The European Integration of Higher Education and the Role of Private Higher Education

The Bologna process—a major European integrating initiative in higher education started by the Bologna Declaration in 1999 and to be completed by 2010—seems to disregard one of the most significant recent developments in several major post-communist transition countries in Central and Eastern Europe: the rise and rapid growth of the private sectors in higher education and, more generally, the emergence of powerful market forces in higher education. Consequently, the ideas behind the Bologna process, the analytical tools, and policy recommendations it provides may have unanticipated effects on higher education systems in certain Central and Eastern European countries. The growth of both the private sector in European (and especially Central and East European) higher education systems and the emergence of powerful market forces in the educational and research landscape in Europe warrant further consideration by the Bologna process if it is not to turn into a merely "theoretical," myopic exercise. The downplaying of the role of market forces in higher education and research and development in the Bologna documents and the omission of the private sector (with its evident successes in some places and failures in other places)from the overall conceptual scheme of the Bologna process give potentially misguided signals to educational authorities in transition economies. Consequently, the Bologna process might thwart the development of the private sector in countries where chances for the expansion of the educational system otherwise than through privatization have been limited

Empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students

Abstract Aims and objectives: To develop and test an empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students. Background: Clinical learning is an essential part of nursing education; nursing students are required to master clinical competences and build a professional identity during their education. The global mobility of nurses requires high proficiency in cultural adaptability as well as the successful integration of cultural diversity into the healthcare system on a national level. Design: The research design was a quantitative cross‐sectional study. STROBE statement was used to enhance the quality and transparency of research. Methods: Data were collected from eight universities during the 2015–2016. The analysis included data from 187 participants, collected using the CLES+T scale and CALDs. Instrument validity was tested with confirmatory factor analysis, while the hypotheses were tested with a structural equation model. Results: Pedagogical atmosphere was shown to be positively related to cultural diversity (0.66), orientation into the clinical placement (0.54) and the role of the student (0.25), and all of these relationships were statistically significant. These dimensions—with the exception of the role of the student—also showed a significantly positive influence on the mentoring relationship (respectively, 0.32, 0.71, 0.18). Fit indexes demonstrate an adequate model’s fit. Conclusions: The model needs to be further piloted and tested in organisational structures of clinical practice of culturally and linguistically diverse nursing students. The dimensions that explain mentoring in clinical learning needed to be further addressed in a theoretically consistent and empirically driven approach, according to these findings. Relevance to clinical practice: In our study, we found that environmental and relational aspects are the most important for building an effective clinical learning environment. Universities and healthcare organisations can jointly leverage the model to foster clinical learning environments in clinical practice

Stirring the Lions: Strategy and Tactics in Global Higher Education

Network- Globalisation and Europeanisation in Education (GENIE); more recently, she has been leading a network of scholars focused on globalisation and education throug

Planning Education in Germany: Impact of the Bologna Agreement

Following the 1999 Bologna agreement, higher education institutions in Germany and other European countries have engaged in a fundamental reform of their programs and curricula with the goal to enhance compatibility and comparability of degrees across Europe. This paper provides an initial review of the impact of these structural reforms on German urban and regional planning education, for which bachelor's and master's degrees have by now almost entirely replaced traditional diploma programs. Findings derive from comparing the typical planning education pathways, study programs and curricula of pre1999 and current programs. Wider implications for the quality of planning education in Germany are also discussed, including the level of international recognition of programs and whether mobility and transferability between European countries has been increased. The review reveals that the restructuring has led to greater choice and more diversity of planning programs. A considerable number of new master's programs in planning were established postBologna by cognate disciplines and faculties, such as architecture, geography, environmental sciences and sociology. However, the reforms have raised issues with respect to professional recognition, for example, which are as yet unresolved.</p