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Titlebook: European Policy Implementation and Higher Education; Analysing the Bologn Cristina Sin,Amélia Veiga,Alberto Amaral Book 2016 The Editor(s)

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樓主: Retina
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發(fā)表于 2025-3-25 04:40:14 | 只看該作者
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發(fā)表于 2025-3-25 08:28:13 | 只看該作者
Karsten Kilian,Ralf T. Kreutzerirst degree is losing ground in favour of the master degree. Unemployment rates, including long-term unemployment, are higher for first-degree holders than for master degree holders, indicating that the labour market assigns more value to the latter. Scepticism prevails among academics, students and
23#
發(fā)表于 2025-3-25 15:08:47 | 只看該作者
Ralf T. Kreutzer,Karl-Heinz Landcus of this chapter. Since Bologna’s launch, mobility has grown at a faster rate in Portugal than the European average. Yet, the latest figures show mobility to lie at a modest 7.4?% of graduates, far removed from the ambitious target of 20?% mobile graduates by 2020. Portugal has also become an imp
24#
發(fā)表于 2025-3-25 18:21:14 | 只看該作者
https://doi.org/10.1007/978-3-658-37520-1sely linked to policies for the internationalisation of higher education. Until recently, Portugal did not have a consistent policy for internationalising higher education. In the early days of the Bologna Process, studies attributed the low priority of internationalisation to the government’s lack
25#
發(fā)表于 2025-3-25 21:57:33 | 只看該作者
https://doi.org/10.1007/978-3-662-54269-9ng into the effects of the Bologna Process on Portuguese higher education. How far has higher education in Portugal moved towards the political ambitions entertained at the European level regarding employability, mobility and attractiveness of European higher education? Portugal is used here as a co
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發(fā)表于 2025-3-26 02:18:50 | 只看該作者
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European Policy Implementation and Higher Education978-1-137-50462-3Series ISSN 2946-319X Series E-ISSN 2946-3203
28#
發(fā)表于 2025-3-26 12:31:34 | 只看該作者
29#
發(fā)表于 2025-3-26 13:19:08 | 只看該作者
https://doi.org/10.1057/978-1-137-50462-3Education policy; European policies; Higher education policy; Bologna Process; University; Tertiary educa
30#
發(fā)表于 2025-3-26 17:41:16 | 只看該作者
https://doi.org/10.1007/978-3-658-44589-8that the objectives to be met are associated with the establishment of structures, routines, standards, shared meanings and resources, which are key to the achievement of the objectives, and that these objectives are also influenced by the interaction between different levels of political coordination.
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