This report, written by Pavel Zgaga (University of Ljubjana) for the Observatory, reconsiders developments in the internationalisation of higher education in Europe over the last decade, focusing primarily on the conception, adoption, and implementation of the global strategy of the so-called ‘Bologna external dimension’ – part of the Bologna Process.
The Bologna external dimension has been rooted in the dynamism found at the intersection of national, European, international, and global aspects of higher education; the need to develop the Global Strategy was identified shortly after the Bologna Process was launched.
This report provides an in-depth look at the proposal’s drafting process and its adoption in the second section. Since 2007, the Global Strategy has been implemented through five core policy areas: improving information, enhancing the attractiveness and competitiveness of European higher education, strengthening cooperation, intensifying policy dialogue, and furthering the recognition of qualifications.
The third section of the report analyses its implementation during the first four years. The metaphor of European higher education ‘attractiveness’ has been employed since the beginning of the Bologna Process, often parallel to notions of competition and cooperation. In the fourth section, the vagueness and potential of this metaphor is discussed. The report follows the logic of these developments by using original documents, archives, as well as surveys and reports. Future challenges are discussed in the final section.
Read the full report here
The Bologna external dimension has been rooted in the dynamism found at the intersection of national, European, international, and global aspects of higher education; the need to develop the Global Strategy was identified shortly after the Bologna Process was launched.
This report provides an in-depth look at the proposal’s drafting process and its adoption in the second section. Since 2007, the Global Strategy has been implemented through five core policy areas: improving information, enhancing the attractiveness and competitiveness of European higher education, strengthening cooperation, intensifying policy dialogue, and furthering the recognition of qualifications.
The third section of the report analyses its implementation during the first four years. The metaphor of European higher education ‘attractiveness’ has been employed since the beginning of the Bologna Process, often parallel to notions of competition and cooperation. In the fourth section, the vagueness and potential of this metaphor is discussed. The report follows the logic of these developments by using original documents, archives, as well as surveys and reports. Future challenges are discussed in the final section.
Read the full report here
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