1. Bologna from the grassroots
HERODOT: A European thematic network supporting Geographers (and those in related disciplines)
Karl Donert, National Teaching Fellow
HERODOT Project coordinator
President, EUROGEO

2. Bologna Tasks
create a framework within which a common higher education agenda could be set (Teichler, 1999)
HEIs given the mission of meeting the target to establish a European Higher Education Area by 2010
Teichler, U. (1999), Internationalisation as a Challenge for Higher Education in Europe Tertiary Education and Management, 5(1): 5-22

3. Bologna Structure Top down: European Bologna - Meeting of Ministers
National Bologna - National experts and agencies
University Bologna
Departmental/Faculty Bologna
Course Bologna
Individual Bologna

4. What are Thematic Networks?
deal with:
forward-looking, strategic reflection on scientific, educational and institutional issues
mapping and enhancing higher education
analysing and responding to change (eg Bologna)
facilitate international cooperation and collaboration
build synergy between teaching and research
with a pronounced European dimension

5. WHY HERODOT? Herodotus – storyteller, commentaries about the world
map recreating his understanding of the world
why things happen?
causation
the first Geographer?

6. HERODOT Mission promote Geography (for higher education)
support professional development of academic staff in changing environments
focus for research and publications on teaching and learning
an active network for other initiatives
enabling academic links around the world

7. HERODOT Activities expert meetings and conferences
workshops, seminars, events
trans-European research
forum for debate and discussion
promote good practice
advise on professional development
connect many types of organisation – associations, NGOs, publishers, software developers, businesses, Ministries, employers, agencies, students etc.

8. April 2007 159 member organisations
24 outside Europe
39 countries
August member organisations
54 outside Europe
55 countries

9. HERODOT Thematic Areas
European priorities
Needs Analysis of members

10. Network research Pan-European research State of Geography 2005
TUNING Geography 2006
Implementing Bologna 2009
Comparative analyses between countries
Action Research - different themes eg Culture and Diversity, Sustainable development, GIS, elearning, teacher education

11. TUNING Geography (2003-2006) HERODOT asked to “TUNE” Geography
‘TUNING Educational Structures in Europe’ – a project undertaken by universities, for universities.
Universities’ response to the challenge of the Bologna Declaration.
The project motto is “Tuning of educational structures and programmes on the basis of diversity and autonomy”
HERODOT asked to “TUNE” Geography

12. TUNING Objectives implement two/three cycles
identify common reference points from discipline and generic perspectives
develop professional profiles from comparable and compatible learning outcomes
facilitate employability by promoting transparency
develop a common language understood by all involved (higher education, employers, professional bodies, students)

13. TUNING Methodology survey of graduates, employers and academics
considers
importance of generic and subject-specific competences
evaluation of how well higher education institutions develop them
undertaken to:
develop academic and professional profiles for a degree programme and
identify important learning outcomes

14. Subject-specific competences

15. TUNING sample Geography 453 231 301 985 Subject Graduates Employers
Academics
Total
Business
921
153
1227
Geography
453
231
301
985
Geology
656
138
145
939
History
800
149
221
1170
Mathematics
662
122
906
Physics
635 85
121
841
Education Sciences
897
201
134
1232
Chemistry
612 96
102
810

16. How has this been used?
identify strengths, what to keep in Bologna courses
spot weaknesses and gaps in courses
help in planning new courses and curriculum
establish benchmarks and milestones – students must, should, could do
create professional profile of what Geography graduates can do
Initiate Quality Assurance
Understand Quality enhancement needs

17. Geography TUNING Conclusions
4 issues and network responses
Becoming competitive
Promoting European Geography worldwide
Educating about European issues
Books, curriculum materials, guidance
Employability
Employability profile, work with European student association, NGOs, Careers
Curriculum and Quality issues
Workshops, benchmark statements

18. Bologna research (2009): rationale
Despite rhetoric – Bologna more challenging than expected
primarily due to:
challenges related to engaging the academic community
dissemination of information
EU enlargement
the lack of support (money, guidance)

19. Bologna research: rationale
National overviews of political situation
EURYDICE = network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems
European Ministries = national level responsibility for higher education and reporting lies in each of the Member States
No research on the impact and influence of Bologna on academics across Europe

20. Research goal, method Goal
to report on the impact and influence of Bologna reforms on an Departments/Faculties and individuals
Method
a short questionnaire on the nine goals of Bologna and the development of a European Higher Education Area (Jan-July 2009)
administered to Departments /Faculties via the HERODOT network

22. What does Bologna mean to academics?
Comparability
Share – collaboration – common needs – learn from one another
Recognise Diversity – focus on excellence
Building a Community of Practice – promote quality
Professionalisation of academic staff
Increased Competition
Global forces
Mobility

23. What is the European Higher Education Area?
confusion, uncertainty and ignorance
many difficulties and some threats
Perceived as:
unity - through the use of terms like “homogenisation”, “compatibility” and “commonality”
much confusion concerning the relative importance of diversity versus homogeneity
free movement and internationalisation
sharing know-how
“European associations and academic networks in Geography are central to moving from the theory of Bologna to the awareness and implementation of it.”

24. Research Conclusions
results confirm King (2006), misunderstandings and controversy built walls rather than bridges to change
Bologna has:
raised too many challenges and
marginalised certain stakeholder groups
Gonzales and Wagenar (2003) suggested disciplinary frameworks offer a powerful approach
greater professionalisation in higher education essential, where practitioners can work together
King, C. (2006), The Bologna Process: Bridge or Fortress? A Review of the Debate from a North American Perspective, Vancouver, Institute of European Studies, University of British Columbia,

25. Network Responses
Form a professional organisation for members – EUROGEO (
Create valuable products in response to needs
Respond to international issues
2008 International Year of Planet Earth
UN Decade for sustainable development
2014 International Year of Culture and Civilisation
International Charter for Geography Education
Widen networking further – funding - support
Seek sustainability through sponsorship and support

26. Competitiveness agenda
Viviane Reding, laid the basis for “making the EU a prominent figure in the world education market”, arguing that
“…national governments alone cannot meet the challenges of globalisation, new technologies and the single market” (Reding, 2003: 2)
Reding, V. (2003), We need to implement wholeheartedly the Bologna process, Paper presented at the Berlin Conference on Higher Education, Berlin, Germany, 18 September 2003,

27. Bologna Structures Bologna Structure
Bologna Structures (adapted from: The Bologna Process from a Norwegian Perspective, available from:

28. European governance system
Bologna resulted in:
complex system of European governance
powerful political community evolved
supranational level agencies, NGOs
partnership with EC and national Ministries
networks and professional associations participate, engage in and have influence on the process

29. Self-regulated governance process
self-regulative governance applied in circumstances where the EU cannot legislate
Open Method of Co-ordination (OMC), the instrument to build a coherent, comprehensive strategy in education and training
OMC supports Member States in developing their own policies regarding higher education, in line with EU objectives

30. Bologna and networking: some conclusions
Like minded people– similar interests- Community
Widely dispersed initiatives, sharing a common infrastructure (Kemp, 1998)
essential for the adoption of innovation and implementation of change (Murgio et al., 2002)
Networking critical to improve quality (EC, 2003)
Establish visions for the future (HERODOT, 2008)
Kemp, K.K. (1998), What's missing? What do we need?.
Murgio LA et al. (2002), Satellite Technology as part of high school syllabus – an innovative educational proposal. – In: ISPRS Commission Brazil,
EC (2003), The Bologna Process – Next Stop. Berlin 2003, :
HERODOT (2008), Draft Manifesto: Future Prospects in Geography,

31. HERODOT phase 3 (2010-2013) Broader remit – Spatial Sciences
Seeking members now -
Themes:
European Issues and Identities
Spatial Citizenship
Quality dimensions
Postgraduate education
Interested?

32. Romano Prodi
“What we now need to build is a union of hearts and minds, underpinned by a strong shared sentiment of a common destiny — a sense of common European citizenship”
Prodi, R. (1999), Speech by the President-designate of the European Commission to the European Parliament, Brussels, 14 September 1999,