Abstract
This paper looks at the various effects of globalization on higher education, analyzing how the closer relationship between economy, the state and the university fit into the concepts and rhetoric of “knowledge society” and “mode 2 university”. The focus is on recent developments in the European higher education, particularly on the changes triggered by the signing of the Bologna declaration. In a somewhat narrower sense, the paper also discusses the ways in which the Bologna process — its values, principles, and objectives — should prompt not only structural, but also content related, changes in university curricula.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Barnett, R. 1993. Knowledge, Higher Education and Society: A Postmodern Problem. Oxford Review of Education, Vol. 19, No. 1: 33–46
Bassett, R. 2007. International organizations: An examination of their historical and current influence on global higher education policy. World University Network Seminar Series ‘Universities and Ideas’. Paper abstract available at http://www.wun.ac.uk/ ideasanduniversities/seminars/archive/2007_programme/documents/Bassett_abstract.p df. Accessed August 2008
Delanty, G. 2001. Challenging Knowledge: the university in the knowledge society. Buckingham: The Society for Research into Higher Education/Open University Press
Failing Bologna. 2003. State of Implementation of the Bologna Objectives in Germany: Students’ National Report for the Berlin Summit on Higher Education. http://www. bologna-bergen2005.no/Docs/03-Pos_pap-03/03fzs.pdf. Accessed August 2008
Fuller, S. 2003. In search of vehicles of knowledge governance: on the need for institutions that creatively destroy social capital. In The Governance of Knowledge, ed. N. Stehr, 41–76. New Brunswick, NJ: Transaction Books
Fuller, S. 2005. Social epistemology: preserving the integrity of knowledge about knowledge. In Handbook on the Knowledge Economy, eds. D. Rooney, G. Hearn and A. Ninan, 67–79. Cheltenham: Edward Elgar Publishing
Fuller, S. 2008. Justifying science: the need for macroeconomic knowledge policy. In Knowledge Policy: Challenges for the 21st Century, eds. G. Heam and D. Rooney. Cheltenham: Edward Elgar Publishing
Gibbons, M., C. Limgoges, H. Nowotny, S. Schwartzman, et al. 1994. The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage
Gibbons, M. 2001. Governance and the new production of knowledge. In Science, Technology and Governance, ed. J. de la Mothe, 33–49. London/New York: Continuum
Harloe, M. and B. Perry. 2004. Universities, Localities and Regional Development: The Emergence of the ‘Mode 2’ University? International Journal of Urban and Regional Research, Vol. 28: 212–223
Lisbon European Council: Presidency Conclusions (EC). 24 March 2000. http://ue.eu.int/ ueDocs/cms_Data/docs/pressData/en/ec/00100-r1.en0.htm. Accessed August 2008
Miclea, M. 2003. Institutional-Level Reform and the Bologna Process: The Experience of Nine Universities in South East Europe. Higher Education in Europe, Vol. XXVIII, No. 3: 259–272
Nowotny, H., M. Gibbons and P. Scott. 2001. Rethinking Science: Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press
Nunn, A. 2002. GATS, Higher Education and ‘Knowledge Based Restructuring’ in the UK. Education and Social Justice, Vol. 4, No. 1: 32–43
Zgaga, P. 2003. Reforming the Universities of South East Europe in View of the Bologna Process. Higher Education in Europe, Vol. XXVIII, No. 3: 251–258
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Szabo, M. (2009). Global And European Trends In Higher Education: Implications For University Curricula. In: Allen-Gil, S., Stelljes, L., Borysova, O. (eds) Addressing Global Environmental Security Through Innovative Educational Curricula. NATO Science for Peace and Security Series C: Environmental Security. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9314-2_1
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9314-2_1
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9313-5
Online ISBN: 978-1-4020-9314-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)