umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2019.03.024umj-1044Research ArticleПИСЬМА В РЕДАКЦИЮLETTERS TO THE EDITORБОЛОНСКИЙ ПРОЦЕСС: ПРОСТРАНСТВО РАЗВИТИЯ ИЛИ НЕОЛИБЕРАЛЬНЫЙ ПРОЕКТ?BOLOGNA PROCESS: AREA FOR DEVELOPMENT OR A NEOLIBERAL PROJECT?МуравьеваА. А.MuravevaA. A.

Муравьева Анна Александровна – кандидат филологических наук, ведущий эксперт 

8 (495) 97-23-590

Anna A. Muraveva – PhD (Philology); Senior Expert; Deputy Director of the National office of the Erasmus+ Programme;

+7 (495) 97-23-590

observatory@cvets.ruАксеноваН. М.AksenovaN. M.

Аксенова Наталья Михайловна – заместитель директора

8 (495) 97-23-590

Natalya M. Aksenova – Deputy Director; Project Officer of the National Office of the Erasmus+ Programme

+7 (495) 97-23-590

observatory@cvets.ruВатолкинаН. Ш.VatolkinaN. Sh.

Ватолкина Наталья Шамилевна – кандидат экономических наук, доцент 

8 (499) 267-1731

Natalia S. Vatolkina – PhD (Economics), Associate Professor

+7 (499) 267-1731

ocoletta@yandex.ruЦентр изучения проблем профессионального образованияРоссияCentre for VET StudiesRussian FederationМосковский государственный технический университет им. Н. Э. БауманаРоссияBauman Moscow State Technical UniversityRussian Federation201931072019233119129Copyright © Муравьева А.А., Аксенова Н.М., Ватолкина Н.Ш., 20192019Муравьева А.А., Аксенова Н.М., Ватолкина Н.Ш.Muraveva A.A., Aksenova N.M., Vatolkina N.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1044

Введение. В статье анализируются различные аспекты дискурса в области Болонского процесса с точки зрения влияния этого процесса на развитие высшего образования в последние десятилетия. Отдельное внимание уделено практике деятельности российских вузов на примере их участия в европейских проектах программ Темпус и Эрасмус+. Цель статьи состоит в обосновании выгод Болонского процесса как фактора, содействующего обеспечению устойчивого развития за счет интернационализации в сфере высшего образования, в том числе – за счет усиления взаимодействия экспертов и развития экспертного дискурса по вопросам высшего образования. Материалы и методы. В работе использовались методология сравнительного исследования; методы сбора эмпирической информации; понятийно-терминологический анализ; интерпретация; моделирование и проблемный метод. Результаты исследования. Выявлены основные системные факторы, обеспечивающие позитивную динамику Болонского процесса, что подкреплено фактами его реализации в России в рамках проектов программ Темпус и Эразмус+, а также зафиксировано понимание участниками этого процесса необходимости эффективной адаптации его задач и методов их выполнения к непростым и быстро изменяющимся условиям мирового развития. Обсуждение и заключение. В работе подтверждена гипотеза о ценности Болонского процесса для развития и модернизации высшего образования и обоснована бездоказательность теорий отнесения Болонского процесса к категории неолиберальных проектов. Результаты, описанные в статье, могут использоваться в образовательных программах подготовки и повышения квалификации преподавателей и управленцев для системы высшего образования, научных работников и исследователей.

Introduction. The article studies various aspects of the Bologna Process discourse from the perspective of its impact on the development of higher education in recent decades. Special attention is paid to the practices of Russian universities’ participation in European Tempus and Erasmus+ projects. The aim of the article is to provide evidence of the benefits of the Bologna Process as a factor, which promotes and ensures sustainable social development by means of higher education internationalization, enhancing the experts’ interaction on the issues of higher education. Materials and methods used include comparative analysis, empiric data collection, conceptual and terminological analysis, interpretation, modeling, and problem solving. Results. The article identifies the key system factors which ensure the positive dynamics of the Bologna Process. This is substantiated by the facts of its implementation in Russia within the Tempus and Erasmus+ Projects. It also shows the actors of this process’ awareness of a need to adapt its goals and methods to complicated and rapidly changing situations. Discussion and Conclusion. The article confirms the hypothesis of the importance of the Bologna Process for the development and modernization of higher education. The theories claiming that the Bologna Process is a neoliberal endeavour are proved unsubstantial. The results presented in the article can be used in pre-service and in-service programmes and courses for higher education teachers, administrators, and researchers.

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The authors declare that there are no conflicts of interest present.