Update on the Bologna Process and the European Higher Education Area Area Robert Watkins, University of Texas, Austin Ionna Kohler, Campus France USA

Transcription

1 Update on the Bologna Process and the European Higher Education Area Area Robert Watkins, University of Texas, Austin Ionna Kohler, Campus France USA Linda Tobash, Institute of International Education Tuesday, April 3, 2012

2 History and Overview of the Bologna Process

3 2010 Budapest/ Vienna Declaration Launched the European Higher Education Area (EHEA) 2012 Bucharest Ministerial Conference Reduce discrepencies 2010 & 2012

4 Initial Goals and Steps A system of new degrees Two levels Bachelor s Master s later 3 levels Diploma Supplement A reporting document explaining the degree courses and grades and additional information ECTS A common credit system (ECTS) A common grading system

5 European Credit Transfer System ECTS Diploma Supplement Created in 1989 Based on 60 ECTS per year as a full load or 30 per semester for the Erasmus programs in Europe designed to enhance mobility ratio 2:1 compared to the US semester credit hour Identifies information on the Qualification Holder Information about the Qualification and Qualification Level Information on Program Contents & Results Information on the Function of the Qualification Additional Information Designed to measure outcomes ECTS credit includes outside preparation which US semester credit hour does assume but does not incorporate as a credit value Certification of the Supplement Information on Country s Educational System

6 Social Dimension access mobility within Europe mobility to Europe Quality Assurance Mechanisms transparency compatibility comparability Qualification Frameworks NQF: National QF EHEA: Bologna EQF: Europe and European Commission

7 National Qualification Frameworks (NQF) owned by national system and describe the qualifications within a given national education system and relationships European Higher Education Area Qualification Framework (EHEA QF Bologna) provides a broad higher education qualification framework structure within which national qualifications can be developed European Qualification Framework for Life Long Learning (EQF European Commission) Provides a qualification framework for all levels of education in a lifelong learning perspective

8 Anniversary Conference Launched the European Higher Education Area (EHEA) Initiated consolidation and operations phase Global Knowledge Society second Bologna Policy Forum open to all EHEA member countries and a wide range of non- EHEA countries 2010 Budapest/ Vienna Declaration Assess the results of the start of the second decade of the Bologna Process Address discrepancies in implementation and organization Put forward political orientations for the next period Beyond the Bologna process: Creating and connecting national, regional and global higher education spaces host the third Bologna Policy Forum 2012 Bucharest Ministerial Conference and Third Bologna Policy Forum Student Involvement Funding Globalization Bologna Policy Forum

9 France Adapts to the Bologna Process

10 France adapts to the Bologna Process Before and after at a glance: the impact of Bologna on the French higher education degree structure Positive outcomes prompted by Bologna on the French higher education system Bologna: a prelude to the wave of reforms and investments led by the French government since 2007 AACRAO Philadelphia 2012 Session ID: ###

11 The context: the French two-track system University system: - 83 public universities (70% of the student body) - Heavily funded by the French public authorities (local and national government) - Award national diplomas - Open to every French baccalauréat holder (high school termination exam). Grandes écoles system: - More than 200 schools, public or private - A majority of engineering schools and business schools - Tuition fees vary - Highly selective entrance exam after the baccalauréat + two years of preparatory classes.

12 +8 The French higher education degree structure DOCTORATE DOCTORATE DOCTORATE DEA Maîtrise Licence DEUG DESS Grandes Ecoles CPGE University «Grande Ecole» Lycée Grandes Ecoles CPGE Master 2 Master 2 P R Master 1 Licence 3 Licence 2 Licence Before Bologna After Bologna ECTS

13 Positive outcomes prompted by Bologna on the French higher education system Convergence with the European system: - more clarity and more compatibility at the European level; - better recognition at the international level in general. Convergence within the French system: - clearer regimen of equivalences between Universities and grandes écoles; - better transferability within the twotrack system and more bridges between institutions (e.g. joint curricula; joint degrees).

14 Positive outcomes prompted by Bologna on the French higher education system A cultural shock boosting the internationalization of French institutions Reform of curriculum e.g. French engineering schools; increase of courses and programs taught in English; French degrees in English. Development of international affairs offices; bilingual French- English communication materials; increase of exchange programs and/or joint degrees with foreign universities (EU and non EU).

15 Positive outcomes prompted by Bologna on the French higher education system Increase of French mobility abroad and student mobility to France: France : # 2 sending country for Erasmus students; # 2 hosting country Erasmus student mobility. Between 1998 and 2010, French institutions have seen an increase of 86% increase of their international student body.

16 Bologna : a prelude to the wave of reforms and investments led by the French government since 2007 Objectives To upgrade France s higher education and research systems, to boost France s attractiveness, and to raise its profile on the international scene. Changes Two major and complementary sets of changes implemented by the government: - Institutional reforms - Unprecedented flow of public investment

17 Bologna : a prelude to the wave of reforms and investments led by the French government since 2007 Institutional reforms Most notably, the Law on University Autonomy and Responsibility (2007) => major impact on universities governance. Incentives for institutions (universities or grandes écoles) to gather together under the umbrella of higher education and research clusters.

18 Bologna : a prelude to the wave of reforms and investments led by the French government since 2007 Unprecedented flow of public investment: in 2008, 1.8 billion devoted to upgrade academic buildings and other facilities (classrooms, labs and libraries, dorms, sports facilities). in 2010, launch of the Investing in the Future funding program: 19 out of 35 billion earmarked to French higher education and research.

19 France As the case of France illustrates, the Bologna Process cannot be limited to the adoption of a new degreecycle throughout the European area. It has had far-reaching effects in the very structure of the French national higher education system, and it has prompted positive externalities within the system itself. AACRAO Philadelphia 2012 Session ID: ###

20 U. S. Reacts to the Bologna Process

21 Very limited knowledge and interest What is Bologna? wait and see attitude Imperfect and simplistic understanding fairly limited to admission and credential evaluation communities viewed Europe as adopting a U.S. model of tertiary education saw Bologna as a product rather than a process concern with three-year undergraduate degrees appreciation of tools ECTS and Diploma Supplements 2007 to present Changing knowledge base and recognition of competitive factors recognition of EHEA reforms advancing a global discussion

22 European Attractiveness as a Study Destination Innovative, multilateral academic exchange schemes Attractive research components for students Growth in number of programs offered in English Relative costs Shorter time to degree Promotion of educational and employment mobility within Europe

23 EHEA encompasses 47 countries in the European Higher Education Area (EHEA) In Over 65,000 degree-seeking EHEA students in the U.S. 32,400 undergraduate (11% of total international undergrads) 32,600 graduate (11% of total international graduate students) 13,800 non-degree (24% of total international non-degrees) Turkey, Germany, U.K., France and Russia among the top 25 sending countries in world

24 Europe remains the leading host region for U.S. students studying abroad, with 53.5% of the total

25 TOP 25 DESTINATIONS OF U.S. STUDY ABROAD STUDENTS Rank Destination 2008/ /10 % of Total % Change WORLD TOTAL 260, , % 1 United Kingdom 31,342 32, % 2 Italy 27,362 27, % 3 Spain 24,169 25, % 4 France 16,910 17, % 5 China 13,674 13, % 6 Australia 11,140 9, % 7 Germany 8,330 8, % 8 Mexico 7,320 7, % 9 Ireland 6,858 6, % 10 Costa Rica 6,363 6, % 11 Japan 5,784 6, % 12 Argentina 4,705 4, % 13 South Africa 4,160 4, % 14 India 2,690 3, % 15 Greece 3,616 3, % 16 Czech Republic 3,664 3, % 17 Israel 1,958 3, % 18 Chile 3,503 3, % 19 New Zealand 2,769 3, % 20 Brazil 2,777 3, % 21 Ecuador 2,859 2, % 22 Austria 2,836 2, % 23 Netherlands 2,318 2, % 24 Peru 2,163 2, % 25 Denmark 2,244 2, %

26 International Exchange Balance, 2009/10 500, ,000 Total U.S. Students Abroad (312,929) Total International Students in U.S. (690,923) 300, , ,000 0 Africa Asia Europe Latin America Source: 2011 Open Doors Report Middle East North America Oceania 26

27 EHEA reforms advancing a global discussion Model for other national systems US Systems traditionally modeled on European frameworks China a keen observer Latin American countries keen interest in Bologna and Tuning Project outcomes Tuning USA US Degree Profile Project

28 Catalyst for Greater Cooperation Shared desire to work cooperatively with other institutions internationally Increased efforts for collaborative programming Development of U.S. short-term study opportunities for first cycle, bachelor s level, European students Increase in dual and joint graduate degrees to ensure continued trans-atlantic mobility

29 Strategic Leaders Global Summit Tuning USA Bologna Process Task Forces, Training Sessions, and Website Share information and Updates Bologna Policy Forum

30 Reception of Three-Year Bologna Compliant Degrees

31 Evolving Traditional focus on degree equivalency frequently determined by length of undergraduate program combination of secondary and post-secondary study Discussion moving from degree equivalency and degree comparability to degree compatibility and preparation

32 Council of Graduate Schools: Findings on Practices in 2005 and Acceptance of 4 year degree only 29% 18% Provisional acceptance of 3 year degree 9% 4% Evaluation of course work for equivalency using a variety of measures Determination of competency to succeed in U.S. graduate program 40% 49% 22% 29% Taken from CGS International Graduate Admission Survey II and III

33 IIE s Fall 2008 Snapshot of Doctoralgranting Institutions Have an official policy regarding 3-year Bologna compliant degrees 53.4% yes 46.6% no YES 26% equivalent 35% determination varies by department 26% other 13% not equivalent NO 39% may still be considered for regular admission 28% conditional 18% other 15% not considered Respondents who specifically indicated that Bologna had influenced their admissions process tended to say that our focus has shifted from degree equivalency to academic readiness or preparedness.

34 NAGAP 2009 SURVEY ON BOLOGNA AND THREE-YEAR DEGREES 69% of respondents do not have a policy for Bologna degrees 87% of the universities that have a policy indicate it was developed by the graduate school/graduate council Bologna Compliant 74 % of respondents accept Bologna degrees on a case-by-case basis. Primary reasons for the exception are the applicant holds another graduate/ professional degree (79%), has high test scores (46%), or has strong letters of recommendation (29%) Other Three-year Undergraduate Degrees 53% of respondents accept other 3- year degrees on a case-by-case basis. Primary reasons for the exception are the applicant holds another graduate/ professional degree (93%), has high test scores (40%), or Has strong letters of recommendation (29%) November 2009 survey on Bologna and 3-year degrees conducted by the National Association of Graduate Admissions Professionals (NAGAP) 124 respondents from membership of 1400.

35 Three Year Degree Issues Generally the degree holders are very qualified to study at the graduate level in that major. Faculty want them because they ARE qualified and because they provide financial resources and a highly competent work force (TA s, RA s, lab assistants). Foreign faculty have pre-conceived notions of the strength of the educational system of that country and exert pressure.

36 In Defense of the 4-year Degree The international evaluation field prefers a quantitative comparison (4 yrs is 4 yrs) No single European country sends a significant % of applicants to the USA for degrees (exchange is a different issue) Equity: Why is a European 3-year degree OK but an Indian one is not? Are we being fair to the US 4-year grad?

37 Factors that MIGHT lead to 3-year degree acceptance Degree is in same or similar field Grad Department is willing to consider Degree awarded by a similar institution Degree content has been vetted by faculty If professional degree, allows for the same outcome as the US comparable degree 3-year degree leads to advanced degrees Lack of general education not a concern

38 Answers to Equity Concerns Europeans have a degree that leads to graduate study in home country and more major hours than a U.S. junior Bologna quality assurance mechanisms may hold the key to a differential approach to these 3-year degrees as opposed to those in other countries like India

39 Bologna and the Future Council of Graduate Schools (CGS) surveys indicate a trend toward greater acceptance among US graduate schools Questions persist, however, regarding full implementation (2010) and full acceptance in Europe by the some sectors Quality assurance sounds reassuring but it is still amorphous at this point

40 Conclusion UT-Austin continues to require a four year degree (or 13+3 variant) UT-Austin will continue to monitor progress in the Bologna Process and contemplate a possible modified acceptance policy. What will YOU do?

41 Resources American Association of Collegiate Registrars and Admissions Officers (AACRAO) information on credential evaluation -- Publication: The Impact of Bologna and Three-year Degrees on U.S. Admissions Council of Graduate Schools (CGS) Information grad enrollments & trends: Information on international activities Institute for Evidence Based Change (IEBC) Information on TuningUSA Institute of International Education (IIE) Open Doors Annual Report on international student mobility trends White paper series on Study Abroad Lumina Foundation Information on Degree Profile Project NAFSA: Association of International Educators Discussion Forum and Resources -

42 Questions and Comments