| Περίληψη: | This dissertation studies the issue of influence European Higher Education policies have had on the development of the Department of Primary Education of the University of Patras. More specifically, and based on the conceptual tool of policy transfer, it examines the policy of learning outcomes as one of the “must” trends within the 20-year old Bologna Process. Following LOs development within these two decades gives reason as to why this policy is considered the prerequisite for a paradigm shift in HE. Given that Greece is one of the 48 Bologna Member States, it is required that LOs be implemented in the Greek-case as well. The research part delves into the responsiveness of the Department to LOs policy transfer and examines whether this policy has contributed to its development. The research was conducted by interviewing actors (sample of 9 in total) engaged in the above-mentioned transfer. Βased on the content analysis of the data generated, the following conclusions are made: responsiveness is a multi-dimensional issue and certainly not one of right or wrong type. It is related to the “indigenous” factors of Greek reality and it is subject to the personal responsibility of each academic. As for LOs contribution to the Department’s development, this is an issue that leaves room for improvement, as the academics’ personal engagements to europeanise the Department, as a whole, need to be “synchronized” in one policy that essentially reflects their engagement.
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