Objectives of This Session

Bologna Task Force 2007DRAFT OF 8/20/07

October/November 2007



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



NAFSA’s Role Objectives for 2008

• 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 2007, out of which came the Bologna Supplement.

• Bologna Supplement sent to all Members with Oct/Nov 2007 International Educator Magazine.

[ URL on handout]

• Annual Conference presentations

• Regional Conference presentations

More….



NAFSA’s Role Activities in pursuit of those objectives

• February 2008 Webinar “The Impact of the Bologna Process on U.S. Higher Education”[ URL on handout] provided updated information about:

▫ How Europeans see the future of trans-Atlantic exchange

▫ European study abroad trends vis-à-vis studying in the U.S. versus other options available to them

▫ Knowledge exchange between Europe and U.S. – at the faculty and research level– In terms of graduate student enrollment

» Direct Enrollment» Joint and Dual Degrees



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

More than 49,000 EHEA graduate students and nearly 34,000 undergraduate students in the U.S.

• Collectively represents second largest group outside of India (83,833) [Open Doors 2007]

More….



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



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



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

http://www.bologna-bergen2005.no/



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



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▫ Russia, Spain and Turkey have four-year degrees



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



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!

See diploma supplement samples on NAFSA Bologna Network. [ URL on handout]



Quality Assurance

Qualifications Framework for the EHEA

European Qualifications Framework for lifelong learning (EQF)

European Standards and Guidelines (ESG)

European Quality Assurance Register (EQAR)

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

Coordination between national QA bodies and schools is not fully established yet



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 responded–most recent data available [ URL on handout]



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

• Next Ministerial Conference Leuven/Louvain-la-Neuve, April 2009



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



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



Joint/Dual Degrees

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

What financial issues must be considered?

• Different approaches to tuition

• Teaching/research assistantships



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



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



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



Getting Colleagues Involved—Who? Graduate admissions

Graduate deans

Senior international officers

Joint/dual degree programs

Study abroad

Undergraduate admissions

Registrars

Research offices

Others?



Getting Colleagues Involved— Resources Bologna Supplement PDF [URL on handout]

Bologna Special Focus Network—Open to Members and Non-Members

• www.nafsa.org/bologna

• 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

Your exchange partners in Europe!



Getting Colleagues Involved — Actions Create a meeting

• Pass out the IE supplement PDF and lead a discussion

Give this presentation

• Download PPT [ URL on handout]

Bologna Webinar CDs are available for purchase

• [ URL on handout]

• Good way to stimulate a continuation of discussion on your campus

Ask questions on the Bologna Discussion Forum – Open to Members and Non-Members [ URL on handout]



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

Documents

Objectives of This Session