Exploring research potential: Bologna reform and Europeanisation beyond the European Union in the case of Norway

The aim of this article is to explore research potential of the theme: the role of the Bologna reform in the Europeanisation beyond the European Union (EU) in the case of Norway. The investigation of such potential is conducted through a relevant literature review and the identification of research questions that have not yet been addressed in the literature. This article serves as an important step towards developing a proposal for future research in this area

The limits of soft governance in harmonization in the European higher education area

The European Higher Education Area (EHEA) is an intergovernmental voluntary policy initiative to harmonize higher education structures in the EHEA countries. Harmonization in the EHEA is often taken for granted in the literature and discussed as the context of various reforms, which leaves the analysis of the limits of this harmonization under elaborated. This article aims to contribute to the literature about the EHEA by placing higher education harmonization at the centre of analysis and focusing on its limits through a critical review of relevant literature and policy documents. It is argued in this article that although the EHEA contributes to the harmonization of higher education policies of its member states, there are limits to how far this harmonization can go. The limits are largely posed by the soft governance approach that mediates the influence of the national context on the implementation of the reforms. This argument is supported by the discussion of the case of the development of a credit policy in Ukraine

The role of the Bologna Process in defining Europe

The question of what Europe is remains under-elaborated in the literature on European matters, which points to the necessity to explore a definition of Europe. This paper shows that it is not possible to resolve the problem around the meaning of Europe without considering its higher education developments. The Bologna Process is a recent European intergovernmental higher education project aiming to form the European Higher Education Area by making degrees compatible in its signatory countries. Additionally, some other countries beyond this Area also tend to take up the Bologna Process to converge their higher education structures. It is argued in this paper that the Bologna Process is essential in approaching the definition of Europe because this project expands European borders and promotes the idea of a common European identity within them. These changes are supplemented by building up tensions in the development of territory-identity compatibility in the growing Europe. Impossibility to solve these problems makes Europe dynamic in the Bologna Process, and points to the depth of the meaning the borders, delineated by the Bologna Process, convey. The paper is developed with the help of a relevant critical literature review and the analysis of the international Bologna Process documents since 1998

The development of a system of study credits in Ukraine: the case of policy layering in the Bologna Process

The Bologna Process is an intergovernmental initiative aimed to make higher education degrees compatible in Europe. Previous research into the implementation of the Bologna objectives (or action lines) views the influence of the context as a challenge. This articles suggests a different approach for analysing the implementation of the Bologna action lines. By applying the policy layering perspective, this article suggests positioning change in Bologna, and the influence of the context and its established policy conventions as two interconnected potentially productive powers that converge in one policy process. This article invites to view the context not only as a restraining problem but also as a co-moulder of Bologna implementation. To achieve this aim, the article relies on the findings from a case study of one of the Bologna action lines in Ukraine – a system of study credits in Ukraine

Policy learning in the development of Bologna study cycles in Ukraine

This article investigates how policy learning could be used as an analytical tool for studying the development process of Bologna study cycles (Bachelor’s, Master’s and Doctorate’s or Ph.D.) in the Ukrainian higher education context. The development of the Bologna study cycles in Ukraine is associated with the fact that Ukraine joined the Bologna process. The findings show that the Bologna study cycles in Ukraine have been developing on the basis of the old national education-qualification and scientific cycles through a so-called process of layering of minor innovations. This layering has been quite productive as it was exercised jointly by multiple policy actors

The development of policy actors involved in the Bologna reform in Ukraine

The Bologna Process is an international policy project for the convergence of higher education structures in the European Higher Education Area. Most of the literature on Bologna represents studies that focus on the implementation implications of the reforms. The focus on the reform process, particularly in relation to the development process of Bologna policy actors, has been under-represented in the literature. This article investigates the process of the development of the main policy actors involved in the Bologna reform in the case of Ukraine. The timeframe includes the pre-history of Bologna since Ukrainian independence in 1991 until after the introduction of the relevant policy changes in 2003, and through to the issue of 2014 Law on Higher Education. Empirical data were collected through interviews with higher education actors in Ukraine and policy document search. Both types of data were thematically analyzed. The analysis in this article is informed by the policy learning theory and demonstrates the interconnection between path-dependency and change in the development of policy actors in the Bologna reform in Ukraine. This article shows that the old clusters of higher education actors, and the pre-Bologna relationships amongst some of them have been reproduced during the Bologna reform. At the same time, such a reproduction of the old during the reform was only partial as the Bologna Process has also been altering the relationships among some actors to an extent

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e., lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of 'inclusion' in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of 'inclusion' in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area

ДОСЛІДЖЕННЯ ТОКСИЧНОСТІ C-ФІКОЦІАНІНУ У РИБ ГУППІ ТА ІНФУЗОРІЇ PARAMECIUM CAUDATUM

One of the important and urgent tasks, whose successful solution depends on the supply of food to the population, is to increase the production of livestock products. Ensuring a high level of production of livestock products largely depends on the quality of feed, which is determined, first of all, by toxicological control. C-phycocyanin is a protein complex that belongs to phycobiliproteins and can be used as one of the potential natural components to improve the feeding of commercial fish. In order to establish the safety of the use of active feed components for feeding and ready-made feed into which these components are introduced, first of all, it is necessary to study their effect on the organisms of protozoa and fish, which are used for laboratory research. The high sensitivity of ciliates to the appearance of toxic substances in their environment and changes in their concentration led to the use of these organisms for testing the most diverse chemical elements and compounds. The article presents the results of studying the effect (harmlessness) of C-phycocyanin on the bodies of protozoa (Paramecium caudatum) and guppy fish. When studying the effect of C-phycocyanin on the body of protozoa (Paramecium caudatum), it was established that its use for 48 hours in doses of 5, 10, 25, 50, and 100 mg/l did not cause the death of ciliates. When studying the effect of C-phycocyanin on the body of guppy fish, it was established that its use in doses of 5, 10, 25, 50, and 100 mg/l did not cause the death of fish. So, on the basis of the conducted research, it was established that C-phycocyanin belongs to class 4, and is a non-toxic substance for Paramecium caudatum ciliates. In addition, it was established that its use in the above doses did not cause the death of fish, and its LC50 is higher than 100 mg/l.Одним з важливих і невідкладних завдань, від успішного вирішення яких залежить постачання населенню продуктів харчування, є збільшення виробництва продуктів тваринництва. Забезпечення високого рівня виробництва продукції тваринництва значною мірою залежить від якості кормів, яка визначається, перш за все, токсикологічним контролем. С-фікоціанін є протеїновим комплексом, який належить до фікобіліпротеїнів і може застосовуватись як один із потенційних природних компонентів для покращення годівлі промислових риб. З метою встановлення безпечності використання для годівлі діючих компонентів корму і готового корму, до складу якого вводяться ці компоненти, в першу чергу, необхідно вивчити їх вплив на організм найпростіших і риб, які використовуються для лабораторних досліджень. Висока чутливість інфузорій до появи в оточуючому її середовищі токсичних речовин та зміна їхньої концентрації зумовила використання цих організмів для тестування найрізноманітніших, за хімічною природою, елементів та сполук. У статті наведені результати вивчення впливу (нешкідливість) С-фікоціаніну на організм найпростіших (Paramecium caudatum) і риб гупі. При вивченні впливу С-фікоціаніну на організм найпростіших (Paramecium caudatum) було встановлено, що його застосування упродовж 48 год у дозах 5, 10, 25, 50 та 100 мг/л не викликало загибелі інфузорій. При вивченні впливу С-фікоціаніну на організм риб гупі було встановлено, що його застосування у дозах 5, 10, 25, 50 та 100 мг/л не викликало їх загибелі. Отже, на основі проведених досліджень було встановлено, що С-фікоціанін належить до 4 класу, тобто є не токсичною речовиною для інфузорій Paramecium caudatum. Крім того, було встановлено, що його застосування у вище вказаних дозах не викликало загибелі риб, а його ЛК50 є вищою, ніж 100 мг/л

Світ дитинства у романі Н. Амманіті «Я не боюсь»

У статті досліджено проблему дитинства у романі Н. Амманіті «Я не боюсь», коли відбувається перше зіткнення дитини зі світом дорослих. Дисгармонійність світу виявляється у творчості Н. Амманіті у темах насильства, страждання, незахищеності дитини, що робить її персонажем активним та борцем за життя. Суб’єктизоване наративне Я дитини відбиває катастрофічність світовідчуття ХХІ ст., шукає порятунку у дорослих, але знаходить силу протистояти злу у світі тільки у своїй чистій душі. Визначені формальні ознаки роману Н. Амманіті: візуаль- ність, композиційна довершеність, гострий конфлікт для показу ніби із середини складної емоційно-психологічної ситуації, в якій опиняється персонаж. Роман «Я не боюсь» своєю назвою дає відповідь дитини на виклик світу. Він стоїть поруч з кращими зразками творів про дитинство і проблеми дитини ХХІ ст. А.Гавальди «35 кіло надії», А.-С. Брасм «Я дихаю». (In the article the problem of the childhood in the novel «I’m not afraid» by N. Ammaniti is studied. The author shows the particular situation when the child comes into collision with the world of adults for the first time. The lack of harmony in the world reveals itself in the works of N. Ammaniti in the main themes of violence, sufferance and vulnerability of a child. That’s why he became an active character who fights for life. During the period of childhood there is still a strong connection between a child and Nature. The narrative subjectified child’s «I» reflects the catastrophic world-view of the XXI century. He searches for salvation at adults, but he can only find forces to resist the evil in the world in his own pure soul. The formal peculiarities of the novels by N. Ammaniti are defined: visuality, unity of composition, burning conflict to show as if from within a difficult emotional and psychological situation in which the character is found. This novel by N. Ammaniti by its title «I’m not afraid» gives the child answer to the challenge of the world. The studied novel is rated between the best examples of literature on child’s problems and childhood such as «35 kilos of hope» by A. Gavalda, «I can breathe» by A.S. Brasm. Unfortunately there is no translation into Ukrainian of novels by N. Ammaniti. This writer remains quite unknown to Ukrainian audience. This fact shows the topicality of this research.