The Bologna Process in progress: working plans 1999-2005 (full text in Greek)

• Κύριος συγγραφέας: Reisoglou-Minou, Viviane
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2021
• Θέματα: Educational Sciences; Higher Education; Student Loans; Incentives; Information Asymmetry; Tax Optimization; University Governance; Democracy; Efficiency; Participation, Students; education; Université; Gouvernance Universitaire; Démocratie; Efficacité; Participation; Étudiants; Massive Open Online Courses, MOOC, teacher professional development, teacher readiness, MOOC perceived benefits and usefulness; Στρατηγικός σχεδιασμός; ανώτατη εκπαίδευση; εθνική στρατηγική; στρατηγική ιδρύματος; στρατηγική προγράμματος σπουδών; Strategic planning; higher education; national strategy; strategy at institutional level; strategic planning of the curriculum; Bologna Process, issues, participants; Political Sciences; Epistemology; University; European education policies; quality assurance; accreditation; policy transfer; Πανεπιστήμιο; Ευρωπαϊκές Εκπαιδευτικές Πολιτικές; Διασφάλιση Ποιότητας; Πιστοποίηση; Μεταφορά Πολιτικής; Professional development, trainee teachers, WhatsApp, interaction.; Students, Department of Primary Education, student needs, educational support, psychological support, vocational orientation support, social dimension, EHEA.; Apprenticeship of observation, Greek as L2, teachers’ beliefs, L2 learning experiences.; Έρευνα, Ερμηνεία; Ομάδα; Εκπαιδευτική Πολιτική; Research; Hermeneutics; Research Team; Educational Policy; Recherche; Herméneutique; Groupe de recherche; Politique de l’Éducation; Επιστήμες της Εκπαίδευσης; Φοιτητική συμμετοχή, Φοιτητικές εκλογές, Αποστολή δημόσιου πανεπιστημίου, Πανεπιστήμιο.; Student engagement, Student participation, Public mission, University; Pedagogy/pedagogik, didactics/didaktik, educational science, utbildningsvetenskap, Swedish Teacher Education; Teacher training; France; reforms; trainers.; Relationship with knowledge; case study; university students; Φοιτητοκεντρική μάθηση; διακυβέρνηση; ανώτατη εκπαίδευση; καινοτόμοι μέθοδοι διδασκαλίας; προσεγγίσεις διδασκαλίας και μάθησης; ποιότητα διδασκαλίας; διασφάλιση ποιότητας; ευέλικτες διαδρομές μάθησης; Keywords Student-centered learning, governance, higher education, innovative teaching methods, teaching and learning approaches, quality of teaching, quality assurance, flexible learning paths; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Stress, university, campus, education, work responsibility; Teacher Training; Training System; Didactics; Pedagogy; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Educational Sciences,; Modern Greek studies, Strasbourg, Education. Research; Accreditation; competency test; health practitioner; public health; quality assurance; Education; Higher Education; University. Brazil; Greece, University, Selection Process, Europeanisation, Access Policy; ανεπιστήμιο, Ευρωπαϊκές Εκπαιδευτικές Πολιτικές, Διασφάλιση Ποιότητας, Πιστοποίηση, Μεταφορά Πολιτικής; Educational Sciences, Sociology, Political Sciences; Academics; Plagiarism, distance learning, definitions, types, academic ethics; Students, Anxiety, Stress, University; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Educational Sciences, Sociology, Political Sciences, History,; Postgraduate education; postgraduate supervision; throughput rate; pass rate; academic success; South Africa; postgraduate orientation; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Greek Language, Portuguese, Teaching of Greek Language, Brazil; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Civic engagement, Hong Kong, higher education, democracy; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational Sciences, Sociology; Theoretical analysis, Rapport au savoir; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, History of Educational Sciences; AIDS, HIV, Health promotion, Students, University; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Ελληνική ανώτατη εκπαίδευση; ευρωπαϊκός χώρος ανώτατης εκπαίδευσης; διαδικασία της Μπολόνια; στόχοι ΕΧΑΕ; βαθμός υλοποίησης στόχων; Greek higher education; European higher education area; Bologna process; objectives of EHEA; degree of implementation of objectives; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; History of Education; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Higher education, India, access, equity, efficiency, quality, internationalization.; Higher Education, Distance Learning and Covid-19 Pandemic.; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Policy research, fact/value distinction, epistemology, phronetic rationality, realism; Educational Sciences, Teacher Education, University, Students.; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Relationship to knowledge. Historical foundations. Epistemological status; Kοινωνική δικαιοσύνη; ανώτατη εκπαίδευση; ευρωπαϊκές πολιτικές; κοινωνικά αιτήματα.; European policies, social justice, higher education, social demands; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; France; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Private Higher Education; Capital Concentration; Financialization; Brazil; Higher education, Access, Governance, Gender, Guidance Policy; social inequalities, higher education; Bologna Process, learning outcomes, EHEA; University, Apprentissage; Interdisciplinarity, Higher Education Policy, Master Programmes, European Union; Διεπιστημονικότητα, Πολιτική Ανώτατης Εκπαίδευσης, Μεταπτυχιακά Προγράμματα Σπουδών, Ευρωπαϊκή Ένωση; Study choice, Social mobility, Inequalities in Education, Higher Education, Educational capital; University of the Aegean; Εκπαίδευση; Στρατηγική Διοίκηση; Ελληνικά Πανεπιστήμια; Καινοτόμες Αλλαγές; Strategic Management; Higher Education; Management of Change; Lifelong Learning, Greek Higher Education Institutions, Non-formal learning; Modern Greek studies, University of Granada; Citizenship; higher education community; democracy.; Distance learning, educator, academic staff, academic, communication, support

The Bologna Process constitutes a powerful attempt to build a European Higher Education Area (EHEA). Through this Process, the European states inaugurated a new form of transnational cooperation in the development of educational policies for higher education. Both the states and the stakeholder organizations participate in events where they have the opportunity to promote issues and make decisions. In this context, the aim of this study is to showcase the planning for and function of the Process and to demonstrate the issues of the events during the first five years of its operation, while it was still under formulation. This paper attempts to highlight the protagonists of the Process, their role and participation, and then the agenda setting based on the first six objectives of the Process and the issues that concerned the participants mainly, between the Communiques. The study is carried out through the analysis of secondary data, specifically secondary data are presented and analyzed, which are drawn from the official web page of the EHEA.