karl donert, national teaching fellow herodot project coordinator president, eurogeo bologna from...

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)

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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: herodot3@ymail.com

“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