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On the Way to Europe 2020: The Bologna Process in Need of a New Sex Appeal?

On the Way to Europe 2020: The Bologna Process in Need of a New Sex Appeal?. Sarajevo, 11 May 2012 Ulrich Teichler. International Centre for Higher Education Research Kassel (INCHER-Kassel) University of Kassel, Germany Email: teichler@incher.uni-kassel.de.

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On the Way to Europe 2020: The Bologna Process in Need of a New Sex Appeal?

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  1. On the Way to Europe 2020: The Bologna Process in Need of a New Sex Appeal? Sarajevo, 11 May 2012 Ulrich Teichler International Centre for Higher Education Research Kassel (INCHER-Kassel) University of Kassel, Germany Email: teichler@incher.uni-kassel.de

  2. Rapid Sequence of Priority Themes in Higher Education Policy • Major examples: Expansion of higher education and economic growth, HE and equality, non-university higher education, practice-orientation, mobility and internationalisation, evaluation and quality improvement, the managerial university, global competition and “world-class university”, Bologna Process • At least nine major policy campaigns in five decades • Themes tend to be 5-7 years in the forefront of public attention, but the underlying issues persist

  3. Higher Education Policy Campaigns in Europe Lead by Supra-National Policy Actors • Cooperation, mobility and recognition: Starting in the 1950s;led by Council of Europe, subsequently in cooperation with UNESCO • Modernization of the HE system: Starting in the 1960s, led by OECD • Student mobility: Getting momentum in the 1980, led by European Commission (DG Education etc.) • Cycle system of study programmes and degree; Starting in late 1990s, led by cooperating national ministers • Investment in research and economic success: Starting in 2000, led by European Commission (DG Science)

  4. The Bologna Process – “Great Expectations and Mixed Performance” • Book on the European higher education reforms of the 1970s: L. Cerych and P. Sabatier. Great Expectations and Mixed Performance (1986). • This title might be an appropriate title for the assessment of most major HE reform policies • The only exception: The ERASMUS success story. Why?

  5. The Bologna Process – an Account after More than a Decade • Enormously lively, though controversial debate • Enormously powerful impact in operational terms: Cycle-system of study programmes and degrees • Mixed results in terms of core aim: contribution to increase number of incoming students from other regions of the world; no evidence of contribution to growth of intra-European student mobility • Mixed feelings about the introduction of the bachelor: What does that mean in terms of curricula and in terms of employment and work of bachelor graduates?

  6. Developments of Student Mobility (I) • Foreign students from outside Europe: 2.4 % (1999), 3.7 % (2007) • Foreign students from other European countries: 3.0 % (1999), 3.3 % (2007) (each: country means for 32 European countries) Source: U. Teichler, I. Ferencz & B. Wächter (Eds.) Mapping Mobility in European Higher Education. 2 vols. Bonn: DAAD 2011 (http://ec.europa.eu/education/erasmus/doc922_en.htm)

  7. Developments of Student Mobility (II) Ratio of Students with Home Nationality Enrolled Abroad to Resident Students with Home Nationality (%) _________________________________________________________________________________ Ratio Change* Country 1998/ 2002/ 2006/ of absolute 99 03 07 of ratio numbers ___________________________________________________________________________________ AT Austria 5.1 6.4 6.0 +18 + 14 CZ Czech Republic 1.7 2.5 2.5 +47 +119 DE Germany • 3.1 4.3 (+39)** (+ 69) FR France 2.4 2.8 3.2 +33 + 38 HU Hungary 2.4 2.2 2.1 -13 + 34 IT Italy 2.4 2.3 2.3 - 4 + 4 NL The Netherlands 2.8 2.5 2.6 - 7 + 13 NO Norway 7.1 7.7 6.8 - 4 + 7 PL Poland 1.1 1.3 2.0 +82 +169 UK United Kingdom 1.4 1.4 1.2 -14 - 10 ______________________________________________________________________________ * Increase/decrease from 1998/99 to 2006/07** Change 2002/03-2006/07 Source: Based on Mapping Mobility in Higher Education in Europe, 2011 (not yet published)

  8. Developments of Student Mobility (III) Periods Abroad During the Course of Study of Graduates from Selected European Countries (%) ____________________________________________________________________________________ Bachelor graduates Master graduates Single-cycle/ traditional degrees Country Univ. Other HEIs All Univ. Other HEIs All Univ. Other HEIs All ____________________________________________________________________________________ AT Study 16 22 18 ••• 22 23 22 Various act. 24 33 27 ••• 37 40 37 CZ Study •• 6 ••• 18 •• Work •• 6 ••• 15 •• DE Study 16 14 • 17 9 • 19 9 • Various act. 28 27 • 35 22 • 37 20 • FR Study 6 2 • 12 22 • 11 •• Various act. 20 22 • 29 54 • 32 •• IT Study 5 • 5 15 • 15 10 • 10 NL Study 28 21 • 28 • 28 35 16 • NO Study 20 •• 25 ••••• PL Study •• 2 •• 3 •• 3 UK Study 4 •••••••• _____________________________________________________________________________________________________________________ Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers, 2011.

  9. Development of Employment and Work of Bachelors (I) Whereabouts of Bachelor Graduates from Selected European Countries (%) _____________________________________________________________________________________________ Total Solely Employment Solely Total Country Employment Employment + Study Study Study _____________________________________________________________________________________________ AT University 56 26 28 40 68 Fachhochschule 66 42 23 31 54 CZ Czech Republic-2008 • • • • 72 DE University 45 18 24 51 75 Fachhochschule 71 52 17 24 41 HU Hungary 65 39 16 28 44 IT Italy 46 31 15 42 57 NL HBO 89 73 16 7 23 NO University 62 23 39 34 73 UK Full-time study 71 63 8 15 23 Part-time study 82 67 15 6 21 _____________________________________________________________________________________________ Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers, 2011.

  10. Development of Employment and Work of Bachelors (II) __________________________________________________________________________________________________ Bachelor graduates Master graduates Single-cycle/ traditional degrees Univ. Other HEIs All Univ. Other HEIs All Univ. Other HEIs All __________________________________________________________________________________________________ CZ Managerial/Prof. Position • • 31 • • 60 • Associate Prof. Position • • 52 • • 34 • • • FR Managerial/Prof. Position 17 15 • 63 81 • 91 • • Associate Prof. Position 64 67 • 29 15 • 7 • • HU Managerial/Prof. Position • • 62 • • • 62 58 Associate Prof. Position • • 29 • • • 31 34 • NL Managerial/Prof. Position 57 52 • 71 • 71 71 52 • Associate Prof. Position 11 22 • 10 • 10 9 23 • NO Managerial/Prof. Position 27 • • • • 75 • • • Associate Prof. Position 11 • • • • 13 • • • UK Managerial/Prof. Position 36 • • 73 • • • • • Associate Prof. Position 30 • • 18 • • • • • __________________________________________________________________________________________________ Prof. = Professional / Univ. = University Other HEIs = Other Higher Education Institutions (e.g. Fachhochschulen, Grandes Écoles etc.) Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers, 2011.

  11. Development of Employment and Work of Bachelors (III) Gross Income of Graduates from Selected European Countries (in Euro; arithmetic mean of employed graduates)___________________________________________________________________________________________ Bachelor graduates Master graduates Single-cycle/ traditional degrees Univ. Other HEIs All Univ. Other HEIs All Univ. Other HEIs All ___________________________________________________________________________________________ AT Austria 2,358 2,748 2,532 • • • 2,641 2,888 2,705 (monthly) DE Germany 2,448 2,817 2,718 3,012 3,743 3,346 3,070 3,037 3,053 (monthly) FR France1,368 1,575 • 1,904 2,313 • 2,383 • • (net monthly) HU Hungary • • 8,884 • • • 11,958 9,327 • (annual) IT Italy1,109 • 1,109 1,057 • 1,057 1,110 • 1,110 (net monthly) NL The Netherlands 2,589 2,040 • 2,439 • 2,439 2,476 1,938 • NO Norway 38,259 45,228 • • • • 46,012 • • (annual) PL Poland • • 2.23 • • 2.40 • • 2.38 (net hourly) ___________________________________________________________________________________________ Univ. = University; Other HEIs = Other Higher Education Institutions (e.g. Fachhochschulen, Grandes Écoles etc.) Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers, 2011.

  12. Development of Employment and Work of Bachelors (IV) Strong Vertical Link between Level ofEducational Attainment and Position among Graduates from Selected European Countries(% of employed graduates) ___________________________________________________________________________ Bachelor graduates Master graduates Single-cycle/ traditional degrees Univ. Other All Univ. Other All Univ. Other All HEIs HEIs HEIs ___________________________________________________________________________ AT Austria 77 83 80 • • • 86 88 87 CZ Czech Republic • • 84 • • 87 • • • DE Germany 75 81 • 78 85 • 82 86 • FR France 55 40 • 82 88 • 97 • • IT Italy 80 • 80 • • • • • • NL The Netherlands 47 81 • 64 • 64 64 78 • NO Norway 37 • • • • 58 • • • PL Poland 60 • • • • • • • . ___________________________________________________________________________ Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers, 2011.

  13. Development of Employment and Work of Bachelors (V) Strong Horizontal Link between Level of Educational Attainment and Position among Graduates from Selected European Countries (% of employed graduates)___________________________________________________________________________ Bachelor graduates Master graduates Single-cycle/ traditional degrees Univ. Other All Univ. Other All Univ. Other All HEIs HEIs HEIs ________________________________________________________________________________ AT Austria 48 51 49 • • • 47 54 49 CZ Czech Republic • • 65 • • 67 • • • DE Germany 35 48 • 56 64 • 50 51 • HU Hungary • • 61 • • • 76 59 • IT Italy 40 • 40 • • • • • • NL The Netherlands 54 62 • 66 • 66 66 64 • NO Norway 65 • • • • 87 • • • PL Poland • • 82 • • 83 • • 83 ________________________________________________________________________________ Source: Schomburg/Teichler, eds. Employability and Mobility of Bachelor Graduates in Europe. Rotterdam: Sense Publishers 2011.

  14. New Policies for 2020 – Dominance of Quantitative Targets Somewhat related policies of EU and national ministers • 40% Overall enrolment rate in tertiary education • Continuation of ERASMUS with larger numbers of mobile students • 20% event of student mobility during the course of study

  15. Critique of Future Policies • Long perpetuation of policy labels does not work; need for a new “sex appeal” • Average growth targets can only mobilize the middle ground (some have already achieved the targets; others have no chance of reaching the target) • Quantitative policies are not convincing if not linked to substantive aims (futile “virtue of substantive neutrality”)

  16. The Future of Student Mobility • Mixed signal of continuation and extension of ERASMUS • On the one hand: Continued appreciation of mobility • On the other hand: notion that the mobilisation logic of ERASMUS has not worked (in contrast to the mobilisation programme TEMPUS which could be discontinued regarding many Central/Eastern European countries) • The value of mobility declines in the wake of the general internationalisation trend, if the qualitative character does not change • What could be the future substantive objectives of student mobility?

  17. The Future of Bachelors (I) • The introduction of bachelor programmes and bachelor degrees was not convincingly explained in the Bologna Declaration (prime objective: Mobility) • The rationale of bachelor programmes and degrees also remained vague in the subsequent debates on “employability” and “qualification frameworks” • Hidden rationale: Expansion and increased attraction of short-cycle higher education in the wake of continued overall growth of enrolment rate?

  18. Retrospect of OECD Scenario Published in the 1990s OECD. Redefining Tertiary Education (1997) • Enrolment rate will grow up to about 75% in economically advanced countries • The majority of graduates will not be employed any more in the management/profession sector of the occupation systems, but rather in middle-level positions • It is not assured anymore at such stages of massification that educational investments will yield respective return. What does this mean for motivating youth to learn?

  19. The Future of Bachelors (II) • There is a need to have a minimum common understanding of the curricular thrusts of bachelor programmes beyond the general calls of the qualification framework and beyond the controversial employability debates. • Curricular visions for bachelor programmes have to be linked with visions of the future of graduate employment and work: Will further enrolment growth be linked with growing vertical stratification of graduates or by a flattening of the occupational hierarchy (“Wisdom of the Many”)?

  20. Conclusion • The Bologna policies have been characterized by a dominance of quantitative and structural objectives and a concurrent avoidance of clear value judgements (academic vs. economic values, elitist vs. egalitarian goals, etc.) (cf. Pavel Zgaga at the Bologna conference of higher education researchers in October 2011). • The only exception is mobility and internationalisation which is widely used as having a consensual support. • Can Bologna policies become “sexy” again or can they be substituted by successor policies without getting involved into value judgements which had been avoided in the past?

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