EFFECTS OF THE BOLOGNA PROCESS ON THE PROFESSIONAL IDENTITY DEVELOPMENT OF ROMANIAN BUSINESS STUDENTS

The study described in this paper proposes to explore the effect of the Bologna Process on the professional identity development of Romanian business students transitioning from academia to the workplace. Surveying students in an English-language three-year BBA program at a prominent Romanian university, the study will focus on professional identity development and the role of three learning activities: classroom teaching pedagogies (in-vitro); field experiences (in-situ); and self-development experiential activities. The study will also examine the relationship between the professional identity of three-year business students and that of students participating in a Romanian four-year business degrees prior to the implementation of the Bologna Process. Findings are expected to have practical implications for the business community and business educators for activities such as curriculum development, course design, and program delivery. Results will be used to inform and improve three-year higher education program planning.