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ERIC Number: EJ815684
Record Type: Journal
Publication Date: 2007-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1551-2169
European Education Reform and Its Impact on Curriculum and Admissions: Implications of the Bologna Process on United States Education
Roper, Steven D.
Journal of Political Science Education, v3 n1 p51-60 Jan 2007
This article explores the European-wide educational reform known as the Bologna Process in order to provide an understanding of the methodology that will be used by European countries to assess course credit hours as well as degree programs. The Bologna Process is culmination of years of educational reform within the European Union (EU) and more generally Europe aimed at harmonizing educational standards to promote student mobility and more recently quality assurance. The Bologna Process will eventually have an important impact on how international admissions offices and ultimately advisors assess course and credit transfer. This article examines the development of the Bologna Process by first tracing the origins and logic of the European Credit Transfer System (ECTS). While the Bologna Process entails sweeping curricula reform, ECTS started out with a narrow mandate to standardize the methodology for credits in order to facilitate student and credit transfer among European universities. The second part of the article explores the Bologna Process and its implication for credit transfer, study abroad and international admissions. While Bologna is still at a nascent stage, it has already engendered important state-level reforms in higher education. The article concludes by examining how this reform is currently being viewed in the US as well as providing some issues of concern for American administrators as well as advisors. (Contains 13 notes.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States