the first stage of an academic career, which applies to both the academic doctoral study programme and the professional doctoral programme. Over the past two decades, the role and tasks of doctoral studies have changed dramatically, especially in Europe. Doctoral studies have become an important link between the European Higher Education Area and the European Research Area and its main task is to provide those with doctoral degrees with the best qualifications for the creation, implementation and diffusion of new knowledge and innovations. Interdisciplinarity is trending. Nowadays scientists, researchers, professionals face up with the global problems. This global problem usually is unsolvable and complex by individual fields of science. Therefore, interdisciplinarity is vital in educational process as well as n science. Interdisciplinary approach in thus field is challenging tasks for researchers and persons involved in educational process. Nevertheless, if Doctoral Programme is designed based on Interdisciplinarity, doctoral level studies in areas that cannot be accommodated in one of the departmental doctoral programs, could give broader and more unique research results. Interdisciplinary approach on doctoral level programme helps as well meet the individually designed interests or researcher. Bridging many disciplines together there is possible to provide novel and significant researches.