Subject area descriptors and curriculum reform in European higher education area: a bridging stone or a trap of specialization?

Research output: Contribution to journalArticle

Abstract

The program of curriculum reform in the European Higher Education Area logically leads from creating and referencing international and national qualification frameworks, implementation of common instruments of quality assurance and learning outcomes, towards coordination of curricula in sectors and particular subject areas. Such direction for the second decade of Bologna Process was formulated in policy documents of Leuven and Louvain-la-Neuve Ministerial Conference. Nonetheless, the analysis of the examples of curriculum regulation in Lithuanian higher education legislation shows that this direction may lead towards excessive specialization and narrow professionalization of study programmes. This evidence brings the discussion back to questions on degree and a cycle of higher education and how subject-specific disciplinary orientation of the curriculum can coexist with interdisciplinary dimension of studies and development of broader competences.
Original languageEnglish
Pages (from-to)73-93
JournalJournal of the European higher education area
Issue number3
Publication statusPublished - 2015

Fingerprint

specialization
curriculum
reform
education
Bologna Process
program of study
professionalization
quality assurance
qualification
legislation
regulation
learning
evidence

Keywords

  • Higher education
  • Lithuania
  • Reform

Cite this

@article{fbc3c69c1ad746bdbe5fa4106a7bc959,
title = "Subject area descriptors and curriculum reform in European higher education area: a bridging stone or a trap of specialization?",
abstract = "The program of curriculum reform in the European Higher Education Area logically leads from creating and referencing international and national qualification frameworks, implementation of common instruments of quality assurance and learning outcomes, towards coordination of curricula in sectors and particular subject areas. Such direction for the second decade of Bologna Process was formulated in policy documents of Leuven and Louvain-la-Neuve Ministerial Conference. Nonetheless, the analysis of the examples of curriculum regulation in Lithuanian higher education legislation shows that this direction may lead towards excessive specialization and narrow professionalization of study programmes. This evidence brings the discussion back to questions on degree and a cycle of higher education and how subject-specific disciplinary orientation of the curriculum can coexist with interdisciplinary dimension of studies and development of broader competences.",
keywords = "Higher education, Lithuania, Reform",
author = "Giedrius Viliūnas",
year = "2015",
language = "English",
pages = "73--93",
journal = "Journal of the European higher education area",
issn = "2192-0109",
number = "3",

}

TY - JOUR

T1 - Subject area descriptors and curriculum reform in European higher education area

T2 - a bridging stone or a trap of specialization?

AU - Viliūnas, Giedrius

PY - 2015

Y1 - 2015

N2 - The program of curriculum reform in the European Higher Education Area logically leads from creating and referencing international and national qualification frameworks, implementation of common instruments of quality assurance and learning outcomes, towards coordination of curricula in sectors and particular subject areas. Such direction for the second decade of Bologna Process was formulated in policy documents of Leuven and Louvain-la-Neuve Ministerial Conference. Nonetheless, the analysis of the examples of curriculum regulation in Lithuanian higher education legislation shows that this direction may lead towards excessive specialization and narrow professionalization of study programmes. This evidence brings the discussion back to questions on degree and a cycle of higher education and how subject-specific disciplinary orientation of the curriculum can coexist with interdisciplinary dimension of studies and development of broader competences.

AB - The program of curriculum reform in the European Higher Education Area logically leads from creating and referencing international and national qualification frameworks, implementation of common instruments of quality assurance and learning outcomes, towards coordination of curricula in sectors and particular subject areas. Such direction for the second decade of Bologna Process was formulated in policy documents of Leuven and Louvain-la-Neuve Ministerial Conference. Nonetheless, the analysis of the examples of curriculum regulation in Lithuanian higher education legislation shows that this direction may lead towards excessive specialization and narrow professionalization of study programmes. This evidence brings the discussion back to questions on degree and a cycle of higher education and how subject-specific disciplinary orientation of the curriculum can coexist with interdisciplinary dimension of studies and development of broader competences.

KW - Higher education

KW - Lithuania

KW - Reform

M3 - Article

SP - 73

EP - 93

JO - Journal of the European higher education area

JF - Journal of the European higher education area

SN - 2192-0109

IS - 3

ER -