Sybille Reichert AAC&U Conference, Washington D.C. 21 January 2010

How have the Bologna Reforms changed European Higher Education and promoted

Student Centered Learning?

Sybille Reichert

AAC&U Conference, Washington D.C.

21 January 2010

Bologna Declaration (1999): Key Motivations

Insufficient ability to adapt to demands of massified HE High-drop-out rates, Long study duration Insufficient attention to diverse needs and qualifications High unemployment of HE graduates – employability? Increasing participation rates exploding cost? Bachelor

sufficient for labour market entry?

Fragmented HE landscape with different degree structures and lengths, not readable Lack of attractiveness

European Mobility had reached a threshold (with remaining widespread recognition problems)

European citizenship with sufficient intercultural competence and European identification?

Build common market for European graduates and researchers

The European Higher Education Area: A Vision

Increase the readability of the degree structures and their contents to help mutual recognition and mobility (inter-cultural competences in a global world)

Increase the flexibility of learning paths to take account of diverse student profiles and needs

Move from teacher-centered to student-centered perspectives in teaching and curricular design: structured around student qualifications and learning outcomes

Enhance quality development and assurance and trust among the agencies / systems to allow for mutual recognition

Create a common market of European graduates (incl. PhDs) for more effective, more competitive, more cooperative and international, globally responsive knowledge economies

…4……4……4…

The Bologna pan-European Reform Process

A voluntary process: Inter-Governmental process without contractual commitment & but dense sector-driven follow-up process -- policy development through soft norms; compliance through peer pressure helped by National Reports & “Stocktaking”

46 countries signed up Reforms at national and institutional level, linked with

other national and European reform agendas Shared responsibility: governments, universities, staff

& students (Bologna Follow-Up Group, national implem.)

Every 2 years: Joint Ministerial Meeting & Communiqué

…5……5…

Bologna Action Lines: The Agenda

1. Adoption of a system of easily readable and comparable degrees, based on two cycles, to be supported by European and National Qualification Frameworks (since 2005)

2. Establishment of a system of credits (ECTS)3. Promotion of mobility4. Promotion of European co-operation in quality assurance, 2005:

formulation of European standards and guidelines for internal and external QA (for HE institutions and agencies), 2008: launch of European register of recognised QA or accreditation agencies

5. Promotion of the European dimension in higher education6. Promotion of lifelong learning (since 2001)7. Social dimension of HE (HE as public responsibility, widening

access, scholarships) and student participation8. External dimension of Bologna Process9. Doctoral studies (since 2003) linking higher education and

research (also part of European research reforms (Lisbon Agenda)

Moving to Student-centered Education and „Flexible Learning Paths“

Learning outcome descriptions (in terms of knowledge competences and skills) at all levels: ECTS course descriptions programme descriptions national level descriptors in National Qualifications

Frameworks European Qualifications Frameworks

ECTS as work-load based credit accumulation system Transparent Recognition Procedures (Lisbon

Convention) – non-recognition has to be justified in terms of substantial difference of qualification

…7…

Different levels for learning outcomes

Dublin Descriptors (3 levels)

National descriptors

Qualification descriptors

Programme – module descriptors - ECTS

Assessment criteria

European, generic

National, generic

Institutional, detailed

Moving to Student-centered Education and „Flexible Learning Paths“

Reform of teaching methodologies Expansion of student counselling and information support

services More attention to diverse student needs in QA processes, incl.

student participation in quality assurance More choices to combine Bachelors and Masters of different

orientations (tracks, major/minor combinations) Institutional attention to employability at all levels (incl. doctoral) Smoother transitions / transparent recognition between

institutions of different types Expansion of accreditation of prior learning/ experience

…9…

Building Blocks of the European Qualifications Framework for EHEA

Cycles

LearningOutcomes

(DublinDescriptors)

ECTS Credits

EQF-EHEA

Aims: Transparency, Flexibility, Mobility

10

Yes, but the depth of the reforms varies greatly between countries and institutions: student-centered teaching and increased flexibility of learning paths are still lacking and are often being introduced as a second step rather than as a structuring principle of curricular reform!

Successful Introduction of 3 Cycle System?

85-100% (35)

70-85% (3)

Source: EUA, Trends 2010 report

…11……11…

?%

Learning Outcomes at more than 80% Higher Education Institutions

69% HEI have modularised their programs

…14……14…

?%

15

Important Successes of the Bologna Reforms

More exchange and dialogue with external stakeholders on expectations and competences – attention to employability

More (but still insufficient) attention to student-centered education, student services, counselling and tutoring opportunities, transition paths between institutions Greater flexibility of student learning paths

Strengthened curricular and institutional coherence Much more attention to robust internal and external quality

assurance, common methodology, incl. more international benchmarking of institutional offer and developments

Greater institutional autonomy in many European countries More institutional “positioning” (internationally attractive master

programmes and graduate schools, consortia, marketing)

Opportunities for the US Longer experience with student-centered teaching and

learning (no mentality change needed) and with definition of learning outcomes

Culture/heritage of flexibility, positive encouragement and upward social mobility: Long tradition of facilitating transitions

Easier to develop appropriate assessment and recognition methods

Easier to develop meaningful and reliable competence profiles of programmes

Easier communication between institutions across the country (common language, common heritage)

Easier to develop modalities which facilitate mobility between programmes, institutions, states, incl. mutual recognition and qualifications frameworks

Potential to develop a more permeable socially inclusive system, with more opportunity for upward mobility

Threat: increasing financial and social stratification?

The Bologna ProcessThe Bologna ProcessThe Bologna ProcessThe Bologna Process

What U.S. Higher EducationHas to Learn from the Bologna

ProcessAnd Why It Matters For Our

StudentsThat We Learn It

What U.S. Higher EducationHas to Learn from the Bologna

ProcessAnd Why It Matters For Our

StudentsThat We Learn It

A Threat—or an Example?A Threat—or an Example?A Threat—or an Example?A Threat—or an Example?

Threat!Threat!Threat!Threat!

Europe wants to regain status as world’s premier higher educator

Europe wants to attract more of the world’s international students

Europe wants its students to enjoy a competitive advantage

Europe wants to regain status as world’s premier higher educator

Europe wants to attract more of the world’s international students

Europe wants its students to enjoy a competitive advantage

Example!Example!Example!Example!

Europe’s higher education priorities are ones largely shared in the U.S.

Europe’s approach is more systematic, coherent, urgent

Europe faces many of the impediments that stand in the way of U.S. reforms

Europe’s higher education priorities are ones largely shared in the U.S.

Europe’s approach is more systematic, coherent, urgent

Europe faces many of the impediments that stand in the way of U.S. reforms

Shared Pursuits (1)Shared Pursuits (1)Shared Pursuits (1)Shared Pursuits (1)

EUROPE U.S.

Implement 3-cycle degree structure throughout Europe

Improve transparency, comparability of U.S. degrees

Use “Tuning” to develop outcomes consensus discipline-by-discipline

Work within disciplines to ensure consistency and accountability

Develop “accountability loop” around European, national outcomes frameworks

Enhance accountability using outcomes framework to improve effectiveness


EUROPE U.S.

Restore European eminence in higher education

Maintain international prominence as world’s higher educator

Pursue “social dimension” in higher education

Ensure commitment to access = success

Support student mobility and competitiveness with lucid credentials and a barrier-free continent

Support student mobility and competitiveness with lucid credentials and barrier-free nation


EUROPE U.S.

Create single registry as authority for credentials

Create common standard for state data bases

Encourage international enrollments by assuming burden of proof

Maintain international enrollments by moving to shared standard

Develop collaborative programs across borders

Develop collaborative programs across borders

Concerns for BolognaConcerns for BolognaConcerns for BolognaConcerns for Bologna Tight focus on higher education as

engine for economic growth overlooks individual self-realization, expansion of knowledge, social stability

Many European nations practicing à la carte approach to implementation

Many employers not “buying” the new three-year baccalaureate

Mobility has increased only marginally “Social dimension” receiving lip service

Tight focus on higher education as engine for economic growth overlooks individual self-realization, expansion of knowledge, social stability

Many European nations practicing à la carte approach to implementation

Many employers not “buying” the new three-year baccalaureate

Mobility has increased only marginally “Social dimension” receiving lip service

Concerns for U.S.Concerns for U.S.Concerns for U.S.Concerns for U.S. Tight focus on higher education as engine for

economic growth overlooks individual self-realization, expansion of knowledge, social stability

From state to state, different reform priorities

Many employers dissatisfied with baccalaureate recipients

Mobility impeded by increased out-of-state tuitions, differing admissions standards, time-bound admissions practices

“Social dimension” undermined by recession

Tight focus on higher education as engine for economic growth overlooks individual self-realization, expansion of knowledge, social stability

From state to state, different reform priorities

Many employers dissatisfied with baccalaureate recipients

Mobility impeded by increased out-of-state tuitions, differing admissions standards, time-bound admissions practices

“Social dimension” undermined by recession

Implications?Implications?Implications?Implications? Bologna Process pursuing reforms that

are also U.S. priorities—but “braids” them into multi-faceted commitment within explicit time frame

Bologna accomplishments throw spotlight on U.S. issues

Reports on Bologna may prompt U.S. leaders to seek accelerated higher education reform

Bologna Process pursuing reforms that are also U.S. priorities—but “braids” them into multi-faceted commitment within explicit time frame

Bologna accomplishments throw spotlight on U.S. issues

Reports on Bologna may prompt U.S. leaders to seek accelerated higher education reform

Challenges?Challenges?Challenges?Challenges?Bologna U.S.

Three-year baccalaureate

Why a four-year baccalaureate? Why liberal education?

Enhanced student mobility in Europe

U.S. barriers growing higher?

“Overarching” framework of higher education outcomes

Overabundance of duplicative reform efforts?

Diploma supplement

Proliferation of arcane credentials?

Challenges?Challenges?Challenges?Challenges?Bologna U.S.

Search for common higher education vocabulary

Higher education increasingly inscrutable?

Tuning focus on “learning”

Focus on “teaching” still dominant in academy?

Student-CenteredStudent-Centeredinitiatives worth initiatives worth considering (1)considering (1)

Student-CenteredStudent-Centeredinitiatives worth initiatives worth considering (1)considering (1)

Create lucid national hierarchy of learning outcomes

Clarify, assure, articulate benefits of liberal arts education

Create common standard for accessible documentation of educational results

Enable students to provide more informative documentation of competences and accomplishments

Create lucid national hierarchy of learning outcomes

Clarify, assure, articulate benefits of liberal arts education

Create common standard for accessible documentation of educational results

Enable students to provide more informative documentation of competences and accomplishments

Student-CenteredStudent-Centeredinitiatives worth considering initiatives worth considering

(2)(2)

Student-CenteredStudent-Centeredinitiatives worth considering initiatives worth considering

(2)(2) Examine every paradigm: courses,

terms, credit hours, grades, etc. Lead in creating standard international

nomenclature Enhance mobility—across state lines

and internationally Enhance access—and make it

meaningful Celebrate, promote, embed diversity Encourage progress through degrees

Examine every paradigm: courses, terms, credit hours, grades, etc.

Lead in creating standard international nomenclature

Enhance mobility—across state lines and internationally

Enhance access—and make it meaningful

Celebrate, promote, embed diversity Encourage progress through degrees

AAC&U January 21st 2010Tim Birtwistle

The Sequence

1. Where do we need to be?

2. How did we get where we are?• Key data on US Higher Education• Elements of the Bologna Process• “Tuning” and the US pilot project

3. What makes this work different?

5. Where might all of this lead?

Why Urgent LUMINA’S BIG GOAL: TO INCREASE THE % of

AMERICANS WITH HIGH-QUALITY DEGREES AND CREDENTIALS

LABOR MARKET WILL REQUIRE IT

THE KNOWLEDGE-BASED ECONOMY IS THE FUTURE & KNOWLEDGE IS MAINTAINED THROUGH STUDENTS

GLOBAL COMPETETIVENESS

SIGNIFICANT EUROPEAN HIGHER EDUCATION REFORM (& worldwide interest and acceptance)

Lessons from Data

“Lies ************** and statistics” or imperfect but telling a story?

Examples of data: • OECD: Education at a Glance• US Census and federal data• College Board: Coming to Our Senses• TIMSS: math & science (grades 4 & 8)

System and individual student achievement a concern.

Caveats noted!

Releasing system, institutional and personal

potential – an experiment in borrowing methodology from

the European Bologna Process

Holiday Hart McKiernanSenior Vice-President & General Counsel,

LuminaTim Birtwistle

Professor of the Law & Policy of Higher Education

Leeds Metropolitan University, U.K.

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91

Mexico

United States

New Zealand

Sweden

Hungary

Czech Republic

Austria

Poland

Australia

Portugal

Finland

Germany

Turkey

Spain

Belgium

Netherlands

United Kingdom

Greece

Korea

Ireland

Japan

The United States is STUCK! Graduation rates for college students (OECD countries)








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Finlan

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Hungar

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Expenditures per student, 2004

Instructional and non-instructionalSource: OECD 2007

H.E. Reform ………………….?








Tuning:• was developed by FACULTY as a response to Bologna• has been “adopted by” Bologna and increasingly is “central to” Bologna (student centered, credits, learning outcomes, frameworks, lifelong learning)• establishes reference points for general competencies and active learning outcomes• celebrates diversity but recognizes the need for standard reference points and points of comparison• is a process – it continues, evolves, updates, adapts and engages faculty and students, leading to a common understanding of what students:

- “know, understand and are able to do” -

Tuning and Bologna








Tuning USA Pilot Details from 2009

• The Project (March-November):

• 3 states – Utah, Minnesota, Indiana

• 6 disciplines (biology, chemistry, education, graphic design, history, physics)

• 20+ institutions (2 Year, 4 Year, Public/Private)








Action to date

• Faculty engagement }

• Student engagement } + the 4-way

• Alumni engagement } survey

• Employer engagement }

• Cross-sector engagement

• National (press) and international interest (Australia, Bologna signatories, European Union)

Think Global – Act Local








Examples of U.S. “Push back”

• “Threat to academic freedom”

• “We already do this”

• “Not for the privates”

• “Too much to do already”

• “Impossible in such a diverse system”

• “Credit transfer not a problem”

• “The US is already No. 1”

How Does Tuning Differ?(Lumina Foundation survey of state team leaders and faculty)

• Involves talking about student learning across different institutions (to get consistency among institutions)

• Creates meaningful relationships between faculty members from different institutions (talking to people from all sectors, share experience and ideas)

• Increases focus on general competencies – existing approaches mainly focus only on subject matter mastery

• Involves employers/alumni + faculty/students in thinking about what degrees represent

• Shifts focus from what’s taught to what students must learn

• Makes explicit the implicit expectations of previous work • Ties the academic process to academic, workforce and

societal expectations• Led by faculty and a defense against accountability from

above

Associate’s Degree

Bachelor’s Degree

Master’s Degree

Doctoral Degree

Where are the boundaries?- Need to ratchet up from level to level (Verbs!)- Need to express where one level ends and the next begins in terms other than credit hours- Need to be able to navigate through the system- Need defined learning outcomes








For more information

Please note there is a faculty-led session on the Tuning USA pilot at this conference.

Web-resources:

•www.luminafoundation.org/our_work/tuning/

• tuning.unideusto.org/tuningeu/

Speaker resources:

Contact Lumina Foundation for Education

Documents

Sybille Reichert AAC&U Conference, Washington D.C. 21 January 2010