Uppeldi og menntun - 01.01.2010, Side 184

Uppeldi og menntUn/icelandic JoUrnal of edUcation 19(1–2)/2010184
viðHorf
HEimild
Guðrún Geirsdóttir og Ingólfur Ásgeir Jóhannesson. (2009, 28.–30. september). The
Bologna Process in two Icelandic universities and accreditation. Erindi á European
Conference on Education Research (ECER), Vínarborg.
um Höfunda
Guðrún Geirsdóttir (gudgeirs@hi.is) er dósent í kennslufræði við Háskóla Íslands og
veitir forstöðu námi fyrir háskólakennara við Háskóla Íslands. Hún hefur doktorspróf
í menntunarfræðum frá Kennaraháskóla Íslands 2008. Rannsóknir hennar eru einkum
á sviði námskrár- og kennslufræða háskólastigsins.
Ingólfur Ásgeir Jóhannesson (ingo@hi.is) er prófessor við Háskólann á Akureyri og
Háskóla Íslands og jafnframt námsbrautarformaður kennslufræði í Kennaradeild
Menntavísindasviðs Háskóla Íslands. Hann hefur doktorspróf í menntunarfræðum frá
Wisconsinháskóla í Madison 1991. Rannsóknir hans eru meðal annars á sviði mennta-
stefnu, menntaumbóta, menntunar til sjálfbærrar þróunar og kynjafræða.
The Bologna Process and Icelandic universities:
Introduction
Abstract
In the past decade, the number of universities in Iceland has grown and then
decreased again with mergures. Student number has risen from 12,000 in autumn 2001
to about 19,000 in autumn 2009. The professional and structural environment has also
changed, most importantly with a legislation passed in 2006 about accreditation of
the universities and the Bologna Process that has taken place concurrently. The aim of
this set of Perspectives‘ articles is to take stock on the implementation of the Bologna
Process in Iceland. Opening with an introductory article, it continues with an article
about the history of and reasons for the Bologna Process, and proceeds with seven
articles where key persons at the seven Icelandic universities present the state of art
at their institutions. The editors of the Perspectives, both active participants in the
Bologna Process, contacted key persons and asked them to write a brief article about
the Bologna Process in their respective universities, including responses to following
questions: What impact has the Bologna Process had on management, organisation,
curriculum content, teaching practices, and evaluation? What kind of ideas about
quality and effectiveness of universities can there be seen in the Bologna Process?
Has the university been able to use the Bologna Process in the quality management
of the university–or have some of its measures caused troubles in that regard? Has