22 SES 05 E, Governance in Higher Education
Since the implementation of the Bologna model in 1999, the vast majority of German higher education institutions has introduced the two-tier system leading to the bachelor and master degree. The old structure with diploma degrees, state examination and magister degrees has almost completely disappeared over the last 15 years. The rapid adoption of the Bologna model in European higher education has been analyzed by a variety of authors (e.g. Schriewer 2007, Krücken 2005, Schriewer 2009, Kühl 2012, Lenzen 2014). Although it seems that the Bologna model is nowadays an unquestionable fact, there are some case examples, where this “new European myth” (Schriewer 2007) has been resisted. A small group of departments explicitly rejected reforming their study programs according to the new Bologna system and decided to maintain the old diploma and magister programs. One example is the University of Dresden, which kept the “German Diplom Ingenieur” that is widely considered as brand label in international academic engineering education (Odenbach/Krauthäuser 2015). There are also other university departments in Germany that decided not to conform to the Bologna requirements. It can be assumed that these departments face severe legitimation and adaptation pressures given the fact that politicians and many higher education actors have vigorously enforced the adoption of the Bologna system. Against this background it is interesting to investigate the departments resisting the reform in more detail. The purpose of this study is to explore the backgrounds, motivations and strategies in resisting a powerful “rationalized myth” in the European higher education area.
Krücken, Georg/Meyer, Frank (2005): Der gesellschaftliche Innovationsdiskurs und die Rolle von Universitäten. Eine Analyse gegenwärtiger Mythen, in: Die Hochschule, Vol. 14: 157-170. Kühl, Stefan (2012): Der Sudoku-Effekt. Hochschulen im Teufelskreis der Bürokratie. Eine Streitschrift. Bielefeld. Lenzen, Dieter (2014): Bildung statt Bologna, Berlin: Ullstein Odenbach, Stefan/Krauthäuser, Hans-Georg (2015): Mehr als ein akademischer Grad. Plädoyer für das Diplom in den Ingenieurwissenschaften, download unter: https://www.academics.de/wissenschaft/mehr_als_ein_akademischer_grad_plaedoyer_fuer_das_diplom_in_den_ingenieurwissenschaften_57884.html, 25.10.2015 Schriewer, Jürgen. "Bologna" - ein neu-europäischer "Mythos"? Zeitschrift für Pädagogik, Vol. 53, No. 2: 182-199 Schriewer , Jürgen (2009): rationalized myths in European Higher Education, in: European Education, Vol. 41, No. 2: 31-51
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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