Karmand Abdulla Hamad, PhD inTESOL
Soran University

Jamal Ismail Kakrasul, PhD in Civil Engineering
Soran University

Ali Yousif Aziz, PhD in TESOL
Soran University

Karwan Kakabra Kakamad, PhD in Psycholinguistics
Soran University

Abstract

The inception of new processes is likely to encounter resistance on the part of the parties involved and the Bologna Process does not seem to be an exception. This paper intends to examine how the Bologna Process, which primarily aimed at bringing about reform within European higher education, was received at the national and institutional levels as well as at the personal levels by faculty and students. This paper assumes that the transition to the Bologna Process has not been a smooth and straightforward move for the countries and universities within the European Higher Education Area but rather a bumpy ride with enormous obstacles to be dealt with. This paper attempts to unveil the challenges and sources of resistance to the Process and the way European countries and institutions have tried to handle them that could provide countries beyond Europe like ours, that are implementing Bologna Process as a step to transform their system of higher education, with hands-on experience and valuable lessons to be learned that can help them with a more effective implementation