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Table of Contents
Intro
Contents
About the Editor
Chapter 1: Introduction: From Actors to Reforms in European Higher Education
1.1 Reforming European Higher Education
1.1.1 Contributions in this Volume
1.1.2 Reforming European Higher Education
1.1.3 Global Challenges to Higher Education Reforms
1.1.4 Social dimension in Higher Education and Democracy
1.1.5 Teachers and Teacher Education, Academics, and Academic Profession
1.2 Conclusion
Bibliography
Chapter 2: Pavel Zgaga: Actor in Reforms of Higher Education
2.1 Introduction
2.2 Early Education and University Studies
2.3 Agency Aimed at Substantial Change in Higher Education
2.3.1 Intervention and Engagement No. 1
2.3.2 Intervention and Engagement No. 2
2.3.3 Intervention and Engagement No. 3
2.3.4 Intervention and Engagement No. 4
2.4 Conclusion
References
Part I: Reforming European Higher Education
Chapter 3: The Silent Treks of Transformative Thinkers and Successful Reformers in Higher Education: A European Experience
3.1 Introduction: The Silent Treks of Transformative Thinkers and Leaders in Higher Education
3.2 Paradoxes of Memory in Higher Education
3.3 Pavel Zgaga and the Silent Trek of a Successful Reformer in European Higher Education
References
Chapter 4: The Myth of Power: Governing Reform in the Bologna Process of Higher Education
4.1 Introduction
4.2 Matching Aims and Objectives and the Governing Model
4.3 What Theory Tells Us
4.4 Conditions for Change
4.5 Derailed or Late Arrival?
4.6 Balance of Power
4.7 Conclusion
References
Chapter 5: From the EHEA to the EEA: Renewed State-Making Ambitions in the Regional Governance of Education in Europe
5.1 Introduction
5.2 Locating Bologna in the European Regional Project
5.3 History and Politics Matter
5.4 Enter the Bologna Process
5.5 Building the Region Within and Without
5.6 The 2008 Financial Crisis, Authoritarian Populism and Neo-nationalisms
5.7 Final Note
References
Chapter 6: Pavel Zgaga and Bologna Actors: Policymaking on the External Dimension and the Bologna Policy Forum, 2003-2009
6.1 Introduction
6.2 The BFUG Defined
6.3 Assembling Ideas
6.4 Developing a Strategy
6.5 Creating an Instrument
6.6 Legitimating a Decision
6.7 Actorhood in Practice and Theory
6.8 Concluding Remarks
Annex 1
WG External Dimension Members 2005-2007
WG Global Setting Membership 2007-2009
References
Chapter 7: Cooperation in Higher Education Before and Beside the European Higher Education Area: Slovenia and Austria
7.1 Introduction
7.2 Internationalisation, Europeanisation, Globalisation
7.3 Bilateral Cooperation Slovenia: Austria
7.3.1 Government Level: Agreements on Cooperation in Culture, Education and Science, on Scientific and Technological Cooperation, on the Mutual Recognition of Certificates and Studies
Contents
About the Editor
Chapter 1: Introduction: From Actors to Reforms in European Higher Education
1.1 Reforming European Higher Education
1.1.1 Contributions in this Volume
1.1.2 Reforming European Higher Education
1.1.3 Global Challenges to Higher Education Reforms
1.1.4 Social dimension in Higher Education and Democracy
1.1.5 Teachers and Teacher Education, Academics, and Academic Profession
1.2 Conclusion
Bibliography
Chapter 2: Pavel Zgaga: Actor in Reforms of Higher Education
2.1 Introduction
2.2 Early Education and University Studies
2.3 Agency Aimed at Substantial Change in Higher Education
2.3.1 Intervention and Engagement No. 1
2.3.2 Intervention and Engagement No. 2
2.3.3 Intervention and Engagement No. 3
2.3.4 Intervention and Engagement No. 4
2.4 Conclusion
References
Part I: Reforming European Higher Education
Chapter 3: The Silent Treks of Transformative Thinkers and Successful Reformers in Higher Education: A European Experience
3.1 Introduction: The Silent Treks of Transformative Thinkers and Leaders in Higher Education
3.2 Paradoxes of Memory in Higher Education
3.3 Pavel Zgaga and the Silent Trek of a Successful Reformer in European Higher Education
References
Chapter 4: The Myth of Power: Governing Reform in the Bologna Process of Higher Education
4.1 Introduction
4.2 Matching Aims and Objectives and the Governing Model
4.3 What Theory Tells Us
4.4 Conditions for Change
4.5 Derailed or Late Arrival?
4.6 Balance of Power
4.7 Conclusion
References
Chapter 5: From the EHEA to the EEA: Renewed State-Making Ambitions in the Regional Governance of Education in Europe
5.1 Introduction
5.2 Locating Bologna in the European Regional Project
5.3 History and Politics Matter
5.4 Enter the Bologna Process
5.5 Building the Region Within and Without
5.6 The 2008 Financial Crisis, Authoritarian Populism and Neo-nationalisms
5.7 Final Note
References
Chapter 6: Pavel Zgaga and Bologna Actors: Policymaking on the External Dimension and the Bologna Policy Forum, 2003-2009
6.1 Introduction
6.2 The BFUG Defined
6.3 Assembling Ideas
6.4 Developing a Strategy
6.5 Creating an Instrument
6.6 Legitimating a Decision
6.7 Actorhood in Practice and Theory
6.8 Concluding Remarks
Annex 1
WG External Dimension Members 2005-2007
WG Global Setting Membership 2007-2009
References
Chapter 7: Cooperation in Higher Education Before and Beside the European Higher Education Area: Slovenia and Austria
7.1 Introduction
7.2 Internationalisation, Europeanisation, Globalisation
7.3 Bilateral Cooperation Slovenia: Austria
7.3.1 Government Level: Agreements on Cooperation in Culture, Education and Science, on Scientific and Technological Cooperation, on the Mutual Recognition of Certificates and Studies