Introduction

Introduction

[s. n.]

Bologna process and the rethinking of the role of higher education: teaching strategies focused on students’ skills achievement

Ana Souto e Melo

https://doi.org/10.14195/978-989-26-1620-9_1

Quality as politics and as policies and the importance of instruments

Amélia Veiga;António Magalhães

https://doi.org/10.14195/978-989-26-1620-9_2

The concept of quality within the European Higher Education Area (EHEA): dimensions and discourses

Sandra Milena Díaz López;Maria do Rosário Pinheiro;Carlos Folgado Barreira

https://doi.org/10.14195/978-989-26-1620-9_3

The human factor as a differential in the teaching learning relationship: sense built on the Bologna Process in higher education

Eliana Nubia Moreira

https://doi.org/10.14195/978-989-26-1620-9_4

The influence of Bologna process and Lisbon strategy on the rhetoric change in government’ programs in Portugal

Jorge Lameiras

https://doi.org/10.14195/978-989-26-1620-9_5

The training of educators and teachers in Portugal in the framework of the European space for education and training: (2007-2018)

António Gomes Ferreira;Luís Mota

https://doi.org/10.14195/978-989-26-1620-9_6

The antinomies of post Bologna’s higher education: critical appraisals on the “social dimension” of the reform

Cristina Pinto Albuquerque;Ana Cristina Brito Arcoverde

https://doi.org/10.14195/978-989-26-1620-9_7

Profiles of mobility students

Liliana Moreira;Rui Gomes

https://doi.org/10.14195/978-989-26-1620-9_8

Making Bologna really work!

Elmer Sterken

https://doi.org/10.14195/978-989-26-1620-9_9