Browsing by Subject "educational reform"

This qualitative Bachelor thesis in the research area of social sciences explores the diffusion and institutionalization of the Bologna Process as a reform model for higher education. The study is based on previous research in the field of higher education, and literature on the Bologna Process, the European Higher Education Area (EHEA), and the European Union (EU). To understand the role of the Bologna Process in the development of higher education, this study explores the diffusion and institutionalization of the Bologna Process at a wide global level as well as studies the diffusion and implementation of the common Bologna Process reform instruments and principles at a narrow national level. Concerning the global diffusion and institutionalization of the Bologna Process, this study tries to answer the research question: why and how can the Bologna Process become a global model for reforming higher education? Concerning the more specific national or county-level diffusion of the Bologna Process, this study explores the diffusion and institutionalization of the Bologna Process in the Finnish higher education context trying to answer the question: why and how has the Bologna Process been diffused and institutionalized in the Finnish higher education context? To answer the first, broad and more theoretical, research question, new institutionalism is applied as a theoretical framework because it focuses on diffusion and institutionalization of global ideas, practices, and models, and explains institutional isomorphism and homogenization of organizations (DiMaggio & Powell 1998; Hall & Taylor 1996). When studying the Bologna Process from national perspective, case study research method is applied because it helps to gain deep detailed knowledge about contemporary social phenomena (Yin 1984), such as the Bologna Process. This research finds that the Bologna Process reform model has successfully been crossing borders all over the world and is, therefore, currently a globally diffused reform model for higher education. The Bologna Process has reformed multiple systems and institutions of higher education because its common reform instruments and principles have become well-institutionalized in a growing number of countries. In consequence, it can be inferred from this research that the Bologna Process currently constitutes a common global model for reforming higher education. Moreover, this research reveals that in addition to the successful global diffusion and institutionalization, the Bologna Process has been diffused and institutionalized at national level without great problems. The Finnish case study research indicates that the Bologna Process reform model has brought about important changes and improvements in Finnish higher education. The changes were mainly achieved through an effective coordination and institutionalization of the common reform instruments and principles by the Finnish Government, and owing to active cooperation between the Finnish Ministry of Education and institutions of higher education. In more specific terms, the results show that the institutionalization of the Bologna Process helped to complete the national higher education reform, which was started before the Bologna Process was created in 1999 (Bologna Declaration 1999), eliminated for the Finnish higher education inherent weaknesses, and contributed to reforming the University law (Universities Act 558/2009). Most importantly, because of the diffusion and institutionalization of the Bologna Process, the Finnish higher education has achieved its long-lasting primary goal of becoming a more attractive, international, and globally competitive higher education system.