Memorandum submitted by the University
of Kent
1. INTRODUCTION
1.1 The University of Kent is fully committed
to implementing policies and procedures in accordance with the
Bologna Process. Our institutional strategy of seeking close ties
with HE institutions in mainland Europe has encouraged the introduction
of a large number of partnerships and activities with European
partners, including double degree initiatives with a number of
French universities under the banner of the University of the
Transmanche. The University is also strongly involved in promoting
student mobility under the Erasmus programme, achieving a position
in the top 10 UK institutions in terms of outgoing student numbers,
in competition with universities with higher overall student numbers.
We adopted the European Credit Transfer System from its inception
and were the first in the country to introduce the Diploma Supplement.
In 2004 Kent was in the first group to be awarded the European
Quality Label for outstanding quality in Erasmus activities, an
achievement shared by only 12 other UK universities to this date.
We attract a high number of international students,
some 10% being from other EU Member States and 16% from outside
the European Union.
In view of this background and experience, we
have been prompted to submit written evidence to the Committee
on issues in connection with the Bologna Process:
1.2 The issues to be addressed are:
(a) A more standardised Europe and the consequences
for the UK's position in the global market for HE.
(b) Opportunities to enhance the mobility
of students from the UK.
2. A MORE STANDARDISED
EUROPE AND
THE CONSEQUENCES
FOR THE
UK'S POSITION
IN THE
GLOBAL MARKET
FOR HE (PMI 2)
2.1 The aims of the second phase of the
Prime Minister's initiative are to:
— position the UK as a leader
in international education;
— increase number of international
students in UK;
— ensure that international students
have a high-quality experience;
— build strategic partnerships
and alliances; and
— maintain the UK's position in
major education markets, while achieving growth in student numbers
from a wider range of countries.
2.1.1 Harmonisation of degree structures,
use of the European Credit Transfer System (ECTS) and increased
international recognition of qualifications will lead to increasing
numbers of students from mainland Europe seeking to study in a
country other than their own. High-quality students from the signatory
countries will seek to combine studying for a degree with improving
their English language skills by enrolling for a degree at a UK
university. It should be noted that 20 of the 45 signatories of
the Bologna Declaration are countries outside the European Union
whose nationals pay tuition fees at the "overseas" rate.
2.1.2 Mobility of students across the EHEA
has been made simpler through the use of ECTS and the increased
compatibility of degree structures. In addition to traditional
student exchange programmes, mobility is increasingly available
through double or joint degree programmes developed by two or
more European partners. In these programmes students have the
opportunity to study a jointly developed curriculum in universities
in two or more countries and to be awarded a qualification by
each institution. With the aim of attracting international students
to European HE, the European Commission offers generous scholarships
and grants through the Erasmus Mundus programme to Masters students
from countries outside the European Union applying for double/joint
degrees.
2.1.3 There is concern that continuing differences
in the length of Masters degrees across Europe could be problematical
for the UK degree. The 12-month duration of the UK degree, contrasted
with the longer programme of up to two academic years in other
countries, may lead to a perception in other parts of Europe that
the UK Masters is of lesser quality. It is important for institutions
to recognise and broadcast the fact that flexibility is encouraged
by the Bologna Process. In terms of ECTS, UK programmes lie midway
in the permitted range of 60 to 120 credits with 90 credits.
The University of Kent has been able to achieve
a successful international compromise in its double Masters degrees,
through use of ECTS, by agreeing with French partners to award
120 credits to programmes with a duration of just 15 months. Students
have the benefit of achieving a Masters degree from France in
a shorter time than the normal two academic years as well as an
English Masters of only slightly extended duration.
3. OPPORTUNITIES
TO ENHANCE
THE MOBILITY
OF STUDENTS
FROM THE
UK
3.1 Mobility of students from the UK falls
into two categories:
(a) Study and work placements abroad as part
of a UK degree programme.
(b) Students studying in more than one country
in the course of double/joint degree programmes devised by UK
universities in collaboration with partners in Europe.
3.1.1 Despite the facilitating measures
and encouragement afforded by the Bologna Process for studying
abroad under the Erasmus programme, numbers of outgoing students
from the UK have been declining dramatically, in contrast to those
of other countries whose numbers are steadily rising.
There appear to be several reasons for this
decline. These include lack of sufficient language ability, difficulties
with regard to leaving part-time jobs and accommodation for short
periods of study abroad, perceived financial problems despite
the availability of the Erasmus grant and, in the case of study
abroad as part of a four-year degree involving a full year in
another country, unwillingness to delay finishing the degree and
entering the workplace.
3.1.2 The change in the National Curriculum
under which schoolchildren are able to give up studying modern
languages at the age of 14 is bound to have a serious effect on
exchange programmes in which students study in the language of
the host country. Many universities, including the University
of Kent, are trying to address this problem through the introduction
of partner universities on mainland Europe where teaching is offered
in English. However the long-term effect to student mobility of
the decrease in numbers of students taking a modern language at
GCSE or "A" level is extremely worrying.
In addition, many institutions (not including
Kent) are being forced to close language departments as a consequence
of the falling numbers of applicants to degrees in Modern Languages.
This is having the effect, not only of fewer students following
the traditional Language and Literature degrees, but also of traditional
language departments no longer being able to service the language
teaching requirements of programmes such as "Law with a language"
whose students go abroad to study Law in another language and
culture.
The introduction by UK universities of more
ab initio "pure" language modules taught within
dedicated Language Centres, to combat falling numbers of students
registered on traditional language/literature degrees would help
to address the decline in outgoing mobility.
3.1.3 In the case of double/joint degrees
there are the same concerns regarding the language ability of
UK students. The University of Kent has a successful double undergraduate
degree which recruits in France as well as the UK. Very high numbers
of high-quality students are recruited from France through a competitive
examination and interview. By contrast only a handful of students
are accepted each year from the UK due to the fact that many do
not reach the high level of French that is required for this prestigious
programme.
3.1.4 The tuition fee waiver for students
studying abroad under the Erasmus programme for a full year is
a substantial aid in the efforts to maintain outgoing student
numbers at their present level or above. However this financial
incentive is not offered to students going abroad for less than
a full academic year. A similar offer to these students, proportional
to the number of months spent in the host country, would help
to overcome concerns about increased loans and part-time work
in connection with study abroad.
3.1.5 The University of Kent, along with
many other institutions, devotes a great deal of resource to the
preparation of incoming and outgoing Erasmus students. Mindful
of quality assurance of the placements, students benefit from
extra tuition aimed at preparing them for different study methods,
mentoring schemes, and many other initiatives provided by dedicated
administrative staff. In order to underline the UK's support for
the Bologna Process we believe that there should be financial
recognition of these activities.
December 2006
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