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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 - PowerPoint PPT Presentation
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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
Shared Pursuits (2)Shared Pursuits (2)Shared Pursuits (2)Shared Pursuits (2)
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
Shared Pursuits (3)Shared Pursuits (3)Shared Pursuits (3)Shared Pursuits (3)
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.
53
54
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60
64
65
65
66
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71
73
74
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78
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83
83
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)
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.
0
5,000
10,000
15,000
20,000
25,000
United S
tate
s
Switzer
land
Sweden
Denmar
k
Norway
Austra
lia
Austri
a
Nether
lands
Finlan
d
Germ
any
Japa
n
Belgium
United K
ingdom
Franc
e
Irelan
d
Spain
Icela
nd
New Zea
land
Portu
gal
Italy
Hungar
y
Korea
Czech
Rep
ublic
Slovak R
epub
lic
Mex
ico
Greec
e
Poland
Turke
y
Expenditures per student, 2004
Instructional and non-instructionalSource: OECD 2007
H.E. Reform ………………….?
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.
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
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.
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)
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.
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
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.
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
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.
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