Abstract
The Bologna process has brought some new dimensions to the discussion around the structure and organization of university degrees. The aim of this paper is to contribute to this discussion by focusing on three particular aspects: the increase in the level of competition between the schools, the type of labor market access rendered possible by the first cycle of studies and, in close relationship with the latter aspect, the issue of the skills and competences that the students are supposed to have acquired upon ending their university studies. Finally, we address the issue of the teaching methods and their repercussions upon the structure of the courses.
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