Trends 2015The implementation of the European Higher Education Area – 15 years on.

Presentation and discussion on what the impact has been for European universities and learning

and teaching.

Bologna Lab Berlin 5 December 2013

Hanne SmidtEuropean University Association

TRENDS methodQuestionaire to Higher education

institutions (800-900 responses)

National Rectors’ conferences

Focus groups, visits to institutions, interviews

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TRENDS 2010 TRENDS 2015

General Questions  The institution in its context

Institutional Mission

The enhancement of teaching and the role of academic staff

Degree structure & Curricula(Modularisation and learning outcomes, credit systems, Recognition, labour market)

Student life cycle Study programmes Quality Assurance and recognition

LLL

Mobility

Attractiveness & the external Dimension of European HE Internationalisation

ICT-based learning and teaching

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University staffIs the role of teaching staff changing? Academic freedom Workload New profiles? Teacher as coach? More/less academic? Teaching as teamwork (co-teaching, collaboration on curricula)

Does the changes mean?• New pedagogics and didactics in HE?• Use of technology• Focus on professional development / CPD• Does a teacher need a license to teach?Has status and salaries been affected by the economic crisis?How does QA affect learning and teaching? Has the division between teaching, research and the third mission changed? 

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Learning and teaching - more important than ever (for the academic staff)?

But does everybody believe this? University staff? Leadership? Ministries? Public reputation of HE learning and teaching?

Important - compared to what? Teaching vs. research? Career development - acknowledgement?

How does this translate in concrete support measures? Policies, funding? National level Institutional level

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Quality teaching – teaching innovationNew rhetoric: high quality, world class, excellence in teachingAre there things to be improved? What are they?How does internal/external QA impact?Better student-teacher interaction? How? Ratio student teacher? “Teaching innovation” (flipped classroom) student services, in particular career guidance

Drop out, retentionEmployability Incentives?Means to know and improve?

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StudentsIs the student body diversifying (national/international, young/mature/older, social backgrounds)? More part-time students (work, family)More lifelong learning? (e.g. students do a bachelor, leave and return later)?Do they learn different? Digital natives? Less well prepared for HE?

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Tracking learners' and graduates' progression paths (LLP, 2010-2012)

Student learning in 2013What has been implemented – what not, why? Degree system Learning outcomes and revised curricula Student centred - assessment Skills orientation Flexibilisation of study paths Mobility – international experience – language learning Practical and professional experience internships

Is teaching (re-)organised in a meaningful way? Amount of lectures, seminars, working groups, peer groups Student workload Problem / project based Blended learning – elearning Flipping the class room Teaching means and environments

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Bologna Process – deadman walking or BP2.0

What describes it best:1. Mission accomplished – it is over2. It is over, but nothing has much improved3. Structural reforms accomplished, but the major

developments ahead4. National and institutional reform processes are still

‘Bologna guided’5. Other?

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The consequences: Conditions to be provided by institutions

Learning support -

opportunity for students to

exchange with teachers and co-learners, student

support and advisory services

Flexible learning -

allowing students to learn

at their own pace, advance

quicker in areas that they are

strong in, revise on their own in

areas where they have gaps

Inclusiveness - given the ambitious

participation goals, HE would have to cater to

a diverse studentship

Retention and completion-

student success, including

employability

Transparent learning – sufficient

information to be provided to

prospective and actual students

allowing them to understand and navigate them