This major study (the sixth in the Trends series) analyses the implementation of the Bologna ‘tools’ in universities (e.g. new degree structures, credit transfer and accumulation systems, and the use of the diploma supplement) since the outset. Importantly, it also assesses progress towards the underlying aims of the Bologna Process, such as improving quality of teaching, graduate employability, and mobility of students and staff. Equally, it looks at some of the key challenges for policymakers as they look ahead to the next decade of higher education cooperation.

These are just a selection of the key findings from the report:

• Implementation of three degree cycles (bachelor, master, doctorate): 95% of institutions have implemented the three cycle system (compared to 82% in last Trends report in 2007)
• European Credit Transfer and Accumulation System (ECTS): 90% of universities use the credit transfer system for all bachelors and masters (an increase from 75% in 2007). 88% also use ECTS as a credit accumulation system for all courses.
• Use of the Diploma Supplement: Two thirds (66%) of institutions issue a diploma supplement to all graduating students (and a further 14% do so ‘on request’), a marked increase from 2007.
• Universities’ views about realisation of Bologna: 58% of universities were ‘very positive' about the realisation of the European Higher Education Area, while 38% said there had been ‘mixed results’. Only 0.1% said it had been negative.
• Implementation of degree structures in professional disciplines has been more difficult: The implementation of bachelor/master structure in a wide variety of regulated professions such as medicine, law, engineering, dentistry has been challenging. Figures vary widely between the different professions.
• Quality of teaching (Curricular change and student-centred learning); Bologna has acted as a catalyst to improve quality of teaching and move towards student-centred learning: 77% of universities have reviewed curricula in all departments under the Bologna Process (compared to 55% in 2007). 53% of universities said that learning outcomes have been developed for ‘all courses’ and a further 32% for ‘some courses’.
• Employability of graduates: There are still problems linked to graduate employability particularly at the bachelor level in countries which have introduced the bachelor cycle for the first time (employers do not fully recognise this new qualification). The Master, in these countries tends to remains the basic entry standard to the labour market. In countries where the bachelor has been the basic qualification, the Master has added value to the CVs of graduates.
• Mobility: despite efforts to promote mobility, there is little robust data available on mobility flows and how this has progressed during Bologna.
• Lifelong learning continues to become strategically more important in universities. Nearl 40% of universities now have an overall strategy for lifelong learning and a further 34% are in the process of developing one. More than 80% of universities now offer professional development course for adults, for example.
• Bologna has stimulated moves to improve quality assurance (internal and external) in Europe: 28 countries, for example, have already reviewed their quality assurance systems against the European Standards and Guidelines for quality assurance established in 2005 as part of Bologna.
   

Source: EUA Press Release.