Bologna is more than a lunchmeat in the States Tuning and qualifications frameworks

1. Bologna is more than a lunchmeat in the States Tuning and qualifications frameworks Marcus Kolb, PhD Program Officer, Lumina Foundation for Education NAFSA Region VI November 8, 2010

2. Lumina and The Big Goal Increase the percentage of Americans with high-quality degrees and credentials* from the long-standing rate of 39 percent to 60 percent by the year 2025 *Lumina defines high-quality credentials as degrees and certificates that have well-defined and transparent learning outcomes that provide clear pathways to further education and employment

3. Where and why we started… • Bologna as change at scale • Engagement of institutions, policy-makers, faculty, employers • A new definition of quality

4. The Quality Question Quality = Student Learning

5. What is the Bologna Process? The Bologna Process is a 10+ year-old series of reforms, originating in Europe, to address differences in higher education degrees and quality across institutions and nations • 47 nations (50 states) • 16 million students (18 million+)

6. Current interest in two initiatives Tuning and Qualifications Frameworks

7. What is Tuning? Tuning, a faculty–driven response to the Bologna Accords, is the process of "harmonizing" higher education programs and degrees by defining student learning outcomes by subject area.

8. Summary of Tuning Steps Define the discipline “core” with student learning outcomes Map employability Consult stakeholders and engage students Hone “core” discipline and learning outcomes Draft degree profiles

9. What Tuning is about • Standards, not standardizing: After the “core” of learning for the discipline is defined at each degree level, there will be plenty of room for program differentiation • Faculty control of the discipline: Faculty consult stakeholders, which builds credibility with policymakers and the public. Ultimately, faculty define the discipline • Fostering academic autonomy and flexibility: Faculty are free to develop student learning through whatever curricula they believe work best but they agree to focus on achieving the agreed-upon learning outcomes. • Elevation of general/transferable skills: Refocus on • skills that lead to further education, employment • mobility, and meeting employer demand.

10. Lumina’s Tuning Pilot • Three states – MN, IN, UT • Seven disciplines – history (x2), chemistry, biology, graphic design, education, physics • Started April 09; concluding Dec 10 • Teams to produce competences, surveys, reflection on feasibility and process, suggestions for next steps

11. What could competences look like? An example of some competences, rated on importance and level developed by degree MN biology General competences Ability toidentify, pose, and resolve problems Ability to act with social responsibility and civic awareness Subject specific competences Recognize evolution as a unifying theme across biology Develops numerical, statistical, and graphical models to represent and simulate biological mechanisms

12. Early Tuning results: Teamwork (interpersonal and interaction skills) Importance (1=None, 2=Weak, 3=Considerable, 4=Strong) 1 2 3 4 Alumni (n=9) 0% 0% 0% 100% Employers (n=42) 0% 2% 14% 83% Faculty (n=12) 0% 0% 17% 83% Students (n=49) 0% 0% 25% 75% Level to which developed (1=None, 2=Weak, 3=Considerable, 4=Strong) 1 2 3 4 Alumni 0% 0% 22% 78% Employers 7% 29% 50% 14% Faculty 0% 0% 67% 33% Students 2% 2% 41% 55%

13. Current and future Tuning • Engineering in TX (underway) • Identification of “Tuning Intermediary” – Institute for Evidence-Based Change (complete) • Five disciplines in Kentucky (underway) • Cross-Atlantic evaluation (underway) • Disciplinary society/organization (planning) • Regional compact (planning) • New state partnerships (planning)

14. What are qualifications frameworks? • Related to Tuning as the focus is on student learning outcomes • Defines degree levels, exclusive of discipline • “Top-down” – requires development, regulation, enforcement • Example – What should a student know, understand, and be able to do as a problem-solver as a associate’s degree holder? A bachelor’s degree holder? Master’s degree holder? • Tuning and qualifications frameworks support each other and one naturally clarifies the need for the other

15. Lumina’s draft Degree Qualifications Profile • Drafted and under review by respected US experts in student learning outcomes, Bologna, and public/institutional policy • Comprised of degree level definition in four areas: Applied Learning, Knowledge (Specialized and Broad Integrative), Intellectual Skills, and Civic Learning • Desire to pilot the DQP with stakeholders but must move slowly - highly political and threatening to many within institutions • Can be conceptualized as a spiderweb

16. Why are these things important to US higher education? • Accountability and transparency • - Improve accountability systems to satisfy accreditors, funders, policy-makers, and other stakeholders • - Assure quality for internal (students) and external (transfer institutions) stakeholders • - Make clear to all stakeholders what a degree holders “knows, understands, and is able to do” • - Improve attainment through transparency of requirements, outcomes, and opportunities for degree holders

17. Why are these things important to US higher education? • Changing focus from credits to learning • - Recognition of student learning wherever achieved • - Ensure that transfer students are properly prepared for next institution and course of study • Transfer and articulation • - Instill confidence in institution receiving transfer student • - Establish mutual respect through transparency • Join an international effort

18. Credits and contact information • Thanks to Tim Birtwistle, Robert Wagenaar, Stephen Adam, Cliff Adelman, Kevin Corcoran for content and source material Marcus Kolb, PhD Program Officer, Lumina Foundation for Education mkolb@luminafoundation.org