The Reform of Higher Education Systems and the Concept of Lifelong Learning [Elektronische Ressource] : a compearative study of German and Armenian universities in the Bologna Process / Hasmik Hunanyan. Gutachter: Martha Friedenthal-Haase ; Elisabeth Meilhammer

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• Publié par: friedrich-schiller-universitat_jena
• Publié le: 01 janvier 2011
• Nombre de lectures: 16
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

The Reform of Higher Education Systems
and the Concept of Lifelong Learning
A comparative study of German and Armenian
universities in the Bologna Process
Dissertation
zur Erlangung des akademischen Grades
doctor philosophiae (Dr. phil.)
vorgelegt dem Rat der Fakult¨at fu¨r Sozial- und Verhaltenswissenschaften
der Friedrich-Schiller-Universit¨at Jena
von Hasmik Hunanyan
geboren am 21.04.1977 in Jerewan, ArmenienGutachter
1. Prof. Dr. Martha Friedenthal-Haase
2. Prof. Dr. Elisabeth Meilhammer
Tag des Kolloquiums: 12.11.2010Contents
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
List of Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
1 Introduction 1
1.1 Research Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Research Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.3 Relevance to Research and Practice . . . . . . . . . . . . . . . . . . . 13
1.4 Structure of the Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2 Methodology 18
2.1 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.2 Cross-Country Comparison . . . . . . . . . . . . . . . . . . . . . . . . 19
2.3 Selection of Cases for the Cross-Country Comparison . . . . . . . . . 25
2.4 Interview as a Method of Qualitative Research . . . . . . . . . . . . . 28
2.4.1 Purposes of interviews . . . . . . . . . . . . . . . . . . . . . . 28
2.4.2 The type of the interviews conducted . . . . . . . . . . . . . . 30
2.4.3 Selection of interviewees . . . . . . . . . . . . . . . . . . . . . 34
2.4.4 Reflexions on the limitations of interviews as research method 35
2.5 The Case-Oriented Comparative Research Scheme . . . . . . . . . . . 36
3 The Bologna Process 40
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
iiiContents iv
3.2 Magna Charta Universitatum . . . . . . . . . . . . . . . . . . . . . . 41
3.3 Sorbonne Declaration (1998) . . . . . . . . . . . . . . . . . . . . . . . 43
3.4 Bologna Declaration (1999) . . . . . . . . . . . . . . . . . . . . . . . 49
3.5 Lisbon, Salamanca, Go¨teborg, or other cities that matter . . . . . . . 53
3.6 Prague Communiqu´e (2001) . . . . . . . . . . . . . . . . . . . . . . . 60
3.7 Berlin Communiqu´e (2003) . . . . . . . . . . . . . . . . . . . . . . . . 62
3.8 Bergen Communiqu´e (2005) . . . . . . . . . . . . . . . . . . . . . . . 68
3.9 London Communiqu´e (2007) . . . . . . . . . . . . . . . . . . . . . . . 73
3.10 Leuven/Louvain–la–Neuve Communiqu´e (2009) . . . . . . . . . . . . 76
3.11 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
4 The German System of Higher Education 85
4.1 Historical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
4.1.1 The appearance of European universities . . . . . . . . . . . . 85
4.1.2 The early modern times and the Enlightenment . . . . . . . . 88
4.1.3 The Humboldtian idea of the university and the development
of German universities before 1945 . . . . . . . . . . . . . . . 91
4.1.4 Development ofthe higher education system in the FederalRe-
public of Germany . . . . . . . . . . . . . . . . . . . . . . . . 99
4.1.5 Development of the higher education system in the German
Democratic Republic . . . . . . . . . . . . . . . . . . . . . . . 104
4.1.6 German unification and the aftermath . . . . . . . . . . . . . 107
4.1.7 A historical retrospect . . . . . . . . . . . . . . . . . . . . . . 111
4.2 The Structure of the Higher Education System in Germany . . . . . . 112
4.2.1 Legislative basis and general objectives of higher education in
Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
4.2.2 Higher education governance . . . . . . . . . . . . . . . . . . . 116
4.2.3 Types of higher education institutions . . . . . . . . . . . . . 118
4.2.4 Access to higher education . . . . . . . . . . . . . . . . . . . . 120
4.2.5 Degree structure and study organization . . . . . . . . . . . . 122Contents v
4.2.6 The grading system . . . . . . . . . . . . . . . . . . . . . . . . 130
4.3 The “Bologna” and Germany: Beginning, Progress and Ongoing De-
bates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
5 The Armenian System of Higher Education 141
5.1 Historical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
5.1.1 Sources and studies . . . . . . . . . . . . . . . . . . . . . . . . 141
5.1.2 Early times and the Golden Age of Armenian literature . . . . 142
5.1.3 Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
5.1.4 Developments between seventeenth and twentieth centuries . . 150
5.1.5 Foundation of modern universities . . . . . . . . . . . . . . . . 154
5.2 The Structure of the Higher Education System in Armenia . . . . . . 157
5.2.1 Legislative basis and general objectives of higher education in
Armenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
5.2.2 Higher education governance . . . . . . . . . . . . . . . . . . . 159
5.2.3 Types of higher education institutions . . . . . . . . . . . . . 162
5.2.4 Access to higher education . . . . . . . . . . . . . . . . . . . . 165
5.2.5 Degree structure and study organization . . . . . . . . . . . . 166
5.2.6 The grading system . . . . . . . . . . . . . . . . . . . . . . . . 168
5.3 The “Bologna”and Armenia: Beginning, Progress and Ongoing Debates168
6 The German Academic Community and the Ongoing Reforms 174
6.1 Appreciation and Critique of the Bologna Process . . . . . . . . . . . 174
6.1.1 The arguments pro et contra . . . . . . . . . . . . . . . . . . . 178
6.1.2 Shortcomings and difficulties . . . . . . . . . . . . . . . . . . . 190
6.2 Lifelong Learning and the German University . . . . . . . . . . . . . 195
6.3 Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
7 The Armenian Academic Community and the Ongoing Reforms 203
7.1 Appreciation and Critique of the Bologna Process . . . . . . . . . . . 203
7.1.1 The arguments pro et contra . . . . . . . . . . . . . . . . . . . 208Contents vi
7.1.2 Factors promoting and hindering the reforms . . . . . . . . . . 212
7.2 Lifelong Learning and the Armenian University . . . . . . . . . . . . 219
7.3 Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
8 Comparative analysis 226
8.1 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
8.2 Bologna Process: Appreciation and Criticism . . . . . . . . . . . . . . 227
8.2.1 Similarities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
8.2.2 Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
8.3 FosteringLifelongLearning—theSameFormulaforBothCases? Simi-
larities and Differences . . . . . . . . . . . . . . . . . . . . . . . . . . 237
8.3.1 Lifelong learning structures . . . . . . . . . . . . . . . . . . . 237
8.3.2 The role of the university . . . . . . . . . . . . . . . . . . . . 238
8.3.3 Adult learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
8.3.4 Family-supportive education . . . . . . . . . . . . . . . . . . . 240
8.4 Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
9 Conclusions 242
Bibliography 250
A Abbreviations 293
B Interviewees 295
B.1 Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
B.2 Armenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
C Interview Guidelines 298
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Zusammenfassung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Ehrenwo¨rtliche Erkl¨arung . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Lebenslauf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviiList of Figures
2.1 ExamplesofOpen,Theory-DrivenandConfrontationalQuestionsfrom
the Interviews Conducted in the Present Study. . . . . . . . . . . . . 32
2.2 The Comparative Study Design. . . . . . . . . . . . . . . . . . . . . 39
3.1 The Bologna Timeline and Priority Table. . . . . . . . . . . . . . . . 84
4.1 The Basic Structure of German Educational System. Source: KMK,
2009a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
4.2 Growth of Bachelor and Master Programmes in the Period from
Winter Semester 1999/2000 to Summer Semester 2009. Source:
HRK, 2009a:8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
4.3 Bachelor and Master Titles. Source: KMK, 2003:8. . . . . . . . . . . 128
4.4 Qualifications at German Universities: Traditional and New Consecu-
tive Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
5.1 Coordination of Armenian Higher Education. . . . . . . . . . . . . . 162
5.2 The Basic Structure of Armenian Educational System. . . . . . . . . 164
viiAcknowledgments
It is a pleasure to take this opportunity to thank a lot of people who, directly or
indirectly, supported me towards the end of this thesis.
First and the foremost, I would like to express my deepest grat