Realising pedagogical potencial of the Bologna process third cycle
The European Higher Education Area (EHEA) has been achieved, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post grade studies. More specifical...
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| Main Authors: | , , |
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| Format: | Book |
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OmniaScience,
2011-09-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | The European Higher Education Area (EHEA) has been achieved, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post grade studies. More specifically, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This doctoral case study is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, collaboration and competition, and language and writing. |
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| Item Description: | 2013-6374 10.3926/jotse.22 |