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MAKING BOLOGNA WORK The case of Aalborg University, Denmark and its Master programme in Tourism

Explore the principles and challenges of implementing the Bologna Process in Aalborg University's Master Programme in Tourism, including comparable education, degree structure, ECTS modular system, quality assurance, and the development of a European dimension of studies.

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MAKING BOLOGNA WORK The case of Aalborg University, Denmark and its Master programme in Tourism

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  1. MAKING BOLOGNA WORKThe case of Aalborg University, Denmarkand its Master programme in Tourism 1. Bologna: Principles and challenges 2. Taking Bologna to Aalborg, Denmark 3. Case study: Master in Tourism Studies Professor Henrik Halkier Aalborg University, Denmark halkier@cgs.aau.dk

  2. BolognaPRINCIPLES AND CHALLENGES • Comparable educations and diplomas • Similar two-level degree structure • ECTS as modular building block • Focus on quality assurance • Develop European dimension of studies

  3. BolognaPRINCIPLES AND CHALLENGES • Comparable educations and diplomas • National traditions: Programmes, courses, grades, … • Similar two-level degree structure • Extensive variation between countries • ECTS as modular building block • Different structures of programmes: National, local, … • Focus on quality assurance • University self-government, ministerial rule, … • Develop European dimension of studies • Orientation towards national labour markets

  4. Bologna goes to AALBORG, DENMARK Degree-structure before Bologna • 5/6 years mono-topic degrees • 4+2 two-topic degrees • Few BA-type shorter degrees Gradual Bologna-nisation • 3+2 now pervasive structure • Difficulties for two-topic degrees • Some mono-topic 3+2 degrees • Growing number of specialised Master degrees • Students start to change programme after BA

  5. Bologna in tourism studies at AalborgQUALITY ASSURRANCE Traditional approach • Programme approval by national ministry • Ongoing control via external examiners • University and employers/end-users Post-Bologna developments • Approval via national accreditation board • Importance of labour market relevance • Programme-specific external advisory board • Ongoing control via external examiners • University and employers/end-users • On-going dialogue with external partners • Student projects, sponsors of applied research

  6. Making Bologna workCONCLUSIONS • Relatively difficult in some professional degrees • Creation of new specialist Master programmes • Post-BA students as knowledgeable customers • Ongoing focus on quality • More international student exchange/movement • All in all quite successfull, but… • Extended Bolagna process in recognition of continued challenges in making progress

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