Preamble. Introduction Acknowledgement of the context setting value of the Feutrie, Davies and Dondi position papers Provide a policy and developmental trajectory of key events in Bologna Process Serve as advocacy templates, EUCEN institutional memory and account. Interpreting my brief.
framing “education” as the knowledge brokerage and knowledge production function of universities explicitly in the service of the public good
Using a “Bergen now” and “Beyond” lens to envision the future and identify strategic pitfalls from the analysis
Offer tentative recommendations as a humble contribution to the dialogue and conference outcomes
renegotiating aims, purposes and priorities;relating teaching and learning to the wider world; dialogical interaction between scientists and practitioners; assuming responsibilities as neighbours and citizens
Sehoole(2004) provides a balanced account of of the impact of global challenges citing as examplesrapid explosion of new and specialist fields, arrival of private providers, corporate universities and growing in-house R & D activities in the business sector
Facilitating access to higher education and the promotion of student mobility through enhanced articulation between career-focussed and general academic programmes; strengthening applied research, and improved responsiveness to regional and national human resource, skills and knowledge needs are stipulated as key advantages.
White Paper 3 – A Programme for Higher Education Transformation (DoE 1997: 2.2) highlights the need for “broadening of the social base of the higher education system” by increasing access to higher education of “workers and professionals in pursuit of multi-skilling and re-skilling, and adult learners who were denied access in the past.”