Accreditation requirement change

, 101–104

Achievements

, 38

Action lines

, 3, 24, 29

Actors

, 23–24

Ambiguity

, 20

Berlin conference

, 55–56

Bologna Conference [1999]

, 28–29

Bologna consultative members

, 33

Bologna Diploma Supplement

, 97–98

Bologna Follow-up Group (BFUG)

, 64–67

Bologna grades

, 96

Bologna in Ukraine

, 42–45, 110, 113–114

Bologna instruments in Ukraine

, 80, 81–82

diploma supplement

, 93–98

quality assurance

, 98–107

study cycles

, 88–93

system of credits

, 80–87

Bologna international stakeholders

, 33

Bologna on International Scale

, 28–37

convergence and regionalisation in EHEA

, 33–37

EHEA

, 28–32

‘soft’ power in EHEA

, 32–33

Bologna Process

, 1–2, 3, 7, 24, 27–28, 48, 128–129, 132

further research in

, 130–131

in Ukraine

, 131

Bologna reforms

, 3, 28, 37–45, 110

achievements

, 38–39

challenges

, 39–40

change

, 115–117

implementation implications

, 37–40

layering in

, 117–122

‘old’ and ‘new’ in

, 110–117

policy continuity

, 111–115

process

, 129

Bologna Secretariat

, 32–33

Bricoleurs

, 18

Bridges

, 23–24

Brokers

, 23–24

Cabinet of Ministers

, 6

Central governing bodies

, 52–59

Ministry of Education and Science

, 53–59

and roles in Bologna process

, 54–55

Central-Eastern European region

, 35

Centralisation

, 110–111

Challenges

, 39–40

Change

, 16

Citizenship

, 31

Civil sector

, 67–73

National Bologna Centre

, 67–70

National TEMPUS/ERASMUS Plus Office

, 70–73

Coercion

, 20–21

Collective learning, messiness and productive nature of

, 18–21

Confidentiality

, 7

Consultancy mechanisms

, 121–122

Consultative actors

, 59–67

BFUG

, 64–67

Scientific Advisory Centre of Higher Education

, 60–64

Context

, 4

Contributes

, 128

Convergence

in certain regions in EHEA

, 35–37

in discourse only

, 34

in EHEA

, 33–37

in practice

, 34–35

Creativity in layering

, 119–120

Credit system

, 30, 119–120

Credit-module system

, 83–85

Cross-programme access

, 91–92

Diploma supplement

, 30, 38, 93–98

Bologna Diploma Supplement

, 97–98

National Diploma Supplement

, 94

types

, 94–97

Distributed governing or governance

, 18

Documents

, 6, 93

‘Domestic pull’

, 13

Draft Laws

, 59

Education for All

, 24, 80

ERASMUS Plus Programme

, 77

ERASMUS Programme

, 29, 43, 72

‘EU push’

, 13

Euromaidan revolution

, 5

Europe

, 31

European Association for Quality Assurance in Higher Education

, 100

European citizenship

, 11

European Commission

, 33

European Council in Copenhagen

, 11

European credit transfer system (ECTS)

, 39, 80, 83, 85–87

European Cultural Convention

, 56

European Higher Education Area (EHEA)

, 1–3, 6, 28–32, 53

convergence and regionalisation in

, 33–37

convergence in certain regions in

, 35–37

European Neighbourhood Policy

, 11–12, 45

European Union (EU)

, 2, 6–7, 10, 29, 48, 49, 56, 122

Europeanisation in

, 10–14

Europeanisation

, 2, 9–10, 130

discourse

, 57

in EU and post-Soviet space

, 10–14

policy learning

, 14–24

in Post-Soviet Space

, 125–126

process

, 110

in Ukraine

, 122–124

Europeanise Ukrainian higher education

, 53

Executive branch

, 48

External checks of institutions

, 99–101

Five cycles in three-cycle system

, 92–93

Governance

, 18–19, 120–121

Government

, 6, 52

Hard approach

, 18

Higher Attestation Commission

, 59–60

Higher education

, 129–130

Higher education institutions (HEI)

, 73–77, 128

Higher Education Reform Experts (HEREs)

, 71–72

Horizontal governing or governance

, 18

Implementation

, 6

Institute of Innovative Technologies and Content of Education

, 64

Institute of Leadership, Innovation and Development

, 71

Institutional

autonomy

, 104–107

self-governing

, 104

Instruments

, 24, 80

Interdepartmental Commission for Support of Bologna Process

, 65, 66

International Bologna Follow-up Group

, 32

Internationalisation

, 114–115

Interviews

, 6, 45

Juridical branch

, 48

Knowledge economy

, 31

Kyiv-Mohyla Academy

, 91–92

‘Law about Higher Education’

, 98

Layering

, 17–18, 117, 125, 127–130

creativity in

, 119–120

layering in Bologna Reform

, 117–122

messiness of

, 117–118

shared nature of

, 120–122

Learning

, 15

‘Learning by meeting’

, 116

Legislative branch

, 48

Lifelong learning

, 30, 44

Lisbon Strategy

, 30–31

Loose coupling

, 19

Maastricht Treaty

, 11

Magna Charta Universitatum

, 106

Marxism-Leninism ideas

, 4

Messiness and productive nature of collective learning

, 18–21

Method

, 45

Minister and Department of Higher Education

, 57

Ministerial conferences

, 3

Ministry of Education and Science

, 53–59, 110–111

Mobility

, 30

National Bologna Centre

, 67–70

National Diploma Supplement

, 94

National Higher Education Quality Assurance Agency

, 100–101

National internal puzzlement

, 20

National Quality Assurance Agency

, 100, 103–104

National TEMPUS/ERASMUS Plus Office

, 67, 70–73

Old education-qualification cycles

, 88–89

Old module system

, 83

Open method of coordination

, 18–19

Organisation

, 23

Organisation for Economic Cooperation and Development (OECD)

, 24, 30

Path-dependence

, 16

Path-dependency

, 16

‘Piecing together’

, 121

Pilot project

, 1–2, 56

Policy

bridges

, 115

brokering of civil sector

, 115

brokers

, 23–24, 115, 128–129

continuity

, 110, 111–117

instrument

, 24

transfer

, 21, 22

window

, 123–124

Policy learning

, 14–21, 116–118

layering

, 17–18

messiness and productive nature of collective learning

, 18–21

path-dependence and change

, 16

studying

, 21–24

theory

, 110, 127–128

Positivist approach

, 22

Post-Soviet countries

, 4–6, 36

Post-Soviet Europeanisation

, 2, 110, 122–126, 129–130, 132

in Post-Soviet Space

, 125–126

in Ukraine

, 122–124

Post-Soviet space

, 10

Europeanisation in

, 10–14

Post-Soviet Ukraine

, 5

Process

, 40–42

Programme for International Student Assessment (PISA)

, 24

Qualification framework

, 30

Quality assurance

, 30, 98–107

external review

, 99–107

internal review

, 104–107

Rational-purposive model

, 19

Reform process in Ukraine

, 129

Regionalisation in EHEA

, 33–37

Research

, 36

Salzburg principles

, 89–90

Scientific Advisory Centre of Higher Education

, 60–64, 94–95

Scientific cycles

, 88–89

‘Security complex’ for EU

, 12

Shared governing or governance

, 18

Shared nature of layering

, 120–122

Shared policy-making

, 122

Single market in Europe

, 11

Soft power

, 18–19

in EHEA

, 32–33

‘Solemn Declaration on European Union’

, 11

Sorbonne declaration

, 28–29, 41

Soviet Union

, 4

State Inspectorate of Institutions

, 99–100

Student-centred learning

, 30

Study

, 99

Study credits

, 80

Study cycles

, 88–93

five cycles in three-cycle system

, 92–93

old education-qualification cycles and scientific cycles

, 88–89

system of

, 30

three-cycle system

, 89–92

two-cycle study system

, 89

System of credits

, 80–87

credit-module system

, 83–85

ECTS

, 85–87

old module system

, 83

TEMPUS Programme

, 29, 41, 43

‘The new’

, 110–117

‘The old’

, 110–117

Three-cycle system

, 89–92

Top-down policy-making

, 115

Trade Union of Education and Science Workers

, 66

Transition

, 2–3

Treaty on European Union

, 11

Two-cycle study system

, 89

Ukraine

Bologna in

, 42–45, 110, 113–114

Bologna Reform in

, 48

central governing bodies

, 52–59

civil sector

, 67–73

consultative actors

, 59–67

Europeanisation in

, 122–124

higher education institutions

, 73–77

political context

, 48–52

Ukrainian context

, 4

Ukrainian national implementation reports

, 44

Ukrainian National TEMPUS Office

, 71, 72

Ukrainian society

, 49

‘Unintended effects’ of Bologna

, 40

Veto players

, 13, 124

Viable states

, 13

Voluntary learning

, 20–21

Western Balkans

, 36

Western European countries

, 35

Window dressing

, 19–20