Learning and Teaching Requirements in the European Higher Education Area

Abstract

Looking at some of the changes and challenges in modern societies, this paper argues that the Bologna Process and the establishment of the European Higher Education Areahave evolved as a specific European answer to key developments of our age. Focusing onthe internal dynamics of the Bologna Process in their interaction with external challenges,I will examine the transition from merely structural reforms (e.g. comparable degree structures) to qualitative aspects of higher education, and identify outcome orientation asan essential driver of the reform processes that will give us truly innovative approaches in teaching and learning. The resultant call for student-centred teaching and learning and enhanced student support is embedded in attempts to ensure that the specific qualitiesof academic learning - e.g. deep learning and self-reliant reflection integrated in personal development - prevail in the reality of mass higher education. The underlying hypothesisis that this kind of learning will facilitate the building of bridges between higher education and the world of work, and thus link the university and higher education (HE) moreclosely to the challenges of 21st century societies.With this background in mind, I will argue for a basic process model for student centred learning on the one hand, and for a cooperative approach to learning support onthe other. In conclusion, I will outline some challenges and promising fields for future European debates, research, and policy development on academic learning.