Moskva, June 17, 2004 1 The Bologna Declaration and its Consequences for Engineering Education Torbjörn Hedberg Luleå University of Technology SEFI

Moskva, June 17, 20041

The Bologna Declaration and its Consequences for

Engineering EducationTorbjörn Hedberg

Luleå University of TechnologySEFI

Torbjörn Hedberg Moskva, June 17, 2004

What is in the Declaration?

Adoption of a system of easily readable and comparable degrees in order to promote employability and international competitiveness;

Establishment of the system of credits – such as the European Credit Transfer System (ECTS);

Promotion of mobility by overcoming obstacles to the effective exercise of free movement;

Promotion of European co-operation in quality assurance with a view to develop comparable criteria and methodologies;

Promotion of the necessary European dimension in higher education.


The Bologna Degree Structure

Adoption of a system essentially based on two main cycles, undergraduate and graduate.

Access to the second cycle shall require successful completion of first cycle studies, lasting at least three years.

The degree awarded after the first cycle shall be relevant to the labour market.

The second cycle should lead to the master and/or doctorate degree.

–It is much too simple just to say that Europe should switch over to some UK, US or “Anglo-Saxon” model;

–This is usually interpreted as a 3-5-8 system, but the original declaration is much less precise.

–A lot of things have happened after the initial meeting in Bologna.


What does Bologna mean? Mainland Europe has finally decided to replace its outdated

system by an Anglo-American one?

A use of the European argument to solve domestic problems?

A way to bring various national systems closer and create a new common model?

The natural analogue to the free movement of goods, people and capital and to the introduction of the € ?

The destruction of classical and well-functioning systems?

A revolution, shaking up an archaic system?

A money-saving scheme?

An instrument for the creation of a European identity?

...



system by an Anglo-American one.

A use of the European argument to solve domestic problems.

A way to bring various national systems closer and create a new common model.

The natural analogue to the free movement of goods, people and capital and to the introduction of the €.

The destruction of classical and well-functioning systems.

A revolution, shaking up an archaic system.

A money saving scheme.

An instrument for the creation of a European identity.

...

A dynamic reform process with large, but still unknown, consequences.

A dynamic reform process with large, but still unknown, consequences.



system by an Anglo-American one.

A use of the European argument to solve domestic problems.

A way to bring various national systems closer and create a new common model.

The natural analogue to the free movement of goods, people and capital and to the introduction of the €.

The destruction of classical and well-functioning systems.

A revolution, shaking up an archaic system.

A money saving scheme.

An instrument for the creation of a European identity.

...

The introduction of an Anglo-American model, that soon will be used everywhere, except in Great Britain and USA!

The introduction of an Anglo-American model, that soon will be used everywhere, except in Great Britain and USA!


The Anglo-American Models for Engineering Education

Great Britain.– Chartered Engineer.

• A four-year integrated undergraduate MEng degree accredited for CEng or a BSc(honours).

• Professional experience.• …

– Incorporated Engineer.• A three-year bachelor’s degree (BEng or BSc) accredited for IEng.• Professional experience.• ….

United States.– A four-year integrated Bachelor’s degree in Engineering.– A four-year integrated Bachelor’s degree in Engineering

Technology.– Master’s degrees exist but…


Aspects

The creation of a European Higher Education Area with emphasis on student mobility;

The creation of a European Higher Education Area to make European higher education more attractive for non-European (Asiatic) students;

A shake-up, making a general overhaul and reform of European Higher Education possible.(curricula, teaching methods, …)

The starting-point for structural reforms motivated by factors such as increasing student numbers, financial problems, ..


Aspects

The creation of a European Higher Education Area with emphasis on student mobility;

The creation of a European Higher Education Area to make European higher education more attractive for non-European (Asiatic) students;

A shake-up, making a general overhaul and reform of European Higher Education possible.(curricula, teaching methods, …)

The starting-point for structural reforms motivated by factors such as increasing student numbers, financial problems, ..


The Classical European Model for Engineering

Education


Exceptions French German Swedish Albanian Italian British (2) Belgian (2) Austrian Bulgarian Slovenian Turkish Cypriotic Lichtensteinian

Dutch Russian Estonian Lithuanian Latvian Polish Croatian Greek Swiss Irish Czech Byelorussian Portuguese Finnish

Hungarian Norwegian Polish Luxemburgian Serb Slovak Icelandic Romanian Ukrainian Maltese Macedonian Danish ...

Spanish


The Classical European Model for Engineering

Education

“Application-oriented” ,a professional Bachelor


The Application-oriented Engineering Education is in

Danger! Is it true?

So what? Does it matter?

Why is it so?

THE DANGER ?


The Application-oriented Engineering Education is in

Danger! Is it true?

So what? Does it matter?

Why is it so?

THE DANGER – The combined result of – an exaggerated “academisation”– the Bologna Process

What can/should/ we/you do about it?


The Academic Drift

L o n g

S h o r t

T h e o r y P r a c t i s e


Why is Bologna a Danger?

A strict application of the Declaration means that the present Diploma Engineer/MSc/MEng degree programme should be divided into two parts – a 3-year “Bachelor” followed by a 2-year “Master” (or whatever the two degrees will be

called in various national languages).

The first degree should be “relevant to the European labour market”

Difference between this new first cycle degree and the existing application oriented degrees?

Consequences for the existing short cycle application-oriented education?


What has happened?

Most European states have reformed or will reform their system;

ECTS and Diploma supplement introduced almost everywhere;

Proliferation of “MSc”-courses in English;

3+2 is becoming a standard model;

Increased interest in accreditation and European quality cooperation;

Obstacles to mobility?


But… Engineering education is different;

– The Declaration and the process focus on the general non-professional university education.

Larger versus smaller states;


The larger countries Italy quickly introduced a new system in (almost) total

conformity with the Declaration;

The British ... ;

Germany introduced a Bachelor/Master system in parallel to the classical Dipl.-Ing. by an earlier decision;

The classical French engineering education system has not really changed;

– New French legislation for universities, but the classical 2+3 system for Engineering Education - 2 years of “classes préparatoires” plus 3 years of Grande Ecole - remains.

Spain is moving slowly;

Poland already had a kind of two-cycle system.

Russia …..


But… Engineering education is different;

– The Declaration and the process focus on the general non-professional university education.

Larger versus smaller states;

A closer look reveals significant differences in the interpretation and implementation of the Declaration;

– Not always 3+2!

– Should there be a selection at the entry to the second cycle?

– Terminology?

– “Relevant to the job market” or a point for mobility/a basis for further studies?

– How does the shorter, more application-oriented, education fit into the Bologna scheme?


3+2 ? Belgium: 3+1 for industrieel ingenieurs; The Czech republic: Could also be 4+2; The classical 2+3 system will remain in France

– 2 years of Classes préparatoires + 3 years of Grande Ecole. Germany. Depends on the Land - could be 3.5 + 1.5; In Ireland: 4+1.5; In Norway: The integrated 5 year programmes will also continue to exist; Poland: 3+2, 3.5+1.5, 4+1, 4+2 or integrated 5; Romania: 4+1.5; Russia: Probably 4+2; Slovakia: 3-4 + 1-3; Spain: Could be 4+1 or 4+2; Sweden: Probably 3+1.5 or integrated 4.5; Switzerland: Normally 3+2 but also in some cases 3+1 or 3+1.5; England: 3+1 (MSc) or integrated 4 (MEng); Scotland: 4+1.


Selection for the 2nd cycle?

Czech republic: Entrance examination Denmark: Ongoing discussion; France: A selection will occur after the first year of the second (Master) cycle Hungary: Only a restricted number can continue to the second cycle. Ireland: The majority finish after the first cycle. Lithuania: A limited number (40 % ?) of the candidates will be selected; The Netherlands: There will be a selection; Poland: Depends on University. Initially a limited percentage, but now more

flexibility. Romania: Nothing decided yet, probably be a selection and a limited number

(20% ?) Russia: Ongoing discussion; Slovakia: Depends on University, but in general is only a restricted number

admitted. Spain: There are today limited quotas; Switzerland: There will be a selection at the Fachhochschulen, but not at ETH; UK: Recruitment is selective; no automatic progression to the Master level.

Normally students are granted the right to continue for the second cycle at the home university, but …


Bakkalaureus Diplomingenieur AustriaIndustrieel ingenieur Burgerlijk ingenieur BelgiumBakalář Inženýr Czech repDiplomingeniør/professionsbachelor /bachelor Civilingeniør/ kandidat / Cand. Polyt Denmark(Licence) Ingénieur Diplomé, Master professionel France Bakkalraureuseraad Magistrikraad EstoniaInsinöörii AMK/ingenjör AMK(?) Diplomi-insinöörii/diplomingenjör FinlandBachelor of Science, Bachelor of Engineering Master of Science, Master of Eng GermanyAlapdiploma Mesterdiploma HungaryBachelor of Engineering (B.Eng.) Master of Eng. Science (M.Eng.Sc.) IrelandLaurea Laurea specialista Italy(Statybos …) inžinerijos bakalaureas (Statybos …) inžinerijos magistras LithuaniaBachelor i ingeniørfag Master i teknologi / sivilingeniør NorwayInzynier Magister- Inzynier PolandInginer-licentiat Inginer-magister or inginer-diplomat?RoumaniaIngener-bakalavr Ingener-magistr RussiaBakalar Inzinier SlovakiaIngeniero? Máster? SpainHögskoleingenjör, teknologie kandidat? Civilingenjör SwedenBachelor Master Switzerland- “Bachelor of Science ETH in ***wissenschaft” - “Master of Science ETH in ***wissenschaft”Bachelor of Engineering, Bachelor of Science Master of Eng., Master of Science UK Ingenieur (Ing) Ingenieur (Ir.) The Netherl.

Terminology (new!)

1st cycle 2nd cycle


Bakkalaureus Diplomingenieur AustriaIndustrieel ingenieur Burgerlijk ingenieur BelgiumBakalář Inženýr Czech repDiplomingeniør/professionsbachelor /bachelor Civilingeniør/ kandidat / Cand. Polyt Denmark(Licence) Ingénieur Diplomé, Master professionel FranceBakkalraureuseraad Magistrikraad EstoniaInsinöörii AMK/ingenjör AMK(?) Diplomi-insinöörii/diplomingenjör FinlandBachelor of Science, Bachelor of Engineering Master of Science, Master of Eng GermanyAlapdiploma Mesterdiploma HungaryBachelor of Engineering (B.Eng.) Master of Eng. Science (M.Eng.Sc.) IrelandLaurea Laurea specialista Italy(Statybos …) inžinerijos bakalaureas (Statybos …) inžinerijos magistras LithuaniaBachelor i ingeniørfag Master i teknologi / sivilingeniør NorwayInzynier Magister-inzynier PolandInginer-licentiat Inginer-magister or inginer-diplomat?RomaniaIngener-bakalavr Ingener-magistr RussiaBakalar Inzinier SlovakiaIngeniero? Máster? SpainHögskoleingenjör, teknologie kandidat? Civilingenjör SwedenBachelor Master Switzerland- -- Bachelor of Science ETH in ***wissenschaft” - “Master of Science ETH in ***wissenschaft”Bachelor of Engineering, Bachelor of Science Master of Eng., Master of Science UK Ingenieur (Ing) Ingenieur (Ir.) The Netherl.

Terminology (new!)

1st cycle 2nd cycle


Relevant for the job market?

Belgium: A pivot point suitable for mobility

Denmark: A pivot point suitable for mobility - “a new title to please the ministry”.

France: In the ”Grandes Ecoles” - a pivot point.In universities - two different licences (générale

and professionelle)

Ireland: IEI proposal: “… a mobility hub…”

The Netherlands. Under discussion, but the TU BSc is primarily considered as the entry to a MSc-programme.

Spain: A new first cycle degree will probably mainly be a point suitable for mobility and further studies..

Sweden: A point suitable for mobility.

Switzerland: At ETH primarily a point suitable for mobility


How does the application-oriented education fit into the

new scheme? Major differences between countries and between

different types of schools;

Increased risk for academic drift.


How does the application-oriented education fit into the

new scheme? Major differences between countries and between different types of schools;

Increased risk for academic drift.

Will it survive?

The main challenge as far as engineering education is concerned.


What can be done to save the “professional Bachelor”?

Make a clear distinction between this degree and a new intermediate “academic bachelor”.

Carefully define the specific qualities of the application-oriented education;

Be very clear about aims and goals;

Show how the students attain these goals;

Show that the students attain these goals;

Learn from the ongoing European and international discussion;


Incorporated - Chartered Know-how orientated Knowledge-oriented

Practical relevance System orientated

Applications Research

Apply research/development Seek fundamentals

Problem solving Abstract thinking

Applied sciences Basic sciences

Producer Scientist

Sectorial Holistic

Short/middle term application Long term application

From ICE IEng accreditation guidelines


What I hope will happen That a new “BSc/MSc”, a “3+2” or a “4+1” system and

the classical systems for Engineering Education will exist in parallel, and that the “market” will decide;

That we focus on learning outcomes rather than on time served;

That we manage to keep the distinction between the new “inter-mediate degree” and the Applied Engineering degrees;

That the ECTS will remain as it is; a common language, a quantitative measure;

That the PhD-education will remain outside the Bologna Process;

That accreditation will be developed on the European level.

That we will get more serious work done on terminology and on information;

Documents

Moskva, June 17, 2004 1 The Bologna Declaration and its Consequences for Engineering Education Torbjörn Hedberg Luleå University of Technology SEFI