EPP-ED Hearing on Higher Education ”From the Bologna Process to Educational Governance

in the EU?”

Efficiency of Student Mobility:

Is the Bologna Process an Obstacle

or an Iniciation?

Dr. Ute Lanzendorf

Overview

1. Mobility and the Bologna Process – the Status Quo

2. Concerns

3. Mobility Flows Adapting to the Bologna Degree Structure – Expectations

4. Conclusion

5. Additional Information Needs

Mobility and Bologna – the Status Quo

Mobility of staff, students and graduates is one of the core elements of the Bologna process

The two-tiered degree structure is spreading, but students in traditional programmes do still account for about half of beginning students

Internationally comparative statistics on mobility in Bacherlor‘s and Master‘s programmes do not (yet) exist

The Status Quo of Student Mobility

Temporary mobility (ERASMUS) and also degree mobiliy into the Bologna Member countries continue to increase

In Europe, there are currently - about 750.000 degree students from outside Europe - about 250.000 degree students

from other European countries (EU-15)

- 155.000 ERASMUS students (2006/07, up by 15 % in comparison to 2003/04)

1520

13 1410 9

58

22

354038

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100

AT CH DE ES FR HU IT NL NO PL UK

Concerns

14

25

12

27 30

42

9

3327

0

45

0

10

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60

70

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AT CH DE ES FR HU IT NL NO PL UK

Shortened standard periods of study will lead to a decrease in outgoing mobility (% (totally) agree)

The curricula are too dense for going temporarily abroad (% (totally) agree)

Source: Bürger et al. 2006, p. 27f.

Mobility Flows Adapting - Expectations

Apart from the two-tiered degree structure, relevant factors are: - the increasing global demand for higher education- English language programmes in Europe- tuition fees …

Degree Mobility

BA MA

Incoming from outside Europe

? ++

Outgoing to non-European countries

? (+)

Within Europe (+) +(+)

Mobility Flows Adapting – Expectations (II)

Temporary mobility (ERASMUS) will probably change some of its characteristics Its average duration is likely to decrease

especially at the Bachelor‘s level

Student mobility is likely to concentrate

on the Master‘s level

Integrated curricula, recognition, counselling and teacher mobility are relevant factors for increasing temporary student mobility

In general, the number of graduates with more than one mobility experience is likely to increase

Conclusion

The impact of the tiered degree structure on mobility will vary by country and subject area

It can be assumed to be highest with respect to intra-European and incoming degree mobility at Master‘s level

With respect to temporary mobility, the impact of the tiered degree structure depends on the priority given to Europeanisation in the process of implementing reform

“The new study structures have no negative impact on student mobility but also no positive impacts per se. It is necessary to pay more attention to the accompanying measures. Curricular integration of study abroad and improved recognition are the corner stones to assure and increase student mobility.” (Bürger et al. 2006)

Data Needed for Monitoring the Impact of Bologna

The international data collection standard (ISCED) should be adapted

Statistical information on temporary mobility outside ERASMUS should be improved

The EURODATA II project (ACA) envisages to compile available statistical information and provide recommendations on how to close data gaps

International data on recognition and study programmes with compulsory study abroad/joint degrees should be improved