The European Higher Education Area Adrian Curaj · Liviu Matei Remus Pricopie · Jamil Salmi Peter Scott Editors Between Critical Reflections and Future Policies The European Higher Education Area Adrian Curaj • Liviu Matei Remus Pricopie • Jamil Salmi Peter Scott Editors The European Higher Education Area Between Critical Re fl ections and Future Policies Editors Adrian Curaj UEFISCDI & SNSPA Bucharest Romania Liviu Matei Central European University of Budapest Budapest Hungary Remus Pricopie National University of Political Studies and Public Administration (SNSPA) Bucharest Romania Jamil Salmi Global Tertiary Education Expert Rockville, MD USA Peter Scott Institute of Education London UK ISBN 978-3-319-18767-9 ISBN 978-3-319-20877-0 (eBook) DOI 10.1007/978-3-319-20877-0 Library of Congress Control Number: 2015943792 Springer Cham Heidelberg New York Dordrecht London © The Editor(s) (if applicable) and The Author(s) 2015. The book is published with open access at SpringerLink.com. Open Access This book is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. All commercial rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Contents Contents of Part 1 Part I Internationalization of Higher Education Internationalization of Higher Education — What Can Research Add to the Policy Debate? [Overview Paper] . . . . . . . . . . . . . . . . . . . 3 Hans de Wit, Ligia Deca and Fiona Hunter Internationalization of Higher Education: Navigating Between Contrasting Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Sarah Guri-Rosenblit Balanced Mobility Across the Board — A Sensible Objective? . . . . . . . . 27 Irina Ferencz Challenges of Student Mobility in a Cosmopolitan Europe . . . . . . . . . 43 Janine Wulz and Florian Rainer Redefining Internationalization at Home . . . . . . . . . . . . . . . . . . . . . . . 59 Jos Beelen and Elspeth Jones The Impact of Exposure to Diversity in the International University Environment and the Development of Intercultural Competence in Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Jeanine Gregersen-Hermans Internationalisation as a Lever for Change: The Case of Italy . . . . . . . 93 Fiona Hunter v Becoming Bologna Capable: Strategic Cooperation and Capacity Building in International Offices in Kazakhstani HEIs . . . . . . . . . . . . 109 Jason Sparks, Adil Ashirbekov, Aisi Li, Lynne Parmenter, Zakir Jumakulov and Aida Sagintayeva Internationalization Strategies and Policies in Second-Tier Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Hans de Wit, Miri Yemini and Randall Martin Part II Higher Education Financing and Governance Background Note for the Section on Financing and Governance [Overview Paper] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Liviu Matei Strategies for Efficient Funding of Universities in Europe . . . . . . . . . . 153 Enora Bennetot Pruvot, Anna-Lena Claeys-Kulik and Thomas Estermann Financing Research Universities in Post-communist EHEA Countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Ern ő Keszei, Frigyes Hausz, Attila Fony ó and B é la Kardon Policy Incentives and Research Productivity in the Romanian Higher Education. An Institutional Approach . . . . . . . . . . . . . . . . . . . 185 Laz ă r Vl ă sceanu and Marian-Gabriel H â ncean Patterns of Funding Internationalisation of Higher Education. A Conceptual Framework for the Study of Internationalisation . . . . . . 205 Liviu Matei, Julia Iwinska and Daniela Cr ă ciun The Evolving Landscape of South-East Asian Higher Education and the Challenges of Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Sauwakon Ratanawijitrasin Part III Excellence and Diversification of Higher Education Institutions ’ Missions Seeking Excellence, Practicing Rankings, and Aiming at Diversification of Higher Education Institutions ’ Mission in the European Higher Education Area [Overview Paper] . . . . . . . . . 241 Jan Sadlak vi Contents Excellence-Driven Policies and Initiatives in the Context of Bologna Process: Rationale, Design, Implementation and Outcomes . . . . . . . . . 249 Isak Froumin and Mikhail Lisyutkin The Knowledge Society and Diversification of Higher Education: From the Social Contract to the Mission of Universities . . . . . . . . . . . 267 Attila Pausits Excellence and Diversification of Higher Education Institutions ’ Missions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 Marco Porzionato and Federica De Marco “ New ” Rankings on the Scene: The U21 Ranking of National Higher Education Systems and U-Multirank . . . . . . . . . . . . . . . . . . . . 293 Gergely Kov á ts Part IV Teaching, Learning and Student Engagement Teaching and Learning: An Overview of the Thematic Section [Overview Paper] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Manja Klemen č i č and Paul Ashwin Teaching and Learning: A Journey from the Margins to the Core in European Higher Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . 325 Cristina Sin The Meanings of Student Engagement: Implications for Policies and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Paul Ashwin and Debbie McVitty How Do We Know How Students Experience Higher Education? On the Use of Student Surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Manja Klemen č i č and Igor Chirikov Understanding Quality of Learning in Digital Learning Environments: State of the Art and Research Needed . . . . . . . . . . . . . 381 Bernadette Charlier, Laurent Cosnefroy, Annie J é z é gou and Genevi è ve Lameul Assessment of Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 Hamish Coates Giving Voice to Non-traditional Students “ Walking ” the Narative Mediation Path. An Interpretative Phenomenological Analysis . . . . . . . 415 Dan Florin St ă nescu, Elena-M ă d ă lina Iorga, Jos é Gonz á lez Monteagudo and Maria Francesca Freda Contents vii Part V Social Dimension and Equity of Higher Education Equity and the Social Dimension: An Overview [Overview Paper] . . . . 433 Alex Usher No Future for the Social Dimension? . . . . . . . . . . . . . . . . . . . . . . . . . 449 Florian Kaiser, Aengus Ó . Maol á in and L ī va Vikmane A Comprehensive Approach to Investigating the Social Dimension in European Higher Education Systems — EUROSTUDENT and the PL4SD Country Reviews . . . . . . . . . . . . . . 467 Dominic Orr and Shweta Mishra How Did the Latest Increase in Fees in England Affect Student Enrolment and Inequality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479 Koen Geven Struggling with Social Polarization. Student Financial Support in Romania in the Framework of the Bologna Process . . . . . . . . . . . . 501 Daniela Alexe, Cezar Mihai H â j and Bogdan Murgescu Premises of Inclusive Access and Success of Roma People in the Romanian Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 521 Diana-Maria Cismaru, Cristina Fi ţ and Delia Gologan Contents of Part 2 Part VI Education, Research and Innovation Bridging Education, Research and Innovation: The Pivotal Role of Doctoral Training [Overview Paper] . . . . . . . . . . . . . . . . . . . . . . . . 541 Marzia Foroni European Doctoral Programs in Light of EHEA and ERA . . . . . . . . . 545 Nicola Vittorio Tuning Tools and Insights for Modern Competence-Based Third-Cycle Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561 Ann Katherine Isaacs Enhancing the Quality of Research in Europe: Theoretical Perspectives on and Guiding Principles for Researcher Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573 Linda Evans viii Contents The Quality of Doctoral Training and Employability of Doctorate Holders: The Views of Doctoral Candidates and Junior Researchers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593 Filomena Parada and John Peacock The Romanian PhD Students at CERN: The Bologna Process and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613 Alexandru Nicolin and Florin Buzatu Part VII Quality Assurance European Quality Assurance — A European Higher Education Area Success Story [Overview Paper] . . . . . . . . . . . . . . . . . . . . . . . . . 625 Hanne Smidt International Quality Reviews with an EQAR-Registered Agency . . . . 639 Melinda Szabo A Merry-Go-Round of Evaluations Moving from Administrative Burden to Reflection on Education and Research in Romania . . . . . . . 665 Koen Geven and Adina Maricu ţ Students as Stakeholders in the Policy Context of the European Standards and Guidelines for Quality Assurance in Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685 Frauke Logermann and Liudvika Lei š yt ė Negotiating Liminality in Higher Education: Formal and Informal Dimensions of the Student Experience as Facilitators of Quality . . . . . 703 Vanessa Rutherford and Ian Pickup Part VIII The Impacts of the Bologna Process on the EHEA and Beyond The EHEA at the Cross-Roads. The Bologna Process and the Future of Higher Education [Overview Paper] . . . . . . . . . . . . 727 Sjur Bergan Current and Future Prospects for the Bologna Process in the Turkish Higher Education System . . . . . . . . . . . . . . . . . . . . . . 743 Arma ğ an Erdo ğ an Contents ix The Bologna Process Goes East? from “ Third Countries ” to Prioritizing Inter-regional Cooperation Between the ASEAN and EU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 763 Que Anh Dang Future Scenarios for the European Higher Education Area: Exploring the Possibilities of “ Experimentalist Governance ” . . . . . . . . 785 Robert Harmsen Part IX Evidence-Based Policies in Higher Education: Data Analytics, Impact Assessment and Reporting Evidence-Based Policies in Higher Education: Data Analytics, Impact Assessment and Reporting [Overview Paper] . . . . . . . . . . . . . . 807 Jamil Salmi Higher Education Research in Europe . . . . . . . . . . . . . . . . . . . . . . . . 815 Ulrich Teichler A Comparative Study on Cost-Sharing in Higher Education — Using the Case Study Approach to Contribute to Evidence-Based Policy . . . . 849 Dominic Orr Does Research Influence Educational Policy? The Perspective of Researchers and Policy-Makers in Romania . . . . . . . . . . . . . . . . . . 865 Georgeta Ion and Romi ţă Iucu Changed Academic Relationship Between Professors and Students at Uni Potsdam: Impact of Bologna 2011 – 2012 . . . . . . . . . . . . . . . . . . 881 Christen Hairston x Contents Editors and Contributors About the Editors Adrian Curaj is a professor of Research Management and the Chair holder — UNESCO Chair on Science and Innovation Policies at the National School of Political Studies and Public Administration. Adrian Curaj has a Ph.D. in Control Engineering from the Politehnica University of Bucharest, graduated the EMBA program of the ASEBUSS Bucharest and University of Washington in Seattle-Business School and the Global Management Program — Kennesaw State University. Adrian Curaj is the General Director of the Executive Agency for Higher Education, Research, Development and Innovation since 2010. He was acting as the Romanian Prime Minister ’ s Advisor on Science, Technology, ICT and e-Governance (2007 – 2008), and as the President of the National Authority for Scienti fi c Research — Ministry of Education, Research, Youth and Sport in Romania (2009 – 2010). Adrian Curaj has been working as a consultant with World Bank, UNESCO, UNIDO, ETF and EC for studies in Tertiary Education, Science and Innovation, and Foresight. He has been actively involved as project leader or expert in many research projects, most of them in research management, higher education man- agement and foresight, areas where he also published scienti fi c articles and books. Two of the inventions he is co-author received gold medals at the Geneva Invention Salon 2009 and 2013. Adrian Curaj is a member of the RISE — Research, innovation and Science Policy Experts HLEG. He was a member of EFFLA — European Forum for Forward Looking Activities (2012 – 2014), and a member of PEOPLE Advisory Group — EC (2007 – 2012). He is a member of the Romanian Commission for UNESCO and a member of the Board of Directors of the US Fulbright Commission in Romania. He was acting as the Romanian representative at the Bologna Follow-Up Group. xi Adrian Curaj was twice awarded with Romanian National Distinctions, For Merits-Cavalier in 1999 and For Merits-Of fi cer in 2008 for his contributions to Science and Innovation. Liviu Matei is the Provost and Pro-Rector of Central European University Budapest (CEU) and a professor of higher education policy. He directs the University ’ s centre for research in higher education and the CEU Higher Education Observatory, specialising in applied research in higher education policy with a broad international perspective. He taught at universities in Romania, Hungary and the USA. He consulted extensively for UNESCO, OSCE, the Council of Europe and the European Commission, for other international inter-governmental and non-governmental organisations with activities in higher education, as well as for governments in Europe and Asia. He is a member of the Board of Trustees of the American University of Central Asia and serves on the editorial board of the Journal of the European Higher Education Area. Prof. Remus Pricopie Ph.D. is the Rector of the National University of Political Studies and Public Administration (SNSPA) and was the Romanian Minister of National Education (2012 – 2014). His activity within the Romanian Ministry of National Education began in 1996 and included positions such as Spokesperson , Secretary General, and Deputy Minister — (Secretary of State) for Higher Education, International Relations and Teacher Training . Dr. Pricopie is also professor of public communication and policy dialogue at SNSPA. Professor Pricopie has a Ph.D. in political science at SNSPA and he is a New Century Millennium Program Fulbright alumnus. His educational background includes a rich international experience especially in the United States of America and the European Union. Dr. Remus Pricopie has been Chair of the Task Force on Fostering and Building Human Capital (FBHC) of the Regional Cooperation Council (RCC), President of the Board of Directors of the Romanian-US Fulbright Commission and the Romanian representative in BFUG, to name just a few of the signi fi cant activities of representation he carried out during his professional career. The activity of Dr. Remus Pricopie encompasses trans-disciplinary research in the areas of higher education management, internationalisation of higher education, public communication, public participation and collaborative public management. As a result of his research, professor Pricopie has published several books, book chapters and over 40 scienti fi c articles in peer-reviewed journals, in the areas of interest. Jamil Salmi is a global tertiary education expert providing policy advice and con- sulting services to governments, universities, professional associations, multilateral banks and bilateral cooperation agencies. Until January 2012, he was as the World Bank ’ s tertiary education coordinator. He wrote the fi rst World Bank policy paper on higher education reform in 1994 and was the principal author of the Bank ’ s 2002 Tertiary Education Strategy entitled “ Constructing Knowledge Societies: New Challenges for Tertiary Education ” . In the past 20 years, Dr. Salmi has provided advice on tertiary education development, fi nancing reforms and strategic planning to governments and university leaders in about 90 countries all over the world. xii Editors and Contributors Dr. Salmi is a member of the international advisory board of several universities in Europe, Asia, Latin America, North America and the Middle East. He is also a member of the International Advisory Network of the UK Leadership Foundation for Higher Education and the CHEA International Quality Group Advisory Council. Between 2008 and 2011, he represented the World Bank on the Governing Board of the International Institute for Educational Planning. Dr. Salmi is Emeritus Professor of Higher Education at the Diego Portales University in Chile. Dr. Salmi ’ s 2009 book addresses the “ Challenge of Establishing World-Class Universities ” . His latest book, co-edited with Professor Phil Altbach, entitled “ The Road to Academic Excellence: the Making of World-Class Research Universities ” , was published in September 2011. Peter Scott is the Professor of Higher Education Studies at the UCL Institute of Education. He was vice-chancellor of Kingston University in London from 1998 to 2010. Formerly, he was a Professor at the University of Leeds and Editor of The Times Higher Education Supplement for 16 years. He has also been a member of the board of the Higher Education Funding Council for England and was the President of the Academic Cooperation Association in Brussels from 2000 until 2008. He has been a member of the Academia Europaea since 1992 and also an academician of the Academy of Social Sciences in the UK. He has published several books including “ The Meanings of Mass Higher Education ” , “ The Globalization of Higher Education ” and “ The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies ” Contributors Daniela Alexe is a policy expert at the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) and at the Center for Educational Policy — Bucharest (CPE), focusing on higher education, Bologna Process implementation and equity. Daniela Alexe is currently a doctoral researcher in political science at the National School for Political and Administrative Studies. Previously, she was the president of the National Alliance of Student Organizations in Romania. As a President, she was responsible of the political strategy and she was coordinating the policy and organisational activities of the structure. As a student representative, she was involved in different institutional structures in the fi eld of higher education ( fi nancing of higher education, quality assurance or quali fi cation framework) and in national initiatives dealing with higher education or anti-corruption. Dr. Paul Ashwin is a Senior Lecturer in Higher Education in here@lancaster, Department of Educational Research, Lancaster University. His research has inclu- ded “ Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency ” (Continuum 2009) and the Pedagogic Quality and Inequality in University First Degrees Project. His research interests are focused on teaching and learning in higher education and their relations to higher education policies. This Editors and Contributors xiii involves exploring questions such as: What counts as high-quality teaching and learning in higher education? How is this positioned in policies and practices? How do we research and theorise these competing notions of quality? Jos Beelen is a researcher and a consultant on internationalisation of the curricu- lum at the Centre for Applied Research into Economics and Management at the Amsterdam University of Applied Sciences. He is also a senior policy advisor for internationalisation at the School of Economics and Management at that university. In addition, he is the Chair of the Expert Community Internationalisation at Home of the European Association for International Education (EAIE). Jos was the editor of EAIE ’ s “ toolkit ” , Implementing Internationalisation at Home (2007) and author of range of articles on the same topic. Jos is currently doing research into the implementation of the international dimension into higher education curricula, in cooperation with researchers from Europe and Australia. He is the coaching academic staff at the universities in The Netherlands and beyond in the design and implementation of internationalised curricula. One of the issues he focuses on is developing the skills of academic staff that enable them to assume ownership of curriculum internationalisation. Enora Bennetot Pruvot is a Programme Manager at the European University Association (EUA). She contributes to public policy development in the fi eld of higher education governance and funding. She has published on the topic of uni- versity fi nancial sustainability and higher education funding and acts as editor for EUA ’ s University Funding Articles series. Sjur Bergan is the Head of the Education Department of the Council of Europe and represents the Council of Europe on the Bologna Follow-Up Group and Board. He chaired the Bologna group on Quali fi cations Frameworks in 2007 – 2012 and in 2012 – 2015 co-chaired the Working Group on Structural Reforms. Sjur Bergan is series editor of the Council of Europe Higher Education Series, the author of Quali fi cations: Introduction to a Concept and Not by Bread Alone as well as of numerous articles on various aspects of higher education policies. Dr. Florin Buzatu is a graduate from the University of Bucharest, Romania, and received his Ph.D. degree from The Institute of Atomic Physics, Magurele, Romania. Following his doctoral studies, he worked at The Joint Institute for Nuclear Research, Dubna, Russia, and Texas Christian University, Fort Worth, USA, on strongly correlated electrons and phase transitions in molecular systems. Upon his return to Romania, Dr. Buzatu served as Scienti fi c Director of The Horia Hulubei National Institute for Physics and Nuclear Engineering in Magurele, Romania, and (starting 2008) as General Director of The Institute for Atomic Physics. Prof. Bernadette Charlier Ph.D. studied psychology and educational sciences at the University of Li è ge (Belgium) from 1974 to 1979. From 1979 to 1984, she was Professor at the Ecole Normale pour enseignants du secondaire I Saint Barth é lemy in Li è ge. 1984 – 2000 Assistant, Lecturer and director of the multimedia centre at the xiv Editors and Contributors Facult é s Universitaires Notre-Dame de la Paix in Namur. In 1996, she gained a Ph.D. in educational sciences at the Catholic University in Leuven on the topic « Apprendre et Changer sa pratique d ’ Enseignement » . Since 2002, she has been a full Professor at the Center for Higher Education of the University of Fribourg. She conducts research on educational technology and adult education. Igor Chirikov is the Managing Director of the Student Experience in the Research University International Consortium (SERU-I). SERU-I is an academic and policy research organisation based at the Center for Studies in Higher Education at the University of California — Berkeley and working in partnership with the I-Graduate and the Higher School of Economics — Moscow. The Consortium is a group of leading research-intensive universities, policy researchers, and scholars, who col- laborate to generate institutional, comparative, and longitudinal data on the student experience. He holds a Ph.D. in sociology and his interests include international comparative higher education, organisational change, institutional research and student experience. He previously worked as a Founding Director of Institutional Research Of fi ce and Deputy First Vice-Rector at the Higher School of Economics — Moscow. He was involved in several higher education consultancy projects including work for the World Bank and Sukhoi Aviation Holding Company. He is also currently a Senior Research Fellow at the Institute of Education (HSE-Moscow). Diana-Maria Cismaru is a doctor in sociology, Associate Professor at the College of Communication and Public Relations, and Head of Public Relations Department at the National University of Political Studies and Public Administration in Bucharest. She is the author or co-author of several books in Romanian Language: Public Relations — Cohesion and Ef fi ciency through Communication (2011), Intelligent Organization (2009), Internal Communication in Organizations (2008) and coordinator of collective volumes as Innovation and Organizational Learning (English Language 2014). Her experience in research projects includes national and international projects, as: Scrutinising the impact of CCS communication on gen- eral and local publics (ERA-NET 2009 – 2010), Horizontal and vertical partnerships for increasing access in higher education (POS-DRU 2010 – 2013), EHR — Entrepreneurship for human resources (2012 – 2013), Public policies funded on research in higher education (PODCA 2013). She completed a stage of research in George Washington University in 2011. Other interest topics of research are institutional communication, reputation management and innovative methods of teaching. Anna-Lena Claeys-Kulik is a Project Of fi cer at EUA. Her work focuses on uni- versity funding, governance and public policy development. She has published on the implementation of full costing in European universities and strategies for ef fi - cient funding of universities. Hamish Coates has a Chair of Higher Education at the Centre for the Study of Higher Education (CSHE), University of Melbourne. He was the Founding Director Editors and Contributors xv of Higher Education Research at the Australian Council for Educational Research (ACER) from 2006 to 2013, and between 2010 and 2013 also Program Director at the LH Martin Institute for Tertiary Leadership and Management. Hamish com- pleted his Ph.D. in 2005 at the University of Melbourne and executive training at INSEAD in 2012. Through research and development, Hamish focuses on improving quality and productivity. Interests include large-scale evaluation, tertiary education policy, institutional strategy, outcomes assessment, learner engagement, academic work and leadership, quality assurance, tertiary admissions and assess- ment methodology. He has initiated and led many successful projects and was the Founding International Director of OECD ’ s Assessment of Higher Education Learning Outcomes Feasibility Study (AHELO) Feasibility Study. Laurent Cosnefroy is full professor in Higher Education. After having received his Ph.D. in social psychology, he worked as a psychologist for about 20 years. He then became associate professor in a Teacher Training Institute. He has served for four years in the French Institute for Education, part of the Ecole normale sup é rieure de Lyon. His main research topics are fi rst focused on self-regulated learning, more speci fi cally in the context of the transition between secondary education and higher education, and then on higher education teachers ’ professional development and professionalization. Daniela Cr ă ciun is a Ph.D. candidate at the Doctoral School of Political Science, Public Policy and International Relations at the Central European University (Hungary). She specialises in higher education policy, focusing on strategies for the internationalisation of higher education. Daniela ’ s doctoral research proposes the construction of a typology of national policies for the internationalisation of higher education. Que Anh Dang is a Marie Curie Early Stage Researcher at the Graduate School of Education, University of Bristol, England. She has worked in the education sector for 15 years, including fi ve years as Head of the ASEM Lifelong Learning Research Secretariat at Aarhus University, Denmark. She has published articles on higher education reforms, the role of the World Bank, foreign university campuses in Asia. Her current research project is concerned with the higher education policy in the knowledge economy and regionalism in Asia and Europe. Federica De Marco has collaborated with the Special Projects Of fi ce of Ca ’ Foscari University of Venice since the 2011 and inside the program Sustainable Ca ’ Foscari, she handles the relations with international universities and interna- tional networks focused on the exchanging of sustainability strategies. In the last years, she worked also on methodology for identifying the teaching and research of sustainability and on sustainable rankings. She is graduated in Economics and Management of Business at Ca ’ Foscari University of Venice with a fi nal dissertation on the CSR of cultural institutions and is now research grant holder of the project “ The sustainability at the University: research paths and empirical experiences ” xvi Editors and Contributors Hans de Wit is the Director of the Centre for Higher Education Internationalisation at the Universit à Cattolica Sacro Cuore in Milan, Italy, and Professor of Internatio- nalisation of Higher Education at the School of Economics and Management of the Hogeschool van Amsterdam, University of Applied Sciences. He is a Research Associate at the Unit for Higher Education Internationalisation in the Developing World at the Nelson Mandela Metropolitan University (NMMU), Port Elizabeth, South Africa. He is the Founding Editor of the “ Journal of Studies in International Education ” (Association for Studies in International Education/SAGE publishers). He publishes a monthly blog in University World News on internationalisation of higher education, www.universityworldnews.com. He is together with Dr. Fiona Hunter co-editor of the annual 5th issue of “ International Higher Education ” , the newsletter of the Center for International Higher Education at Boston College, focussed on the internationalisa- tion of higher education. He has (co)written several other books and articles on international education and is actively involved in assessment and consultancy in international education, for organisations such as the European Commission, UNESCO, World Bank, IMHE/OECD, IAU and European Parliament. In 2005 – 2006, he was a New Century Scholar of the Fulbright Program Higher Education in the twenty- fi rst century, and in 1995 and 2006 a visiting scholar in the USA and in 2002 in Australia. He is working in the Europe, USA, Latin America, Asia and Africa in projects. He has undertaken quality reviews of a great number of institutions of higher education in the framework of the Internationalisation Strategies Advisory Services (ISAS) of the International Association of Universities (IAU), visiting Advisors Program (VAP), IQRP, IQR, Eurostrat, CeQuint (ECA) and the Dutch Flemish Accreditation Agency (NVAO). He is the co-editor of “ Quality and Internationalisation of Higher Education ” with Jane Knight, University of Toronto, OECD, 1999. He has a bachelor, master and Ph.D. from the University of Amsterdam. Hans de Wit is the founding member and past president of the European Association for International Education (EAIE). Ligia Deca is a Ph.D. researcher in political science at the University of Luxembourg, focusing on Europeanisation and internationalisation of higher edu- cation. She is also a policy expert at the Executive Agency for Higher Education, Research and Innovation Funding in Romania (UEFISCDI), coordinating higher education-related policy activities. In 2014, she worked as an expert for the Council of Europe and as member of the “ Science in Education ” Expert Group set-up by the European Commission. Previously, she worked at the European Quality Assurance Register for Higher Education (EQAR) and was the Head of the Bologna Follow-Up Group Secretariat (2010 – 2012). In 2008 – 2010, Ligia was the Chairperson of the European Students ’ Union (ESU) (2008 – 2010). Her profes- sional experience also includes working as an expert for the Council of Europe and Editors and Contributors xvii leading the Coalition for Clean Universities — a pilot project aimed at fostering academic integrity in Romania. Arma ğ an Erdo ğ an was graduated from Department of English Language and Literature at Hacettepe University in Ankara. She received her MA and Ph.D. degree on English and Comparative Literary Studies at the University of Warwick in UK in, respectively, 1996 and in 2002. She worked as a faculty member and coordinated the international relations of K ı r ı kkale University. She worked both as the advisor at Turkish Council of Higher Education (Y Ö K) and as the head of the International Unit which lead the national implementation of the Bologna Process, and as the advisor at between 2008 and 2012. She also acted as the BFUG rep- resentative of Turkey between 2009 and 2015. Dr. Erdo ğ an is now a faculty member, the international relations coordinator and Chair of the Center for Higher Education Studies at Social Sciences University of Ankara. Thomas Estermann is the Director for Governance, Funding and Public Policy Development with responsibilities for EUA ’ s work aimed at strengthening uni- versities ’ autonomy, governance, management and their fi nancial sustainability. Prior to 2007, Thomas was the Deputy Head of Strategic Development and Deputy Head of Administration at the University of Music and Performing Arts of Vienna, Austria. Linda Evans was a former student of European Studies and modern foreign lan- guages, Linda Evans is Professor of Leadership and Professional Learning at the University of Leeds in the UK. Still fl uent in French and German, she lived in France in 2011 as a visiting professor at the Institut Fran ç ais de l ’ Education in Lyon and is actively involved in several francophone networks. Her research is focused both on the compulsory and higher education sectors and she is vice-chair of the UK ’ s Society for Research into Higher Education. Linda Evans is recognised internationally for her expertise in researcher development and research leadership and has published widely in this fi eld. Frequently an invited speaker, she has presented keynotes and plenaries in many countries, including Australia, Canada, South Africa, Mauritius, Belgium, France and Portugal. Her latest book, Academic identities in higher education: The changing European landscape (co-edited with Jon Nixon) was published by Bloomsbury in 2015. Irina Ferencz a Romanian national, holds a Bachelor (License) in International Relations and European Studies of Babes-Bolyai University in Cluj-Napoca and a Master in European Politics and Policies (magna cum laude) of the Katholieke Universiteit Leuven. She is currently enrolled in a Ph.D. programme at the International Centre for Higher Education (INCHER) at the University of Kassel (on student mobility in the Bologna Process). Irina joined the Brussels-based Academic Cooperation Association (ACA) — a renowned think tank in international higher education — as a trainee in 2008 and became a Policy Of fi cer in 2009. She has so far authored and co-authored or co-edited six books, as well as further book chapters and articles. Her main interests and expertise are in the fi elds of xviii Editors and Contributors international student mobility (both quantitative and qualitative analyses) and in internationalisation policies at the university and national level, including the assessment of internationalisation through the use of indicators. Cristina Fi ţ is a public policy expert at the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI), with a special focus on internationalisation of higher education and the Bologna Process implementation. She was one of the co-authors of the “ Internationalisation of Higher Education in Romania ” , study developed by UEFISCDI, and co-author of articles regarding internationalisation in Romania (published by Springer). She is now currently active within the Center for Educational Policy Bucharest (CPE). Previously, she was the vice-president at National Alliance of Student Organizations in Romania. She also worked as PR Expert on human rights, women, minorities and ethnic groups for “ Î mpreun ă ” Agency for Community Development and E-Romnja NGOs. She studied at West University of Timisoara and at Romanian Diplomatic Institute. Marzia Foroni works as a consultant in the Italian Ministry of Education, Universities and Research on international cooperation and European reforms. Her main areas of expertise are the Bologna Process, European Union policies, inter- nationalisation and students mobility. She is a member of the Bologna Follow-Up Group, as Italian delegate, since 2008 and in the period 2012 – 2014 she coordinated, on behalf of Italy, the Ad hoc Group on the Third cycle, set up by the Bologna Follow-Up Group as thematic sub-group within the Working Group on Structural Reforms. She graduated at Alma Mater Studiorum, University of Bologna, in International Relations, with a fi nal dissertation on the implementation of Bologna reforms in three European countries. She further studied management in higher education and research institutes at the Politecnico di Milano. Maria Francesca Freda Professor of Clinical Psychology, Member of Sinapsi Director Staff, Psychological Area. Mrs. Freda is the associate Professor in clinical psychology at the Faculty of Philosophy and Literature of the Naples University “ Federico II ” . She is the president of the Master Degree Course in Dynamic, Clinical and Community Psychology. She works on the psychosocial intervention in institutions, with particular attention towards educational and health institutions. She has consolidated experience on narration and narrative methodology for as a device of the psychological clinical intervention, area of study in which she pub- lished Narration and Intervention in Clinical Psychology, Napoli, 2009. Prof. Isak Froumin is an Academic Director of the Institute of Education at National Research University “ Higher School of Economics ” in Moscow. His responsibilities also include advising the university strategic planning and inter- national cooperation. Editors and Contributors xix Prof. Froumin was leading the World Bank education program in Russia from 1999 to 2011. His World Bank experience also extends to the projects in Kazakhstan, Kyrgyzstan, Afghanistan, Nepal, Turkmenistan and India. In 2011, he was the co-chair of the education part of the “ Russia Strategy 2020 ” expert group. Since 2012 he is an advisor to the Minister of Education and Science of Russia Federation and the member of the Russian delegation at OECD Education Policy Committe