Samenvatting

With the globalisation process and the accompanying loss of sovereignty of the nation states in mind, I take a closer look at Higher Education Policy in a European perspective. The theoretical framework is constructed by Hedmo, Sahlin-Andersson and Wedlin, researchers at Uppsala University. They state that universities around the world are becoming increasingly similar in appearance, but also clearly differentiated in terms of power. This statement is based on research considering business schools, but the researchers claim that it is true for all Institutes of Higher Education (IHE). That is why I test the statement on two case studies: Örebro University (ORU) and Mälardalen Högskola (MdH).

The thematic framework is the Bologna process, which has reached half time in its implementation. According to a report by ESIB, this provides a good starting point for taking stock of how and how far the implementation process has come in different countries. The starting point of countries is different and countries have their own priorities, as argued in the report. I look at the situation in Sweden and the case studies in particular, with the following central question: How are the objectives of the Bologna process implemented at ORU and MdH and to what extent has this implementation been put into practice?

I use five research questions, based on the Bologna objectives. The research questions investigate how and how far the objectives have been put into practice concerning: readable and comparable degrees, the three cycle system, the ECTS credits and grades, staff and student mobility and the European Dimension. The 'how' part of the question is investigated by participative observation, while the 'to what extent' part is researched by interviews with key persons.