House of Commons - Education and Skills

Select Committee on Education and Skills Fourth Report

4 Why join in?

80. It can reasonably be claimed that the UK is in a unique position within the EHEA. The UK has a three-phase degree structure or cycle in place, similar in most respects to that espoused as a standard by the Bologna countries, and a global reputation for high quality HE provision maintained by a well-developed and independent quality assurance system. According to league tables such as those compiled by the Shanghai Jaio Tong University and the Times Higher Education Supplement, the UK has more high ranking universities than any other EHEA country.

81. The UK is the second most popular destination in the world for international students, behind the US. The UK model for institutional funding (both teaching and research funding) and the system for student fees and support stand up well against international comparison[62]—the latter as a means of raising additional income for higher education and for incorporating a system of deferred fees, a graduate contribution scheme, and student support including grants and bursaries. We are told that the UK has a more diverse and more open higher education system than many of the continental European comparatives.[63] Perhaps most important of all, the UK has a higher education sector with significant institutional autonomy. This is recognised as the key to the UK's success. The Minister said that:

82. We recognise that caution must be exercised when making international comparisons. As academic studies demonstrate, there is considerable variety across Bologna member countries. The presence or absence of 'autonomy', for example, needs to be assessed in relation to specific areas of decision making, such as finance, estates, curriculum and academic freedom.[65]

83. Nevertheless, the UK's strong position in European higher education raises questions about why it needs to be involved in the Bologna Process, what it has to gain, and why the UK should help other countries in the EHEA to modernise if that is going to risk its competitive advantage.

84. As a European leader in higher education, the benefits of engagement in the Bologna Process might not be as immediately obvious for the UK as they are for other signatory countries in the EHEA but this does not mean that there are none.

The minimum case for membership and the threat of complacency

85. The case for UK participation has sometimes been expressed in terms of the counter argument: the UK cannot afford not to be involved. The modernisation of European HE would continue to take place regardless of the involvement of the UK, and could have implications for the recognition of UK courses and competitive position. The DfES identifies the "[…] potential disadvantage, that, as the competitivity [sic] of the rest of Europe increases […], UK institutions […] will find it more difficult to maintain their competitive position in the global HE market."[66]

86. Better, then, to engage with the Process, in the hope of influencing it. In their evidence, both the Minister and the President of UUK concurred on this point. The Minister told us:

87. Clearly, UK institutions and their staffs must avoid any sense of complacency about the Bologna Process. It would be too easy to assume that since many other countries have now adopted the pattern of a three year undergraduate course and other features of the UK system, and since demand from European and overseas students is high, the UK's position is secure. However, if comparability and compatibility of higher education develops apace across the EHEA without efforts from the UK to keep up, it could result in reduced competitive advantage for the UK. This could be a particular problem if the UK has not taken steps to ensure that its qualifications are recognised within this broader area. This risk is exacerbated by the recent growth of courses across mainland Europe taught in the English Language. As the Minister explained, if UK qualifications are not recognised,

88. University College London tells us that while the reputation of UK HE remains high there is little room for complacency:

89. Furthermore, interest in the Bologna Process extends beyond the EHEA. University College London told us that "the impact has been noticed in many parts of the world and is having knock-on effects from America to Asia. The process has much more than purely European significance.."[72] Australia and China have shown particular interest. Professor Bone, UUK, told the Committee that:

90. Focusing on the UK's position as a European leader in higher education can lead to a inaccurate perspective of the UK's relative position in the European Higher Education Area and its role in the Bologna Process. Many countries in the European Higher Education Area have a long and proud history of excellence in higher education and many European Universities are considered to be world-class institutions. In those countries in the EHEA where their higher education systems were already admired, the Bologna Process is being used to further improve and modernise higher education. The Institute of Education highlighted ongoing reforms in the Netherlands:

91. In a rapidly developing global market for HE it would be a mistake to think that the UK is in a sufficiently advantageous position as to be able to stand aside whilst other countries in the European Higher Education Area make progress through the Bologna Process.

The benefits of UK participation in the Bologna Process

92. Beyond the minimum case for membership , there are genuine advantages to be gained for the UK in contributing to the achievement of the Bologna action lines that go beyond merely protecting the UK's national interests.

93. The Committee has found that government and the organisations representing higher education in the UK are in agreement about the advantages of active involvement in the Bologna process. They are supported by university leaders and academic staff who are involved in implementing the Bologna principles and action lines. Student organisations are also supportive.

BENEFITS FOR THE UK AND FOR STUDENTS

Promoting the attractiveness and international reputation of the European Higher Education Area

94. The DfES set out the basis of the Government's belief in the value of the Bologna Process:

"The Government believes the Bologna Process presents numerous advantages— students will have a wider range of educational programmes to choose from; they will be able to move more freely between European universities; graduates will be able to enter an enlarged labour market; employers will have access to a larger pool of resources; and institutions will compete in a more challenging environment."[

95. A strongly positive stance is also taken by the UK HE Europe Unit, which argues that a modernised European HE system provides opportunities for UK universities:

"[…] the creation of a transparent and accessible European HE Area (EHEA) […] will make European HE even more attractive in a global market and help higher education institutions (HEIs) compete internationally. Given its dominant position in the context of its European neighbours, this provides an opportunity to strengthen UK HEIs."

96. It has been put to us that raising the quality and reputation of the European Higher Education Area will increase the competitiveness of European HE in relation to the US, Australia, China, and India. Professor Drummond Bone , UUK, told this Committee that:

Increasing employability and competitiveness

97. Furthermore, it is widely recognised that mobility of labour and skill, and increasing competitiveness, are related. The Minister told the Committee that Bologna will:

98. The Institute of Physics underlined the importance of engaging with the Bologna Process for the benefit of UK graduates. It said that not to do so was:

BENEFITS FOR UK HIGHER EDUCATION INSTITUTIONS

Research collaboration opportunities and the development of the European Research Area

99. In February 2007[80] Professor Sir Roderick Floud argued that in order to be in the running for major research programmes and compete in "big science" the UK needs to cooperate and collaborate with other major players in the EHEA.

100. There are further advantages to be gained through the mobility of staff and academic expertise between signatory countries. The European Community's exchange programmes pre-date the Bologna Process and have been facilitating the mobility of staff from the participating countries since 1987.[81] Enabling a greater spread of best-practice in all areas of higher education—from pedagogy to research methodology to leadership, management, and governance—can only further improve higher education in the UK as universities learn from best practice across the EHEA.

Access to a larger market for EU and international students

101. Another major advantage of being more closely linked with other countries in the EHEA through the Bologna Process is increased access to the market for both European and international students within the EHEA.[82] Students from countries outside the EU but within the EHEA make significant contributions through international student fees. At the Guardian HE Summit in February 2007, Europe was described as the UK's home market for higher education.[83] EU students do not pay international fees because they have equal access to UK HE places on a like for like basis with UK home applicants.[84] Nevertheless, calculations show that, in financial terms alone, EU students are of considerable net benefit to the UK.[85]

102. According to a study by the Higher Education Policy Institute (HEPI), the UK is already the most popular country for study amongst EU students making it the largest net importer of students within the EU.[86] Students coming from other EU countries make up approximately five per cent of students in UK HEIs. Fully engaging in the Bologna Process should enable the UK to maintain this position and gain full advantage of the market for students in the European Higher Education Area.

103. The Bologna Process is a major development in the international market for higher education and is attracting significant international interest as a result. The government should be doing everything possible to articulate and promote the genuine advantages to the UK of being involved in the Bologna Process.

104. There are economic advantages to be gained for the UK through engagement in the Bologna Process: increasing employment and productivity; and increasing the competitiveness of the UK higher education sector through promoting the attractiveness and international reputation of the European Higher Education Area (EHEA). There are advantages for UK students in terms of increased mobility and employment opportunities. Finally there are advantages to UK universities through the increased market for both EU and international students within the EHEA, increased mobility of staff, sharing of best practice and expertise in a broad range of areas, and increased opportunities for research collaboration across the European Research Area.

105. Thus there are significant advantages for the UK in achieving the action lines stated in the Bologna Process, which increasingly reflect the policy priorities in the UK. Furthermore, there are aspects of HE provision in other participating countries that the UK could learn from to improve its own structures and practices.

62 DfES, Higher Education Funding-International Comparisons, 2004. International praise for the UK's research funding method was referred to at HEPI's RAE Conference, June 2006 and both Australia and Hong Kong are setting up new research assessment and funding methods similar to the UK RAE. The UK's formula based, objective, data-driven funding method for universities has been well regarded by countries developing their own systems-including some of the new accession countries. Positive views about the generosity of the UK's system of deferred fees were expressed at the HEPI Seminar "How should Higher Education be Funded", February 2007. Back

63 Uncorrected transcript of oral evidence taken before the Education and Skills Select Committee on 7 March 2007, HC (2006-07) 285-iv, Q 374 Back

64 Ev 57 Back

65 Ulrike Felt, University Autonomy in Europe: Changing paradigms in Higher Education Policy, Special Case Studies : Decision-Making Structures and Human Resources Management in Finland, France, Greece, Hungary, Italy, The Netherlands, Spain and the United Kingdom, University of Vienna. http://eua.uni-graz.at/Ulrike_Felt.pdf Back

66 Ev 30 Back

67 Q 168 Back

68 Ibid. Back

69 Q 162 Back

70 Q 147 Back

71 Ev 112 Back

72 Ev 111 Back

73 Q 6 Back