DQ #4 Bologna Process

1. Of the hypotheses stated in the article, which do you think has the greatest impact on education policy convergence? Why?

2. Would the concept of higher education policy convergence work with other countries? For example with the U.S., Canada, and Mexico, or in South America, or Asia? What makes EU’s education policy convergence work, and why haven’t other countries converged in similar ways?

 

DQ #4 Bologna Process

1.) How can culturally similar countries be “expected to share cognitions and perceptions concerning problems and their solutions,” when individually countries have vastly different histories, languages and often times different values? How are countries categorized or grouped?

2.) What are the mechanisms of transnational communication? How is the cause for policy convergence determined?

3.) Are the “participating ministers” the ones who plan and modify the conferences and measure the level of adequate monitoring? Who developed this complex governance structure?

DQ #4 Bologna Process

What exactly is the Bologna Process? Is more than a document, what exactly does it consist of and what is expected from its participants? How is this regulated/measured? Why is this process of interest to other nations?

Can you describe what a “veto player” is? Does it refer to one person or a group? Do they aid policy of slow it down? Why should we take them into consideration? Can a president be a veto player?

DQ #4, Bologna Process

Could convergence (sigma) of higher education potentially be a type of cultural hegemony, westernization or even imperialism in that it entails decreasing the diversity of educational systems in order to adjust them to one (western) standard? Is diversity in this area important or just an obstacle to progress?

Could the Bologna Process work in other regions that have similar cultures, institutions, socioeconomic levels, etc. that already have similar political/regional groupings like the EU? Such as the Organization of American States, Commonwealth of Independent States (Former USSR), African Union, ASEAN?

DQ #4 Heinze and Krill

The UK and the Bologna Process – There was an article about the UK and the Bologna Process in the most recent issue of the International Educator.  I am posting it here if anyone is interested in reading it.

Since 1999, the structure of governance and members/stakeholders of the Bologna Process have changed/grown, and is now more complex.  What are some of the changes that have taken place since the first biannual ministrial meeting?  Do you think the added layers of goverance is helpful for achieving the Bologna objectives, are there any disadvantages?

In the section talking about delta convergence and cultural characteristics, the article mentions and provides definitions for the three “Worlds of Compliance”. From the list of countries who are members of the Bologna Process, discuss which countries you think might fall into the ” World of Law Observance,” “World of Domestic Politics,” and “World of Neglect.”

DQ# 4: Analyzing the differential impact of the Bologna Process

1) Compare and contrast sigma and delta convergence. Give and example of two countries you feel would have sigma convergence. Give an example of a country that would have a delta convergence in relation to the Bologna Process model.

2) Which countries do you feel have a similar cultural, institutional, and socioeconomic context? What are the advantages of sigma convergence? Do you feel that there are any disadvantages to a sigma convergence?