Date of Award
Morgridge College of Education
Antonio Olmos, Ph.D.
Bologna process, Epistemic community, Higher education reform, Mixed methods, Quantitization
This research project focused on the causes of implementation of the Bologna Process and its impact across Europe. It traced the history of the Bologna Process and introduced the paradox of policymaking in Bologna's continued implementation. The latter part of the introduction presents a summary of policy coordination and the epistemic community and the notion of soft law and the open method of coordination (OMC) in European policymaking. Possible causes for changes in implementation of Bologna are investigated, as are the origins of the Bologna Process and its goals. The argument of Bologna as OMC is presented and reflects on education reform in Europe's last two decades. Mixed methods inquiry was used to investigate the emergence of the epistemic community, which, in its scientific authority and expertise, influences policymakers in Europe as it guides them to adopt reforms according to its agenda. Study findings revealed an increase in mean prevalence scores of Bologna's key themes and subthemes immediately after epistemic communities joined the decision-making process of the Bologna Process.
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Cheryl Leontyne Wink
Received from ProQuest
Wink, Cheryl Leontyne, "Actors and Their Roles in European Education Policy: A Mixed Methods Approach to Understanding the Bologna Process" (2016). Electronic Theses and Dissertations. 1194.
Statistics, International Relations