U.S. Higher Education U.S. Higher Education Adapts to the Bologna Adapts to the Bologna ProcessProcess

EAIE ConferenceMadrid, Spain

September 18, 2009Session 3.02

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Session PresentersSession PresentersKirk Simmons, Executive Director, International

Affairs, University of Arizona, Tucson, Arizona, USA

Betty Soppelsa, Deputy Executive Director for Conference Planning, NAFSA: Association of International Educators, Washington, D.C., USA

Linda Tobash, Director University Placement Services, Institute of International Education, New York, NY, USA

Leonard van der Hout, Head International Affairs, Hogeschool van Amsterdam University of Applied Science, Amsterdam, The Netherlands

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Session OverviewSession Overview

Goal

Examine the U.S. higher education community’s evolving understanding of and reactions to the Bologna Process.

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Session AgendaSession Agenda

We will discuss• role that EHEA countries play in U.S.

higher education,• evolution in knowledge of and trends in

reactions to EHEA reforms,• challenges and opportunities that exist ,

and• evolving treatment of EHEA Bologna-

compliant three-year degrees, identifying key decision-makers.

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Role EHEA Countries Play Role EHEA Countries Play in U.S. in U.S. Internationalization and Internationalization and Study AbroadStudy Abroad

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Impact on U.S. Higher Impact on U.S. Higher EducationEducation

• EHEA encompasses 46 countries in the European Higher Education Area (EHEA)

In 2007-08• Nearly 69,500 degree-seeking EHEA studentsstudents

in the U.S.– 51% at the graduate level– Turkey, Germany, U.K., and France among the

top 20 sending countries in world

--Adapted from NAFSA 2008 Regional Bologna Process Briefing presentation and

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Impact on U.S. Higher EducationImpact on U.S. Higher Education

Rank Place of Origin Total % of total

1 China 23,781 22.42 India 9,959 9.43 South Korea 9,888 9.34 Japan 5,692 5.45 Germany 5,269 5.06 Canada 4,758 4.57 France 3,802 3.68 Italy 3,273 3.19 United Kingdom 2,823 2.710 Spain 2,320 2.2

In 2007-08• Nearly 31,500 EHEA scholarsscholars in the U.S. teaching or doing research•Comprised nearly 30% of all international scholars in U.S. • 5 of the top ten sending countries were in EHEA

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Europe remains the leading host region for U.S. students studying abroad, with 57% of the total.

Study Abroad Destinations, Study Abroad Destinations, 2006/072006/07

Middle East 1%

Asia10%

Latin America15%

Africa 4%

Oceania 6%

Multiple 6%

Europe57%

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NAFSA’s ContributionsNAFSA’s Contributions• Sponsor transatlantic membership task

forces• Co-hosted Amsterdam Symposium in 2007• Produced International Educator Bologna

Process Supplement• Conducts annual trainings at NAFSA annual

and regional conferences• Hosts webinars and a comprehensive

informative Bologna Special Focus website with discussion forum

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U.S. Higher Education’s U.S. Higher Education’s Response to the Bologna Response to the Bologna Process Higher Process Higher Education ReformsEducation Reforms

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Initial ResponsesInitial ResponsesLimited U.S. audience• What is Bologna?• ‘Wait and see’ attitude

Imperfect and simplistic understanding• Viewed Europe as adopting a U.S. model of

tertiary education• Saw Bologna as a product rather than a process• Assumed transatlantic mobility would increase

with ease of credit transfer and compatibility of academic cycles

• North-South issues not readily perceived

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Changing Knowledge Changing Knowledge BaseBaseAdditional constituents join

discussion• Graduate school deans• International education administrators• Study abroad professionals• Faculty• Students

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Changing Knowledge Changing Knowledge BaseBaseIncrease in fundamental information• Growing understanding that Bologna is a

complex process with moving targets

• Greater understanding that variations will exist

• Beginning to understand challenges within Europe

• Near-term complications in the admission of European students to U.S. institutions

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Changing Knowledge Changing Knowledge BaseBaseGreater understanding of

differences• Learner-centered and outcomes-based

assessment

• Tools to assess learning and progress

• Qualification frameworks

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Recognition of Recognition of Competitive FactorsCompetitive FactorsEuropean Attractiveness as a Study

Destination• Innovative, multilateral academic exchange• Attractive research components• Growth in number of programs offered in

English• Shorter time to degree• Cost• Promotion of educational and employment

mobility within Europe

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Recognition of Recognition of Competitive FactorsCompetitive Factors • EHEA reforms advancing a global

discussion • Model for other national systems

– Systems traditionally modeled on European frameworks

– China a keen observer– Latin American countries exhibit great

interest in Bologna and Tuning Project outcomes

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Competition or Cooperation

– Or Both –

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CooperationCooperation• 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

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Catalyst For ChangeCatalyst For Change• Worldwide challenge to the status quo in

higher education

• Stimulated much debate within the U.S. pertaining to length of undergraduate degrees and generated a movement towards the acceptance of three-year degrees beyond the European Community

• Provided opportunities for proactive international partnering at the graduate level

• Potential for Bologna to drive the establishment of new worldwide standards of quality assurance and workforce development.

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Policy DiscussionsPolicy Discussions

Tuning

Bologna Process Task Forces andTraining Sessions

Council of Graduate Schools – Banff and Florence Graduate Education Policy Forums

Ministerial Bologna Policy Forum

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Reception of Three-year Reception of Three-year Bologna-compliant Bologna-compliant DegreesDegrees

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EvolvingEvolvingTraditional 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

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Council of Graduate Council of Graduate Schools: Schools: Findings on Practices in 2005 and Findings on Practices in 2005 and 20062006 2005 2006

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

40% 49%

Determination of competency to succeed in U.S. graduate program

22% 29%

Taken from CGS International Graduate Admission Survey II and IIITaken from CGS International Graduate Admission Survey II and IIITaken from CGS International Graduate Admission Survey II and III

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IIE’s Fall 2008 IIE’s Fall 2008 SnapshotSnapshot of of Doctoral-granting Doctoral-granting InstitutionsInstitutions

Have an official policy regarding 3-year Bologna –compliant degrees– 53.4% yes– 46.6% no

YES– 23% equivalent– 35% determination

varies by department– 18% other– 14% not equivalent

No– 39% may still be

considered for regular admission

– 28% conditional– 18% other– 15% not considered

Taken from Fall 2008 IIE Placement Services Division Survey

Taken from Fall 2008 IIE Placement Services Division Survey

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IIE’s Fall 2008 IIE’s Fall 2008 SnapshotSnapshot of of Doctoral-granting Doctoral-granting InstitutionsInstitutions

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

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In general, how would you rate the level of understanding of the following groups in your institution?

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other

standardized test scores, e.g. GRE or GMAT

English language ability

educational system in home country

preparation for study in specific field or specialization

prior experience with students to faculty from an institution

quality of institution(s) previously attended

length of undergraduate degree

Top three factors weighed most heavily by Top three factors weighed most heavily by academic departmentsacademic departments

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What generally happens to applicants What generally happens to applicants presenting three-year Bologna-compliant presenting three-year Bologna-compliant degrees?degrees?

ll

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WishlistWishlist• Clear guides on quality assurance mechanisms in EHEA

countries

• Greater consistency across national systems in using tools

• An interim report prior to graduation, that includes program, courses, grades and ECTS

• More information on where a given country is in terms of implementation and status of traditional vs. Bologna-compliant programs

• Anxious for rational models and information on types of degrees/programs that lead to further study within a national system and across the EHEA system

• Anxious for information on practices of other U.S. institutions with a similar profile to the own.

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European ResponseEuropean Response

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April 2009 Priorities April 2009 Priorities Established Established

1. Continuing the 1. Continuing the ProcessProcess2. Bologna Policy Forum2. Bologna Policy Forum

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Continuing the ProcessContinuing the Process

ChallengesChallenges

• Aging PopulationAging Population

• GlobalisationGlobalisation

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Continuing the Continuing the ProcessProcess

AnswersAnswers

• Lifelong LearningLifelong Learning• Widening ParticipationWidening Participation• Student-centered LearningStudent-centered Learning• Quality Assurance Quality Assurance • Further InternationalisingFurther Internationalising• Development of NQF by 2012Development of NQF by 2012• Mobility 20% by 2020Mobility 20% by 2020

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Global cooperation, sustainable Global cooperation, sustainable development and completion development and completion through Bologna Policy Fora.through Bologna Policy Fora.

Public funding for guarantee Public funding for guarantee equitable access and sustainable equitable access and sustainable developmentdevelopment

Global cooperation, sustainable Global cooperation, sustainable development and completion development and completion through Bologna Policy Fora.through Bologna Policy Fora.

Public funding for guarantee Public funding for guarantee equitable access and sustainable equitable access and sustainable developmentdevelopment

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Bologna Policy ForumBologna Policy Forum

• 46 Bologna countries and 15 46 Bologna countries and 15 others (including the U.S.A.)others (including the U.S.A.)

• Result: Identified common Result: Identified common ground and new appointment ground and new appointment in 2010in 2010

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RESOURCESRESOURCESAmerican Association of Collegiate Registrars and Admissions Officers

(AACRAO) – information on credential evaluation -- www.aacrao.org Publication: The Impact of Bologna and Three-year Degrees on U.S. Admissions

Council of Graduate Schools (CGS) – www.cgsnet.org • Information grad enrollments & trends:

http://www.cgsnet.org/VirtualCenterResearch/index.htm• Information on international activities

http://www.cgsnet.org/Default.aspx?tabid=344

Institute of International Education (IIE) – www.iie.org• Open Doors Annual Report on international student mobility trends

http://opendoors.iienetwork.org • White paper series on Study Abroad

http://www.iie.org//Template.cfm?Section=Study_abroad_white_papers

Lumina Foundation – www.luminafoundation.org • Turning USA Project http://www.luminafoundation.org/newsroom/news_releases/2009-

04-08.html

NAFSA: Association of International Educators— www.nafsa.org• Discussion Forum and Resources - www.nafsa.org/bologna