Issues, Models and Cases
Edited by Carmelo Mazza, Paolo Quattrone and Angelo Riccaboni
Chapter 5: Bologna and Business Education: Far from a Model, Just a Process for a While…
5. Bologna and business education: far from a model, just a process for a while . . . Nicolas Mottis INTRODUCTION One of the drivers of university reforms in Europe over the last decade is the need for a better harmonization of degrees and pedagogical systems. Launched by governments with a clear political objective – improve the competitiveness of Europe on a world scale – the European harmonization process structured by European education ministers’ summits and formal declarations (Paris, Bologna, Prague, Berlin, Bergen) every other year has fostered many changes in most countries. It is widely known today as the Bologna process. It is striking to observe how other sector regulation mechanisms, like accreditations (Hedmo, 2004) and rankings (Wedlin, 2004), also gained momentum over the same period of time. They have existed for a long time at national levels in many countries, but what has changed recently is their capacity to cross the borders and address issues and characteristics of institutions stemming from hugely diﬀerent academic traditions. Leading players – like the American Association of Collegiate Schools of Business (AACSB) or the European Foundation for Management Development (EFMD) – have very actively promoted quality improvement approaches and recognition labels that end up signiﬁcantly inﬂuencing decisions made by institutions in terms of recruitment policies of students and faculty, curriculum design or governance for example. The same is true with media via rankings, some of which pretend now to compare programs from incredibly diﬀerent countries. When analyzed carefully in practice, it is obvious that these...
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