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Bologna from the grassroots

Bologna from the grassroots. HERODOT: A European thematic network supporting Geographers (and those in related disciplines). http://www.herodot.net. Karl Donert, National Teaching Fellow HERODOT Project coordinator President, EUROGEO . Bologna Tasks.

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Bologna from the grassroots

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  1. Bologna from the grassroots HERODOT: A European thematic network supporting Geographers (and those in related disciplines) http://www.herodot.net Karl Donert, National Teaching Fellow HERODOT Project coordinator President, EUROGEO

  2. Bologna Tasks • create a framework within which a common higher education agenda could be set (Teichler, 1999) • HEIs given the mission of meeting the target to establish a European Higher Education Area by 2010 Teichler, U. (1999), Internationalisation as a Challenge for Higher Education in Europe Tertiary Education and Management, 5(1): 5-22

  3. Bologna Structure Top down: • European Bologna - Meeting of Ministers • National Bologna - National experts and agencies • University Bologna • Departmental/Faculty Bologna • Course Bologna • Individual Bologna

  4. What are Thematic Networks? deal with: • forward-looking, strategic reflectionon scientific, educational and institutional issues • mapping and enhancing higher education • analysing and responding to change (eg Bologna) • facilitate international cooperation and collaboration • build synergy between teaching and research • with a pronounced European dimension

  5. WHY HERODOT? • Herodotus – storyteller, commentaries about the world • map recreating his understanding of the world • why things happen? • causation • the first Geographer?

  6. HERODOT Mission • promote Geography (for higher education) • support professional developmentof academic staff in changing environments • focus for research and publicationson teaching and learning • an activenetwork for other initiatives • enabling academic linksaround the world

  7. HERODOT Activities • expert meetings and conferences • workshops, seminars, events • trans-European research • forum for debate and discussion • promote good practice • advise on professional development • connect many types of organisation – associations, NGOs, publishers, software developers, businesses, Ministries, employers, agencies, students etc.

  8. April 2007159 member organisations 24 outside Europe 39 countries August 2009245 member organisations 54 outside Europe 55 countries

  9. HERODOT Thematic Areas European priorities Needs Analysis of members

  10. Network research • Pan-European research • State of Geography 2005 • TUNING Geography 2006 • Implementing Bologna 2009 • Comparative analyses between countries • Action Research - different themes eg Culture and Diversity, Sustainable development, GIS, elearning, teacher education

  11. TUNING Geography (2003-2006) • ‘TUNING Educational Structures in Europe’ – a project undertaken by universities, for universities. • Universities’ response to the challenge of the Bologna Declaration. • The project motto is“Tuning of educational structures and programmes on the basis of diversity and autonomy” • HERODOT asked to “TUNE” Geography

  12. TUNING Objectives • implement two/three cycles • identify common reference points from discipline and generic perspectives • develop professional profiles from comparable and compatible learning outcomes • facilitate employability by promoting transparency • develop a common language understood by all involved (higher education, employers, professional bodies, students)

  13. TUNING Methodology • survey of graduates, employers and academics • considers • importance of generic and subject-specific competences • evaluation of how well higher education institutions develop them • undertaken to: • develop academic and professional profiles for a degree programme and • identify important learning outcomes

  14. Subject-specific competences

  15. TUNING sample

  16. How has this been used? • identify strengths, what to keep in Bologna courses • spot weaknesses and gaps in courses • help in planning new courses and curriculum • establish benchmarks and milestones – students must, should, could do • create professional profile of what Geography graduates can do • Initiate Quality Assurance • Understand Quality enhancement needs

  17. Geography TUNING Conclusions 4 issues and network responses • Becoming competitive • Promoting European Geography worldwide • Educating about European issues • Books, curriculum materials, guidance • Employability • Employability profile, work with European student association, NGOs, Careers • Curriculum and Quality issues • Workshops, benchmark statements

  18. Bologna research (2009): rationale • Despite rhetoric – Bologna more challenging than expected primarily due to: • challenges related to engaging the academic community • dissemination of information • EU enlargement • the lack of support (money, guidance)

  19. Bologna research: rationale • National overviews of political situation • EURYDICE = network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems • European Ministries = national level responsibility for higher education and reporting lies in each of the Member States • No research on the impact and influence of Bologna on academics across Europe

  20. Research goal, method Goal • to report on the impact and influence of Bologna reforms on an Departments/Faculties and individuals Method • a short questionnaire on the nine goals of Bologna and the development of a European Higher Education Area (Jan-July 2009) • administered to Departments /Faculties via the HERODOT network

  21. What does Bologna mean to academics? • Comparability • Share – collaboration – common needs – learn from one another • Recognise Diversity – focus on excellence • Building a Community of Practice – promote quality • Professionalisation of academic staff • Increased Competition • Global forces • Mobility

  22. What is the European Higher Education Area? • confusion, uncertainty and ignorance • many difficulties and some threats Perceived as: • unity - through the use of terms like “homogenisation”, “compatibility” and “commonality” • much confusion concerning the relative importance of diversity versus homogeneity • free movement and internationalisation • sharing know-how “European associations and academic networks in Geography are central to moving from the theory of Bologna to the awareness and implementation of it.”

  23. Research Conclusions • results confirm King (2006), misunderstandings and controversy built walls rather than bridges to change • Bologna has: • raised too many challenges and • marginalised certain stakeholder groups • Gonzales and Wagenar (2003) suggested disciplinary frameworks offer a powerful approach • greater professionalisation in higher education essential, where practitioners can work together King, C. (2006), The Bologna Process: Bridge or Fortress? A Review of the Debate from a North American Perspective, Vancouver, Institute of European Studies, University of British Columbia, http://ccges.apps01.yorku.ca/wp/wp-content/uploads/2008/12/bologna-process-literature-review.pdf

  24. Network Responses • Form a professional organisation for members – EUROGEO (www.eurogeography.eu) • Create valuable products in response to needs • Respond to international issues • 2008 International Year of Planet Earth • UN Decade for sustainable development • 2014 International Year of Culture and Civilisation • International Charter for Geography Education • Widen networking further – funding - support • Seek sustainability through sponsorship and support

  25. Competitiveness agenda Viviane Reding, laid the basis for “making the EU a prominent figure in the world education market”, arguing that “…national governments alone cannot meet the challenges of globalisation, new technologies and the single market” (Reding, 2003: 2) Reding, V. (2003), We need to implement wholeheartedly the Bologna process, Paper presented at the Berlin Conference on Higher Education, Berlin, Germany, 18 September 2003, http://www.uc3m.es/uc3m/gral/IG/NOR/UNIV/comiss.pdf

  26. Bologna Structure Bologna Structures Bologna Structures (adapted from: The Bologna Process from a Norwegian Perspective, available from: http://www.bologna-bergen2005.no/Docs/Norway/041014Fact_Sheet_Bologna-Process.pdf

  27. European governance system Bologna resulted in: • complex system of European governance • powerful political community evolved • supranational level agencies, NGOs • partnership with EC and national Ministries • networks and professional associations participate, engage in and have influence on the process

  28. Self-regulated governance process • self-regulative governance applied in circumstances where the EU cannot legislate • Open Method of Co-ordination (OMC), the instrument to build a coherent, comprehensive strategy in education and training • OMC supports Member States in developing their own policies regarding higher education, in line with EU objectives

  29. Bologna and networking: some conclusions • Like minded people– similar interests- Community • Widely dispersed initiatives, sharing a common infrastructure(Kemp, 1998) • essential for the adoption of innovation and implementation of change (Murgio et al.,2002) • Networking critical to improve quality (EC, 2003) • Establish visions for the future (HERODOT, 2008) Kemp, K.K. (1998), What's missing? What do we need?. http://www.ncgia.ucsb.edu/ige98/report/missing.html Murgio LA et al. (2002), Satellite Technology as part of high school syllabus – an innovative educational proposal. – In: ISPRS Commission Brazil, http://www.isprs.org/commission6/proceedings02/papers/036.pdf EC (2003), The Bologna Process – Next Stop. Berlin 2003, : http://europa.eu.int/comm/education/bologna_en.html HERODOT (2008), Draft Manifesto: Future Prospects in Geography, http://www.herodot.net/conferences/liverpool/pdf/manifesto-Futures%20for%20Geography-draft.doc

  30. HERODOT phase 3 (2010-2013) • Broader remit – Spatial Sciences • Seeking members now - www.herodot.net Themes: • European Issues and Identities • Spatial Citizenship • Quality dimensions • Postgraduate education Interested? email: herodot3@ymail.com

  31. Romano Prodi “What we now need to build is a union of hearts and minds, underpinned by a strong shared sentiment of a common destiny — a sense of common European citizenship” Prodi, R. (1999), Speech by the President-designate of the European Commission to the European Parliament, Brussels, 14 September 1999, http://europa.eu.int/rapid/start/welcome.htm

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