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Odgoj i obrazovanje oduvijek su neraskidivo povezani s društvenim, ekonomskim, političkim i kulturnim događajima. Cilj rada je razmotriti osnovne sličnosti i razlike između bolonjske i Šuvarove reforme obrazovanja. Iako je bolonjska reforma usmjerena na visoko obrazovanje, a Šuvarova se reforma prvenstveno odnosila na srednjoškolsko obrazovanje te reforme također sadrže brojne sličnosti čije bi implikacije mogle biti važne za cjelovitije razumijevanje brojnih očekivanja koja postavljaju moderne obrazovne ustanove. Jedna od osnovnih sličnosti obje reforme je povezanost obrazovanja sa svijetom rada i zahtjevima tržišta. Upravo je ta karakteristika modernih zahtjeva za odgojem obrazovanja istovremeno najkontroverznija i često kritizirana. Doprinos ovog rada podrazumijeva aktualizaciju pitanja Šuvarove reforme koja se često uspoređuje s bolonjskim procesom. U zaključku rada ističe se da bez obzira na razlike, čija je jedna od osnovnih činjenica da je Šuvarova reforma napuštena za razliku od trenutne bolonjske, usporedba ovih reformi može biti važna posebno kada je riječ o razumijevanju društveno-ekonomskih i političkih utjecaja na proces obrazovanja., Upbringing and education have always been inextricably linked with social, economic, political and cultural events. The aim of the paper is to consider the basic similarities and differences between Bologna and Suvar’s education reforms. Although Bologna reform is aimed at higher education and Suvar’s reform primarily refers to secondary education, these reforms have many similarities that can be significant when it comes to getting a more comprehensive understanding of the numerous expectations placed upon modern educational institutions. One of the basic similarities of both reforms is the connection of education with the world of work and market demands. It is precisely this characteristic of contemporary requirements that is set in front of education and is at the same time the most controversial and often criticized. The contribution of the paper implies the actualization of the issue of Suvar’s reform, which is often compared to the Bologna Process. The paper concludes that, regardless of the differences and the fact that Suvar’s reform was abandoned in contrast to the current Bologna, a comparison of these reforms may be important, especially when it comes to understanding the impact of socio-economic and political influences on the education process.

Rad obrađuje neke od pozitivnih i negativnih aspekata Bolonjskog procesa pri čemu je istraživački akcenat stavljen na koncept sreće kod studenata. Kvantitativnom analizom sadržaja deset dokumenata koje su rezultat ministarskih konferencija za visoko obrazovanje u razdoblju od 2001. do 2020. godine ustvrdili smo kako Bolonjska reforma ne posvećuje izričit i direktan interes za koncept sreće i dobrobiti studenata. Štoviše, pojmovi sreća, sreća studen(a)ta i dobrobit studen(a)ta ne spominju se ni u jednom od tih dokumenata. Potrebito je da visokoobrazovne institucije omoguće studentima stjecanje profesionalnih i stručnih kompetencija i prikladno osposobljavanje za tržište rada, ali i da im se osiguraju prilike za osoban razvoj i za istraživanje i evaluiranje determinanti sretnog, smislenog i dobrog života. U tu svrhu rad elaborira neke od stavaka ključnih za ljudsku sreću, a koje su nedovoljno zastupljene u europskoj reformi visokog obrazovanja na štetu osobnog razvoja studenata. Rad je podijeljen u četiri djela. Prvi dio razlaže Bolonjsku deklaraciju i neke od ciljeva Bolonjskog procesa. Drugi dio analizira pozitivne i negativne aspekte Bolonjskog procesa. Treći dio provodi kvantitativnu analizu sadržaja deset dokumenata koji su rezultat ministarskih konferencija i istražuje koncept sreće i dobrobiti, dok četvrti dio na temelju etičke teorije objektivne istine razvija određena rješenja kako bi se sreći i dobrobiti studenata unutar visokog obrazovanja posvetila adekvatnija pozornost., The article analyses some positive and negative aspects of the Bologna Process, while paying special attention to the notion of happiness among students. On the basis of a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education in the period between 2001 and 2020, the author concluded that the Bologna Reform does not pay explicit and direct attention to the notion of happiness and well-being of students. On top of that, notions of happiness, happiness of students, and well-being of students are not mentioned at all in those documents. Institutions of higher education are required, of course, to provide students with an opportunity to acquire professional competencies and qualifications that are valued at the job market. However, they should also provide students with an opportunity to develop as persons and to research and evaluate determinants of a happy, meaningful, and good life. In that sense, the article elaborates on some of the key determinants of human happiness that are underrepresented in the European reform of higher education at the expense of the personal development of students. The article is divided into four parts. The first part explains the Bologna Declaration and some of the aims of the Bologna Process. The second part analyses positive and negative aspects of the Bologna Process. The third part carries out a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education and studies the notions of happiness and well-beings, while the fourth part develops some solutions on the basis of the ethical theory of objective truth. These solutions encourage paying more attention to happiness and well-being of students within higher education.

V magistrskem delu obravnavamo različne politike internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem. Glavni temelj naloge predstavlja analiza in primerjava strateških dokumentov internacionalizacije visokega šolstva obeh izbranih držav. V teoretičnem delu izpostavimo internacionalizacijo v zgodovinski perspektivi. Na kratko opišemo družbenoekonomski kontekst razvoja nizozemskih univerz ter obravnavamo nastanek in razvoj slovenskih in nizozemskih univerz. Osredotočimo se na njihovo poslanstvo ter z njim povezanim položajem jezika v raziskovalni in pedagoški dejavnosti. Opredelimo tudi termin internacionalizacije in navedemo različne definicije. Nato predstavimo oblike internacionalizacije: internacionalizacijo doma, internacionalizacijo kurikuluma ter internacionalizacijo v tujini. V okviru razvoja bolonjskega procesa predstavimo nastanek evropske gospodarske skupnosti, začetke samega procesa ter kritiko njegove neoliberalne zasnove. Raziščemo tudi zelo relevantno temo – transfer izobraževalnih politik. Zaključimo s predstavitvijo jezikovne problematike, to je vedno večja vloga angleščine v pedagoškem in raziskovalnem visokošolskem prostoru ter položaj nacionalnih jezikov. V okviru empiričnega dela najprej ugotavljamo podobnosti in razlike med nacionalnimi politikami internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem ter med politikami na institucionalni ravni – opravimo torej primerjavo Univerze v Ljubljani in Univerze v Amsterdamu. Analiza nacionalnih strateških dokumentov dokazuje, da tako slovensko kot nizozemsko visoko šolstvo sledi podobnim ciljem internacionalizacije. Kot prvo bistveno razliko pa lahko izpostavimo težnjo Nizozemske po povezovanju visokošolskih institucij z gospodarstvom in posledično prevlado gospodarskih motivov za internacionalizacijo. Nasprotno pa internacionalizacijo slovenskega visokega šolstva usmerjajo predvsem politični motivi, saj želi država utrditi prepoznavno podobo nacionalnega visokega šolstva. S tem pa je povezana tudi druga pomembna razlika. V nizozemskih strateških dokumentih je poudarjena namera po konkurenčnosti in prepoznavnosti države na globalni ravni, medtem ko je v slovenskih strateških dokumentih v ospredju potreba po vzpostavitvi regionalne identitete. Nizozemska se torej usmerja v bolj globalno internacionalizacijo, Slovenija pa v regionalno. Državi sta si podobni v tem, da vidita internacionalizacijo kot poglavitni dejavnik pri razvoju svojega visokega šolstva, ki rezultira v izboljšanje njegove kakovosti. Analiza politike internacionalizacije dveh osrednjih univerz v obeh država pokaže, da je zaradi statusa mednarodne in dvojezične univerze Univerze v Amsterdamu internacionalizacija njena ključna značilnost, medtem ko je ljubljanska univerza pri svoji internacionalizaciji dokaj omejena. Zaradi svoje izrazite mednarodne usmerjenosti Univerza v Amsterdamu izvaja pouk v t. i. mednarodni predavalnici. Nizozemska in njene univerze so že – gledano z zgodovinske perspektive – veliko bolj mednarodno odprte. Slednje pa je prispevalo k temu, da Nizozemska spada med najbogatejše države na svetu. Prednost bogatih držav pa niso le zadostna finančna sredstva za implementacijo optimalne internacionalizacije, ampak tudi »privilegij« postavljanja trendov na področju internacionalizacije. Preučujemo tudi medsebojno skladnost strateških dokumentov v posamezni državi ter način odražaja ciljev bolonjskega procesa v ciljih strateških dokumentov. Ugotovimo, da je v nizozemskih strateških dokumentih v primerjavi s slovenskimi prisotno bistveno večje ujemanje v ključnih oziroma prioritetnih ciljih, kar je mogoče pripisati aktivni vključenosti nizozemskih univerz pri oblikovaju politik. Bolonjski cilji so izraženi v obeh državnih in obeh institucionalnih strategijah internacionalizacije. Izpostavili bi cilj pospeševanja mobilnosti, ki se pojavi v vseh štirih strategijah. Na koncu raziskujemo, kako državi urejata oziroma rešujeta vprašanje jezika visokega šolstva. Ugotovili smo, da v obeh državah zakona, ki urejata področje visokega šolstva, izpostavljata skrb za materinščino. Ta naloga spada v okvir visokošolskih zavodov. Univerza v Amsterdamu ima – za razliko od Univerze v Ljubljani – oblikovano svojo jezikovno strategijo, v kateri je pojasnjeno, na kakšen način se izbere oziroma določi jezik poučevanja, s čimer je odločitev o jeziku poučevanja olajšana. Kot je pokazala primerjava različnih dokumentov s področja visokega šolstva in strategij, je današnja internacionalizacija v različnih državah pod vplivom tako sodobnih procesov, konkretneje bolonjskega procesa, kot tudi različnih zgodovinskih dejavnikov oziroma okoliščin. Enake politike internacionalizacije se torej v različnih okoljih implementirajo različno. S tem tudi potrjujemo ugotovitev de Wita in F. Hunter (2015, str. 2), da ni modela internacionalizacije, ki bi ustrezal vsem. Internationalisation of Higher Education in Slovenia and the Netherlands After the Implementation of the Bologna Process In this thesis, we discuss the different internationalisation policies of higher education in Slovenia and the Netherlands. Analysing and comparing the strategic documents about the internationalisation of higher education in the chosen countries is the basis of the following thesis. In the theoretical part, we put internationalisation in a historical perspective. We concisely describe the socioeconomic context of the development of Dutch universities and analyse the origins and development of Slovene and Dutch universities. Furthermore, we focus on the mission of universities and their related position of language in research and teaching. We also define internationalisation and present its different definitions. Additionally, we introduce the forms of internationalisation: internationalisation at home, internationalisation of the curriculum, and internationalisation abroad. In the context of the development of the Bologna Process, we present the emergence of the European Economic Community, the beginnings of the process itself, and a critique of its neo-liberal concept. Moreover, we also explore the transfer of educational policies. We conclude by presenting the language issues, i.e., the growing role of English in teaching and research in higher education, and the position of national languages. In the empirical part, we first identify similarities and differences between national policies on the internationalisation of higher education in Slovenia and the Netherlands. Then we examine the policies at the institutional level by comparing the University of Ljubljana and the University of Amsterdam. Analysis of national strategy documents shows that both Slovenian and Dutch higher education pursue similar internationalisation objectives. However, the first significant difference is the Dutch tendency to connect higher education institutions with the economy. Consequently, economic motives for internationalisation prevail. In contrast, the internationalisation of Slovenian higher education is driven primarily by political motives, as the country wants to consolidate a recognisable national higher education. Nonetheless, there is another important difference. The Dutch strategy documents emphasise the intention to make the country competitive and visible on a global level, while the Slovenian strategy documents focus on the need to establish a regional identity. The Netherlands is therefore moving towards a more global internationalisation, whereas Slovenia moves towards a regional one. At the same time, they both perceive internationalisation as the crucial factor in developing higher education. Particularly, in the context of increasing its quality. The two countries are similar in the way they see internationalisation – as the major factor in the development of their higher education and as means to enhance its quality. An analysis of the internationalisation policies of the two central universities in both countries shows that, due to its status as an international and bilingual university, internationalisation is a leading feature of the University of Amsterdam. On the contrary, the University of Ljubljana is somewhat limited in its internationalisation. Due to its strong international orientation, the University of Amsterdam holds its classes in a so-called “international classroom.” Historically viewed, The Netherlands and its universities have been much more internationally opened. This has contributed to the Netherlands being one of the wealthiest countries in the world. The advantage of rich countries is not only having sufficient financial resources to implement optimal internationalisation, but also the “privilege” of setting trends in the area of internationalisation. We also look at the coherence between the strategic documents in each country and how the objectives of the Bologna Process are reflected in the objectives of the strategic documents. We have found out that there is a significantly higher congruence in the key objectives in the Dutch strategic document compared to the Slovenian ones. The reason for that could be the active involvement of Dutch universities in policymaking. The Bologna objectives are reflected in both national and both institutional internationalisation strategies. We aim to highlight the objective of promoting mobility, which appears in all four strategies. Lastly, we explore the way of how countries are addressing the issue of the language of higher education. We have discovered that the laws governing higher education emphasise care for the mother tongue in both countries. The University of Amsterdam has constructed a language strategy that explains how the instruction language is chosen and determined. By doing so, the decision for the instruction language is less complicated. At the moment, the University of Ljubljana still does not have the same approach. By comparing different higher education documents and strategies, we have shown that contemporary changes (specifically the Bologna Process) and various historical factors have influenced internationalisation today. The same internationalisation policies are therefore implemented differently in various contexts. This also confirms the observation made by de Wit and F. Hunter (2015, p. 2) that there is “no one model that fits all”.

Z začetkom bolonjskega procesa v letu 1999, ki sloni na ideji o enotnem, primerljivem, privlačnem in konkurenčnem prostoru evropskega visokega šolstva, se je za sodelujoče evropske države pričelo obdobje sprememb. Med njimi je bila tudi Slovenija, ki je postopoma sledila in uvajala cilje in načela bolonjskega procesa v slovenski visokošolski prostor. V magistrskem delu natančneje predstavim bolonjsko reformo in z njo vnesene številne spremembe ter novosti v slovenski visokošolski prostor. Skozi analizo različne literature in dokumentov je sprva predstavljen nastanek bolonjskega procesa in njegov razvoj s poudarkom na ciljih, ki so se v okviru reforme skušali doseči. Opisan je njegov razvoj od začetka do danes, saj so se od podpisa Bolonjske deklaracije dalje odvijala srečanja ministrov za visoko šolstvo, kjer se je spremljalo uresničevanje zastavljenih ciljev, ki so se skozi leta tudi dopolnjevali in spreminjali. V drugem delu naloge pa se skozi razvoj bolonjskega procesa večji del pozornosti usmeri v uveljavljanje slednjega v slovenski visokošolski prostor. Prikazane so številne novosti, ki zajemajo tako sistemske, strukturne kot organizacijske spremembe in so vplivale na sam potek izobraževanja v visokem šolstvu. Z bolonjsko reformo se v visokem šolstvu vse bolj uveljavlja koncept vseživljenjskega učenja, zato se v tretjem delu naloge prikaže, kako se to odraža skozi različne dokumente bolonjskega procesa. Vključitev Slovenije v bolonjski proces in postopno uveljavljanje bolonjske reforme pa se je odražalo tudi v samih ciljih razvoja visokega šolstva pri nas, zato se v tretjem delu naloge osredotočim še se na spreminjanje ciljev od začetka bolonjske reforme vse do danes. Bolj kot se bolonjska reforma v prostoru uveljavlja, bolj vidne so spremembe v slovenskem visokošolskem prostoru in sledenje evropski viziji v razvoju in usmerjenosti visokega šolstva In 1999, the Bologna process started with an idea of a united, comparable, attractive, and competitive place in the European higher education system. Among the countries that have joined was also Slovenia, which gradually followed and introduced the goals and principles of the Bologna system into the Slovenian higher education area, which had a notable impact on education. Through the analysis of various literature and documents, the text initially shows the very origin of the Bologna process, its purpose and goals, which were sought to be achieved through the process. The text also describes the development from the beginning to the present, as through the years of bologna process many meetings of ministers of higher education have taken place. There, the development of the Bologna reform has been monitored and at the same time, many novelties/innovations have been added that are important for our understanding of the Bologna process. In the second part, through the development of the Bologna Process, most of the attention is focused on the implementation of the Bologna reform in the Slovenian higher education area, where its impact on education is also explored. Numerous novelties and changes – from systemic, structural, and organizational, which influenced the course of education, are presented. There are also various documents as part of the Bologna reform, where the concept of lifelong learning in higher education is mentioned and the role and importance of it are increasingly emphasized. Slovenia's inclusion into the Bologna Process and the gradual implementation of the reform was also reflected in the goals of higher education development. This is why the third part of the thesis is focused on how the goals changed from the beginning of the reform until today. The more the Bologna reform is implemented in the place, the more visible its impact on the goals of the Slovenian higher education is, and with that following the European vision and the orientation of higher education.

The article deals with a description of educating students of Ukrainian language and literature (BA and MA level) within a double major program including “Ukrainian language and literary” at the Faculty of Humanities and Social Sciences, University of Zagreb (Croatia). A description is based on an analysis of contemporary educational program on Ukrainian studies and on the project of reforming it in 2018 to 2020.

Ovaj rad nam pokazuje ulogu obrazovanja kao i temeljne ekonomske odrednice sustava obrazovanja. Obrazovanje je čimbenik koji je stvoren za stvaranje suvremenih gospodarstava utemeljenih na znanju. Obrazovanje, istraživanja, znanost bitnija su područja reformi koja su predviđena Lisabonskom strategijom. Ona poboljšava efikasnost i kvalitetu obrazovanja i omogućava pristup svim različitim oblicima obrazovanja. U Hrvatskoj imamo četiri razine u koje spadaju predškolski odgoj i obrazovanje, osnovnoškolsko obrazovanje, srednjoškolsko obrazovanje i visokoškolsko obrazovanje. Među razvijenim zemljama u obrazovanju spadaju: Njemačka, Austrija, Danska, Ujedinjeno Kraljevstvo, Švedska, Švicarska, Norveška, itd. Među nerazvijenim zemljama u obrazovanju spadaju: Hrvatska, Makedonija, Grčka, Estonija, Bugarska, Rumunjska, Litva, Latvija. Bolje obrazovanje je u razvijenim zemljama što nam pokazuje stabilno financijsko stanje odnosno više novca se ulaže u obrazovanje i školstvo.

U radu je prikazan razvoj i unapređenje doktorske naobrazbe na Farmaceutsko-biokemijskom fakultetu Sveučilišta u Zagrebu. Farmaceutsko-biokemijski fakultet započeo je znanstvenu poslijediplomsku edukaciju 1961. pokretanjem i izvođenjem triju znanstvenih magistarskih studijskih programa. Tijekom skoro šest desetljeća poslijediplomska naobrazba doživljavala je brojne promjene, od ukidanja magistarskih studija do uvođenja trogodišnjih doktorskih studija u skladu s Bolonjskim procesom. Farmaceutsko-biokemijski fakultet Sveučilišta u Zagrebu od 2006. izvodi jedan poslijediplomski sveučilišni studijski program Farmaceutsko-biokemijske znanosti koji je ocijenjen ocjenom visoke kvalitete u reakreditaciji provedenoj u ak. god. 2016./2017. U radu je navedena struktura doktorskoga studijskoga programa, upisna politika, ishodi studijskoga programa te dodatne aktivnosti Farmaceutsko-biokemijskoga fakulteta koje osiguravaju visoku kvalitetu navedenoga doktorskoga studija.

V magistrski nalogi sem obravnavala problematiko prenove visokošolskih sistemov v evropskem prostoru, ki jo je sprožil bolonjski proces z namenom doseči večjo primerljivost med dotlej zelo različnimi nacionalnimi visokošolskimi sistemi. Bolonjski proces je oznaka za proces vzpostavitve skupnega evropskega visokošolskega prostora, katerega namen je zagotoviti večjo učinkovitost in konkurenčnost evropskih visokošolskih sistemov, pospeševati mobilnost študentov in akademskega osebja ter spodbujati zaposlovanje evropskega prebivalstva. Ker pa dokumenti bolonjskega procesa niso pravno obvezujoči in ne določajo jasnega načina in metod implementacije bolonjske reforme, se je vsaka država prenove svojih visokošolskih sistemov lotila drugače. Posledica tega so velike razlike pri uspešnosti izvedbe reforme, kar Evropo oddaljuje od zastavljenih ciljev. V nalogi sem predstavila tudi potek slovenske implementacije bolonjske reforme in nekaj napak, za katere menim, da so odločilno prispevale k njenemu neuspehu. Eden izmed glavnih razlogov za neuspeh reforme pri nas (in v številnih drugih državah) je tudi finančna izčrpanost visokega šolstva, ki se v Sloveniji v zadnjih letih še zaostruje, saj država vsako leto visokemu šolstvu nameni manj proračunskih sredstev. Nekaj besed sem namenila tudi razmisleku o možnosti uvedbe šolnin, ki se v javnosti občasno predlaga kot ena izmed možnih dopolnitev (nezadostnemu) javnemu financiranju visokega šolstva. This master's thesis focuses on the issue of reforming higher education systems in Europe, brought on by the Bologna Process with the intention of achieving a higher level of comparability among previously vastly different national education systems. The Bologna Process is a process of establishing a common European higher education system, the aim of which is to ensure greater efficiency and competitiveness among European higher education systems, encourage the mobility of students and academic staff and promote employment of Europeans. Given, however, that the documents of the Bologna Process are not legally binding and do not determine a clear system and implementation methods of the Bologna reform, each country took a different approach to reforming their higher education systems. The consequences are big differences in success in terms of the implementation of the reform, which diverges Europe from its objective. The thesis presents the course of the Slovene implementation of the Bologna reform and some of the mistakes that have most likely contributed decisively to its failure. One of the main reasons for the reform’s failure in Slovenia (and several other countries) is the exhausted financial resources of the higher education system. This is getting progressively worse in Slovenia due to the country cutting budget allocations for the higher education system every year. Some thought is also given to the possibility of implementing tuitions, a solution presented in public as one of the possible supplements to the (insufficient) public funding of the higher education system.

V doktorski disertaciji obravnavam internacionalizacijo in zagotavljanje kakovosti, ki veljata za trenda, ki v 21. stoletju po vsem svetu usmerjata visokošolski razvoj. Čeprav ne gre za povsem sodobna fenomena, se je v Evropi njun razvoj okrepil v zadnjih dveh desetletjih preteklega stoletja, ko se je visokošolsko izobraževanje ponekod že soočalo s korenito transformacijo. Z bolonjskim procesom sta oba trenda postala osrednjega pomena za nadaljnji razvoj evropskega visokošolskega prostora (EVP), saj so se države podpisnice Bolonjske deklaracije (1999) zavezale k spodbujanju mobilnosti kot temeljne dejavnosti internacionalizacije ter razvoju zunanjih in notranjih sistemov zagotavljanja kakovosti v skladu s prevladujočimi smernicami na mednarodni ravni. S tem se je obenem povečala tudi potreba po spremljanju razvoja visokega šolstva v različnih državah članicah bolonjskega procesa, npr. v Sloveniji in na Nizozemskem, ki sta le redko v središču zanimanja primerjalnih raziskovalcev visokega šolstva. Po eni strani naj bi namreč z mednarodnimi zavezami skladen razvoj med različnimi visokošolskimi sistemi krepil harmonizacijo, po drugi strani pa naj bi bil nastajajoči evropski prostor visokošolskega izobraževanja bolj retorika kot stvarnost. Večjo pozornost se je zato začelo namenjati tudi preučevanju različnih dihotomij, med katerimi prav gotovo izstopa tista o zbliževanju in raznolikosti. Čeprav se je v zadnjem desetletju in pol na evropskih tleh okrepil tudi razvoj pobud v okviru zagotavljanja kakovosti internacionalizacije ter internacionalizacije zagotavljanja kakovosti, se večina potekajočih razprav še vedno osredinja na ločeno obravnavo obeh naslovnih konceptov. V pričujočem delu zato zapolnjujem nastalo praznino z osrednjim raziskovalnim vprašanjem, ki se glasi: Kako (lahko) danes, ko se EVP gradi že več kot poldrugo desetletje, razumemo povezavo med internacionalizacijo in zagotavljanjem kakovosti visokega šolstva v Evropi nasploh in v dveh izpostavljenih državah posebej? Tako je namreč moč premostiti različne konceptualne, razvojne, metodološke, teoretske in primerjalne vrzeli, ki se kljub aktualnosti izbrane teme raziskave še vedno pojavljajo v večini obstoječih visokošolskih razprav. V prvem, konceptualnem delu raziskave, ki predstavlja izhodišče za ustrezno razumevanje nadaljnjih poglavij, iščem prevladujoča razumevanja, kaj oba naslovna koncepta pravzaprav pomenita. V drugem delu analiziram razvoj internacionalizacije in sistemov zagotavljanja kakovosti pred bolonjskim procesom in po vključitvi vanj, preučujem pa tudi različne pobude, namenjene zagotavljanju kakovosti v internacionalizaciji ter internacionalizaciji v zagotavljanju kakovosti. Tako razširjam naslovno temo in obenem ponazarjam razloge, zakaj vključujem izbrana koncepta znotraj ene in ne dveh ločenih študij. V tretjem delu predstavljam teoretsko in metodološko zasnovo raziskave, v okviru katere najprej združujem teoretske postavke institucionalnega izomorfizma kot ene izmed bolj uveljavljenih različic sociološkega institucionalizma ter hevristike glonakalnega agenta, kar omogoča podrobnejšo preučitev vprašanja, ali oziroma zakaj se v procesih internacionalizacije in zagotavljanja kakovosti visokega šolstva krepi trend zbliževanja in/ali ohranja raznolikost. Teoretsko razpravo dopolnjujem z vprašanjem metodologije primerjalnih študij, kjer izpostavljam potrebo po uporabi večdimenzionalnega metodološkega okvirja, s katerim je moč preseči omejenost na nacionalno razsežnost kot osnovno enoto analize. V četrtem, primerjalnem delu raziskave pa umeščam ugotovitve predhodnih poglavij v kontekst Slovenije in Nizozemske in tako prispevam manjkajoče odgovore na vprašanja o podobnostih in razlikah, značilnih za preučevanje naslovnih področij znotraj specifičnih visokošolskih kontekstov. V petem, zaključnem delu raziskave pa odgovarjam na glavna raziskovalna vprašanja in s tem na osrednji raziskovalni problem, reflektiram pa tudi glavne prispevke pričujoče raziskave in predlagam nekatere možnosti za prihodnjo obravnavo naslovnih področij raziskave. Osrednji del raziskave temelji na analizi dokumentarnih virov (tj. teoretska literatura institucionalni, nacionalni in nadnacionalni strateški dokumenti nacionalne in mednarodne študije), ki jo dopolnjujem z analizo pridobljenih statističnih podatkov, v primerjalnem delu raziskave pa tudi z izsledki polstrukturiranih intervjujev. Z izborom Slovenije in Nizozemske zapolnjujem raziskovalno praznino, nastalo na področju primerjalnih študij visokega šolstva, ki se še vedno prednostno posvečajo obravnavi zahodnih visokošolskih kontekstov. S priznavanjem medsebojne odvisnosti med naslovnima konceptoma v raziskavi povečujem tudi njuno konceptualno razumljivost, s tem pa odpiram nove možnosti za njuno obravnavo. S kritično izpostavitvijo omejitev teoretskih in metodoloških zasnov, ki jemljejo nacionalno razsežnost kot osnovno enoto analize, pa ponujam tudi enega izmed alternativnih pogledov na raziskovanje visokega šolstva. Na podlagi sprejetih ugotovitev raziskave utemeljujem, da je treba internacionalizacijo in zagotavljanje kakovosti razumeti kot dinamična procesa, ki s priznavanjem specifičnih nacionalnih, institucionalnih, disciplinarnih in individualnih okolij, v katera je vpet njun razvoj, prispevata k izboljšanju kakovosti visokega šolstva. Čeprav je bolonjski proces med različnimi visokošolskimi sistemi iz območja EVP okrepil primerljivost, združljivost in s tem njihovo medsebojno konvergenco, je treba nacionalne in institucionalne odzive na nadnacionalno zastavljene zaveze po razvoju obeh naslovnih konceptov obenem razumeti kot plod precej raznolikih sprememb, ki jih s svojim delovanjem sprožajo prevladujoči nacionalni (politični) organi. Z obravnavo razvoja internacionalizacije in sistemov zagotavljanja kakovosti v slovenskem in nizozemskem visokošolskem prostoru se je namreč potrdilo, da se ta razlikuje od primera do primera, saj je odvisen od specifičnih interesov in stališč številnih akterjev, ki ustvarjajo prostor evropskega visokošolskega izobraževanja, v katerem zbliževanje evropskih sistemov visokega šolstva ni (več) edini cilj bolonjskega procesa. Doctoral dissertation deals with internationalisation and quality assurance which are considered as trends that guide the development of higher education in the 21st century all over the world. Although they are not entirely contemporary phenomena, their development was intensified in Europe over the last two decades of the past century, when higher education was facing a profound transformation. With the Bologna Process, they have become two key areas of development of European Higher Education Area (EHEA), since signatory countries of the Bologna Declaration (1999) committed themselves to promote mobility as a core activity of internationalisation and develop external and internal quality assurance systems in accordance with the prevailing guidelines which were accepted at international level. At the same time, the need to monitor higher education development in various Bologna Process member countries has also intensified, for example, in Slovenia and the Netherlands which are rarely in the focus of interest of comparative researchers of higher education. While on the one hand, the development of higher education systems in accordance with supranational commitments is supposed to strengthen harmonisation, on the other hand, the emerging EHEA is seen more as rhetoric than a reality. As a result, more attention is given to the study of various dichotomies, among which the convergence and diversity dichotomy undoubtedly stands out from the crowd. Although during the last decade and a half, the development of initiatives in the field of quality assurance of internationalisation and internationalisation of quality assurance also intensified in Europe, most of the ongoing discussions still separately examine both selected areas of research. Therefore, I fill in the created void with the central research question, worded as: today, when EHEA is being built for more than a decade and a half, how (can) we understand the link between internationalisation and quality assurance of higher education in Europe in general and in two selected countries separately. In this way, it is possible to bridge various conceptual, developmental, methodological, theoretical and comparative gaps that despite the actuality of the selected topic of research still appear in most of the current academic debates. In the first, conceptual part of research which serves as a starting point for reasonable understanding of further chapters, I look at the prevailing meanings of internationalisation and quality assurance in higher education and I demonstrate what both concepts actually mean. In the second part, I focus not only on the analysis of development of internationalisation and quality assurance systems before and after the Bologna Process but also on various initiatives in the field of quality assurance of internationalisation and internationalisation of quality assurance. In this way, I expand the main topic of research and provide reasons, why to include the selected concepts within one and not two separate studies. In the third part, I present the theoretical and methodological design of the study, in which I combine the concept of institutional isomorphism – one of the well-known versions of sociological institutionalism, and the glonacal agency heuristic. This allows me to examine in more detail, why in the processes of internationalisation and quality assurance in higher education, the trend of convergence is strengthening and/or diversity is preserving. Theoretical debate is followed by discussion on the methodology of comparative studies in which I emphasise the need to introduce a multidimensional methodological framework which can exceed the limits of using national dimension as the basic unit of analysis. In the fourth, comparative part of research, I place the findings of the previous chapters in the context of Slovenia and the Netherlands and thereby, I provide the missing answers to the questions about similarities and differences, distinctive for the study of main fields of research within specific higher education contexts. In the final or the fifth part of research, I answer the main research questions and thus the main research problem, while after that, I also reflect on the main contributions of research and propose some future possibilities for examining the main fields of research. The central part of the research is based on the analysis of documentary sources (i. e., theoretical literature institutional, national and international strategic documents international studies) and is complemented with the analysis of existing statistical data and in the comparative part of research, also with the findings of semi-structured interviews. By selecting Slovenia and the Netherlands, I fill in the research gap, typical for comparative studies in the field of higher education, which continue to focus on higher education contexts from Western (European) countries. By recognising the interdependence among the two core concepts, I also strengthen their conceptual understanding and I open up new possibilities for their interpretation. Moreover, I also offer an alternative view on research of higher education by critically exposing the limits of theoretical and methodological designs that consider the national dimension as the key unit of analysis. Based on the findings of research, I argue that internationalisation and quality assurance should be considered as dynamic processes, which can improve the quality of higher education by recognising specific national, institutional, disciplinary and individual environments in which their development is embedded. Although the Bologna Process has enhanced comparability and compatibility and hence the mutual convergence of various higher education systems in all EHEA countries, at the same time, national and institutional responses to supranational commitments on their development should also be seen as a result of many varied changes, brought by the dominant national (political) authorities. By analysing internationalisation and quality assurance systems in Slovenian and Dutch higher education, I could confirm that their development differs from case to case, as it depends on specific interests and attitudes of various authorities that create the space of European higher education, in which the convergence of European higher education systems is not (anymore) the only goal of the Bologna Process.

Reforma sustava visokog obrazovanja potaknuta je potrebom stvaranja jedinstvenog europskog prostora visokog obrazovanja s ciljem razvoja nove dimenzije europskoga društva i Europe znanja. Kao dio reforme, poduzete su mjere i uvedeni mehanizmi za osiguravanje i unapređenje kvalitete visokog obrazovanja. Temelj za uspostavu i provođenje osiguravanja kvalitete u Republici Hrvatskoj je Bolonjska deklaracija, a temeljni dokument u tom kontekstu Standardi i smjernice za osiguravanje kvalitete u Europskom prostoru visokog obrazovanja. Svrha je ovog rada ukazati na važnost Bolonjskog procesa u funkciji osiguravanja kvalitete visokog obrazovanja u Republici Hrvatskoj, kao temeljne misije u izgradnji društva znanja i gospodarstva u cjelini. U skladu s navedenim, cilj ovog rada je prikazati napredak u provedbi Bolonjskog procesa kroz promicanje mobilnosti studenata i nastavnika, uspostavu sustava praćenja kvalitete te promicanje europske suradnje., Reform of the higher education system has been induced by the requisite creation of a unique European area of higher education, aimed at the development of a new dimension of the European society and knowledge. As a part of the reform, adequate measures were undertaken and new quality assurance and development mechanisms were implemented. The basis for consolidation and implementation of quality assurance in the Republic of Croatia is the Bologna Declaration, with Standards and Guidelines for Quality Assurance in the European Higher Education Area being the fundamental document concerning quality assurance within the context. The objective of this work is to show the importance of the Bologna process in the function of higher education quality assurance in the Republic of Croatia as the fundamental mission in the development of knowledge society and economy as a whole. In this accordance, the aim of this work is to show the progress followed in the implementation of the Bologna process through promoting students’ and educators’ mobility, setting up the quality monitoring system and pursuing European cooperation.

U ovom radu bavit ću se temom „ Iskustva studiranja u inozemstvu među Erasmus studntima/icama sociologije Sveučilišta u Zadru“. Ovu temu sam odabrala budući da smatram da je vrlo bitna za sve studente koji planiraju koristiti Erasmus program te da će iskustva koja budu dobivena u ovom radu prikazati bitne informacije svima koji su zainteresirani za ovaj program. Tema je vrlo relevantna i bitna budući da će studenti preko Erasmusa programa također upoznati određenu zemlju u društvenom, ekonomskom i kulturnom pogledu. Na taj način će se promicati i intenzivirati suradnja među sveučilištima zemalja članica, povećat će se mobilnost studenata te će se ujedno povećati i kvaliteta visokog obrazovanja. This paper is about the experiences of Erasmus students studying Sociology abroad at the University of Zadar. I choose this topic as I believe that it is very important for all students that are planning on using the Erasmus programme, as the experiences that will be shown by the results will reveal important information for all that are interested in this programme. The topic is very relevant and important as the students will encounter with certain aspects of a certain country such as the social, economical and cultural spheres. This way we can promote and intensify the cooperation between the universities in the programme and enhance the mobility of the students which will increase the quality of higher education.

U ovom članku autori istražuju i opisuju koncepcijske temelje, sadržaj silabusa, položaj u nastavnom planu i ulogu kolegija Ekonomska politika u obrazovanju pravnika na Pravnom fakultetu u Zagrebu prije i poslije početka Bolonjske reforme visokog obrazovanja. Osim tog detaljnog pregleda, poseban doprinos članka je u empirijskom dijelu zasnovanom na anketi studenata o stavovima, očekivanjima te procjeni uspješnosti provedbe Bolonjskog procesa. U istoj je anketi evaluiran i kolegij Ekonomska politika. Budući da je anketa provedena prije nekoliko godina ovaj rad treba poslužiti kao poticaj i podloga za novo istraživanje o ulozi ekonomskih kolegija u obrazovanju pravnika te o iskustvima Bolonjskog procesa na Pravnom fakultetu.

U radu autor najprije donosi uvodne konstatacije o bolonjskome procesu s osvrtom na arhivistiku. Potom daje pregled dosadašnjih istraživanja. Autor tumači stupnjeve formiranja, specijalizacije i sazrijevanja stručnjaka te ih povezuje s trima stupnjevima obrazovanja – formalnim sveučilišnim, specijalističkim i cjeloživotnim. Nadalje autor daje detaljan uvid u organizaciju i odvijanje Studija informacijskih znanosti – smjer arhivistika. Zaključno autor iznosi stajališta o razvoju tržišta rada u području arhivske djelatnosti.

Stvarna internacionalizacija obrazovanja je trenutni izazov za studente, nastavnike i sveučilišta u Europi nakon provedbe EHEA (područja Europskog visokog obrazovanja). Program Erasmus je odigrao ključnu ulogu u izlaganju zainteresiranih za europsku internacionalizaciju. Iako se često analiziraju velike globalne brojke programa, važno je proučavati učinke sudjelovanja u programima razmjene na studente i nastavnike. Intenzivni programi Erasmusa omogućuju bolji uvid u svakodnevna iskustva učenika. U ovom članku analiziramo učinke intenzivnih međunarodnih programa na iskustva i stavove sudionika koji se odnose na međunarodna i multikulturalna okruženja. Podaci za analizu prikupljeni su od ICT studenata uključenih u intenzivne multinacionalne programe. Rezultati dobiveni od 125 studenata analizom upitnika provedenih prije i poslije sudjelovanja pokazuju zanimljive prednosti sudjelovanja u intenzivnim iskustvima prije započimanja dužih i izazovnijih aktivnosti: osjećaju se više motivirani da u inozemstvu ostanu na studiju ili na profesionalnom radu tijekom cijelog semestra, s manje brige o tome kako raditi u multikulturalnim okruženjima, s povećanim samopouzdanjem, itd., Real internationalization of education is the current challenge for students, teachers and universities in Europe after assuming the implementation of the EHEA (European Higher Education Area). The Erasmus programme has been playing a key role in exposing stakeholders to European internationalization. Although the large global figures of the programme are frequently analyzed, it is important to study the effects of the participation in exchange programs on students and teachers. Erasmus Intensive programs enable a closer look at the daily experience of students. In this article, we analyse the effects of intensive international programs on participants' perceptions and attitudes referred to international and multicultural working environments. Data for the analysis were collected through several experiences where ICT students were involved in intensive multinational programs. Results from 125 students using pre- and post- experience questionnaires show interesting benefits of participating in intensive experiences before starting longer or more challenging activities: they feel more motivated to be engaged in semester long staying or professional work abroad, less worries about how to work in multicultural settings, increment in self-confidence, etc.

U diplomskom radu provedena je komparativna analiza provedbe Bolonjskog procesa u Hrvatskoj i u Danskoj, i to kroz odnos struktura visokoškolskog obrazovnog sustava i načina provedbe Bolonjskog procesa, ustroj nacionalnih organizacija koje služe kao podrška visokom školstvu te način financiranja visokog školstva. Hrvatska i Danska prihvatile su najvažnija načela Bolonjskog procesa, ali je razlika u njihovoj primjeni. Problem koji je zajednički visokoškolskom obrazovanju jedne i druge države je manja fleksibilnost prilikom upisa diplomskih studija. Međutim, hrvatski studenti s preddiplomski studijem nisu konkurentni na tržištu rada poput danskih studenata, nastava se ne može kvalitetno izvoditi zbog organizacijskih i prostornih problema, a studenti nemaju utjecaj na kvalitetu organizacije studija. U Hrvatskoj je za visokoškolsko obrazovanje zaduženo tek jedno ministarstvo unutar kojeg djeluje posebna uprava koja je orijentirana na tu razinu obrazovanja, dok su u Danskoj za visokoškolsko obrazovanje zadužena čak tri ministarstva. Osim toga, u Hrvatskoj je najvažnija institucija koja je uz nadležno ministarstvo zadužena za visokoškolsko obrazovanje Agencija za znanost i visoko obrazovanje, dok u Danskoj djeluje veći broj nacionalnih institucija. U području financiranja visokog školstva u Hrvatskoj i Danskoj postoje najveće razlike. Danska za obrazovanje izdvaja veći iznos od Hrvatske iz državnog proračuna, u Danskoj su svim studentima besplatne školarine, studenti dobivaju potporu od države tijekom studija i bonuse ako završe studij u roku, a bonuse dobivaju i sveučilišta. U Hrvatskoj se dio studenata školuje besplatno, a ostali o vlastitom trošku, stimulacije su neznatne i nisu za sve studente. Visokoškolsko obrazovanje Hrvatske i Danske povezuju tek prihvaćanje mjera koje su određene Bolonjskom deklaracijom, ali ne i njihova primjena, kao ni ustroj visokoškolskih institucija koje su nadležne za visokoškolsko obrazovanje, a najmanje način financiranja visokoškolskog obrazovanja jedne i druge države.

Želeći staviti podjednak naglasak kako na ›širu‹ glazbenu kulturu tako i na ›uže‹, specijalizirano glazbeno obrazovanje, Simpozij je okupio respektabilan broj domaćih i inozemnih glazbenih pedagoga čije se teme mogu grupirati u šest važnih područja: Glazbena kultura, s aktualnim temama glazbenog odgoja u opće-obrazovnom školstvu ; Kurikuli, sa sveprisutnim domaćim i inozemnim preispitivanjima planova i programa glazbene nastave ; Psihologija i instrumentalna pedagogija, područje s velikim potrebama u praksi i temama kojima tek treba dati pravi zamah ; Glazbeno obrazovanje, sa stalnim problemima ›rascjepkanosti‹ teorijskih glazbenih disciplina i potrebe za spoznajnim makrosintezama ; Etnomuzikologija, područje u nastavi glazbe koje se upravo u Splitu i ›klapskoj‹ Dalmaciji, nikako nije moglo zaobići te Povijest, s pozornošću usmjerenom na različite aspekte glazbenog obrazovanja. Zadnjem poglavlju pridodana su dva rada koja nisu izložena na Simpoziju, čime se htjelo istaknuti koliko je dug i težak put izgradnje institucionalnog obrazovanja u jednoj sredini (Split) i time upozoriti na potrebu trajnog promišljanja, očuvanja i izgradnje sustava glazbenog obrazovanja. Na kraju Zbornika dani su i sažetci glazbenih prikaza i radionica koji su održani u okviru Simpozija.

SI: V skladu s prenovo visokošolskih študijskih programov po načelih bolonjske reforme smo v letih 2007 in 2008 na Fakulteti za gradbeništvo in geodezijo Univerze v Ljubljani pripravili nove študijske programe s področja geodezije. Dosedanje študije nadomešča pet novih študijskih programov na treh stopnjah, kot predvideva bolonjska deklaracija: na prvi stopnji univerzitetni študijski program Geodezija in geoinformatika ter visokošolski strokovni študijski program Tehnično upravljanje nepremičnin, na drugi stopnji magistrska študijska programa Geodezija in geoinformatika ter interdisciplinarno usmerjen študijski program Prostorsko načrtovanje, na tretji stopnji pa fakultetni doktorski program Grajeno okolje z geodezijo ter načrtovanjem in urejanjem prostora kot dvema izmed skupaj treh znanstvenih področij doktorskega študija. EN: In the framework of higher education programmes renovation according to the principles of Bologna process new study programmes in the fields of surveying and geodesy have been prepared at the University of Ljubljana, Faculty of Civil and Geodetic Engineering, in 2007 and 2008. Current study programmes have been replaced with five new programmes at three higher education levels as proposed by Bologna Declaration: at 1st Level University Bachelor degree study programme Geodesy and Geoinformatics and Professional Bachelor degree program Technical Real Estate Management; at 2nd Level Master degree programme Geodesy and Geoinformatics and interdisciplinary programme Spatial Planning, and at 3rd Level Doctoral study programme Built Environment with three study orientations, among which two orientations are Geodesy, and Spatial Planning and Land management.

Hrvatski pravni fakulteti uspjeli su odgovoriti na izazove bolonjskog procesa na način koji je 2002. ocijenjen najmanje vjerojatnim: produžili su četverogodišnji dodiplomski studij prava u petogodišnji integralni prijediplomski i diplomski studij koji završava samo jednim - i to samo akademskim - stupnjem (magisterij prava). Uz to, obrazovanje općih državnih službenika više nije jedna od važnijih svrha tog studija. Tako je Pravni fakultet u Zagrebu propustio priliku da svoje studije upotpuni studijem poslovnog upravljanja i time se ustanovi kao sveučilište prava i društvenih znanosti. Veće troškove pravnog sistema snosit će prvo građani a potom sami pravnici., The paper, which was first submitted in writing to a conference on legal education in 2002, made two forecasts. The first concerned responses of Croatian law faculties to the demands of both Croatian authorities and Croatian universities to adjust the inhereted model of legal studies (4 years of undergraduate studies leading to the diploma in law + 2 years of graduate studies leading to the magister of legal science + ca 5 years of supervised research leading to the doctor of legal science) to the strictly interpreted Bologna model of studies (3 years of pregraduate studies leading to a bachelor degree + 2 years of graduate studies leading to a master degree + 3 years of postgraduate studies leading to a doctor degree). The paper envisaged the following responses (“scenarios”) and identified their conditions: - the 4 year undergraduate program is left essentially intact but renamed the pregraduateprogram leading to the first academic degree in law (bachelor of laws); - the 4 year undergraduate program is extended into a 5 year integrated pregraduate and graduate program leading to a single academic degree in law (master of laws); - the 4 year undergraduate program is reduced to a 3 year pregraduate program leading to the first academic degree in law (bachelor of laws) and supplemented by a 2 year graduate program leading to a combined academic and professional degree in law (master of laws + judicial exam qualifying for both bar and bench); - the 4 year undergraduate program is extended and divided into a 3 year pregraduate program in law and social sciences leading to the first general academic degree (bachelor of social sciences or baccalaureatus artis) and a 2 year graduate program leading to a combined academic and professional degree in law (master of laws + judicial exam qualifying for both bar and bench); The second forecast was that the Faculty of Law in Zagreb would develop a cluster of courses and even a whole program (M.B.A.) in business administration to offer to its students what they needed most and to strengthen the already existing Faculty programs in administrative and political sciences, taxation, commercial law and criminal law. P. S. From the Fall 2002, when the main part of the paper was written, till the Spring of 2006, when the paper was first read in public, both forecasts made by the paper prooved to be wrong. The four Croatian university law faculties have managed, with the approval of Croatian authorities and Croatian universities, to respond to challenges of the Bologna process in the way that was considered least probable in 2002: they extended the 4 year undergraduate law program into a 5 year integrated pregraduate and graduate program leading to a single and purely academic degree in law (master of laws). In addition, training of general civil servants is no longer a major propose of the basic law program. Thus the Faculty of Law in Zagreb deprived itself of the opportunity to complete its programs in law, public administration, taxation and social work with a program in business administration, thereby establishing itself as a university of law andsocial sciences. Extension of the basic law program into a five year program might well be the least of the evils to choose from. However, it will increase costs of the Croatian legal system at the expense of citizens. Future lawyers will be the most injured party when they saturate the market and/or money dries up.