Uppeldi og menntun - 01.01.2010, Qupperneq 185

Uppeldi og menntUn/icelandic JoUrnal of edUcation 19(1–2)/2010 185
viðHorf
the Bologna Process been met with resistance in the university–and if so, why? Is
there enough capacity in the university to implement the Bologna Process? Do you
believe that different institutional cultures matters when the different measures of the
Bologna Process are introduced?
The Perspectives‘ authors argue that there is a general consensus about the Bologna
Process and that university teachers and others see possibilities in its introductions. It is
seen as an opportunity to strengthen small universities in an international cooperation
and, to some extent, competition. They point out that it has been relatively easy to
introduce systemic issues, such as the 3+2+3 division between bachelor, masters
and doctoral levels, as well as the ECTS-system and the diploma supplement. The
largest and most complicated task has been the induction of a systematic presentation
of learning outcomes, both for degrees and at course level. This part requires the
participation of virtually all university faculty and staff and more cooperation among
the faculty about coordinated curriculum design than traditionally has been the case.
The Perspectives‘ authors argue that this has been a positive act for the universities
but that more work and greater support for teachers and the universities is needed
to successfully implement learning outcomes as curriculum development. The
Perspectives‘ editors believe that this set of articles contributes to research about the
Bologna Process and its implications, especially on what kind of impact it may have
had on teaching and learning.
About the authors
Guðrún Geirsdóttir (gudgeirs@hi.is) is an associate professor at the University of
Iceland, and she leads a degree programme for teaching in universities. She holds
a Ph.D. degree from the Iceland University of Education. Her research is focused on
curriculum theory and development, educational practice and academic development
within higher education.
Ingólfur Ásgeir Jóhannesson (ingo@hi.is) is professor of education at the University of
Akureyri and chair of the department of teacher studies at the University of Iceland. He
holds a Ph.D. degree in curriculum and instruction from the University of Wisconsin,
Madison. His research is focused on educational policy, education reform, education
for sustainable development, and gender and education.