Students’ Contradictory Experiences On The Latitude Of The Higher Education Reform Cover Image

Protivurečna iskustva studenata o dometima reforme visokog obrazovanja
Students’ Contradictory Experiences On The Latitude Of The Higher Education Reform

Author(s): Jelena Maksimović, Zorica Stanisavljević Petrović
Subject(s): Social Sciences
Published by: Универзитет у Нишу
Keywords: Students; Reform; Higher Education; Research; A Research-Based Teaching Model

Summary/Abstract: In order to ensure a successful higher education reform and implementation of the basic principles envisaged in the Bologna Declaration, all participants in the Bologna Process (and particularly the faculty and students) need to become better acquainted with the essence of this process: what does it prescribe; how is it imple-mented; what possibilities does it offer; and what are the consequences of such changes? Specific attention should be given to students who need to be properly informed about the possibilities for participating in the reform process, particularly at the university level. In that context, it is important to take into account students’ opinions on some essential issues concerning their attitudes to the studying process, knowledge and learning, as well as the importance of the overall atmosphere in which novelties are being introduced. The research was conducted on the sample of 1,040 students of the University of Nis. The goalwas to get an insight into the students’ views on the implementation and effects of the Bologna process in terms of the actual organization of their university education and assessment of their academic achievements. The results show that the most significant and the most positive aspects of the “Bologna-based” programs are reflected in the students’ opinion that the Bologna process has made the studying process and passing exams much easier. The results have also indicated that the Bologna process is not being implemented in full and without reservations, given that different professors interpret and apply the Bologna process differently. In terms of the ECTS, the respondents have expressed their dissatisfaction with the number of pre-exam tasks to be completed, the discrepancy in the distribution of credits across individual courses, and the professors’ subjective allocation of points within each course.

  • Issue Year: 2012
  • Issue No: 03
  • Page Range: 1173-1189
  • Page Count: 17
  • Language: Serbian