U.S. Higher Education Adapts to the Bologna Process

1. U.S. Higher Education Adapts to the Bologna Process EAIE Conference Madrid, Spain September 18, 2009 Session 3.02

2. Session Presenters Kirk Simmons, Executive Director, International Affairs, University of Arizona, Tucson, Arizona, USA Betty Soppelsa, Deputy Executive Director for Conference Planning,NAFSA: Association of International Educators, Washington, D.C., USA Linda Tobash, Director University Placement Services, Institute of International Education, New York, NY, USA Leonard van der Hout, Head International Affairs, Hogeschool van Amsterdam University of Applied Science, Amsterdam, The Netherlands

3. Session Overview Goal Examine the U.S. higher education community’s evolving understanding of and reactions to the Bologna Process.

4. Session Agenda We will discuss • role that EHEA countries play in U.S. higher education, • evolution in knowledge of and trends in reactions to EHEA reforms, • challenges and opportunities that exist , and • evolving treatment of EHEA Bologna-compliant three-year degrees, identifying key decision-makers.

5. Role EHEA Countries Play in U.S. Internationalization and Study Abroad

6. Impact on U.S. Higher Education • EHEA encompasses 46 countries in the European Higher Education Area (EHEA) • In 2007-08 • Nearly 69,500 degree-seeking EHEA students in the U.S. • 51% at the graduate level • Turkey, Germany, U.K., and France among the top 20 sending countries in world • --Adapted from NAFSA 2008 Regional Bologna Process Briefing presentation and

7. Impact on U.S. Higher Education • In 2007-08 • Nearly 31,500 EHEA scholars in the U.S. teaching or doing research • Comprised nearly 30% of all international scholars in U.S. • 5 of the top ten sending countries were in EHEA

8. Study Abroad Destinations, 2006/07 Europe remains the leading host region for U.S. students studying abroad, with 57% of the total.

9. NAFSA’s Contributions Sponsor transatlantic membership task forces Co-hosted Amsterdam Symposium in 2007 Produced International Educator Bologna Process Supplement Conducts annual trainings at NAFSA annual and regional conferences Hosts webinars and a comprehensive informative Bologna Special Focus website with discussion forum

10. U.S. Higher Education’s Response to the Bologna Process Higher Education Reforms

11. Initial Responses Limited U.S. audience • What is Bologna? • ‘Wait and see’ attitude Imperfect and simplistic understanding • Viewed Europe as adopting a U.S. model of tertiary education • Saw Bologna as a product rather than a process • Assumed transatlantic mobility would increase with ease of credit transfer and compatibility of academic cycles • North-South issues not readily perceived

12. Changing Knowledge Base Additional constituents join discussion • Graduate school deans • International education administrators • Study abroad professionals • Faculty • Students

13. Changing Knowledge Base Increase in fundamental information • Growing understanding that Bologna is a complex process with moving targets • Greater understanding that variations will exist • Beginning to understand challenges within Europe • Near-term complications in the admission of European students to U.S. institutions

14. Changing Knowledge Base Greater understanding of differences • Learner-centered and outcomes-based assessment • Tools to assess learning and progress • Qualification frameworks

15. Recognition of Competitive Factors European Attractiveness as a Study Destination • Innovative, multilateral academic exchange • Attractive research components • Growth in number of programs offered in English • Shorter time to degree • Cost • Promotion of educational and employment mobility within Europe

16. Recognition of Competitive Factors • EHEA reforms advancing a global discussion • Model for other national systems • Systems traditionally modeled on European frameworks • China a keen observer • Latin American countries exhibit great interest in Bologna and Tuning Project outcomes

17.  Competition or Cooperation  – Or Both –

18. Cooperation • Shared desire to work cooperatively with other institutions internationally • Increased efforts for collaborative programming • Development of U.S. short-term study opportunities for first cycle, bachelor’s level, European students • Increase in dual and joint graduate degrees to ensure continued trans-Atlantic mobility

19. Catalyst For Change • Worldwide challenge to the status quo in higher education • Stimulated much debate within the U.S. pertaining to length of undergraduate degrees and generated a movement towards the acceptance of three-year degrees beyond the European Community • Provided opportunities for proactive international partnering at the graduate level • Potential for Bologna to drive the establishment of new worldwide standards of quality assurance and workforce development.

20. Policy Discussions Council of Graduate Schools – Banff and Florence Graduate Education Policy Forums Tuning Bologna Process Task Forces and Training Sessions Ministerial Bologna Policy Forum

21. Reception of Three-year Bologna-compliant Degrees

22. Evolving Traditional focus on degree ‘equivalency’ frequently determined by • length of undergraduate program • combination of secondary and post-secondary study Discussion moving from degree ‘equivalency’ and degree ‘comparability’ to degree ‘compatibility’ and preparation

23. Council of Graduate Schools: Findings on Practices in 2005 and 2006 Taken from CGS International Graduate Admission Survey II and III Taken from CGS International Graduate Admission Survey II and III

24. IIE’s Fall 2008 Snapshot of Doctoral-granting Institutions Have an official policy regarding 3-year Bologna –compliant degrees • 53.4% yes • 46.6% no YES • 23% equivalent • 35% determination varies by department • 18% other • 14% not equivalent No • 39% may still be considered for regular admission • 28% conditional • 18% other • 15% not considered Taken from Fall 2008 IIE Placement Services Division Survey

25. IIE’s Fall 2008 Snapshot of Doctoral-granting Institutions Have an official policy regarding 3-year Bologna –compliant degrees • 53.4% yes • 46.6% no YES • 26% equivalent • 35% determination varies by department • 26% other • 13% not equivalent No • 39% may still be considered for regular admission • 28% conditional • 18% other • 15% not considered

26. In general, how would you rate the level of understanding of the following groups in your institution?

27. Top three factors weighed most heavily by academic departments other standardized test scores, e.g. GRE or GMAT English language ability educational system in home country preparation for study in specific field or specialization prior experience with students to faculty from an institution quality of institution(s) previously attended length of undergraduate degree

28. What generally happens to applicants presenting three-year Bologna-compliant degrees? l

29. Wishlist Clear guides on quality assurance mechanisms in EHEA countries Greater consistency across national systems in using tools An interim report prior to graduation, that includes program, courses, grades and ECTS More information on where a given country is in terms of implementation and status of traditional vs. Bologna-compliant programs Anxious for rational models and information on types of degrees/programs that lead to further study within a national system and across the EHEA system Anxious for information on practices of other U.S. institutions with a similar profile to the own.

30. European Response

31. April 2009 Priorities Established 1. Continuing the Process2. Bologna Policy Forum

32. Continuing the Process Challenges • Aging Population • Globalisation

33. Continuing the Process Answers • Lifelong Learning • Widening Participation • Student-centered Learning • Quality Assurance • Further Internationalising • Development of NQF by 2012 • Mobility 20% by 2020

34. Global cooperation, sustainable development and completion through Bologna Policy Fora. Public funding for guarantee equitable access and sustainable development

35. Bologna Policy Forum • 46 Bologna countries and 15 others (including the U.S.A.) • Result: Identified common ground and new appointment in 2010

36. RESOURCES American Association of Collegiate Registrars and Admissions Officers (AACRAO) – information on credential evaluation -- www.aacrao.org Publication: The Impact of Bologna and Three-year Degrees on U.S. Admissions Council of Graduate Schools (CGS) – www.cgsnet.org Information grad enrollments & trends: http://www.cgsnet.org/VirtualCenterResearch/index.htm Information on international activities http://www.cgsnet.org/Default.aspx?tabid=344 Institute of International Education (IIE) – www.iie.org Open Doors Annual Report on international student mobility trends http://opendoors.iienetwork.org White paper series on Study Abroad http://www.iie.org//Template.cfm?Section=Study_abroad_white_papers Lumina Foundation – www.luminafoundation.org Turning USA Project http://www.luminafoundation.org/newsroom/news_releases/2009-04-08.html NAFSA: Association of International Educators— www.nafsa.org Discussion Forum and Resources - www.nafsa.org/bologna