u.s. higher education adapts to the bologna process eaie conference madrid, spain september 18, 2009...
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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