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Europska zajednica je već 1955. godine uvidjela potrebu stvaranja zajedničke visokoobrazovne politike kako bi se bolje iskoristio europski intelektualni i znanstveni potencijal te kako bi se taj potencijal približio potrebama gospodarstva. Prva faza razvoja zajedničke visokoobrazovne politike u šezdesetim godinama 20. stoljeća obilježena je pokušajem pronalaženja adekvatnog institucionalnog okvira za promicanje visokog obrazovanja na razini Europske zajednice. U drugoj fazi u sedamdesetim godinama suradnja na području visokog obrazovanja priznata je kao zajednička politika za koju institucije EZ-e mogu formirati određene aktivnosti te je definiran potreban administrativan aparat unutar Europske komisije. Uspostavljeni su oblici suradnje koji su istovremeno predmet odlučivanja svake članice te aktivnost na razini EZ-e koja može dodatno unaprijediti kvalitetu i služiti kao nadopuna nacionalnim aktivnostima. U zadnjoj trećoj fazi od 1985.–1993. godine osigurana je široka podrška za pravovaljano donošenje odluka o visokom obrazovanju na razini EZ-e. Europsko vijeće je 1987. godine odobrilo ERASMUS program čime je završen ciklus nastajanja visokoobrazovne politike na razini EZe. Ovaj model nastajanja i kreiranja visokoobrazovne politike unutar EZ-e značajan je jer pokazuje na koji je način moguće ideju pretočiti u zajedničku politiku EZ-e, uz istovremeno očuvanje i poštivanje sveučilišne autonomije i nacionalnog suvereniteta. Suradnja na razini EZ-e pokazala se puno dinamičnijom i efikasnijom od međuvladine suradnje. To je otvorilo put nastanku i razvoju Bolonjskog procesa krajem 20. stoljeća. Europska unija je dobila pomoćnu i nadopunjavajuću ulogu u visokom obrazovanju jer su glavne kompetencije i dalje ostale na državama članicama., Even back in 1955, the European Community was already aware that a common higher education policy was needed in order to make a better use of the European intellectual and scientific potential, especially to connect this potential with economic needs. The first stage of the development of a common higher education policy in the 1960s was marked by the search for an adequate institutional framework. In the 1970s, during the second stage, cooperation in higher education was recognized as a common policy. The EC institutions could take action on the basis of this policy. The basic administrative framework in the European Commission was defined. At that time, different models of cooperation were established, which allowed decision making at the level of member states as well as at the EC level. The EC activities improved the quality of higher education policies and effectively supplemented national education policies. Higher education cooperation received major support in the third and last stage from 1985 to 1993, which enabled the European Commission to make decisions concerning higher education at the EC level. The European Council approved the ERASMUS programme in 1987, which concluded the creation of a common EC higher education policy. The creation of this policy shows that it is possible to create a common policy that respects both university autonomy and national sovereignty. The cooperation at the EC level proved to be more dynamic and more efficient than cooperation among governments. This insight opened the door to the Bologna process in the late 20th century. The European Union has obtained a complementary role in higher education, while the main decision making competencies remain within the member states.

Ovaj je rad usmjeren analizi načina na koji studenti doživljavaju hrvatski sustav visokoga obrazovanja i činitelje (ne)uspješnoga studiranja, temeljem kvalitativnoga istraživanja provedenoga u kontekstu širega istraživanja obilježja hrvatskih studenata kao društvene elite u nastajanju. Svrha rada je sadržana u analizi načina na koji studenti doživljavaju hrvatski sustav visokoga obrazovanja i činitelje (ne) uspješnoga studiranja putem ispitivanja načina na koji studenti doživljavaju Bolonjski proces i utvrđivanja činitelja koje studenti smatraju odgovornima za uspješan, odnosno neuspješan završetak studija. Istraživanjem su provjerene tri hipoteze. Prvom se hipotezom pretpostavlja da studenti prema sustavu visokoga školstva izražavaju visoku razinu kritičnosti, pri čemu je njihovo nezadovoljstvo uvjetovano različitim činiteljima. Drugom se hipotezom pretpostavlja da studenti neuspješnost studiranja pretežno objašnjavaju individualnim obilježjima studenata u kombinaciji s nepovoljnim uvjetima studiranja. Trećom je hipotezom pretpostavljeno da su okolnosti vezane uz doživljaj sustava visokoga školstva i činitelje studiranja ovisni o socijalnim obilježjima studenata. Rezultati podržavaju prvu i drugu hipotezu, dok potvrda treće hipoteze iziskuje daljnja kvantitativna istraživanja., This paper is about how students look at the university education system in Croatia and the factors of (un)successful studying; it is based on the qualitative research conducted in the context of more extensive research about the characteristics of Croatian students as the emerging social elite. The goal of the paper is to analyse how students perceive the higher education system in Croatia and the factors of (un)successful studying by examining their views on the Bologna process and the factors they consider relevant to finishing their studies (un)successfully. The research checks out three hypotheses. The first hypothesis is that students are highly critical of the higher education system and dissatisfied for a variety of reasons. The second hypothesis is that students attribute failure to both individual characteristics of students and unfavourable conditions of studying. The third hypothesis is that students’ perception of the higher education system and relevant factors which cause success or failure depends on the social characteristics of students. The results of the research support the first two hypotheses; the third one needs further quantitative research.

Osnovni cilj rada jest ukazati na važnost socijalne dimenzije u reformi visokog školstva u Hrvatskoj i Europi. Pritom valja imati na umu činjenicu da je iznalaž enje europskih političkih preporuka za poboljšanje kvalitete i pravednosti javnih sustava visokog obrazovanja osnovna zadaća ministarskih konvencija Bolonjskoga procesa. Sukladno tome, u radu se pokušava odgovoriti na pitanja pridonose li, na normativnoj razini, institucije visokog obrazovanja uklanjanju nejednakosti u pristupu i sudjelovanju u visokom obrazovanju, odnosno na koji se način učešće u visokoš kolskom obrazovanju posreduje višim društvenim statusom. Analizi ovih pitanja pristupa se u tri koraka: najprije se, na osnovi analize službenih dokumenata Bolonjskog procesa, konceptualno određuje što je to “socijalna dimenzija” visokog obrazovanja; potom se daje kratak pregled karakterističnih teorijskih pristupa vezanih uz tematiku obrazovne i socijalne nejednakosti; na kraju se analiziraju neki normativni aspekti sustava visokog obrazovanja u Hrvatskoj i dostupni empirijski podaci vezani uz socijalne karakteristike hrvatskih studenata/ica., The article emphasizes the importance of the social dimension of higher education reforms in Croatia and Europe, in view of the central task of Bologna process ministerial meetings to define European policy recommendations which target the improvement of quality and equality in European higher education systems. In line with that, the article attempts to address issues concerning the normative level of higher education participation in Croatia and whether higher education institutions contribute to reducing inequalities in access and progress to higher education study, as well as whether higher education participation in Croatia is mediated by social status. These issues are approached in three steps. Firstly, on the basis of analysing Bologna process official documents, the 'social dimension' of higher education is conceptualised. This is followed by a short review of characteristic theoretical approaches to educational and social inequalities; and finally, some aspects of the Croatian higher education system are analysed on both a normative and empirical level, the latter giving an insight into the social characteristics of the Croatian student body., L'objectif fondamental de cette étude est de souligner l'importance de la dimension sociale de la réforme de l'enseignement supérieur en Croatie et en Europe, ayant en vue, à cette occasion, le fait que la création de recommandations politiques européennes pour améliorer la qualité et l'équité des systèmes publics de l'enseignement supérieur est la tâche principale des conventions ministérielles du Processus de Bologne. Conformément à ceci on essaie de répondre à la question: au niveau normatif, les institutions d'enseignement supérieur contribuent-elles à supprimer les inégalités dans l'accès et la participation à l'enseignement supérieur, à savoir de quelle façon le statut social, plus large, intervient dans la participation à l'enseignement supérieur. Il est procédé à l'analyse de ces questions en trois phases: tout d'abord, sur la base de l'analyse des documents officiels du Processus de Bologne est déterminée conceptuellement la “dimension sociale” de l'enseignement supérieur; puis est présenté un bref aperçu des approches théoriques caractéristiques liées à la thématique des inégalités en matière d'enseignement et sociales, puis à la fin sont analysés certains aspects normatifs du système de l'enseignement supérieur en Croatie et les données empiriques accessibles liées aux caractéristiques sociales des étudiant(e)s croates.