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This paper will explore the impact of the "Bologna Process" of standardizing graduate education throughout Europe on universities--and especially graduate schools--in the Midwest United States. The first of a series of papers on the changing nature of the relationship between the EU and the U.S. in international education, this particular paper places the Bologna Process in historical context, examining previous European attempts to harmonize the regulatory environment with respect to education and comparing them to traditional U.S. international education efforts. The piece addresses specifically these impacts on the University of Kansas, a major research university located in the geographic heart of the U.S. Based on this in-depth case study, the paper draws some preliminary conclusions as well as set forth questions to be used as part of a survey instrument of institutions of higher education in the Midwest. Findings from this survey will be published in a forthcoming paper. [ABSTRACT FROM AUTHOR]

The research project that is the central focus of this paper is the process of writing an undergraduate text about public international law while the United States is proudly flouting it. In turn, the paper wrestles with the pedagogical challenge of living within the parameters of academic expectations of "objectivity" and practitioner/student demand for "relevance" during a time of political emergency. If "politicization" is a pejorative term, how does one teach or write about politics as something other than the dissection of the arcane? Is the author forced to say, on the one hand, violating international law is unacceptable, while, on the other hand, violating international law is acceptable? If that position can be rejected as ludicrous and "politicization" must be embraced, how does the author draw boundaries separating normative concerns from substantive findings and will this, nonetheless, be characterized as "polemical"? ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Higher education is considered as a global issue in world politics. Integration of education space in Europe (Bologna process) and its political impact (differentiating of regions, forming a common European elite, etc.) is discussed. Integration in Europe will give rise to similar processes in other countries and regions, inter alia in the USA, which puts forward a problem of adjusting the Bologna system with other educational standards. The paper is showing that Bologna process will stimulate the integration of the higher education field in other regions. Additionally WTO is covering education as a set of services. So, the problem is to adjust different standards (national, regional, IGO etc.) in the field of higher education. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Student protests in the US and UK against university involvement with arms companies and military recruitment on campus raise the question of the role of the university in contemporary society. This paper discusses universities? investments in, and research and teaching partnerships with the arms industry and military as indicators of the increasing corporatisation of higher education in general and militarisation of science and engineering in particular. This trend is not unchallenged, however. Understanding universities as sites of social struggle allows us to chart and analyse the rise of student and faculty protest, and consider potential strategies for activist academic practice. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article presents an assessment of the role of pedagogy in foreign policy analysis and in higher education curriculum in the U.S. It considers a review of literature on foreign policy pedagogy, active learning pedagogy and selection of textbooks designed to teach the subject. The future direction of foreign policy pedagogy is also considered.

Given the enormous increase in demand for higher education in the last two generations, the hugely-intensified need for intellectual skills, credentials and qualifications, and research (as the R in R and D), governments as well as societies in many parts of the world are concerned with “reforming” their “higher education” systems, reforms in which universities are being conceived of as only one part of a continuum of post-secondary educational provisioners.Traditional systems of university governance, which include the techniques of bottom- up “accreditation” in North America, and the top-down Government “recognition” in much of Europe, are being challenged by what is called “Quality Assessment”. Introduced under Thatcher and Blair in the UK, it is being spread to Europe through the Bologna Process and an EU Commission-supported network of national agencies (NARIC/ENIC ). It has advocates within Ontario in Canada, and the US Federal Government’s recent Spellings Commission, very critical of US higher education, drew upon it to challenge the current “accreditation” system. What values lie behind each of the three systems? How different from each other are they in actuality? What concrete issues have brought QA to the fore in each place?In Bologna-Europe, quality assurance (not capitalized) was seen as crucial for engendering and sustaining the “trust” necessary to underpin vastly expanded student and researcher mobility, that is study or work in another country, which would be recognized and counted toward one’s degree in one's home country. This is still true and important.But QA (capitalized) can be and is also a “management tool”. Research questions on this aspect are: To whom does QA give influence, and how? For example, the strategic “bargain” on the European scene is “university autonomy” in exchange for “accountability” (to publics, to students, to governments). But who exactly is using QA to accomplish precisely what changes? From where do their goals/objectives emanate? What is the role of associations of universities? of disciplinary bodies? of “educationists”? Are there differences in the way “academic freedom” is conceptualized? What are the implications of newly professionalized management, using the QA tool, for universities conceived of as a professoriate, as a “community of scholars” exercising “collegial “ governance, at least for the fundamental academic questions? ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]