Flexible Degree Structures for the 21 st Century

1. Flexible Degree Structures for the 21st Century Glen A. Jones Ontario Research Chair in Postsecondary Education Policy and Measurement

2. Discussion Paper suggests: • Expanded Credential Options: • Flexible degree structures • Three-year degrees • Labour-market credential recognition • Credit transfer arrangements • Establish “Bologna Compatible” credentials to improve international mobility

3. Outline • Bologna and Degrees (Lessoned learned) • International Dimension • The Importance of Being Open

4. Bologna “Bologna Process” has become an umbrella term for dramatic multi-faceted reforms of higher education systems throughout Europe. • Major changes in degree-structure, access, curriculum, government coordination, institutional governance • Far from complete.

5. In the beginning … • Emphasis on a common degree structure that would facilitate student and employment mobility • Gradual shift to 3+2 year degree cycles • Greater degree recognition recognizing national differences • Modularization (allowing for short-term student mobility) • European Credit Transfer System

6. Bologna … • Was designed to address some of the advantages of the “North American” model • International recognition of the degree to allow for mobility • A system of course credits to allow for some degree of credit transfer • A transcript that would be transparent (courses taken, credit hours)

7. Three-Year Degrees? • Ontario four-year degrees are recognized throughout Canada and internationally • Ontario has had three-year degrees for 40 years – generally not recognized in US or Europe • Recognition of European degrees varies (Wider recognition for three-year degrees where student has 13 years of pre-U)

8. Three-Year Degrees? • It may be more a question of curriculum and learning outcomes than degree-length • Relative importance of general education (US) or liberal education/breadth requirements in Canada • In some countries in Europe the majority are graduating with three-year degrees that may look more like three-year CAAT diplomas

9. Lessons from Bologna • Importance of the international dimension (more in a moment) • Importance of learning languages • Emphasis on learning and outcomes • Importance of state quality assessment mechanisms • Recent emphasis on non-university institutions (credentials, mobility)

10. International Dimension • Discussion paper only uses the word “international” two times • A key objective of Bologna was to allow students to obtain international experience • August report from federal advisory panel

11. Being Open • High participation rates, but there are populations being left behind • Need for Open University • Emphasis on “Open Access” • Recognize prior learning • Facilitate credit transfer • Provide leadership in on-line programming • Work with existing institutions, but grant its own degrees

12. Moving forward … • Maintain internationally recognized four-year degrees, but review existing three-year degrees in universities (and CAATs) • Importance of the international dimension in 21st century higher education • Create an Open University with a mandate to focus on open access, recognition of prior learning, and on-line programming.

13. Thank you gjones@oise.utoronto.ca www.glenjones.ca