Memorandum submitted by the Royal Society
of Chemistry (RSC)
The Royal Society of Chemistry is the largest
organisation in Europe for advancing the chemical sciences. Supported
by a network of over 43,000 members worldwide and an internationally
acclaimed publishing business, our activities span education and
training, conferences and science policy, and the promotion of
the chemical sciences to the public.
The main points the RSC wishes to make are:
1. Since the Bologna Process was launched,
there have been major reforms of higher education systems across
continental Europe. In the UK, a lack of leadership by government
(and by universities) has prevented intelligent debate of the
issues with a consequent failure to reap the benefits of the reform
process.
2. The UK is increasing participation in
higher education. If it wishes both to remain internationally
competitive and retain its relatively low non-completion rates,
there needs to be a greater differentiation of purpose between
phases (cycles) of higher education as indicated in our response
to the Committee's more broad ranging inquiry. The Bologna Process
permits:
— a first cycle for general higher
education and upskilling;
— a second cycle that fits graduates
for professional practice in a given field; and
— a third cycle that provides research
training and produces future research leaders.
3. It is imperative that the UK has a second
cycle of higher education that is seen to be at the leading edge
of output standards so that UK higher education, and its graduates,
can:
— compete within Europe; and
4. The main route to professional practice
in the UK in chemistry (as is the case in the other physical sciences,
pharmacy and in engineering) is the integrated masters, MSci/MChem.
Science is international; there is a global market for higher
education and science based employment. If the UK is not seen
to be leading within Europe, it cannot hope to compete globally.
In relation to MChem/MSci there are two strategies available.
Either:
(a) defend integrated masters as fully meeting
the requirements of a second cycle qualification; or
(b) enhance programmes so that second cycle
requirements are demonstrably met.
We do not believe that (a) is tenable in the
long term.
5. Our concerns are based upon:
— major employers increasingly recruiting
at masters level from continental universities and taking continental
masters students on work placement;
— an initiative of a major pharmaceutical
company with a Research Council to jointly fund a four year PhD
with an MChem/MSci entry that has a substantial educational component
prior to the research phase;
— findings of an Anglo-Danish comparative
study of chemistry higher education that found that, in the UK
MChem/MSci, there is insufficient opportunity to achieve fully
the outcomes required at masters level, particular in respect
of project work; and
— the requirements for the award of
the Eurobachelor in chemistry, for which the RSC is the UK accrediting
body, and the Euromaster labels. Whereas UK institutions can meet
the requirements for Eurobachelor, they are unlikely to be able
to do so for Euromaster.
6. In addition to a lack of leadership,
the other major barrier to reform is the financial model for funding
teaching in universities which further discourages institutions
considering change.
DETAILED COMMENTS
FROM THE
ROYAL SOCIETY
OF CHEMISTRY
1. Implications of the Bologna process for
the UK Higher Education sector:advantages and disadvantages
The advantages are as set out in our main comments:
— a greater differentiation and clarity
of purpose of the different phases of higher education, and the
opportunities for the UK to be seen to be at the leading edge
of higher education in Europe. The disadvantages are in the transition
process of reform, rather than in the final state.
2. The agenda for discussion at the 2007
meeting in London—clarifying the UK position
The most important consideration is the attitude
of the UK Government—it needs to be seen to be leading debate
at home and seeking to reap the benefits of the Bologna Process
if it is to be able to provide leadership across Europe.
3. The implications of a three-phase structure
of higher education awards for one-year Masters and short undergraduate
courses (HNCs, HNDs, and Foundation Degrees)
No mention is made of integrated masters in
these terms of reference. The final year of such programmes, and
one-year stand along masters, provides insufficient opportunity
fully to meet the requirements of the second cycle. UK graduates
can therefore be at a competitive disadvantage in comparison with
their continental colleagues.
Short undergraduate courses are extremely valuable
in their own right and their intended purposes should not be influenced
by the requirements of the first cycle. For students who wish
to continue to the level of the first cycle there should be clear
routes and full credit given for their prior achievements.
4. Awareness and engagement in the Bologna
process within HEIs
Awareness is increasing and, although actual
engagement is low, there is a significant number of academic chemists
who work to do so, HEFCE has funded an RSC led project to work
with industry to produce models for second cycle programmes in
chemistry. The project has enthusiastic support from employers
and a large number of chemistry departments.
5. Opportunities to enhance the mobility
of students from the UK
Adoption of the three cycle system enhances
opportunity.
6. The possible implementation
of a European Credit Transfer System (ECTS) and a focus on learning
outcomes and competencies
There is a tension within a credit system that
has as main features input measures such as hours of student effort
and output measures such as leaving and competencies. Whilst the
emphasis should rightly be on the latter, the former cannot be
entirely discounted. Students require tuition, guidance and time
to study and learn. We should not be surprised at scepticism that
UK students can fully achieve given outcomes in very significantly
less time than is common elsewhere.
7. Quality Assurance systems in HE (teaching
and research): the compatibility of UK proposals and Bologna
This is an area where the UK can justifiably
claim to lead. The combination of institutional quality assurance,
guided by QAA and orthogonal subject accreditation largely carried
out by professional bodies is a good model. RSC enjoys good working
relations with the QAA.
8. Degree classification reform in light
of Bologna
The degree classification used in the UK, which
now essentially has three operational levels, has outlived its
usefulness. A transcript based approach is more appropriate.
9. 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 (PMI 2))
Elsewhere in Europe, the terms bachelor, master,
and doctor are becoming more common. If the UK HE system, and
its graduates, are to compete within Europe and more widely it
must be seen to be at the leading edge of output standards. This
means embracing the benefits of the Bologna Process.
December 2006
| 
