The DOI matches its Crossref record.
The voice of inclusion in the midst of neoliberalist noise in the Bologna Process
Open accessAbstract
This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“The dilution of disability into the melting pot of diversity is manifested in how disability, in contrast to gender, social class and age, has been at the periphery of scholarly work on inclusion in Higher Education (HE) (Kushnir 2020).”
From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Kushnir 2020
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 87
- Bologna Follow Up Group (2005b) From Berlin to Bergen: General report of the Bologna Follow Up Group to the Conference of European ministers. Available at: http://www.ehea.info/media.ehea.info/file/2005_Bergen/37/9/2005_Bergen_BFUG_Report_577379.pdf (accessed 20 July 2017).
- European Higher Education Area (2003) Realising the European Higher Education Area: Communique of the Conference of ministers responsible for higher education in Berlin on 19 September 2003. Berlin: EHEA. Available at: http://www.ehea.info/media.ehea.info/file/2003_Berlin/28/4/2003_Berlin_Communique_English_577284.pdf (accessed 16 July 2018).
- European Higher Education Area (2005) The European Higher Education Area – achieving the goals: Communique of the Conference of European ministers responsible for higher education, Bergen, 19–20 May 2005. Bergen: EHEA. Available at: http://www.ehea.info/media.ehea.info/file/2005_Bergen/52/0/2005_Bergen_Communique_english_580520.pdf (accessed 16 July 2018).
- 10.4324/9781315775852 · DOI
- Anfara VA, 2014, Theoretical Frameworks in Qualitative Research
- 10.2304/eerj.2012.11.3.446 · DOI
- Ball S, 2015, European Journal of Education Research, Development and Policy, 50, 258
- 10.1080/0161956X.2016.1264802 · DOI
- Bell LA, 2016, Teaching for Diversity and Social Justice, 21
- Booth T, 1998, From Them to Us: An International Study of Inclusion in Education
- 10.1080/13603116.2011.580464 · DOI
- 10.1353/tae.2003.0020 · DOI
- 10.1080/03075079.2015.1092510 · DOI
- 10.1080/13603116.2016.1184328 · DOI
- 10.1080/02680939.2012.695805 · DOI
- Cosar S, 2015, Alternate Routes: A Journal of Critical Social Research, 26, 1
- 10.4324/9781315160252 · DOI
- 10.2304/eerj.2014.13.3.257 · DOI
- 10.1111/jcms.12749 · DOI
- 10.1080/09518390701281751 · DOI
- 10.1080/08856257.2013.778110 · DOI
- Evans J, 2017, Equality, Education, and Physical Education
- 10.1007/978-3-319-77407-7_3 · DOI
- 10.3167/latiss.2008.010203 · DOI
- 10.1075/tlrp.6.11gee · DOI
- 10.1111/j.1469-5812.2006.00175.x · DOI
- 10.1080/03057925.2018.1490999 · DOI
- 10.1007/s12564-017-9490-9 · DOI
- 10.1080/13603116.2014.908965 · DOI · Paper page
- 10.4324/9781315180250 · DOI
- 10.1057/9781137446671 · DOI
- 10.1080/13603116.2014.908966 · DOI
- 10.1080/13668803.2016.1264370 · DOI
- 10.1111/j.1467-8578.2010.00462.x · DOI
- 10.1080/02601370.2013.873210 · DOI
- 10.1007/s00038-015-0742-3 · DOI
- 10.1504/IJLIC.2017.084072 · DOI
- Hunt SJ, 2016, The Life Course: A Sociological Introduction
- 10.1080/14767720903574009 · DOI
- 10.1177/0952076716679223 · DOI
- 10.1016/j.wsif.2015.06.014 · DOI
- 10.1057/s41307-016-0033-5 · DOI
- 10.1007/978-3-319-49789-1_59-1 · DOI
- 10.1057/s41307-016-0034-4 · DOI
- 10.1080/13603110701284680 · DOI
- Kushnir I, 2015, Educate~: The Journal of Doctoral Research in Education, 15, 11
- 10.1080/21568235.2016.1262781 · DOI
- 10.1057/s41307-018-00133-x · DOI
- 10.1111/1467-9752.00154 · DOI
- 10.1108/ET-05-2017-0066 · DOI
- 10.1080/17508487.2016.1186102 · DOI
- 10.1086/664553 · DOI
- 10.1163/9789004400115_011 · DOI
- 10.1080/00131857.2017.1341828 · DOI
- 10.1108/978-1-78743-836-120181004 · DOI
- 10.1080/01425692.2017.1406336 · DOI
- 10.1068/d1804 · DOI
- 10.1080/09687599.2015.1021758 · DOI
- 10.1002/he.20133 · DOI
- 10.1177/1532708616672675 · DOI
- 10.1016/j.rssm.2016.08.002 · DOI
- 10.1177/1477878507077722 · DOI
- Opotow S, 2018, The Oxford Handbook of Social Psychology and Social Justice, 41
- 10.4324/9781315199429 · DOI
- 10.1080/19452829.2015.1076775 · DOI
- 10.2304/eerj.2013.12.2.270 · DOI
- 10.3726/978-3-0353-0214-1 · DOI
- 10.1177/000494418502900205 · DOI
- 10.1080/02601370.2013.873211 · DOI
- Riessman F, 2017, Class and Personality in Society
- 10.4324/9780203867396 · DOI · Paper page
- Rubin HJ, 2012, Qualitative Interviewing: The Art of Hearing Data
- 10.1080/07294360.2019.1672624 · DOI
- Schuetze HG, 2020, Inequality, Innovation and Reform in Higher Education: Challenges of Migration and Ageing Populations
- 10.1177/0743558415607059 · DOI
- 10.1111/1467-8578.12181 · DOI
- 10.1007/978-3-319-20877-0_22 · DOI
- 10.1080/09585176.2016.1219873 · DOI
- 10.1057/s41307-017-0060-x · DOI
- 10.2478/v10159-011-0013-1 · DOI
- Streeck W, 2005, Beyond Continuity. Institutional Change in Advanced Political Economies
- 10.1080/03050060802661410 · DOI
- Thorsen DE, 2010, Contemporary Readings in Law and Social Justice, 2, 188
- 10.1146/annurev-soc-073117-041215 · DOI
- 10.1080/01442872.2013.875147 · DOI
- 10.1002/berj.3443 · DOI
- 10.1057/hep.2013.38 · DOI
Cited by
Sorted by citations
Mavrou, K., Theodorou, E., Mouka, M., & Liasidou, A. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2507244 · Cited by 13
“At the same time, the ‘soft govern-ance’ characterizing the EHEA harmonization initiatives gives national policymakers discretionary power in interpreting and implementing the ‘social dimension of inclusion,’ focusing on diversity and its acceptance in HE (see Kushnir 2020).”
Metadata
- Authors
- Kushnir, I.
- Affiliations
- Nottingham Trent University (GB)
- Corresponding author
- Kushnir, Iryna
- ORCID
- Kushnir, Iryna
- Venue
- European Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 2020-07-16
- Volume
- 19
- Issue
- 6
- Pages
- 485-505
- ISSN
- 1474-9041 (ISSN-L)
- OpenAlex
- W3042640646
- Cited by
- 24
- References
- 0
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 2 · 2023: 11 · 2022: 3 · 2021: 1
- FWCI
- 12.95
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- European Educational Research Journal (publishedVersion, cc-by-nc)
- Nottingham Trent University's Institutional Repository (Nottingham Trent Repository) (acceptedVersion)
- Funders
- nottingham trent university
- Topics
- Social Sciences › Education › Higher Education Governance and Development
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Global Education Systems and Policies
- Keywords
- Bologna Process, inclusive higher education, European Higher Education Area, neoliberalism, disadvantaged groups, higher education policy, lifelong learning, student-centered learning, social dimension of higher education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
