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Policy Learning in the Development of Bologna Study Cycles in Ukraine

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This article investigates how policy learning could be used as an analytical tool for studying the development process of Bologna study cycles (Bachelor’s, Master’s and Doctorate’s or Ph.D.) in the Ukrainian higher education context. The development of the Bologna study cycles in Ukraine is associated with the fact that Ukraine joined the Bologna process. The findings show that the Bologna study cycles in Ukraine have been developing on the basis of the old national education-qualification and scientific cycles through a so-called process of layering of minor innovations. This layering has been quite productive as it was exercised jointly by multiple policy actors.

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Acknowledgements

Funding was provided by the University of Edinburgh.

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Authors and Affiliations

  1. Nottingham Institute of Education, Nottingham Trent University, Nottingham, UK

    Iryna Kushnir

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  1. Iryna Kushnir
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Correspondence to Iryna Kushnir.

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Appendix

Appendix

List of policy documents

List of interviewees

  1. 1.

    Higher education reform expert at the National TEMPUS office, instructor at higher education institution A;

  2. 2.

    National TEMPUS Office representative;

  3. 3.

    Ex-member of a working group of the Parliamentary Committee of Education and Science Matters, ex-member of the Bologna Follow-up Group, head of department at higher education institution B;

  4. 4.

    Representative of the Fund Demokratychni Initsiatyvy.

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Kushnir, I. Policy Learning in the Development of Bologna Study Cycles in Ukraine. High Educ Policy 34, 277–296 (2021). https://doi.org/10.1057/s41307-018-00133-x

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