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Academic mobility in the declarations and communiqués of the higher education ministers of the Bologna Process member states in stage 1 of systemic harmonization in Europe

Skinder Marcin

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2024

z. 193

513--532

Purpose: The subject of the study is the issue of mobility related to the harmonization of higher education systems within the framework of the bologna process. As a theoretical and cognitive goal, the author has adopted the presentation of the characteristics of the bologna process and its deisiderations with regard to academic mobility. The analysis is in line with the conference theme on knowledge management at the higher education level, in which learning institutions are among the learning organizations, playing a rudimentary role in the generation and implementation of scientific knowledge. They foster the development of a knowledge-based economy, in which access to high technology is essential, so considerable attention is paid to knowledge management combining concepts and ideas from many parts of Europe resulting in higher education institutions increasing innovation and competitiveness in the market of educational services. An opportunity for higher education institutions is provided by socio-educational projects such as the Bologna Process, which has been successfully harmonizing academic management systems since 1999. Design/methodology/approach: The article adopts methodological elements specific to the field of social sciences, including the monographic method. It is implemented in this work as a way of researching specific, individual cases and focuses on the overall recognition of one relevant problem, in this case the Bologna process and mobility. What is important here is the verification of each element of a given phenomenon, which is implemented by focusing on the mobility desideratum as a component of the issue addressed based on qualitative-descriptive elements. The work uses the declarations of representatives of the member states of the Bologna process, communiqués of European ministers of higher education and continuous prints, including the European Journal of Higher Education, International Higher Education, The European Journal of Social Science Research, Zarządzanie Publiczne, Podstawy Edukacji. Język w edukacji – edukacja językowa, Lubelski rocznik pedagogiczny, Kultura– Społeczeństwo– Edukacja, Kultura i Edukacja oraz Zoon Politikon. Findings: The research problem is framed by the questions: what are the characteristics of the Bologna Process as a socio-educational project, and what is the role of academic mobility as a Bologna Decider in the European Higher Education Area (EHEA)? It is also problematically important to establish the characteristics of academic mobility in the early period of the Bologna process on the basis of the Sorbonne Declaration, the Bologna Declaration and the communiqués of the higher education ministers of Prague, Berlin, Bergen, London and Leuven, and thus until the full EHEA was announced. Practical implications: The practical-implementation goal was defined in the form of comments on the needs for changes in the course of the Bologna process in relation to the mobility deisderate. Originality/value: The study consists of three rudimentary parts and a summary, including a characterization of the Bologna process and its de-statements with regard to academic mobility, the role of academic mobility as a Bologna de-statement. The warp of the work also includes an analysis of the implementation of academic mobility in the early stages of the Bologna process on the basis of the Sorbonne Declaration, the Bologna Declaration and the communiqués of the ministers of higher education from Prague, Berlin, Bergen, London and Leuven. This characterization fits into the thematic area of education management understood as a potential of the European region. The author of this article takes up the issue of higher education management as a factor in the development of the European region, and in doing so aims to analyze the most current de-siderations for harmonizing higher education systems in Europe, especially those raised at the periodically held conferences of ministers of higher education of the member states of the Bologna process.

Reform trends in Europe's higher education programmes as an exemplification of the bologna process after the Rome 2020 Ministerial Conference

Skinder Marcin, Skinder Żaneta

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2023

z. 174

275--284

Purpose: The subject of the study is issues related to the reform of higher education systems taking into account the Bologna Process. As a theoretical and cognitive goal, the author adopted the presentation of the categories and conditions of the Bologna Process in its roman stage (2020). Design/methodology/approach: The article adopts methodological elements specific to the field of social sciences, including the monographic method. It is implemented in this work as a way of researching specific, individual cases and focuses on the overall recognition of one relevant problem. It is important here to verify each element of the phenomenon in question and focus on the individual components of the issue addressed based on qualitative- descriptive elements. The paper draws on the printed publications of authors such as Irina Ferencz, Agnieszka Olechnicka, Tim Birtwistle, Robert Wagenaar, Jurgen Enders, Jeroen Huisman and continuous prints, including: Edukacja Ekonomistów i Menedżerów, Forum Akademickie, Education, Zeszyty Naukowe Politechniki Śląskiej, Studia Prawno- Ekonomiczne, Białostockie Studia Prawnicze and Studia Prawnoustrojowe. Findings: The research problem was framed by the question: what changes are possible to implement in European higher education, under the Bologna harmonization formula, after the announcement of the Rome Communiqué in 2020? Practical implications: The practical objective was defined in the form of comments relevant to the needs for changes in the course of the Bologna Process with regard to multidegree education, quality assurance and recognition of periods of education, the social dimension of the Bologna Process and the internationalization of higher education. Originality/value: The study consists of three rudimentary parts, including a characterisation of the development of higher education and the implications for the region, and an analysis of the Bologna Process and its benefits for European higher education, as well as its most recent implications for higher education systems after the Rome 2020 conference. This characterisation fits into the thematic area of education management understood as a potential of the European region. This article addresses the issue of higher education development as a factor in regional development and aims to analyse the most up-to-date desiderata for harmonising higher education systems in Europe, particularly those raised at the Rome 2020 Ministerial Conference.