1 / 25

Understanding the Bologna Process: Objectives, Importance, and Implementation

Explore the objectives, importance, and implementation status of the Bologna Process in European higher education, including key elements like the three-cycle system, ECTS, diploma supplement, and quality assurance.

koval
Download Presentation

Understanding the Bologna Process: Objectives, Importance, and Implementation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 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

  2. 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

  3. 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….

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

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

  22. 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!

  23. 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

  24. 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

More Related