tailieunhanh - Realising pedagogical potencial of the Bologna process third cycle

This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed. | Journal of Technology and Science Education REALISING PEDAGOGICAL POTENTIAL OF THE BOLOGNA PROCESS THIRD CYCLE 1 2 José Luis González Geraldo , Chris Trevitt , Susan Carter 3 1 Universidad de Castilla-La Mancha, 2University of Oxford, 3University of Auckland Cuenca/España, Oxford/UK, Auckland/New Zealand Abstract The European Higher Education Area (EHEA) has been established, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post graduate studies. As part of this reconceptualisation, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed. Keywords - 1 EHEA, Bologna Process, Doctoral education INTRODUCTION: The Halloween expression ‘Trick or treat’ encapsulates what the Bologna Process offers tertiary educators. Although the Bologna Process formally ended in 2010, its implementation within the emerging European Higher Education Area (EHEA) is still influencing the direction of higher education. We suggest that this is both a good opportunity for improvement, a step back in relation to higher educational quality. Will the EHEA prove to be a trick, or a treat?. In theory, it should be a treat: harmonization, transparency, .