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Laura Louise Sarauw

Critics often see the European Bologna Process as a univocal standardisation of higher education. By exploring how different qualifications frameworks project different social imaginaries of globalisation, this article takes a different stance. The overarching qualifications framework of the Bologna Process rests on a socially constituted and contested concept of globalisation as a change towards a more diverse and unforeseeable world, which calls for the development of flexible, lifelong learners with a broad knowledge base and strong democratic competencies. Although this social imaginary is widely known, I argue that it is also highly contested. For example, the Danish qualifications framework of 2003 projects a social imaginary of globalisation as a change towards a smaller and more predictable world, which enables a novel and more efficient alignment of the curriculum towards specific professional needs, and where the development of a broad knowledge base and democratic competencies are no longer prioritised.

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Laura Louise Sarauw, Sintayehu Kassaye Alemu and Penny Welch

Macfarlane, B. (2017), Freedom to Learn: The Threat to Student Academic Freedom and Why It Needs to Be Reclaimed London: Routledge, 140 pp., ISBN 978-0-415-72916-1

P. Zgaga, U. Teichler, H. G. Schuetze and A. Wolter (eds) (2015), Higher Education Reform: Looking Back and Looking Forward Frankfurt: Peter Lang, 431 pp., ISBN 978-3-631-66275-5

D. Pecorari and P. Shaw (eds) (2019), Student Plagiarism in Higher Education: Reflections on Teaching Practice London: Routledge, 180 pp., ISBN 978-1-138-05516-2