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      체제 변환기 러시아 및 동구권 국가들의 교육 개혁이 정책전이 논쟁에 주는 시사점: 볼로냐 프로세스를 중심으로

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      The purpose of this study is to investigate the influences of educational policy transfer on transitional countries by analyzing the impacts of the Bologna Process on the educational systems of former socialist countries in Europe including Russia, Ukraine, and Hungary. For this purpose, documents published by European Union and its associated educational institutions, as well as academic institutions and scholars were analyzed to evaluate the changes made not only in the systemic level but also institutional and personal levels. The Bologna Process, instigated by the rise of knowledge economy and globalization, is purported to be the most influential educational reform conducted by the member countries since the formation of EU. However, unlike its original intentions to promote the voluntary participation of universities and students, the Bologna Process strengthened the structure of centralized bureaucracy in the educational systems, and restricted the freedom of professors, since most of the universities in these countries relied on governments for their funding. This indicates that in analyzing the influences of educational policy transfer in transitional countries, it is important to analyze the roles and motivations of actors participating in the decision-making processes. Moreover, Bologna Process reforms, made under the direction and control of government, were often turned into cases in which administrators hurriedly implement new policies against the will of faculty members and students, thus impeding the efficient localization of the reforms. This case, thus, implies that while educational reforms driven by policy transfer can change external systems and policies of universities, the fundamental reforms in the minds of faculty and inner workings of organization can only come about after a careful consideration of the societal and cultural values embedded within society.
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      The purpose of this study is to investigate the influences of educational policy transfer on transitional countries by analyzing the impacts of the Bologna Process on the educational systems of former socialist countries in Europe including Russia, Uk...

      The purpose of this study is to investigate the influences of educational policy transfer on transitional countries by analyzing the impacts of the Bologna Process on the educational systems of former socialist countries in Europe including Russia, Ukraine, and Hungary. For this purpose, documents published by European Union and its associated educational institutions, as well as academic institutions and scholars were analyzed to evaluate the changes made not only in the systemic level but also institutional and personal levels. The Bologna Process, instigated by the rise of knowledge economy and globalization, is purported to be the most influential educational reform conducted by the member countries since the formation of EU. However, unlike its original intentions to promote the voluntary participation of universities and students, the Bologna Process strengthened the structure of centralized bureaucracy in the educational systems, and restricted the freedom of professors, since most of the universities in these countries relied on governments for their funding. This indicates that in analyzing the influences of educational policy transfer in transitional countries, it is important to analyze the roles and motivations of actors participating in the decision-making processes. Moreover, Bologna Process reforms, made under the direction and control of government, were often turned into cases in which administrators hurriedly implement new policies against the will of faculty members and students, thus impeding the efficient localization of the reforms. This case, thus, implies that while educational reforms driven by policy transfer can change external systems and policies of universities, the fundamental reforms in the minds of faculty and inner workings of organization can only come about after a careful consideration of the societal and cultural values embedded within society.

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      참고문헌 (Reference)

      1 김선, "체제 변환기 중앙아시아 국가들의 유럽연합 교육 정책 수용 연구-유럽 교육 이니셔티브와 볼로냐 프로세스를 중심으로" 외국학연구소 (39) : 513-532, 2017

      2 이진희, "유럽통합과 독일 대학교육 제도 개혁에 관한 연구 - 볼로냐 프로세스이후 교육 개혁을 중심으로" 한국독일어문학회 23 (23): 179-199, 2015

      3 유성상, "유럽연합의 볼로냐 프로세스에 따른 한국 고등교육의 도전과제 탐색" 한국비교교육학회 20 (20): 1-28, 2010

      4 박지회, "볼로냐 프로세스의 제도화 과정 및 특성 분석" 한국교육사회학회 24 (24): 99-123, 2014

      5 신동은, "볼로냐 프로세스의 단기고등교육(Short-cycle Higher Education) 정책 분석-현 정부 전문대학 정책의 시사점을 중심으로-" 한국비교교육학회 23 (23): 275-295, 2013

      6 홍종열, "문화교류로서의 EU 교육정책에 관한 연구" 글로벌 문화콘텐츠학회 (5) : 123-148, 2010

      7 성열관, "교육정책 전이 및 차용 연구의 종합적 분석틀에 대한 이론적 고찰" 한국비교교육학회 20 (20): 1-25, 2010

      8 김신규, "‘볼로냐 프로세스’와 체코의 대학교육 개혁" (21) : 23-44, 2007

      9 김시홍, "‘볼로냐 프로세스’와 이탈리아 교육제도의 유럽화" (21) : 45-69, 2007

      10 조상식, "‘볼로냐 프로세스’와 독일 고등교육개혁" 한독교육학회 15 (15): 193-215, 2010

      1 김선, "체제 변환기 중앙아시아 국가들의 유럽연합 교육 정책 수용 연구-유럽 교육 이니셔티브와 볼로냐 프로세스를 중심으로" 외국학연구소 (39) : 513-532, 2017

      2 이진희, "유럽통합과 독일 대학교육 제도 개혁에 관한 연구 - 볼로냐 프로세스이후 교육 개혁을 중심으로" 한국독일어문학회 23 (23): 179-199, 2015

      3 유성상, "유럽연합의 볼로냐 프로세스에 따른 한국 고등교육의 도전과제 탐색" 한국비교교육학회 20 (20): 1-28, 2010

      4 박지회, "볼로냐 프로세스의 제도화 과정 및 특성 분석" 한국교육사회학회 24 (24): 99-123, 2014

      5 신동은, "볼로냐 프로세스의 단기고등교육(Short-cycle Higher Education) 정책 분석-현 정부 전문대학 정책의 시사점을 중심으로-" 한국비교교육학회 23 (23): 275-295, 2013

      6 홍종열, "문화교류로서의 EU 교육정책에 관한 연구" 글로벌 문화콘텐츠학회 (5) : 123-148, 2010

      7 성열관, "교육정책 전이 및 차용 연구의 종합적 분석틀에 대한 이론적 고찰" 한국비교교육학회 20 (20): 1-25, 2010

      8 김신규, "‘볼로냐 프로세스’와 체코의 대학교육 개혁" (21) : 23-44, 2007

      9 김시홍, "‘볼로냐 프로세스’와 이탈리아 교육제도의 유럽화" (21) : 45-69, 2007

      10 조상식, "‘볼로냐 프로세스’와 독일 고등교육개혁" 한독교육학회 15 (15): 193-215, 2010

      11 Steiner-Khamsi, G., "World yearbook of education 2012: Policy borrowing and lending in education" Routledge 2012

      12 Freeman, R., "What is translation?" 5 : 429-447, 2009

      13 Evans, M., "Understanding policy transfer : A multi-level, multi-disciplinary perspective" 77 (77): 361-385, 1999

      14 Kovtun, O., "Ukraine and the Bologna Process: A Case Study of the Impact of the Bologna Process on Ukrainian State Institutions" 34 (34): 91-103, 2009

      15 Rappleye, J., "Towards ‘thick description’ of Educational Transfer: Understanding a Japanese Institution’s ‘import’ of European Language Policy" 47 (47): 411-432, 2011

      16 European Commission., "Towards a European Research Area. Science and Technology and Innovation. Key Figures 2002" European Commission 2002

      17 Voegtle, E. M., "To what extent does transnational communication drive cross-national policy convergence? The impact of the bologna-process on domestic higher education policies" 61 (61): 77-94, 2011

      18 Cowen, R., "Then and Now: Unit Ideas and Comparative Education. In International Handbook of Comparative Education" Springer Science and Business Media 2009

      19 Cowen, R., "The transfer, translation and transformation of educational processes: and their shape‐shifting?" 45 : 315-327, 2009

      20 Elliott, J., "The impact of the west on post‐Soviet Russian education : change and resistance to change" 43 (43): 93-112, 2007

      21 Shaw, M. A., "The impact of the Bologna Process on academic staff in Ukraine" 23 (23): 1-21, 2012

      22 Europäische Kommission., "The history of European cooperation in education and training: Europe in the making-an example" Office for Official Publ. of the European Communities 2006

      23 Steiner-Khamsi, G., "The economics of policy borrowing and lending : a study of late adopters" 32 : 665-678, 2007

      24 Kwiek, M., "The Emergent European Educational Policies under Scrutiny : the Bologna Process from a Central European perspective" 3 (3): 759-776, 2004

      25 Pusztai, G., "The Bologna Process as a Trojan Horse : Restructuring Higher Education in Hungary" 40 (40): 85-103, 2008

      26 Wächter, B., "The Bologna Process : developments and prospects" 39 (39): 265-273, 2004

      27 Soltys, D., "Similarities, divergence, and incapacity in the Bologna Process reform implementation by the former-socialist countries : the self-defeat of state regulations" 51 (51): 179-195, 2015

      28 Commission of the European Communities., "Progress towards the Lisbon objectives in education and training: Indicators and Benchmarks 2008" Commission of European Communities 2008

      29 Kozma, T., "Political Transformations and Higher Education Reforms" 40 (40): 29-45, 2008

      30 Prince, R., "Policy transfer as policy assemblage : making policy for the creative industries in New Zealand" 42 : 169-186, 2009

      31 Dussauge-Laguna, M., "Policy Transfer as a “Contested” Process" 36 (36): 686-694, 2013

      32 McCann, E., "Policy Assemblages, Mobilities and Mutations : Toward a Multidisciplinary Conversaion" 10 : 325-332, 2012

      33 Pravda, "Paid Education: Russia’s prospects"

      34 Kvit, S., "New Dawn for Higher Education in Ukraine? University World News"

      35 Carney, S., "Negotiating Policy in an Age of Globalization: Exploring Educational “policyscapes” in Denmark, Nepal, and China" 53 (53): 63-88, 2009

      36 Gardinier, M. P., "Middlemen and Midwives of Reform: The In-between Worlds of Albanian Educational Policymakers and Professionals" 51 (51): 276-292, 2015

      37 Clarke, J., "Making Policy Move: Towards a Politics of Translation and Assemblage" Policy Press 2015

      38 Phillips, D., "Lessons from elsewhere: The politics of educational borrowing and lending" Teachers College Press 2004

      39 Phillips, D., "International Handbook of Comparative Education" Springer 2009

      40 Nóvoa, A., "Implementing European Union education and training policy. A comparative study of issues in four Member States" Kluwer 2003

      41 Bikbov A, "How Russian Universities Became the Future of World Education"

      42 Brunner, J., "Higher Education in Central Asia; The Challenges of Modernization - An Overview"

      43 Rodin, S., "Higher Education Reform in Search of Bologna" 46 (46): 21-38, 2009

      44 Silova, I., "Higher Education REforms and Global Geopolitics: Shifting Cores and Peripheries in Russia, the Baltics, and Central Asia" (97) : 2011

      45 Kozma, T., "Guest Editors’ Introduction" 40 (40): 3-8, 2008

      46 Schriewer, J., "Globalisation in education : Process and discourse" 1 (1): 271-282, 2003

      47 Bologna Follow-up Group., "From Berlin to Bergen" 2005

      48 Peck, J., "Exporting Workfare/Importing Welfare-to-work : Exploring the Politics of Third Way Policy Transfer" 20 (20): 427-460, 2001

      49 Ertl, H., "European Union policies in education and training: the Lisbon agenda as a turning point?" 42 (42): 5-27, 2006

      50 오정은, "EU집행위원회의 볼로냐 프로세스 참여: 유럽고등교육정책의 유럽화" 한국유럽학회 26 (26): 317-336, 2008

      51 "EUA Bologna Process website"

      52 Kvit, S., "Draft Higher Education Law Is Retrogressive, Obstructs Integration. University World News"

      53 Sun Kim, "Culture matters in educational policy transfer: the case of curricular reforms in the two Koreas during the Soviet and US military occupation" Informa UK Limited 32 (32): 372-385, 2016

      54 World Bank., "Constructing Knowledge Societies: new challenges for tertiary education" 2004

      55 Anderson-Levitt, K., "Complicating the Concept of Culture" 48 (48): 441-454, 2012

      56 Heinze, T., "Analysing the differential impact of the Bologna Process: Theoretical considerations on national conditions for international policy convergence" 56 (56): 493-510, 2008

      57 Kim, S., "Actors and Ideology in Educational Policy Transfer : The Case of US and Soviet Military Governments in the Two Koreas" 43 (43): 55-68, 2017

      58 Cowen, R., "Acting comparatively upon the educational world : Puzzles and possibilities" 32 : 561-573, 2006

      59 Trends 6., "A decade of change in European Higher Education" EUA Publications 2010

      60 Ochs, K., ""Comparative studies"and"cross-national attraction"in education : A typology for the analysis of English interest in educational policy and provision in Germany" 28 (28): 325-339, 2002

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