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Stanislav Štech

The Bologna Process as a New Public Management Tool in Higher Education

This essentially polemical article questions whether the Bologna Process (BP) is necessary (and desirable) in the adaptation of universities to the new social conditions or whether it is a Trojan horse sent out to introduce neo-liberal changes in the field of higher education. First, it addresses the circumstances surrounding the origins of the Bologna Declaration, demonstrating that it enabled the instrumental logic of the marketization and commodification of education to pervade universities traditionally conceived of as cultural institutions of knowledge. It then investigates the eight declared objectives of Bologna and, finally, summarises the consequences that can be firmly established ten years after the event. These include the fact that three of the pillars of the BP can be interpreted as responding to the requirements of neoliberal New Public Management; namely, study structure (flexibility and market-driven profiles), credits (standardization, mobility and effectiveness) and quality assurance (external control). In conclusion, the paper suggests that the BP primarily represents a problem in understanding a situation that displays signs of the radical transformation of the social function of one dimension of societal life - higher education. Although it is clearly an adaptive reaction to the (neoliberal) transformation of society, it has also become part of the ideological games played by certain special-interest groups and, as such, we must make continual attempts to gain a deeper understanding of it.

Open access

Piret Luik

evaluation of digital learning material to support acquisition of quantitative problem-solving skills within food chemistry. Journal of Science Education and Technology, 14 (5/6), 495-507. Herring, D. F., Notar, C. E., & Wilson, J. D. (2005). Multimedia software evaluation form for teachers. Education, 126 (1), 100-111. Higgins, K. (2000). Evaluating educational software for special education. Intervention in School & Clinic, 36 (2), 109-115. Hughes, I. E. (1998). "Horses for courses

Open access

Tanja Tillmanns, Charlotte Holland and Alfredo Salomão Filho

: 10.1080/00958961003674665 Ferrante, A., & Sartori, D. (2016). From anthropocentrism to post-humanism in the educational debate. Relations, 4.2 (November), 175–194, doi: 10.7358/rela-2016-002-fesa Fundación Telefónica. (2012). May the horse live in me: Tercer Premio VIDA 14.0 [Video file]. Retrieved from Gregory, M. (2014). Ethics education as philosophical practice: the case from Socratic, critical and contemplative pedagogies. Teaching Ethics, 15 (1), 19–34, doi: 10.5840/tej201410173 Jickling

Open access

Nelly Kostoulas-Makrakis and Vassilios Makrakis

endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425-442. DOI: 10.1111/0022-4537.00176. Eilam, E., & Trop, T. (2012). Environmental attitudes and environmental behaviour- Which is the horse and which is the cart? Sustainability, 4(9), 2210-2246. DOI: 10.3390/su4092210. Gruenewald, D. A., & Smith, G. A. (Eds.). (2008). Place-based education in the global age: Local diversity. New York: Lawrence Erlbaum. Jaeger, C. C., Tabara, J. D., & Jaeger, J. (Eds.). (2011). European research

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Aira Aija Krūmiņa and Jelena Ļubenko

Central Highlands Primary Care Partnership Rudd, R. E., Anderson, J. E., Oppenheimer, S., & Nath C. (2007). Health literacy: An update of public health and medical literature. Chapter 6 in Comings J. P., Garner B., Smith C. (Eds.), Review of adult learning and literacy, 7, 175-204. Ruwaard, J., & Kok, R. (2015). Wild West eHealth: Time to hold our horses? European Health Psychologist, 17(1), 45-49. Sackett, D. L

Open access

Katerina Kourkouli

.C.: American Educational Research Association. [29] Schlager, M.S. & Fusco, J. (2004). “Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?” In S. Barab, R. Kling, & J. Gray (eds.), Designing for virtual communities in the service of learning, 120-153. Cambridge, UK: Cambridge University Press. [30] Vescio, V. Ross, D. & Adams, A. (2008). “A review of research on the impact of professional learning communities on teaching practices and student learning”, Teaching and Teacher

Open access

Sladjana Mijatović


The previous studies on the gymnastic societies of the Principality and the Kingdom of Serbia did not seriously deal with the types of physical exercise practiced therein. It may be assumed that is due to a lack of the information preserved thereabout.

For these reasons, in this study we searched for the findings about the types of physical exercise applied in the private training schools where some skills (fencing, swimming, archery, horse riding) were learnt and practiced, then in the societies for physical exercising (gymnastics) as well as in the chivalrous societies. The aim of this study was to determine the types and forms of physical exercise practiced in the private training schools, societies for physical exercising (gymnastics) and chivalrous societies of the Principality and the Kingdom of Serbia. The historical method was applied in this paper.

In this paper, we presented the results, i.e. the types of physical exercise practiced in the private training schools (Schools of Fencing, Steva Todorović’s School of Painting, Askanius Sedlmayer’s School of Gymnastics), societies for physical exercising (gymnastics) and chivalrous societies (Belgrade Society for Gymnastics and Fighting, Belgrade Gymnastic Society “Sokol”, Civil Gymnastic Society “Dušan Silni”, Sokol societies).

Based on the comparative analysis of the types of the apparatuses used and the exercise methods applied it has been determined that private schools mainly implemented the Turner system using most of Jahn’s Turner apparatuses. However, in the societies for physical exercising, in addition to the Turner exercise method, the Swedish system of physical exercise was partially applied as well.

Upon the appearance and acceptance of the Sokol idea, the application of the Sokol training method also started in the established Sokol societies, and soon afterwards in the army, and primary and secondary schools as well.

Open access

Vesna Kos

the gift horse. Br Med J. 1980; 281: 1685. 13. Niselle P. Danger zone. When boundaries are crossed in the doctor-patient relationship. Aust Fam Physician. 2000; 29(6): 541–4. 14. Belli P, Gotsadze G, Shahriari H. Out-of-pocket and informal payments in health sector: evidence from Georgia. Health Policy. 2004; 70(1): 109–23. 15. Abbasi YI, Gadit AA. Accepting gifts from patients: how ethical can this be in the local context? J Pak Med Assoc. 2008; 58(5): 281–2. 16. Cockfort A, Andersson N, Paredes-Solís S, Caldwell D, Mitchell S, Milne D, et

Open access

Aref Alobeid, Ioannis Vidakis, Georgios Baltos and Janis Balodis

Network΄s Security in the Eastern Mediterranean . Doctoral Thesis, Chios: Department of Shipping, Trade and Transport, School of Business, University of the Aegean. Vidakis, I. (2015). The Origins Of Energy Security: British Energy Policy In The Middle East (Selling the Same Horse Three Times!). Sosyoekonomi, 3, 31-45. Vidakis, I., & Baltos, G. (2013). Energy Security and Greece . Athens: DYROS Publishing. Vidakis, I., & Baltos, G. (2015). Security aspects of “Geoenergeia” and the significance of energy resources management in international politics

Open access

Olihe Adaeze Ononogbu and Chikodiri Nwangwu

”, Available from: [accessed: 11 November 2016]. Dlamini-Zuma, N.C. (2013). Report of the Chairperson of the African Union Commission on the Situation in Somalia during Peace and Security Council 379th Meeting. Available from: [accessed: 30 October 2015]. Egbo, S. (2001). Political Soldiering: Africa’s Men on Horse Back. Enugu: John Jacob's Classic Publishers Ltd. Francis, D.J. (2006). Uniting Africa: Building