Sweeping Change — But Does It Matter? The Bologna Process and Determinants of Student Mobility

Abstract

As the prime cxampie of the internationalization of higher education policy, the Bologna Process has, despite its voluntary character, induced a remarkable amount of institutional change in many of its 47 participating countries (Dobbins et al. 2011). More expressly, at least three different dimensions of reform efforts associated with the Bologna Process can be identified. First is the adoption of a three-cycle degree structure that distinguishes between undergraduate, graduate and doctoral students. The first degree (bachelor’s), awarded upon the successful completion of undergraduate studies, in this logic is supposed to both grant access to the second academic cycle (master’s) and serve as an appropriate qualification to enter the labour market right away (Bologna Declaration 1999). Second, full academic degrees as well as completion of single courses arc made compatible and comparable through the adoption of the European Credit Transfer and Accumulation System (ECTS). In this system, mutual recognition of academic records is facilitated by awarding credit points according to specified learning outcomes and student workload in hours. Finally, the Bologna Process aims to enhance the quality of individual higher education institutions by compelling them to adopt systems of quality management and assurance. Taken together, these policy prescriptions represent a desire to achieve policy convergence across participating countries, culminating in one harmonized European Higher Education Area (EHEA).