Objectives of This Session

2. Objectives of This Session • What we won’t do • Be the expert on all things Bologna • Provide detailed training on the Bologna Process and its tools • What we will do • Give you an overview of the Bologna Process and the status of development • Point out resources you can use/follow to learn more • Help you plan for a wider campus dialogue

3. NAFSA’s Role • Objectives for 2007 • Inform and educate international educators • Encourage on-campus dialogue • Activities in pursuit of those objectives • Joint Symposium with European Association for International Education (EAIE) in Amsterdam (March) • Bologna Supplement to International Educator • Regional Conference presentations • Webinars (November/December) to stimulate on-campus dialogue  3

4. Why is the Bologna Process Important? • Encompasses 46 countries in the European Higher Education Area (EHEA) • Western, Central and Eastern Europe (except Belarus) • Also Russia, Turkey, Azerbaijan, Armenia • Currently more than 36,000 EHEA graduate students in the U.S. • Third largest group outside of India (56,000) and China (48,000) [Open Doors 2006] More….

5. Why is the Bologna Process Important? • Presents challenges and opportunities for U.S. campuses and their enrollment strategy • Admissions and credential evaluation • Graduate deans and faculty • Education abroad • Joint and dual degrees

6. The Larger European Context • Bologna Process is part of a larger European agenda • Changes in the past 15 years • European Economic Community  European Community • Common currency  € • Schengen agreement  open borders • Social programs  European Community • Underpinning philosophy • Harmonization not homogenization • Respect for and celebration of diversity of Europe

7. Bologna Process Objectives • “19 June 1999: 29 European Ministers in charge of higher education sign a Bologna Declaration, establishing the European Area of Higher Education by 2010, and promoting the European System of higher education world-wide, affirming their intention to: • Adopt a system of easily readable and comparable degrees • Adopt a system with two main cycles • Establish a system of credits • Promote mobility by overcoming obstacles • Promote European cooperation in quality assurance • Promote European dimensions in higher education” •  resource: www.bologna-bergen2005.no7

8. Elements of the Bologna Process • Bologna-compliant degrees • No Bologna degrees • Tools designed to interpret and convert work in one country to work in another • The tools • The three-cycle system: Bachelor, Master, Doctorate • European Credit Transfer System (ECTS) • Diploma Supplement • Quality assurance

9. Three-Cycle System: Bachelor, Master, Doctorate • First degree and second degree, commonly called bachelor and master • Names not mandated; many countries have opted for the bachelor/master terminology • Ultimately a third cycle, doctorate, will be added • Degrees designed to lead from one tier to another • Based on credit accumulation • Length of the degrees not individually mandated • However, first degree must be at least 3 years • The first two tiers generally add up to 5 years • Variations: 3+1, 4+1, 3+2, 4+2

10. European Credit Transfer System • ECTS = European Credit Transfer System • Originally created for Erasmus program in 1989; familiar and already in use • Baseline for ECTS is 60 credits per year as full load • Actual definition of ECTS is a measure of student workload • Includes an optional grading scheme • First degree (bachelor) = 180 ECTS • Second degree (master) = 120 ECTS (300 cumulatively) • Implications for education abroad

11. Diploma Supplement • Not a transcript, but an addendum to the degree • Shows program of study, courses taken, grades received, ECTS credit values, and grading scale • Includes educational system of the country • Provides all information in English and local language • Not issued until conclusion of degree program(s) • Issued when degree awarded • Presents a challenge for application to U.S. graduate schools • Also will present a challenge to our European colleagues!  11

12. Quality Assurance (QA) • Most institutions in signatory countries have some form of quality assurance built in at the programmatic level • All signatory countries have at least ONE (several have more than one) national quality assurance body BUT: • Coordination between national QA bodies and schools is not fully established yet • Concern exists that QA procedures can be costly, too bureaucratic, and might stifle creativity designed to better prepare students for evolving societal needs BOTTOM LINE: • Much work remains to be done in this particular dimension of the Bologna Process

13. Status of Implementation—2006 • 82% of institutions have three-cycle structure in place; only 2% report no plans to move to three cycles • 75% use ECTS for credit transfer; 66% use it for credit accumulation • 49% issue Diploma Supplements to all graduating students • Additional 11% issue to students who request it • Additional 38% (for total of 98%) plan to issue it • 95% conduct internal quality assurance evaluations • At least one independent national body for quality assurance exists in two-thirds of the Bologna signatory countries Source: EUA survey, 908 institutions responding

14. What’s Coming: Priorities for 2009 • May 2007 meeting of Ministers of Higher Education in London • Reaffirmed commitment to increasing the compatibility and comparability of European higher education systems while respecting their diversity • Set priority themes for 2009 ministerial conference • Stocktaking of the overall implementation • Dialogue with the world academic community • Design the evaluation of the newly established European Register of Quality Assurance Agencies • Articulate future process after 2010

15. Frequently Asked Questions • Are all Bologna-compliant degrees 3 years? • Are all Bologna-compliant degrees equal? • To what extent are U.S. schools “accepting” Bologna-compliant degrees? • Why should study abroad folks care about Bologna? • To whom should we turn to get advice about what to do regarding Bologna? • More?  www.nafsa.org/bologna discussion forum  15

16. Competitive Positioning • Bologna impact on U.S. competitiveness • Bologna promotes educational and employment mobility within Europe • Bologna enhances Europe as a study and work destination worldwide • The Bologna model vs. the U.S. model • Australia ministry white paper • China a keen observer • South America moving toward Bologna model •  resource: Bologna Supplement, pg. 16

17. Graduate Admissions Considerations • Review graduate admissions policies in light of many factors: recruitment, applicant quality, departmental needs, readiness for graduate study, and program compatibility • Bring more key players across campus into the admissions process: deans, graduate department advisors, individual faculty, etc. • Use your own sources of information on the EHEA to render a comprehensive judgment of what these reforms mean to individual institutions • Exchange partner institutions • Visiting international faculty • EducationUSA offices

18. Joint/Dual Degrees: Opportunities • Joint/dual degrees: more common in Europe and growing • Increased funds for mobility will further degrees • Atlantis/FIPSE and PIRE grants • U.S. master’s degrees provide opportunities for U.S.-European collaborations • Master's degrees are better developed in the U.S. • Often easier to study abroad at the master's level with 3-year first degrees • Increased international research collaborations in STEM disciplines provide opportunities • More efficient use of resources; exposure to world class faculty  18

19. Joint/Dual Degrees: Challenges • Will U.S. universities accept 3-year degrees for undergraduate joint/dual degrees? • Trends point to increasing numbers will accept • Consider preparation and overall experience • What will U.S. graduate schools require? • Hours of study • Exams • Thesis/dissertation requirements • What financial issues must be considered? • Different approaches to tuition • Teaching/research assistantships

20. Study Abroad Considerations • How to ensure accurate, objective, consistent, transparent transfer of academic credit? • U.S. and European institutions agree on key issues • Syllabus content • Time in class • Classroom activities • Independent learning • Outcomes assessment • ECTS creates a common European credit system • U.S. study abroad professionals need to stay informed

21. Undergraduate Admissions Considerations • How will transfer credit be handled? • Recognition of institution by Ministry of Education or other body? • Use of ECTS, grade conversions • What are admitting institution’s policies regarding degree requirements? • Number of credits to be done at institution • Number of credits to be done in major field • Completion of general education requirements • How will 3-year degree holders be regarded when they apply for a second undergraduate degree? • Implications for degree requirements and financial aid

22. Getting Colleagues Involved—Who? • Graduate admissions • Graduate deans • Senior international officers • Joint/dual degree programs • Study abroad • Undergraduate admissions • Registrars • Research offices • Others?

23. Getting Colleagues Involved— Resources • Bologna Supplement to International Educator •  as pdf at www.nafsa.org/bolognasupplement • Bologna Special Focus Network on www.nafsa.org • Practice resources • Bologna Process—general description • Tools of the Bologna Process • Country-by-country implementation information • Implications for U.S. higher education • Discussion forum • Events and Training listing • Your exchange partners in Europe!

24. Getting Colleagues Involved — Actions • Create a meeting • Pass out the IE supplement pdf and lead a discussion • Give this presentation • Available on-line on the Bologna Special Focus Web site (Practice Resources—Implications for U.S. Higher Education) • Sign up for a fall Bologna Webinar at www.nafsa.org/events.sec • November/December 2007 • Good way to start a conversation

25. Thank You! • The 2007 NAFSA Bologna Process Task Force • Diana Carlin, Chair, University of Kansas • Hans de Wit, Windesheim Honours College • Paul DeYoung, Reed College • Rolf Hoffmann, German-American Fulbright Commission • Fiona Hunter, Università Carlo Cattaneo LIUC • Patricia Parker, Iowa State University • Ellen Silverman, The City University of New York • Linda Tobash, Institute of International Education • Robert Watkins, University of Texas-Austin