Skip to main content

Advertisement

SpringerLink
Log in

Mechanisms of lifelong learning: the spread of innovative short-cycle higher education qualifications within national systems

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

This study examines the process of the dissemination of innovative short-cycle higher education qualifications within European national lifelong learning systems. Using qualitative methods of data collection and analysis, the study focuses on the cases of the Netherlands and Flanders, and traces the emergence of the new idea, its metamorphosis within and communicating through the social systems, and the main proponents behind that process.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. The Bruges-Copenhagen Process, parallel to that of Bologna, guides developments in vocational education and training (VET) at the European level.

References

  • Adelman, C. (2009). The Bologna process for U.S. eyes: Re-learning higher education in the age of convergence. Washington, DC: Institute for Higher Education Policy.

  • Associate degree. (2002). LICA Bulletin, p. 9.

  • Bologna Joint Quality Initiative. (2004). Shared “Dublin” descriptors for short cycle, first cycle, second cycle and third cycle awards, October 18. Retrieved from http://www.uni-due.de/imperia/md/content/bologna/dublin_descriptors.pdf.

  • Boyatzis, R. (1998). Transforming qualitative data. Thousand Oaks: Sage.

    Google Scholar 

  • Bragg, D. (2001). Opportunities and challenges for the new vocationalism in American community colleges. New Directions for Community Colleges, 115, 5–15.

    Article  Google Scholar 

  • Brine, J. (2008). The boundaries of competency within Lisbon and Bologna: The short-cycle/foundation learner. European Educational Research Journal, 7, 344–357.

    Article  Google Scholar 

  • Cohen, A., & Brawer, F. (2008). The American community college. New York: Jossey-Bass.

    Google Scholar 

  • Committee Veerman. (2010). Differentiëren in drievoud/differentiation in threefold. Retrieved from http://www.rijksoverheid.nl/documenten-en-publicaties/kamerstukken/2011/02/07/kabinetsreactie-rapport-commissie-veerman.html.

  • Corbett, A. (2003). Ideas, institutions and policy entrepreneurs: Towards a new history of higher education in the European Community. European Journal of Education, 38(3), 315–330.

    Google Scholar 

  • Cremonini, L. (2010). Short-cycle higher education: An international review. CHEPS: Center for Higher Education Policy Studies, The Netherlands.

  • Daale, H. (2010). Short-cycle higher education in the Netherlands: Adoption and implementation of the new Associate Degree qualification. In S. Slantcheva-Durst (Ed.) Community College Review, 38(2), 176–196.

  • Dobbins, M., & Knill, C. (2009). Higher education policies in Central and Eastern Europe: Convergence toward a common model? Governance: An International Journal of Policy Administration, and Institutions, 22(3), 397–430.

    Article  Google Scholar 

  • Dolowitz, D., & Marsh, D. (1996). Who learns what from whom: A review of the policy transfer literature. Political Studies, 44, 343–357.

    Article  Google Scholar 

  • European Commission. (2000). A memorandum on lifelong learning. Brussels, SEC(2000)1832. Retrieved from http://ec.europa.eu/education/lifelong-learning-policy/doc1122_en.htm.

  • European Commission. (2001). Making a European area of lifelong learning a reality, Brussels, COM(2001)678. Retrieved from http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11054_en.htm.

  • European Commission. (2003a). Education & training 2010, Brussels, COM(2003) 685. Retrieved from http://europa.eu/legislation_summaries/education_training_youth/general_framework/c11071_en.htm.

  • European Commission. (2003b). Implementation of the “Education & Training 2010” programme, Brussels, SEC(2003)1250. Retrieved from ec.europa.eu/education/policies/2010/doc/staff-work_en.pdf.

  • European Council. (2002). Council Resolution of 27 June 2002 on lifelong learning, 2002/C163/01. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:32002G0709(01):EN:NOT.

  • Eurydice. (2010). Focus on higher education in Europe 2010: The impact of the Bologna process. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/122EN.pdf?Source=/default.aspx.

  • Evans, M. (Ed.). (2004). Policy transfer in global perspective. Hants, UK: Ashgate.

    Google Scholar 

  • Eyestone, R. (1977). Confusion, diffusion and innovation. American Political Science Review, 71(2), 441–447.

    Article  Google Scholar 

  • Furth, D. (1973). Issues in short-cycle higher education. Higher Education, 2(1), 5–102.

    Google Scholar 

  • Hannan, A., & Silver, H. (2000). Innovating in higher education: Teaching, learning and institutional cultures. Buckingham: SRHE and Open University Press.

    Google Scholar 

  • Hays, S. P. (1996). Influences on reinvention during the diffusion of innovations. Political Research Quarterly, 49(3), 631–650.

    Article  Google Scholar 

  • Hayward, G. (2004). Introduction: A century of vocationalism. Oxford Review of Education, 30(1), 3–12.

    Article  Google Scholar 

  • Jakobia, A., & Rusconib, A. (2009). Lifelong learning in the Bologna process: European developments in higher education. Compare, 39(1), 51–65.

    Article  Google Scholar 

  • Kintzer, F. C. (1980). Short-cycle higher education: A search for identity. Community College Review, 8(1), 8–14.

    Article  Google Scholar 

  • Kirsch, M. (2010). Restructuring higher education in a European context: Short-cycle higher education in Flanders. In S. Slantcheva-Durst (Ed.) Community College Review, 38(2), 133–151.

  • Kirsch, M., & Beernaert, Y. (2011). Short cycle higher education in Europe. Level 5: The missing link. EURASHE.

  • Kirsch, M., Beernaert, Y., & Nørgaard, S. (2003). Tertiary short cycle education in Europe. Brussels: EURASHE.

    Google Scholar 

  • Kleibrink, A. (2011). The EU as a norm entrepreneur: The case of lifelong learning. European Journal of Education, 46(1), 70–84.

    Article  Google Scholar 

  • Kyvik, S. (2004). Structural changes in higher education systems in Western Europe. Higher Education in Europe, 29, 393–409.

    Article  Google Scholar 

  • Leushuis, P. (2010). Dutch government policy on lifelong learning and short cycle higher education. In Presented at the 2010 international ATLANTIS conference on SCHE in Europe and the US: The power of lifelong learning, Netherlands.

  • McLendon, M. (2003). Setting the governmental agenda for state decentralization of higher education. The Journal of Higher Education, 74(5), 479–515.

    Google Scholar 

  • Merriam, Sh. (2009). Qualitative research: A guide to design and implementation. New York: Jossey-Bass.

    Google Scholar 

  • Neave, G. (1992). On instantly consumable knowledge and snake oil. European Journal of Education, 27(1–2), 5–26.

    Article  Google Scholar 

  • OECD. (1973). Short-cycle higher education: A search for identity. Paris: OECD.

    Google Scholar 

  • OECD. (2007). Qualifications and lifelong learning, Policy brief. Paris: OECD.

    Google Scholar 

  • OECD. (2009). Education at a glance. Paris: OECD.

    Google Scholar 

  • Patton, M. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Prokou, E. (2008). A comparative approach to lifelong learning policies in Europe: The cases of the UK, Sweden and Greece. European Journal of Education, 43(1), 123–140.

    Article  Google Scholar 

  • Robertson, D. (2002). Intermediate-level qualifications in higher education: An international assessment. Retrieved from: http://www.hefce.ac.uk/Pubs/RDreports/2002/rd10_02/.

  • Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

    Google Scholar 

  • Ross, A. (1972). New structures for post-secondary education. Higher Education, 1(3), 363–366.

    Google Scholar 

  • Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Ryan, P. (2003). Evaluating vocationalism. European Journal of Education, 38(2), 147–162.

    Article  Google Scholar 

  • Schneider, S. (Ed.). (2008). The international standard classification of education (ISCED-97): An evaluation of content and criterion validity for 15 European countries. Mannheim: Universität Mannheim.

    Google Scholar 

  • Schuetze, H. G. (2006). International concepts and agendas of lifelong learning. Compare, 36(3), 289–306.

    Article  Google Scholar 

  • Schuetze, H., & Casey, C. (2006). Models and meanings of lifelong learning: Progress and barriers on the road to a Learning Society. Introduction. Compare, 36(3), 279–287.

    Article  Google Scholar 

  • Schuller, T., & Watson, D. (2009). Learning through life: Inquiry into the future for lifelong learning. Leicester: NIACE.

    Google Scholar 

  • Scott, P. (1996). Unified and binary systems of higher education in Europe. In A. Burgen (Ed.), Goals and purposes of higher education in the 21st century (pp. 37–55). London: Jessica Kingsley.

    Google Scholar 

  • Shavit, Y., & Müller, W. (2000). Vocational secondary education: Where diversion and where safety net? European Societies, 2(1), 29–50.

    Article  Google Scholar 

  • Shaw, K. M., & Heller, D. E. (2007). State postsecondary education research: New methods to inform policy and practice. Sterling, VA: Stylus.

    Google Scholar 

  • Smit, H., den Oudendammer, F., Kats, E., & van Lakerveld, J. (2009). Lifelong learning on either side of the border: The effects of government policy on adult education in The Netherlands and Belgium. European Journal of Education, 44(2), 257–270.

    Article  Google Scholar 

  • Strang, D., & Meyer, J. (1993). Institutional conditions for diffusion. Theory and Society, 22, 487–511.

    Article  Google Scholar 

  • Teichler, U. (1999). The contribution of education and training to the employability of youth: Changing concerns, debates and measures. In OECD (Ed.), Preparing youth of the 21st century: The transition from education to the labour market (pp. 215–265). Paris: OECD.

    Google Scholar 

  • UNESCO. (2002). Integrating lifelong learning perspectives. Paris: UNESCO.

    Google Scholar 

  • Valente, T. W. (1995). Network models of the diffusion of innovations. Cresskill, NJ: Hampton Press.

    Google Scholar 

  • van der Sanden, K. (2010). Implementation of the Dutch national qualifiation framework, the NLQF. In Presentation at the 2010 international ATLANTIS conference on SCHE in Europe and the US.: The power of lifelong learning, Amsterdam, The Netherlands, June 17–19. Retrieved from http://www.dashe.nl/publications/dashe.html.

  • Walker, J. (1969). The diffusion of innovations among the American states. American Political Science Review, 63(3), 880–899.

    Article  Google Scholar 

  • Werquin, P. (2007). Moving mountains: Will qualifications systems promote lifelong learning? European Journal of Education, 42(4), 459–484.

    Article  Google Scholar 

  • Witte, J. (2006). Change of degrees and degrees of change: Comparing adaptations of European higher education systems in the context of the Bologna Process. Ph.D. dissertation, Universiteit Twente, CHEPS, Enschede.

  • Yin, R. (2009). Case study research: Design and methods. Beverley Hills, CA: Sage Publications.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Higher Education Program, Department of School Psychology, Higher Education and Counselor Education, College of Social Justice and Human Service, University of Toledo, 2801 W. Bancroft St., Toledo, OH, 43606, USA

    Snejana Slantcheva-Durst

Authors
  1. Snejana Slantcheva-Durst
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Snejana Slantcheva-Durst.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Slantcheva-Durst, S. Mechanisms of lifelong learning: the spread of innovative short-cycle higher education qualifications within national systems. High Educ 68, 87–102 (2014). https://doi.org/10.1007/s10734-013-9688-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-013-9688-7

Keywords

Search

Navigation