Differentiated Integration and the Bologna Process

The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration....

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Main Authors: Amélia Veiga, António Magalhães, Alberto Amaral
Format: Article
Language:English
Published: UACES 2015-02-01
Series:Journal of Contemporary European Research
Subjects:
Online Access:https://www.jcer.net/index.php/jcer/article/view/624
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author Amélia Veiga
António Magalhães
Alberto Amaral
author_facet Amélia Veiga
António Magalhães
Alberto Amaral
author_sort Amélia Veiga
collection DOAJ
description The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that characterise the type of differentiated integration promoted by Bologna. The analysis underlines the role of national and institutional factors to understand how the EHEA, from its inception and its evolution, is a project of differentiated integration stemming from the translation of policy into action.
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spelling doaj.art-86348edb58904e25892c5bb8d0aa8cc72022-12-22T03:51:01ZengUACESJournal of Contemporary European Research1815-347X2015-02-01111624Differentiated Integration and the Bologna ProcessAmélia Veiga0António Magalhães1Alberto Amaral2Centre for Research in Higher Education Policies (CIPES) and Agency for Assessment and Accreditation of Higher Education (A3ES)Centre for Research in Higher Education Policies (CIPES) and Faculty of Psychology and Education Sciences at the University of PortoCentre for Research in Higher Education Policies (CIPES) and Agency for Assessment and Accreditation of Higher Education (A3ES)The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that characterise the type of differentiated integration promoted by Bologna. The analysis underlines the role of national and institutional factors to understand how the EHEA, from its inception and its evolution, is a project of differentiated integration stemming from the translation of policy into action.https://www.jcer.net/index.php/jcer/article/view/624Europe of knowledge, differentiated integration, European Higher Education Area, Bologna process
spellingShingle Amélia Veiga
António Magalhães
Alberto Amaral
Differentiated Integration and the Bologna Process
Journal of Contemporary European Research
Europe of knowledge, differentiated integration, European Higher Education Area, Bologna process
title Differentiated Integration and the Bologna Process
title_full Differentiated Integration and the Bologna Process
title_fullStr Differentiated Integration and the Bologna Process
title_full_unstemmed Differentiated Integration and the Bologna Process
title_short Differentiated Integration and the Bologna Process
title_sort differentiated integration and the bologna process
topic Europe of knowledge, differentiated integration, European Higher Education Area, Bologna process
url https://www.jcer.net/index.php/jcer/article/view/624
work_keys_str_mv AT ameliaveiga differentiatedintegrationandthebolognaprocess
AT antoniomagalhaes differentiatedintegrationandthebolognaprocess
AT albertoamaral differentiatedintegrationandthebolognaprocess