By Cristina Sin, Amélia Veiga, Alberto Amaral

This e-book offers a severe research of the implementation of the Bologna strategy, its achievements and effects, in addition to its disasters and absence of convergence difficulties. during the last decade the implementation of the Bologna technique, an bold reform of ecu greater schooling structures, has attracted consciousness from politicians, teachers, scholars and students in greater schooling coverage. Taking Portugal as a case learn, the e-book comprises an research of the perceptions and the practices, shaped on the institutional point in recognize of the main targets laid down on the ecu point, particularly employability, mobility and acceptance.

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How far has higher education in Portugal moved towards the political ambitions entertained at the European level? Do the measures adopted in Portugal and Portuguese institutions to implement the Bologna Process effectively contribute to building the EHEA? We have sought answers in national data, as well as in the perceptions and the practices, institutional and academic, with regard to the employability, mobility and attractiveness objectives. We have found that Bologna instruments such as the Bologna degree structure, the Diploma Supplement, or the credit system so far have had limited contribution to the objectives which underpin the EHEA, confirming the results of previous research (Veiga and Amaral 2009).

38 C. SIN ET AL. Newman, J. (2003). Rethinking governance: Critical reflections on theory and practice. Paper presented at the conference Changing European Societies? The Role for Social Policy, Copenhagen, 13–15 November. , & Pochet, P. (2001). Les indicateurs monétaires et non monétaires de pauvreté et d’exclusion sociale dans une perspective européenne. Rapport réalisé pour le ministère des Affaires sociales, de la Santé publique et de l’Environnement. Brussels. Pollack, M. (1997). Delegation, agency and agenda setting in the European Community.

For the Lisbon strategy, the instruments for naming and shaming are the Lisbon scorecards produced by the Centre for European Reform (Tilford and Whyte 2009). Countries are classified in relation to five issues: innovation, liberalisation, enterprise, employment and social inclusion and 34 C. SIN ET AL. sustainable development. Good performers are labelled ‘heroes’ and the worst performers are labelled ‘villains’. There is also a Lisbon league table ranking countries on the overall Lisbon performance.

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