"I have been researching transnational higher education partnerships for the past 5 or so years. During this time I have realised the growing importance of CBHE and the increasing interest of other people in it. Thus, I thought that it would be a good idea to collect the most recent posts in the area of CBHE."
(Vangelis Tsiligiris, Paper.li)
Fig.1 'Weathering Academic Change in Germany'
"For intelligent professional practice it is therefore better when theory is linked with practice. Already for years active experimentation has been carried out in forms of lessons in which theory and practice are linked to each other and which mutually stimulate each other. The sociology teacher helps the documentary photographer in his field research. The semiotics teacher helps the student in his reflection on designs in terms of the production of meaning. The art history teacher helps the illustrator to place his work in an art-historical perspective. Furthermore, reflection is the examination of a particular process, reflexion (the process of reflexivity) is the mutual reflection of theory in practice and of practice in theory."
(Anke Coumans, 2002)
"The Bologna Process, whereby a significant number of European countries are working towards greater consistency and portability across their higher education systems, is likely to influence developments in higher education in many parts of the world including our region. It will have important implications for Australian higher education providers as we work to enhance our existing success and reputation as a provider of world-class education to both domestic and international students.
The Bologna Process involves 45 European countries undertaking a series of reforms intended to create an integrated European higher education area by 2010. Signatories to the agreement have agreed to work towards greater consistency in areas such as degree structures, credit transfer and quality assurance systems."
(Julie Bishop, Australian Minister for Education, Science and Training, April 2006)
"1. The university is an autonomous institution at the heart of societies differently organized because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and intellectually independent of all political authority and economic power.
2. Teaching and research in universities must be inseparable if their tuition is not to lag behind changing needs, the demands of society, and advances in scientific knowledge.
3. Freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement. Rejecting intolerance and always open to dialogue, the university is an ideal meeting-ground for teachers capable of imparting their knowledge and well equipped to develop it by research and innovation and students entitled, able and willing to enrich their minds with that knowledge.
4. A university is the trustee of the European humanist tradition; its constant care is to attain universal knowledge; to fulfil its vocation it transcends geographical and political frontiers, and affirms the vital need for different cultures to know and influence each other."
(Magna Charta Universitatum, Bologna, Italy, 18 September 1988)
"In recent years, most UK higher education has shifted to an approach centred on the outcomes of learning. The change has implied the writing of many programmes using outcome-based terminology. This paper is designed to introduce the terminology and to demonstrate how the main descriptive structures should interrelate. The paper uses an integrated approach to the design of programmes and modules as a context for the description of level descriptors, learning outcomes and assessment criteria and their relationships.
In the past two years two new developments have emanated from the Quality Assurance Agency (QAA) that may influence or affect the processes that are described in this paper - subject benchmarks and programme specification. Reference to these are made in the text of the paper, and in the Appendices.
The work on assessment criteria is newer than that on levels and learning outcomes. It is only recently that we have seriously considered the relationship of assessment criteria to the other elements. These issues are under consideration in many institutions at present."
(Jennifer Moon, 2004)
Jennifer Moon: 'Linking Levels, Learning Outcomes and Assessment Criteria'. Report for the Bologna conference on learning outcomes held in Edinburgh on 1 - 2 July 2004