Access Restriction

Author Fuller, Ursula ♦ Amillo, June ♦ Pears, Arnold ♦ Mannila, Linda ♦ Avram, Chris
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Computer programming, programs & data
Subject Keyword Standardization and curriculum issues ♦ Europe ♦ Bologna declaration ♦ Computer science education
Abstract The Bologna process is intended to culminate in the formation of the European Higher Education Area (EHEA) by 2010. Its aim is to facilitate the mobility of people, the transparency and recognition of qualifications, quality and development of a European dimension to higher education, and the attractiveness of European institutions for third country students.This paper provides an overview of progress towards implementation in EHEA member states using official documents and interview data from faculty teaching computing in countries represented at the ITiCSE 2006 meeting. The key areas where the structures established by the Bologna process are problematic for computing education arise from the rapidly changing nature of the curriculum. It seems that the maturity and capability criteria, as well as the manner in which learning outcomes are specified, being developed within the Bologna process are too general. This endangers the properties of transparency and mobility that the process intends to promote.Progression and prerequisite knowledge in computing degrees can be very specific. For instance, generic learning outcomes for an introductory programming course quite rightly will not specify the programming language, or languages, used to implement algorithms. However, suppose a student intends to study an advanced algorithms and data structures course in which Java is the language of implementation which has an introductory course in programming as a prerequisite. If the introductory course language was Standard ML it is not clear that the prerequisite course actually provides the student with a suitable background. These types of complexities are typical of computing, where early subject curricula are not standardised nationally or internationally, and create significant hurdles for realising the Bologna objectives.
Description Affiliation: Uppsala University, Sweden (Pears, Arnold) || Monash Unviersity, Australia (Avram, Chris) || Universidad Politécnica de Madrid, Spain (Amillo, June) || Abo Akademi University, Finland (Mannila, Linda) || University of Kent, Canterbury, UK (Fuller, Ursula)
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 1978-02-01
Publisher Place New York
Journal ACM SIGCSE Bulletin (SGCS)
Volume Number 38
Issue Number 4
Page Count 17
Starting Page 115
Ending Page 131

Open content in new tab

   Open content in new tab
Source: ACM Digital Library