The Future of Bologna Diana B. Carlin University of Kansas Chair, NAFSA Bologna Task Force 2006 -07 dbcarlin@ku. edu
Worldwide Impact: Will We Become an Island? ◦ Australia ministry white paper: http: //aei. dest. gov. au/AEI/Government. Activities/ Bologna. Process/Bologna. Paper_pdf. pdf ◦ Australia has three-year degrees, diploma supplement and joint/dual degrees in Europe ◦ China a potential partner-2 year agreement ◦ Latin America moving toward Bologna model ? Tuning Project Exchanges are increasing Development of a common area ◦ African countries are adopting Bologna model ◦ India already has three-year degrees ◦ ASEAN Bologna goal is 2015
Recruitment Competition is growing Structures need to be responsive Quality assurance remains J-1 scholar recruitment
The Flat World of Research Doctoral degree production is shifting Research collaborations and publications involve international partnerships Bologna enables all of Europe to collaborate and utilize resources more effectively Provides opportunity for more research with US students and faculty (e. g. , Atlantis-FIPSE and Erasmus)
Internationalization of Research Co-authored in sciences with 2 or more nationalities rose from 8% to 18% between 1980 and 2001 ◦ U. S. share of scientific papers declined from 38. 1% in 1988 to 30. 9% in 2001 ◦ Western Europe surpassed North America in scholarly productivity in 1999 Source: Marginson & Van der Wende OECD Education Working Paper No. 8, 06 -Jul 2007, pp. 34 -5
Bologna’s Lessons for Others The process of change is slow Institutional buy-in is necessary ◦ Requires university-wide discussions ◦ Negotiations of j/d degrees or grant proposals should include all stakeholders at the outset There must be multiple ways to reach a similar goal Quality assurance is a key component of any reform undertaking Curriculum structure will impact mobility All reforms must consider impact on both students and faculty
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