This research project focused on the causes of implementation of the Bologna Process and its impact across Europe. It traced the history of the Bologna Process and introduced the paradox of policymaking in Bologna's continued implementation. The latter part of the introduction presents a summary of policy coordination and the epistemic community and the notion of soft law and the open method of coordination (OMC) in European policymaking. Possible causes for changes in implementation of Bologna are investigated, as are the origins of the Bologna Process and its goals. The argument of Bologna as OMC is presented and reflects on education reform in Europe's last two decades. Mixed methods inquiry was used to investigate the emergence of the epistemic community, which, in its scientific authority and expertise, influences policymakers in Europe as it guides them to adopt reforms according to its agenda. Study findings revealed an increase in mean prevalence scores of Bologna's key themes and subthemes immediately after epistemic communities joined the decision-making process of the Bologna Process.
","abstract_html":"<p>This research project focused on the causes of implementation of the Bologna Process and its impact across Europe. It traced the history of the Bologna Process and introduced the paradox of policymaking in Bologna's continued implementation. The latter part of the introduction presents a summary of policy coordination and the epistemic community and the notion of soft law and the open method of coordination (OMC) in European policymaking. Possible causes for changes in implementation of Bologna are investigated, as are the origins of the Bologna Process and its goals. The argument of Bologna as OMC is presented and reflects on education reform in Europe's last two decades. Mixed methods inquiry was used to investigate the emergence of the epistemic community, which, in its scientific authority and expertise, influences policymakers in Europe as it guides them to adopt reforms according to its agenda. Study findings revealed an increase in mean prevalence scores of Bologna's key themes and subthemes immediately after epistemic communities joined the decision-making process of the Bologna Process.</p>","abstract_has_math":false,"creators":["Wink, Cheryl Leontyne"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Antonio Olmos, Ph.D.","Kathy Green","Nicholas Cutforth","George DeMartino"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:19Z","subjects":["Bologna process","Epistemic community","Higher education reform","Mixed methods","Quantitization","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/1194","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Antonio Olmos, Ph.D.","Kathy Green","Nicholas Cutforth","George DeMartino"]},{"key":"dc:creator","label":"Author","values":["Wink, Cheryl Leontyne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-17T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bologna process","Epistemic community","Higher education reform","Mixed methods","Quantitization","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.du.edu/etd/1194"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research project focused on the causes of implementation of the Bologna Process and its impact across Europe. It traced the history of the Bologna Process and introduced the paradox of policymaking in Bologna's continued implementation. The latter part of the introduction presents a summary of policy coordination and the epistemic community and the notion of soft law and the open method of coordination (OMC) in European policymaking. Possible causes for changes in implementation of Bologna are investigated, as are the origins of the Bologna Process and its goals. The argument of Bologna as OMC is presented and reflects on education reform in Europe's last two decades. Mixed methods inquiry was used to investigate the emergence of the epistemic community, which, in its scientific authority and expertise, influences policymakers in Europe as it guides them to adopt reforms according to its agenda. Study findings revealed an increase in mean prevalence scores of Bologna's key themes and subthemes immediately after epistemic communities joined the decision-making process of the Bologna Process.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Actors and Their Roles in European Education Policy: A Mixed Methods Approach to Understanding the Bologna Process"]}]}],"canonical_facts":{"dc:contributor":["Antonio Olmos, Ph.D.","Kathy Green","Nicholas Cutforth","George DeMartino"],"dc:creator":["Wink, Cheryl Leontyne"],"dc:date.available":["2017-02-17T08:00:00Z"],"dc:description.abstract":["This research project focused on the causes of implementation of the Bologna Process and its impact across Europe. It traced the history of the Bologna Process and introduced the paradox of policymaking in Bologna's continued implementation. The latter part of the introduction presents a summary of policy coordination and the epistemic community and the notion of soft law and the open method of coordination (OMC) in European policymaking. Possible causes for changes in implementation of Bologna are investigated, as are the origins of the Bologna Process and its goals. The argument of Bologna as OMC is presented and reflects on education reform in Europe's last two decades. Mixed methods inquiry was used to investigate the emergence of the epistemic community, which, in its scientific authority and expertise, influences policymakers in Europe as it guides them to adopt reforms according to its agenda. Study findings revealed an increase in mean prevalence scores of Bologna's key themes and subthemes immediately after epistemic communities joined the decision-making process of the Bologna Process.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/1194"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Bologna process","Epistemic community","Higher education reform","Mixed methods","Quantitization","Educational Assessment, Evaluation, and Research","Educational Methods"],"dc:title":["Actors and Their Roles in European Education Policy: A Mixed Methods Approach to Understanding the Bologna Process"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:02:19Z"}