Index
Towards Social Justice in the Neoliberal Bologna Process
ISBN: 978-1-80117-881-5, eISBN: 978-1-80117-880-8
Publication date: 23 January 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Kushnir, I. and Eta, E.A. (Ed.) Towards Social Justice in the Neoliberal Bologna Process, Emerald Publishing Limited, Leeds, pp. 175-180. https://doi.org/10.1108/978-1-80117-880-820231010
Publisher
:Emerald Publishing Limited
Copyright © 2023 Iryna Kushnir and Elizabeth Agbor Eta. Published under exclusive licence by Emerald Publishing Limited
INDEX
Access Summer School
, 65–66
Accreditation
, 109
Accreditation Commission
, 110, 112–113
Americanisation in Turkey HE
, 131–135
Anglo-Saxon-systems
, 126–127, 152, 154
Anti-Bologna Blog
, 140
Audit culture
, 126–127
Bologna
, 1–2
model
, 120
Bologna Follow-up Group (BFUG)
, 4, 172
Bologna Process (BP)
, 1–2, 12, 42, 56, 80, 108, 124–125, 150
aligning Cameroon higher education to BP
, 152–155
Cameroon higher education system
, 150–152
connection between inclusion and neoliberalism in
, 24–25
consequences of BP for students in Spain
, 82–83
and emergence of social dimension
, 42–44
graduate employability in universities in Cameroon from social justice perspective
, 158–164
growth of EHEA and
, 3–4
and implementation in Spain
, 81–87
implementation of
, 89
inclusion in BP
, 169–171
inclusion-related action lines in neoliberal BP
, 19–21
influence of
, 5–6
LLL in
, 58
meaning of inclusion
, 23–24, 31
measuring social dimension of
, 44–45
methodology
, 21–22
neoliberalism and inclusion as mutually constitutive powers
, 13–19
research approach
, 157–158
social dimension
, 169–170
social justice in era of neoliberalism
, 155–157
in Spain
, 86–87
structure of EHEA and governing of
, 4–5
in Turkey
, 130–131
Bottom-up approach
, 138
Business of HE
, 173
Cameroon
higher education to BP
, 152–155
neoliberalising graduate employability discourses in Cameroon HE
, 159–164
from social justice perspective
, 158–164
Commissioner for Fair Access (CFA)
, 51
Commodification
, 156–157
access to professional programmes
, 163–164
training for employment
, 162–163
Community education
, 61–62
Competitiveness
, 24
Council of HE (CoHE)
, 125
COVID-19 pandemic
, 42, 67, 70
flexible to students needs
, 69
major shift in educational provision
, 68–69
skills development
, 70
Crises
, 56
Culture wars
, 124
Data sources and collection
, 62–63
Diploma Supplement (DS)
, 130
Disability
, 48
Disabled students
, 48–50
Disadvantaged students
, 42
Distance education
, 93
Diversity
, 13–14
Economic and Monetary Community of Central Africa (CEMAC)
, 150
Economic crises
, 70, 80, 151
ECTS system
, 137
Education
, 20, 95–96, 133, 162
inclusion
, 13, 16, 110–111
inclusion and neoliberalism interlinked in
, 17–19
neoliberalism in
, 16–17
policy
, 18
wars
, 124
Educational inequality
, 86
Educational process
, 156
Emancipatory approach
, 57
Employability
, 140, 150
approach
, 159
Employment, commodifying training for
, 162–163
Engagement, non-traditional students in Spain
, 97–98
Enterprise Gym
, 65–66
Europe
, 86
European Association for International Education
, 5
European Association for Quality Assurance in HE (ENQA)
, 112–113
European cultural convention
, 3–4
European education policymakers
, 120
European Educational Space
, 135–136, 141
European Higher Education Area (EHEA)
, 1–2, 12, 26, 29, 31, 41–42, 56, 81, 124–125, 150
BP and emergence of social dimension
, 42–44
growth of EHEA and bologna process
, 3–4
influence of bologna process
, 5–6
measuring social dimension of BP
, 44–45
progress towards fairness in HE
, 45–50
structure of EHEA and governing of bologna process
, 4–5
European Research Council (ERC)
, 126
European Union (EU)
, 3–4, 41–42, 117, 124–125
Europeanisation in Turkey HE
, 131–135
Euroscepticism
, 132
Eurostudent surveys
, 44–45
External dimension of BP
, 150
French sub-systems
, 152
Global crises
, 61
Global recession (2008–2009)
, 64–67
Governing of bologna process
, 4–5
Government policy and guidance with autonomy at university level
, 63–64
Governmentality, HE as neoliberal form of
, 126–127
Graduate employability
, 150–151
neoliberalising graduate employability discourses in Cameroon HE
, 159–164
in universities in Cameroon from social justice perspective
, 158–164
Higher education (HE) (see also Education)
, 1–2, 12, 41–42, 56, 69, 108, 123–124, 150, 170
case study of progress and challenges in relation to equality in
, 50–51
disabled students
, 48–50
as neoliberal form of governmentality
, 126–127
neoliberalising graduate employability discourses in Cameroon HE
, 159–164
progress towards fairness in
, 45–50
state of HE in Turkey
, 129
structure of HE in Turkey
, 127–128
students from socially disadvantaged backgrounds
, 45–47
systems
, 80–81
in Turkey
, 131–135
Higher education institutions (HEIs)
, 56
higher education in
, 82
lifelong learning in
, 58–60
neoliberalist context of Scottish HEIs and implications for LLL
, 60–61
Higher Education Quality Assurance Act (2018)
, 113–114
Human capital models
, 72
Inclusion
, 1, 6–7, 12, 108, 110–111, 119–120, 171–172
in BP
, 23, 31, 169, 171
connection between inclusion and neoliberalism in BP
, 24–25
in education
, 13–16
evolving meaning of inclusion in tight relationship with neoliberalism
, 25–31
inclusion-related action lines in neoliberal BP
, 19–21
interlinked in education
, 17–19
meaning of ‘inclusion’
, 23–24
as mutually constitutive powers
, 13–19
Inclusive Bologna
, 113–116
Institute for Lifelong Learning (UIL)
, 57
Integration
, 13–14
Internal Quality Assurance System
for HE
, 112
standards
, 13, 16, 114
International Governmental Organisations
, 58
International Standard Classification of Education (ISCED)
, 45–46
Internationalisation in Turkey HE
, 131–135
Interuniversity council
, 128
Justice and Development Party (JDP)
, 132
Küreselleşme process
, 133–134
Lesbian, gay, bisexual, trans-gender/sexual, queer, intersex and asexual people (LGBTQIA)
, 15
Licence-Master-Doctorat (LMD)
, 150, 152–153
Lifelong learning (LLL)
, 56, 117, 170
analytical method
, 63
in bologna process
, 58
challenges evidenced during both stressors and afterwards
, 70–72
COVID-19 pandemic
, 67–70
data sources and collection
, 62–63
defining and conceptualising
, 57–58
definitions and discourses
, 57–61
directed by government policy and guidance with autonomy at university level
, 63–64
emphasis on skills development
, 64–65
global recession
, 64–67
methodology
, 61–63
neoliberalist context of Scottish HEIs and implications for
, 60–61
problems with funding
, 70–71
sample set
, 62
in Scotland and HEIs
, 58–60
social justice model
, 66–67
used for increasing employability chances
, 65–66
wider distribution of learning needed
, 71–72
Marginalised groups
, 12
Mental health
, 72
problems
, 49–50
Ministry of Education
, 110
National space
, 124
Neoinstitutionalist approach
, 18
Neoliberal BP, inclusion-related action lines in
, 19–21
Neoliberal cholera
, 19
Neoliberal inclusion
, 117–119
Neoliberal mode of governance of graduate employability
, 159–161
Neoliberalisation
commodifying access to professional programmes
, 163–164
commodifying training for employment
, 162–163
graduate employability discourses in Cameroon HE
, 159–164
of higher education
, 81
neoliberal mode of governance of graduate employability
, 159–161
Neoliberalism
, 2, 12, 60, 108–109, 118, 171–172
connection between inclusion and neoliberalism in BP
, 24–25
in context of Russia’s war in Ukraine
, 172–173
in education
, 16–17
evolving meaning of inclusion in tight relationship with
, 25–31
in HE
, 156–157
interlinked in education
, 17–19
as mutually constitutive powers
, 13–19
social justice in era of
, 155–157
Non-traditional students
in Spain
, 83–84
in terms of age and combining work and studies
, 89–93
Non-voting consultative members of EHEA
, 5
#Occupygezi movement
, 141
Online media
, 71
Open method of coordination
, 4
Organisation of Economic Co-operation and Development (OECD)
, 3, 126–127
Pandemic
, 51
Participation
, 13–14
Pedagogical innovations
, 81
Pedagogical rationality
, 119
Policy
, 41–42
documents
, 18–19
process
, 18
sectors
, 124
Politics
, 129
Post-socialist Slovakia
inclusive bologna
, 113–116
neoliberal inclusion
, 117–119
performative bologna
, 109–113
Prior learning
, 20
Professional degree
, 150
Professional programmes, commodifying access to
, 163–164
Professionalization
, 152–154
Quality Assurance Policy
, 115
Recession
, 64
Recognition
, 13–14
Relative risk aversion theory
, 86–87
Russia’s war in Ukraine, social justice and neoliberalism in context of
, 172–173
Scotland
HE in
, 50–51
lifelong learning in
, 58–60
skills for
, 64–65
Scotland Act (1998)
, 59
Scottish Credit and Qualifications Framework (SCQFs)
, 59
Scottish HEIs and implications for LLL, wider neoliberalist context of
, 60–61
Scottish Index of Multiple Deprivation (SIMD)
, 51
Self-selection
, 98
Skills development
, 70
emphasis on
, 64–65
Skills for Scotland
, 64–65
Slovak Accreditation Commission
, 112–113
Slovak Higher Education Accreditation Agency
, 108
Slovakia
BP in
, 109–110
transformation in
, 109
Social conduct
, 126
Social dimension
, 20–21, 23–24, 87, 117, 169–170
BP and emergence of
, 42–44
measuring social dimension of BP
, 44–45
in Spain
, 86–87
Social justice
, 2, 12–15, 27, 72, 87, 108, 119–120, 170–171
approach
, 57
Cameroon from social justice perspective
, 158–164
in era of neoliberalism
, 155–157
model
, 66–67
and neoliberalism in context of Russia’s war in Ukraine
, 172–173
Socially disadvantaged backgrounds, students from
, 45–47
Socio-demographic data
, 95–96
Soft power
, 4
Spain
BP and implementation in
, 81–87
consequences of BP for students in
, 82–83
engagement
, 97–98
implementation of bologna process
, 89
non-traditional students in
, 83–84
number of non-traditional students in terms of age and combining work and studies
, 89–93
numbers by socioeconomic background
, 93–96
objectives, hypotheses, data and methods
, 87–89
socioeconomic background, BP and social dimension in
, 86–87
students combining study and work
, 84–86
Spanish university system
, 89
Special education needs (SEN)
, 15
State Planning Organisation
, 130
Student-centred learning (SCL) (see also Lifelong learning (LLL))
, 20–21, 24, 81, 117–118
Students
combining study and work
, 84–86
from socially disadvantaged backgrounds
, 45–47
in Spain
, 82–83
Supporting European QA Agencies in Meeting the ESG (SEQA-ESG)
, 114
Techno-bureaucratic notion
, 124–125
Tertiary-level education
, 45
Thematic analytical approach
, 157–158
Turkey
BP in
, 130–131
critical voices
, 139–141
HE as neoliberal form of governmentality
, 126–127
HE in
, 131–135
impact and challenges
, 135–139
state of HE in
, 129
structure of HE in
, 127–128
Turkish educational system
, 125
Ukraine, social justice and neoliberalism in context of Russia’s war in
, 172–173
United Kingdom (UK)
, 56
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
, 57
Universities
, 17
War
, 172
Western models
, 129
Working-class students
, 85–86
- Prelims
- Chapter 1 Introduction
- Chapter 2 A Growing Voice of Inclusion in the Neoliberal Context: The International Policymaking Level of the Bologna Process
- Chapter 3 Promoting the Inclusion of Socially Disadvantaged and Disabled Students in European Higher Education
- Chapter 4 Lifelong Learning Policy Responses to Global Crises Impacting the Bologna Process in the Context of Scotland
- Chapter 5 Non-Traditional Students in Spain: When Political Discourse of Social Justice Does Not Offer Tools for Social Justice Transformations in Practice
- Chapter 6 From Neoliberalism to Neoliberalism – Grappling With the Bologna Process in a Post-Socialist Slovakia
- Chapter 7 The Bologna Process in Turkey: Resistance to the Neoliberalisation of Higher Education?
- Chapter 8 Social Justice and Neoliberalising Cameroonian Universities in Pursuit of the Bologna Process: An Analysis of the Employability Agenda
- Chapter 9 Conclusion
- Index