Skip to main content

Advertisement

SpringerLink
Log in

The Devil in the Detail: Contradictory national requirements and Bologna master degrees

  • Published:
Tertiary Education and Management Aims and scope Submit manuscript

Abstract

This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the Academic Infrastructure developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms.

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

References

  • Alesi, B., Bürger, S., Kehm, B. M., & Teichler, U. (2005). Bachelor and master courses in selected, countries compared with Germany. Bonn: Federal Ministry of Education and Research.

    Google Scholar 

  • Amaral, A., Neave, G., Musselin, C., & Maassen, P. (2009). European integration and the governance of higher education and research. London: Springer.

    Google Scholar 

  • Ball, S.J. (1994). Education reform: A critical and post structural approach. Buckingham: Open University Press.

    Google Scholar 

  • Becher, T., Henkel, M., & Kogan, M. (1994). Graduate education in Britain. London: Jessica Kingsley.

    Google Scholar 

  • Birtwistle, T. (2009). Towards 2010 (and then beyond)—The context of the Bologna process. Assessment in Education: Principles, Policy & Practice, 16(1), 55–63.

    Google Scholar 

  • Bologna Working Group on Qualifications Frameworks. (2005). A framework for qualifications of the European higher education area. Copenhagen: Danish Ministry of Science, Technology and Innovation.

    Google Scholar 

  • Bone, D. (2008). Internationalisation of higher education: A ten-year view. London: Department for Innovation, Universities and Skills.

    Google Scholar 

  • Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.

    Google Scholar 

  • Cemmell, J., & Bekhradnia, B. (2008). The Bologna process and the UK’s international student market. Oxford: Higher Education Policy Institute.

    Google Scholar 

  • Cerych, L., & Sabatier, P. A. (1986). Great expectations and mixed performance: The implementation of higher education reforms in Europe. Stoke on Trent: Trentham Books.

    Google Scholar 

  • Conference on Master-level Degrees. (2003). Conclusions and recommendations of the conference. March 14–15, Helsinki, Finland. Retrieved from https://doi.org/www.uta.fi/opiskelu/opetuksen_tuki/bolognan_prosessi/Master_revised.pdf

    Google Scholar 

  • Danish Evaluation Institute. (2009). Self-certification. Verification of compatibility of the Danish National qualifications framework for higher education with the framework for qualifications of the European higher education area. Copenhagen: Danish Evaluation Institute.

    Google Scholar 

  • Danish Rectors’ Conference. (2002). Danish universities. Copenhagen: Danish Rectors’ Conference.

    Google Scholar 

  • Davies, H. (2009). Survey of master degrees in Europe. Brussels: European University Association.

    Google Scholar 

  • Davies, W. (2007). Mastering diversity. London: UK Higher Education Europe Unit.

    Google Scholar 

  • European Commission. (2009). ECTS users’ guide. Luxembourg: Office for Official Publications of the European Communities.

    Google Scholar 

  • European Consortium for Accreditation in Higher Education. (2012). Assessment framework for joint programmes. The Hague: European Consortium for Accreditation in Higher Education.

    Google Scholar 

  • Europe Unit. (2004). Masters degrees and the Bologna process. London: Europe Unit, Universities UK.

    Google Scholar 

  • Gornitzka, Å., Kogan, M., & Amaral, A. (2005). Reform and change in higher education. Analysing policy implementation. Dordrecht: Springer.

    Google Scholar 

  • Gornitzka, Å., Kyvik, S., & Stensaker, B. (2005). Implementation analysis in higher education. In Å. Gornitzka, M. Kogan, & A. Amaral (Eds.), Reform and change in higher education. Analysing policy implementation (pp. 35–57). Dordrecht: Springer.

    Google Scholar 

  • Harris, M. (1996). Review of postgraduate education. Bristol: Higher Education Funding Council for England.

    Google Scholar 

  • House of Commons Education and Skills Committee. (2007). The Bologna process. Fourth Report of Session 2006–07. London: The Stationery Office Limited.

    Google Scholar 

  • International Committee. (2011). The framework for higher education qualifications in Portugal. Report of the International Committee on the Verification of Compatibility with the Qualifications Framework of the European Higher Education Area.

    Google Scholar 

  • Johnson, S., & Wolf, A. (2008, September 7–12). Qualifications recognition across borders. Paper presented at the annual conference of the International Association for Educational Assessment, Cambridge.

    Google Scholar 

  • Kehm, B. M., & Teichler, U. (2006). Which direction for bachelor and master programmes? A stocktaking of the Bologna process. Tertiary Education and Management, 12(4), 269–282.

    Google Scholar 

  • Ministeriet for Videnskab, Teknologi og Udvikling. (2003). Ministerial Order concerning the Act on Universities (the University Act). Copenhagen: Ministeriet for Videnskab, Teknologi og Udvikling.

    Google Scholar 

  • Ministeriet for Videnskab, Teknologi og Udvikling. (2004a). Ministerial order no. 867 of 191081 2004. Ministerial order on examinations in university programmes. Copenhagen: Ministeriet for Videnskab, Teknologi og Udvikling.

    Google Scholar 

  • Ministeriet for Videnskab, Teknologi og Udvikling. (2004b). Ministerial order no. 338 of 6 May 2004. Ministerial order on bachelor and master’s programmes (candidatus) at universities. Copenhagen: Ministeriet for Videnskab, Teknologi og Udvikling.

    Google Scholar 

  • Ministério da Ciência, Tecnologia e Ensino Superior. (2005). Law No. 49/2005, of 30 August. Lisboa: Ministerio da Ciencia, Tecnologia e Ensino Superior.

    Google Scholar 

  • Ministério da Ciência, Tecnologia e Ensino Superior. (2006). Decree-Law No. 74/2006, of 24 March. Lisboa: Ministério da Ciência, Tecnologia e Ensino Superior.

    Google Scholar 

  • Ministério da Inovação, Tecnologia e Ensino Superior. (2005). Decree-Law No. 42/2005, of 22 February. Lisboa: Ministério da Inovação, Tecnologia e Ensino Superior.

    Google Scholar 

  • Ozga, J. (2000). Policy research in educational settings: Contested terrain. Buckingham: Open University Press.

    Google Scholar 

  • Quality Assurance Agency (QAA). (2008). The framework for higher education qualifications in England, Wales and Northern Ireland. Gloucester: Quality Assurance Agency.

    Google Scholar 

  • Quality Assurance Agency (QAA). (2009). Verification of the compatibility of the framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) with the framework for qualifications of the European higher education area (FQ-EHEA). Gloucester: Quality Assurance Agency.

    Google Scholar 

  • Quality Assurance Agency (QAA). (2010). Master’s degree characteristics. Gloucester: Quality Assurance Agency.

    Google Scholar 

  • Reynolds, J., & Saunders, M. (1987). Teacher responses to curriculum policy: Beyond the “delivery” metaphor. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 195–214). London: Cassell Educational.

    Google Scholar 

  • Sin, C. (2012). Researching research in master’s degrees in Europe. European Educational Research Journal, 11(2), 290–301.

    Google Scholar 

  • Smith, A. (2010). One step beyond: Making the most of postgraduate education. London: Department for Business, Innovation and Skills.

    Google Scholar 

  • Sursock, A., & Smidt, H. (2010). Trends 2010: A decade of change in European higher education. Brussels: European Universities Association.

    Google Scholar 

  • Tauch, C. (2004). Almost half-time in the Bologna process—Where do we stand? European Journal of Education, 39(3), 275–288.

    Google Scholar 

  • Tauch, C., & Rauhvargers, A. (2002). Survey on master degrees and joint degrees in Europe. Geneva: European University Association.

    Google Scholar 

  • The Royal Society. (2008). A higher degree of concern. London: The Royal Society.

    Google Scholar 

  • Trowler, P. (2002). Higher education policy and institutional change: Intentions and outcomes in turbulent environments. Buckingham: Open University Press.

    Google Scholar 

  • Trowler, P., Saunders, M., & Knight, P. (2004). Change thinking, change practices. A guide to change for heads of department, subject centres and others who work “middle-out’. Paper written with support from: The LTSN Generic Centre, The UK Evaluation of the LTSN and The HEFCE Innovations project “Skills plus”.

    Google Scholar 

  • Veiga, A., & Amaral, A. (2006). The open method of coordination and the implementation of the Bologna process. Tertiary Education and Management, 12(4), 283–295.

    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. thesis). CHEPS/Twente University, Enschede.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. CIPES (Centre for Research in Higher Education Policies), Rua Primeiro de Dezembro 399, 4450-227, Matosinhos, Portugal

    Cristina Sin

Authors
  1. Cristina Sin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cristina Sin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Sin, C. The Devil in the Detail: Contradictory national requirements and Bologna master degrees. Tert Educ Manag 19, 16–31 (2013). https://doi.org/10.1080/13583883.2012.738241

Download citation

  • Received:

  • Revised:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1080/13583883.2012.738241

Keywords

Search

Navigation