Bologna and student mobility: a fuzzy relationship
Bologna and student mobility: a fuzzy relationship
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博洛尼亚和学生流动性：模糊关系
DOI：
10.1080/13511610.2019.1597685
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
U. Teichler
中科院分区：
文献类型：
--
作者：
U. Teichler
大多数欧洲国家主管高等教育的部长们在20世纪90年代末同意开始改革，迈向“欧洲高等教育区”。主要目标是增加和加强国际学生的流动性，其中建立一个趋同的学习项目“周期”体系应该是主要的运营目标。事实上，在所谓的“博洛尼亚进程”的早期，学士-硕士结构的蔓延似乎引发了从欧洲以外到欧洲的学位流动性的增加。然而，这一速度随后放缓。此外，博洛尼亚进程并没有导致欧洲内部学位流动的步伐加快。自2009年以来，一个新的目标备受关注：到2020年，20%的毕业生应通过在另一个国家学习或实习至少一段时间而获得国际经验。但实际上，2000年前后，欧洲许多国家的学生在学习期间的流动事件发生率就已经相当高，此后并没有进一步大幅增加。因此，量化目标对于一些对外流动性较低的国家来说是一个挑战。总而言之，博洛尼亚进程似乎比其数量发展更显着地改善了欧洲内部流动的条件和质量。
The national ministers in charge of higher education of the majority of European countries agreed in the late 1990s to embark on reforms on the way towards a “European Higher Education Area”. The major aim was to increase and enhance international student mobility, whereby the establishment of a convergent system of “cycles” of study programmes should be the major operational objective. Actually, the spread of the bachelor-master structure seems to have triggered an increase of degree mobility from outside Europe to Europe in the early years of the so-called “Bologna Process”. This, however, slowed down subsequently. Moreover, the Bologna Process has not led to a growing pace of intra-European degree mobility. Since 2009, a new target is in the limelight: By 2020, 20% of graduates should have had international experience through study or internship in another country for at least some period. Actually, however, the rate of the event of student mobility during the course of study had been already quite high in many European countries around 2000 and did not increase further substantially thereafter. Thus, the quantitative target is a challenge for some countries with low outwards mobility. Altogether, the Bologna Process rather seems to have improved the conditions and the quality of intra-European mobility more substantially than its quantitative development.