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The Bologna Process, initiated in 1999, now includes 47 member countries of the Council of Europe. In 2010, it was renamed 'the European Higher Education Area', it was expanded. It now attracts the interest of many countries around the world. Without sanctions, it has transformed the structure of higher education in its member states, to allow comparability of their higher education outcomes and encourage increased mobility between them. Increasingly, it has encouraged the use of learner-centred methods of teaching. It now attempts to further other democratic social objectives as well. Despite growing authoritarianism and populism in some of its member states, it may yet survive because of their strong motivation to pursue economic development through increased technological and innovative capacity. This book sets this extraordinary phenomenon in its historical and political context. After describing the underpinnings and the development of the central Bologna Process itself, four contrasting country case studies - Germany, Russia, England, Wales - illustrate some of the varying responses adopted when faced with a similar framework. The book will appeal to those interested in the social and political contexts in which higher education is set, as well as practitioners and researchers.

Education, Higher --- Bologna process (European higher education) --- Bologna-Prozess --- Bolonskiĭ prot︠s︡ess --- Sorbonne-Bologna process --- Education --- Educational strategies & policy. --- Educational Policy & Reform --- General.

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A decade after the Bologna Declaration has called for the establishment of a cycle system of study programmes and degrees all over Europe the changes actually having occurred in this reform process can be measured and assessed. To what extent did the bachelor students gained international experiences during or after their study program? What is the proportion of bachelor degree holders who are employed about one year after graduation? What are the labor market experiences of those bachelor graduates who started to work? Was it difficult to gain relevant employment? What are the employment conditions for bachelor graduates in terms of income, position, working time, unlimited term contracts compared to traditional graduates? To what extent are bachelor graduates working in areas with close relation to their field of study (horizontal match)? Is their level of education needed for their work tasks (vertical match)? These are the key questions which will be answered in this volume based on surveys of graduates from institutions of higher education recently undertaken in ten European countries (Austria, Czech Republic, France, Germany, Hungary, Italy, Norway, Netherlands, Poland, and United Kingdom). The bachelor-master-structure actually implemented varies substantially between the countries and also the consequences of these reforms differ strikingly. In some countries, more students spend a period of study abroad than the goal set for the year 2020 in the Bologna Process; in other countries, not yet a quarter of the expected rate is achieved. Also the frequency of bachelor graduates differs by country who opt for further study, transfer to employment or are both employed and students. The comparative study also provides a wealth of information about the employment and work situation of bachelor graduates as compared to other graduates from institutions of higher education. The book provides relevant information for students and teaching staff at institutions of higher education, employers and politicians and administrative staff dealing with higher education issues.

Bologna process (European higher education). --- College graduates -- Employment -- Europe. --- Education and globalization -- Europe. --- Education --- Business & Economics --- Social Sciences --- Labor & Workers' Economics --- Theory & Practice of Education --- College graduates --- Bologna process (European higher education) --- Education and globalization --- Employment --- Globalization and education --- Bologna-Prozess --- Bolonskiĭ prot︠s︡ess --- Sorbonne-Bologna process --- Graduates, College --- University graduates --- Education. --- Higher education. --- Higher Education. --- Globalization --- Education, Higher --- Universities and colleges --- Alumni and alumnae --- Education, Higher. --- College students --- Higher education --- Postsecondary education

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In Public Justice and the Criminal Trial in Late Medieval Italy: Reggio Emilia in the Visconti Age , Joanna Carraway Vitiello examines the criminal trial at the end of the fourteenth century. Inquisition procedure, in which a powerful judge largely controlled the trial process, was in regular use in the criminal court at Reggio. Yet during the period considered in this study, technical procedural developments combined with the political realities of the town to create a system of justice that prosecuted crime but also encouraged dispute resolution. Following the stages of the process, including investigation, denunciation, the weighing of evidence, and the verdict, this study investigates the court’s complex role as a vehicle for both personal justice and prosecution in the public interest.

Criminal procedure --- Criminal justice, Administration of --- Administration of criminal justice --- Justice, Administration of --- Crime --- Criminal law --- Criminals --- Courts --- Procedure (Law) --- Public law --- Appellate procedure --- Criminal courts --- Trial practice --- History. --- Law and legislation --- Pleading and practice --- History --- Bologna --- Comune --- Defendant --- Guillaume Durand --- Inquisition --- Milan --- Podestà --- Reggio Emilia --- Torture --- Visconti of Milan