Internationalization is one of the most powerful forces for change and innovation in contemporary higher education. The prevalent version of internationalization across universities is a minimalist, instrumental, and static view which intends internationalization strategy as securing funding for international exchange of students. In same and residual cases there is a middle range level, with attention to the activities of conducting research internationally. But actually it is time to adopt a view of internationalization as a complex, all-encompassing, and policy-driven process, integral to and permeating the life, culture, curriculum and institution. In this framework, the so-called “Bologna Process” has given a certain level of standard and in designing new vision for the international dimension of the higher education with particular regard to the process of standardization of models for designing curricula. Seen from an academic perspective it has been considered as a strong pivot for enlarging the concept of internationalization. Nevertheless, the Bologna Process mainly has a regional dimension. It has demonstrated some weakness in enlarging its activity in non-EU countries, with particular regard to the Asian Universities. This chapter analyzes the strengths and weaknesses of the Bologna process in “exporting” the EU model of higher education and it proposes a new method for re-launching cooperation between “Bologna partners” and third countries.
“Bologna” and Beyond: The Role of European Studies in the Process of Cooperation Between European and Asian Universities
Francesca Longo
2023-01-01
Abstract
Internationalization is one of the most powerful forces for change and innovation in contemporary higher education. The prevalent version of internationalization across universities is a minimalist, instrumental, and static view which intends internationalization strategy as securing funding for international exchange of students. In same and residual cases there is a middle range level, with attention to the activities of conducting research internationally. But actually it is time to adopt a view of internationalization as a complex, all-encompassing, and policy-driven process, integral to and permeating the life, culture, curriculum and institution. In this framework, the so-called “Bologna Process” has given a certain level of standard and in designing new vision for the international dimension of the higher education with particular regard to the process of standardization of models for designing curricula. Seen from an academic perspective it has been considered as a strong pivot for enlarging the concept of internationalization. Nevertheless, the Bologna Process mainly has a regional dimension. It has demonstrated some weakness in enlarging its activity in non-EU countries, with particular regard to the Asian Universities. This chapter analyzes the strengths and weaknesses of the Bologna process in “exporting” the EU model of higher education and it proposes a new method for re-launching cooperation between “Bologna partners” and third countries.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.