Select Committee on Education and Skills Written Evidence


Memorandum submitted by the UK Bologna Promoters

1.  EXECUTIVE SUMMARY

  1.1  We welcome the Bologna Process and see it as a critical element of the Lisbon Agenda.

  1.2  We see challenges and opportunities for the UK Higher Education sector in a more open, transparent and competitive European Higher Education Area.

  1.3  We are concerned at the failure to engage with and promote outward mobility for UK students and staff.

  1.4  We consider that the sector on a whole, not simply the representative bodies, need to engage actively and positively with the Process.

  1.5  We welcome the development of a credit system throughout Europe although we recognise tht this requires the UK to demonstrate how its credit recognition systems are compatible with ECTS.

  1.  This submission is written on behalf of the UK Bologna Promoters listed below.

  2.  The UK Bologna Promoters are nominated by the UK Government with support from the key Stakeholders and formally appointed with the approval of the European Commission, with contracts from the UK Erasmus National Agency, the UK Socrates-Erasmus Council. Each of the Bologna Promoters is active in Higher Education and has considerable experience of work and cooperation with colleagues and partners throughout Europe. They have been active in promoting and explaining all aspects of the Bologna Process to the UK Higher Education sector in a range of ways, includinig workshops, conferences, visits to institutions, response to telephone and email enquiries. They have all attended and contributed to Europe-wide Bologna Promoters training in:

    —  Learning outcomes.

    —  ECTS and the Diploma Supplement.

    —  Student mobility.

    —  The three-cycle system.

    —  Quality Assurance and Enhancement.

  3.  The comments which follow reflect their collective views arising from their experience and involvement in the process.

4.  IMPLICATIONS OF THE BOLOGNA PROCESS FOR THE UK HIGHER EDUCATION SECTOR: ADVANTAGES AND DISADVANTAGES

  4.1  The UK Bologna Promoters welcome the Bologna Process and in particular the involvement of institutions and students in its promotion and development. They see significant advantages for the UK system. The Process stresses the importance of transparency in relation to understanding and recognising qualifications, the content of degree programmes, the development of a Europe-wide credit system and increasing emphasis on learning outcomes.

  4.2  The development of a three-cycle system provides considerable potential for the UK to market its second cycle Masters programmes on a Europe-wide basis. We are conscious, too, that countries and regions outside Europe, notably Australia and a network of countries in the Pacific region, are benchmarking their own systems against Bologna. Hence there is a truly international dimension to the Bologna Process, which with its emphasis on three cycle degree structures and the transparency of individual degree programmes, will be helpful to the UK.

  4.3  At the same time we recognise that with greater transparency and understanding of the three-cycle system, the UK will be open to increased competition from Higher Education Institutions throughout Europe, which are increasingly offering full degree programmes taught in English for the international market. A particular difficulty in this context relates to the level of UK tuition fees in contrast to those applying in many countries which have either no or low tuition fees. It will thus be increasingly important for UK Higher Education Institutions to demonstrate the high quality and value of the qualifications which they offer and which within the context of the Lisbon Recognition Convention 1997 and the Bologna Process in general will be open to recognition procedures throughout the EU.

5.  THE AGENDA FOR DISCUSSION AT THE 2007 MEETING IN LONDON—CLARIFYING THE UK POSITION

  5.1  We are not quite sure what the Committee had in mind in this term of reference. The agenda for discussion at the 2007 Bologna follow-up meeting, is determined in large part by the objectives set at the Bergen meeting in May 2005 and developed by the Bologna Follow-Up Group, which represents a number of European partners. The UK has stressed its commitment to work to deliver the objectives of the Bologna Process, including those established in Bergen.

  5.2  We welcome the focus which we anticipate in London on the development of a common understanding of the doctoral cycle; the follow-up on the Standards and Guidelines for Quality Assurance in Europe; the increased emphasis on the social dimension and, above all, the concern to promote and remove obstacles to student and teacher mobility.

  5.3  We are concerned about the outcome of the Working Group on the Portability of Grants and Loans, which might have serious implications in terms of student numbers for the UK, although equally, we recognise that UK students may be attracted by the relatively low cost of high quality degree programmes in other EU countries.

  5.4  As far as the Bologna Stocktaking exercise is concerned, we would prefer to see a more evaluative approach to the stocktaking, which might involve a more critical and objective appraisal of where each of the Bologna countries stands in relation to the range of indicators which have been established. The current process depends on self-assessment and tends to present each country in the most positive light. The view on the ground is sometimes less confident of the achievements.

6.  THE IMPLICATION OF A THREE-PHASE STRUCTURE OF HIGHER EDUCATION AWARDS FOR ONE-YEAR MASTERS AND SHORT UNDERGRADUATE COURSES (HNCS, HNDS AND FOUNDATION DEGREES)

  6.1  As far as we are able to judge from our engagement with the sector and on a European level, the three cycle structure of Higher Education awards does not present significant challenges to the UK. Sub-degree qualifications are now recognised in the Qualifications Framework for the European Higher Education Area and in the European Commission's European Qualifications Framework. However, questions have arisen in relation to UK integrated Masters degrees in terms of their classification as both first and second cycle degrees.[15]

  6.2  Referring to one year Masters, we think that it is vital to stress that a UK one year Masters is normally one calendar year, often slightly more, in duration, as opposed to one academic year. Issues have been raised in relation to the number of ECTS credits to be allocated for a full calendar year Masters. The current version of the ECTS User's Guide suggests that the appropriate number of ECTS credits would be 75, whereas the UK practice since the introduction of ECTS in the pilot project, has been to allocate 90 ECTS credits for a full calendar year Masters. At the same time we are aware that in many other countries, Masters programmes continue for two academic years and are allocated 120 credits. The European Higher Education Area Qualifications Framework envisages a range of credits for second level—Masters—programmes from 90-120 and therefore we do not consider that the differences should be a matter for concern. Nevertheless it is an area of debate.

7.  AWARENESS AND ENGAGEMENT IN THE BOLOGNA PROCESS WITHIN HEIS

  7.1  It is important to recognise that because UK Higher Education institutions are autonomous, there is no legal compulsion for them to implement the Bologna Process, such as the commitment to provide the Diploma Supplement to all students. The role of the Bologna Promoters in cooperation with the Stakeholders is, therefore, one of persuasion and encouragement.

  7.2  Our experience suggests that, while the key stakeholders in the sector are aware and actively engaged in the Bologna Process, as are many of the senior managers in Higher Education institutions, the level of awareness within institutions among academic staff and students is relatively low. It is important, in our view, that the process of Bologna promotion should engage academic and administrative staff and students since over the coming years it will have an increasing impact in a wide range of ways. In this context we are concerned that the arrangements for Bologna Promoters will be suspended for seven to eight months in the first part of 2007 because there will be no Bologna contract from the European Commission and the UK Governments are unable to find bridging support for Bologna promotion during this period.

  7.3  We are also concerned that there is a lack of understanding among employers about the process of radical change throughout Europe and the impact on the UK of this change. We would cite as an example the increasing use of the Diploma Supplement in other countries and the need for UK employers and students to understand that the Diploma Supplement will provide greater understanding of the qualification which an individual student obtains and set it in the context of the National Qualifications and European Qualifications Frameworks.

8.  OPPORTUNITIES TO ENHANCE THE MOBILITY OF STUDENTS FROM THE UK

  8.1  It is our view that mobility is one of the driving forces behind the whole Bologna Process. The limited engagement of the UK Higher Education sector and UK students with the opportunities provided by EU mobility programme is a matter of concern. Mobility can help to enhance students academic and personal skills and competences and hence their employability. Within the Erasmus programme, France, Germany, Italy and Spain all send substantially more students than the UK. The UK has also been overtaken by Poland. We recognise that the Government has made a major contribution to encourage UK mobility through waiving the tuition fee for full year students; but it is our view that institutions, faculties and departments need to engage more actively in a European strategy which will embrace mobility within the curriculum for all subject areas. In our view, UK institutions will need incentives, through the funding system, to encourage more active participation in mobility programmes. Such incentives could be coupled with targets.

9.  THE POSSIBLE IMPLEMENTATION OF A EUROPEAN CREDIT TRANSFER SYSTEM (ECTS) AND A FOCUS ON LEARNING OUTCOMES AND COMPETENCIES

  9.1  It is important for the Committee to understand that the majority of countries within the Bologna Process have adopted ECTS as the basis for their national credit system using 60 credits as the norm for a standard academic year. In many countries this is being incorporated into the law. On the other hand, where credits are used in the UK, the unit for an academic year is 120.  While this may be converted to and is compatible with ECTS (subject to the caveat in 9.2 below), it could nevertheless be seen to represent the UK resisting part of the Bologna Process which has been adopted elsewhere. A number of countries which had credit systems have moved to the 60 credits. We recognise that ECTS in its current state is not a fully developed credit accumulation system, as it would be understood within the UK, but our experience suggests that it is evolving in that direction and increasingly emphasising the critical importance of learning outcomes and competencies.

  9.2  An area of concern which we have voiced to the Stakeholders in the UK relates to the workload of a standard academic year. This is increasingly stated to be in the order of 1,500-1,800 hours throughout the EU, whereas for the UK the number continues to be quoted as 1,200 hours. We recognise that these numbers are notional/average and that the key dimension for comparability must be learning outcomes. Nevertheless, the public assertion of a significant differential in the stated normal and/or average workload may in the future be challenging for the UK.

10  QUALITY ASSURANCE SYSTEMS IN HE (TEACHING AND RESEARCH): THE COMPATIBILITY OF UK PROPOSALS AND BOLOGNA

  10.1  We welcome the publication of the Standards and Guidelines for Quality Assurance in the European Higher Education Area and are confident that the UK both at national and institutional level will be able to satisfy and implement the guidelines. We consider that the development of these guidelines will help in the promotion of student mobility, curriculum development and cooperation in joint degrees at first, second and third cycle. Moreover, the validation of the quality assurance processes in each of the signatory countries must be of benefit to staff and students. We hope that in particular it will facilitate the development of more joint Masters programmes. Mutual recognition of and confidence in the Quality Assurance systems of our partner institutions and countries should facilitate involvement in programmes such as Erasmus Mundus and allay concerns expressed by some institutions about how they will satisfy concerns about quality assurance.

  10.2  In our view the Erasmus Mundus programme represents a real manifestation of the commitment of the European Union to enhance the attractiveness of the European Higher Education Area, a key goal of the Bologna Process. UK institutions are active in this programme but it is noteworthy that in other countries the rate of participation is increasing. For this programme, the UK tuition fee remains an issue which challenges institutions in their collaborative activity.

11.  DEGREE CLASSIFICATION REFORM IN LIGHT OF BOLOGNA

  11.1  We are not sure that this matter is of relevance to Bologna. We welcome the increased transparency which the Diploma Supplement and the transcript of records will give to the full range of students' performance and ability. The emphasis on the learning outcomes and acquired competences is, in our view, as significant as degree classification which, we are aware, is under review in the Burgess Group.

12.  THE BROADER IMPACT OF BOLOGNA ACROSS EUROPE: A MORE STANDARDISED EUROPE AND THE CONSEQUENCES FOR THE UK'S POSITION IN THE GLOBAL MARKET FOR HE (BOLOGNA AND THE SECOND PHASE OF THE PRIME MINISTER'S INITIATIVE FOR INTERNATIONAL EDUCATION (PM1 2)

  12.1  The Bologna Process is not producing a "more standardised" Europe. It is, as we have explained, producing increasing transparency and understanding and facilitating dialogue and collaboration in curriculum development, joint programmes of study and mutual recognition. It is evident that there will remain diversity throughout Europe, at an institutional and national level within the broad framework prescribed by Bologna. At the same time, the substantial increase in transparency, the emphasis on student-centred learning and learning outcomes and competencies, and engagement with issues relating to employability give increased opportunities for the UK to attract the best and brightest students from the European Higher Education Area to courses at all three levels—first, second and third cycles, since students will be increasingly aware, as will employers, that the Bologna structure in its broadest terms operates throughout the Higher Education Area. The high fees which apply in England may be an obstacle to this process. We recognise that increasingly other countries are introducing or exploring the introduction of tuition fees; however they will for some time remain lower than the UK.

  12.2  As far as the Prime Minister's initiative is concerned, the increasing attractiveness of the whole European Higher Education Area means that the opportunities for overseas (in European terms "third countries") students will increase enormously. Our partners are increasingly promoting their programmes and offering full degrees taught in English. This means that UK Higher Education may face increased competition but it also provides opportunities for partnership and collaboration which will offer students the possibility of joint degrees at all cycles.

  12.3  In conclusion, as those active within UK Higher Education sector, we are committed to the Bologna Process, which we see as intimately linked with the Lisbon Agenda. We are concerned at the lack of engagement with mobility within UK Higher Education for staff and the students. We recognise the challenge of increasing competition, but also the opportunities for closer collaboration. We consider that overall this will be of benefit to the UK, its institutions, staff and students. Above all, we recognise that this is a process which is gathering momentum throughout the EU; hence it is critically important that the UK and the UK Higher Education sector should engage in a proactive and supportive rather than defensive way.

LIST OF UK BOLOGNA PROMOTERS


Name
PositionUniversity
Stephen AdamHead of Undergraduate Studies, Politics University of Westminster
Professor Tim BirtwistleProfessor of Law Leeds Metropolitan University
Professor Malcolm CookProfessor of 18th Century French Studies University of Exeter
Dr Alan DavidsonDean, Department for the Enhancement of Learning, Teaching & Assessment The Robert Gordon University
Anne DaviesSenior Lecturer, Head of International Programmes—School of Management and Economics Queens University Belfast
Dr Howard DaviesHead of European Development London Metropolitan University
Professor Wendy DaviesPro-Provost European Affairs University College London
James DunphyProject Administrator The Robert Gordon University
Professor Diane MeehanDean of Faculty of Technology and Environment Liverpool John Moores University
Huw MorrisAcademic Registrar University of Wales, Swansea
John ReillyUK Higher Education Expert
Professor Graeme RobertsFormerly Vice-Principal (Teaching and Learning) University of Aberdeen
Simon SweeneyHead of Programme MA International Studies York St John University
Dr Anthony VickersHead of Department—Electronic Systems Engineering University of Essex
December 2006






15   The degree of Bachelor is a first cycle degree and the Master is a second cycle degree. UK Integrated Masters are normally four year degrees which combine the Bachelor and Master degree in one qualification. Back


 
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