Karl Donert, National Teaching Fellow HERODOT Project coordinator President, EUROGEO http://www.herodot.net Bologna from the grassroots HERODOT: A European thematic network supporting Geographers (and those in related disciplines)
Mar 27, 2015
Karl Donert, National Teaching Fellow
HERODOT Project coordinator
President, EUROGEO
http://www.herodot.net
Bologna from the grassroots
HERODOT: A European thematic network supporting Geographers
(and those in related disciplines)
Bologna Tasks
• create a framework within which a common higher education agenda could be set (Teichler, 1999)
• HEIs given the mission of meeting the target to establish a European Higher Education Area by 2010
Teichler, U. (1999), Internationalisation as a Challenge for Higher Education in Europe Tertiary Education and Management, 5(1): 5-22
Bologna Structure
Top down:• European Bologna - Meeting of Ministers• National Bologna - National experts and
agencies• University Bologna• Departmental/Faculty Bologna• Course Bologna • Individual Bologna
What are Thematic Networks?
deal with: • forward-looking, strategic reflection on
scientific, educational and institutional issues • mapping and enhancing higher education• analysing and responding to change (eg
Bologna) • facilitate international cooperation and
collaboration• build synergy between teaching and research• with a pronounced European dimension
WHY HERODOT?
• Herodotus – storyteller, commentaries about the world
• map recreating his understanding of the world
• why things happen?
• causation
• the first Geographer?
• promote Geography (for higher education)
• support professional development of academic staff in changing environments
• focus for research and publications on teaching and learning
• an active network for other initiatives
• enabling academic links around the world
HERODOT Mission
• expert meetings and conferences• workshops, seminars, events• trans-European research• forum for debate and discussion• promote good practice• advise on professional development• connect many types of organisation –
associations, NGOs, publishers, software developers, businesses, Ministries, employers, agencies, students etc.
HERODOT Activities
April 2007159 member organisations
24 outside Europe
39 countries
August 2009245 member organisations
54 outside Europe
55 countries
HERODOT Thematic Areas
Needs Analysis of members
European priorities
Network research
• Pan-European research– State of Geography 2005– TUNING Geography 2006– Implementing Bologna 2009
• Comparative analyses between countries• Action Research - different themes eg
Culture and Diversity, Sustainable development, GIS, elearning, teacher education
TUNING Geography (2003-2006)
• ‘TUNING Educational Structures in Europe’ – a project undertaken by universities, for universities.
• Universities’ response to the challenge of the Bologna Declaration.
• The project motto is“Tuning of educational structures and programmes on the basis of diversity and autonomy”
• HERODOT asked to “TUNE” Geography
TUNING Objectives
• implement two/three cycles• identify common reference points from
discipline and generic perspectives• develop professional profiles from comparable
and compatible learning outcomes• facilitate employability by promoting
transparency• develop a common language understood by all
involved (higher education, employers, professional bodies, students)
TUNING Methodology
• survey of graduates, employers and academics • considers
– importance of generic and subject-specific competences
– evaluation of how well higher education institutions develop them
• undertaken to: – develop academic and professional profiles for a
degree programme and – identify important learning outcomes
Subject-specific competences
TUNING sample
Subject Graduates Employers Academics Total
Business 921 153 153 1227
Geography 453 231 301 985Geology 656 138 145 939
History 800 149 221 1170
Mathematics 662 122 122 906
Physics 635 85 121 841
Education Sciences 897 201 134 1232
Chemistry 612 96 102 810
How has this been used?
• identify strengths, what to keep in Bologna courses
• spot weaknesses and gaps in courses• help in planning new courses and curriculum• establish benchmarks and milestones –
students must, should, could do• create professional profile of what Geography
graduates can do• Initiate Quality Assurance • Understand Quality enhancement needs
Geography TUNING Conclusions
4 issues and network responses
1. Becoming competitive• Promoting European Geography worldwide
2. Educating about European issues• Books, curriculum materials, guidance
3. Employability• Employability profile, work with European
student association, NGOs, Careers
4. Curriculum and Quality issues• Workshops, benchmark statements
Bologna research (2009): rationale
• Despite rhetoric – Bologna more challenging than expected
primarily due to:
• challenges related to engaging the academic community
• dissemination of information
• EU enlargement
• the lack of support (money, guidance)
• National overviews of political situation– EURYDICE = network for gathering,
monitoring, processing and circulating reliable and readily comparable information on education systems
– European Ministries = national level responsibility for higher education and reporting lies in each of the Member States
• No research on the impact and influence of Bologna on academics across Europe
Bologna research: rationale
Research goal, method
Goal• to report on the impact and influence of Bologna
reforms on an Departments/Faculties and individuals
Method• a short questionnaire on the nine goals of
Bologna and the development of a European Higher Education Area (Jan-July 2009)
• administered to Departments /Faculties via the HERODOT network
Institutional responses to Bologna Process goals (n=65)
0%
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60%
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What does Bologna mean to academics?
• Comparability – Share – collaboration – common needs – learn from
one another– Recognise Diversity – focus on excellence– Building a Community of Practice – promote quality
• Professionalisation of academic staff• Increased Competition
– Global forces – Mobility
What is the European Higher Education Area?
• confusion, uncertainty and ignorance• many difficulties and some threatsPerceived as:• unity - through the use of terms like “homogenisation”,
“compatibility” and “commonality”• much confusion concerning the relative importance of
diversity versus homogeneity• free movement and internationalisation • sharing know-how
“European associations and academic networks in Geography are central to moving from the theory of Bologna to the awareness and implementation of it.”
Research Conclusions
• results confirm King (2006), misunderstandings and controversy built walls rather than bridges to change
• Bologna has: – raised too many challenges and– marginalised certain stakeholder groups
• Gonzales and Wagenar (2003) suggested disciplinary frameworks offer a powerful approach
• greater professionalisation in higher education essential, where practitioners can work together
King, C. (2006), The Bologna Process: Bridge or Fortress? A Review of the Debate from a North American Perspective, Vancouver, Institute of European Studies, University of British Columbia, http://ccges.apps01.yorku.ca/wp/wp-content/uploads/2008/12/bologna-process-literature-review.pdf
Network Responses
• Form a professional organisation for members – EUROGEO (www.eurogeography.eu)
• Create valuable products in response to needs• Respond to international issues
– 2008 International Year of Planet Earth– UN Decade for sustainable development– 2014 International Year of Culture and Civilisation– International Charter for Geography Education
• Widen networking further – funding - support• Seek sustainability through sponsorship and
support
Competitiveness agenda
Viviane Reding, laid the basis for “making the EU a prominent figure in the world education market”, arguing that “…national governments alone cannot meet the challenges of globalisation, new technologies and the single market” (Reding, 2003: 2)
Reding, V. (2003), We need to implement wholeheartedly the Bologna process, Paper presented at the Berlin Conference on Higher Education, Berlin, Germany, 18 September 2003, http://www.uc3m.es/uc3m/gral/IG/NOR/UNIV/comiss.pdf
Bologna Structures
Bologna Structures (adapted from: The Bologna Process from a Norwegian Perspective, available from: http://www.bologna-bergen2005.no/Docs/Norway/041014Fact_Sheet_Bologna-Process.pdf
Bologna Structure
European governance system
Bologna resulted in:
• complex system of European governance
• powerful political community evolved
• supranational level agencies, NGOs
• partnership with EC and national Ministries
• networks and professional associations participate, engage in and have influence on the process
Self-regulated governance process
• self-regulative governance applied in circumstances where the EU cannot legislate
• Open Method of Co-ordination (OMC), the instrument to build a coherent, comprehensive strategy in education and training
• OMC supports Member States in developing their own policies regarding higher education, in line with EU objectives
Bologna and networking: some conclusions
• Like minded people– similar interests- Community• Widely dispersed initiatives, sharing a common
infrastructure (Kemp, 1998)
• essential for the adoption of innovation and implementation of change (Murgio et al., 2002)
• Networking critical to improve quality (EC, 2003)• Establish visions for the future (HERODOT, 2008)
Kemp, K.K. (1998), What's missing? What do we need?. http://www.ncgia.ucsb.edu/ige98/report/missing.html Murgio LA et al. (2002), Satellite Technology as part of high school syllabus – an innovative educational proposal. – In: ISPRS Commission Brazil, http://www.isprs.org/commission6/proceedings02/papers/036.pdfEC (2003), The Bologna Process – Next Stop. Berlin 2003, : http://europa.eu.int/comm/education/bologna_en.htmlHERODOT (2008), Draft Manifesto: Future Prospects in Geography, http://www.herodot.net/conferences/liverpool/pdf/manifesto-Futures%20for%20Geography-draft.doc
HERODOT phase 3 (2010-2013)
• Broader remit – Spatial Sciences• Seeking members now - www.herodot.netThemes:• European Issues and Identities • Spatial Citizenship • Quality dimensions• Postgraduate education
Interested? email: [email protected]
“What we now need to build is a
union of hearts and minds,
underpinned by a strong shared
sentiment of a common destiny
— a sense of common European
citizenship”
Prodi, R. (1999), Speech by the President-designate of the European Commission to the European Parliament, Brussels, 14 September 1999, http://europa.eu.int/rapid/start/welcome.htm
Romano Prodi