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dc.contributor.authorGonzález Geraldo, José Luis
dc.contributor.authorTrevitt, Chris
dc.contributor.authorCarter, Susan
dc.identifier.citationGonzález Geraldo, José Luis; Trevitt, Chris; Carter, Susan. Realising pedagogical potencial of the bologna process third cycle. "JOTSE: Journal of technology and science education", Setembre 2011, vol. 1, núm. 2, p. 16-24.
dc.description.abstractThe European Higher Education Area (EHEA) has been achieved, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post grade studies. More specifically, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This doctoral case study is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, collaboration and competition, and language and writing.
dc.format.extent9 p.
dc.publisherUniversitat Politècnica de Catalunya. Institut de Ciències de l'Educació
dc.rightsAttribution-NonCommercial 3.0 Spain
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari::Espai Europeu d'Educació Superior
dc.subject.lcshEducation, Higher -- Congresses
dc.subject.otherEuropean Higher Education Area (EHEA)
dc.subject.otherBologna Process
dc.subject.otherDoctoral education
dc.titleRealising pedagogical potencial of the bologna process third cycle
dc.subject.lemacEspai Europeu d'Educació Superior -- Congressos
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.authorGonzález Geraldo, José Luis; Trevitt, Chris; Carter, Susan
local.citation.publicationNameJOTSE: Journal of technology and science education

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