Does the implementation of the Bologna process in higher technical education require a new approach to motivate the actors involved in the educational process

The authors aim to analyze different types of motivation and methods of maintaining motivation throughout learning process for both students and professors, in terms of characteristics of Bologna process, whose central concept is the student — a partner in educational process. The paper is based on a significant amount of literature which analyzed motivation theories both from a managerial perspective (a normative approach) and a sociological one. The paper analyzes and identifies matches and gaps among demands and rigors of higher technical education, requirements of Bologna process and current social norms. These gaps may result in weakening and ultimately loss of motivation of involved actors — student and professor. The results affect quality and eventually sustainable development of higher technical education.