The EHEA and ASEM: Creating Regions of Higher Education

Editor’s note: Que Anh Dang is a Marie Curie Doctoral Research Fellow at the University of Bristol, UK. This guest entry is based on her direct observations at Asia-Europe Meeting (ASEM) Education Process and European Higher Education Area (EHEA) ministerial meetings in April and May 2015. Her current research project ‘Shaping an ASEM Education Area: Regionalism and Higher Education Policy Travel between Europe and Asia’ is a part of the European joint project ‘Universities in the Knowledge Economy – UNIKE’. Contact: qa.dang@bristol.ac.uk

Note: this entry is also available at Inside Higher Ed in a format more amenable for sharing & printing.

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The EHEA and ASEM: Creating Regions of Higher Education

Que Anh Dang

The capital cities of Riga (Latvia) and Yerevan (Armenia) have marked milestones in the history of the Asia-Europe Meeting Education Process (ASEM Education Process) and the European Higher Education Area (EHEA) respectively by hosting two significant regional ministerial meetings in April and May this year. Each meeting gathered around 50 national delegations and many regional organisations to develop and renew a vision for the future development of higher education. The most important policy documents publicised at these two events are the ASEM Chair’s Conclusions and the Yerevan Communiqué. The EHEA’s vision by 2020 is ‘to enhance the quality and relevance of learning and teaching; to foster the employability of graduates, to make the systems more inclusive; and to implement agreed structured reforms in all member countries’, whereas the ASEM’s vision is to create a ‘single higher education area linking Europe and Asia’ where ‘mobility of students, teachers, researchers, ideas and knowledge would be the core common goal’. Despite the differences in geographical boundaries, purposes and stages of cooperation, the two groupings share a common feature: ‘creating regions of higher education’. Over the years, these regional spaces have not only influenced policy making at the national level, but also reshaped the landscape of global higher education. This educational regionalism has changed the ways people organise places, spaces and institutions when thinking about higher education.

Economic Integration Heralds Educational Regionalisation

Regionalism has the capacity to shape patterns of human activities, such as trading and movement of people, including students and scholars. The process of economic regionalisation has become a trend in different parts of the world after the Second World War, noticeably in Europe, South East Asia, North and South America, and the Asia-Pacific Rim. Observations show that economic regionalisation often heralds educational regionalisation and the two processes become inextricably intertwined. These arguments are supported by the fact that most higher education regions which have recently been created around the world (e.g. ASEAN Community, UNILA – MERCOSUR´s Educational Sector (SEM), the Gulf Cooperation Council, Caribbean Community, etc.) are driven by the knowledge economy agenda. The Bologna Process, which gave way to the EHEA in 2010, is an excellent example of a region where higher education is seen as vital intellectual resource for economic recovery and expanding knowledge economy in Europe. Not only did the EU’s Lisbon Strategy spell out the concern for European competitiveness, which increased the concern for the competitiveness of its higher education systems. The Bologna Declaration, signed by the EU members and the then EU candidate countries in 1999, inter alia, referred to economic competition while setting out a vision for a ‘Europe of Knowledge’ by stating that “we must in particular look at the objective of increasing the international competitiveness of the European system of higher education”. Also at the national level, although joining the Bologna Process is voluntary, the motivation of countries is very diverse. In many cases it was highly political and rested on an assumption that joining one of the European ‘clubs’ was a step closer to gaining full membership in the European Union. In other cases, becoming a part of the EHEA is a branding exercise for publicity or for gaining access to a larger market for international students.

Higher Education and Region-Making Projects

The EHEA did not exist as a region by itself, it has been constructed by people’s ideas and it has been talked about for more than a decade. Since it has been talked about, it starts existing. The EHEA has been transformed from an abstract concept into an entity which has the capacity and power to act as a competent player in higher education. This is reflected in the common utterances, such as ‘the EHEA mobilises a change in teaching methods’, ‘the EHEA promotes improvement in the quality’, ‘the EHEA enabled many education professionals to adopt new teaching methodologies’. Furthermore, in the Yerevan Communiqué, we can see similar expressions, ‘the EHEA has a key role’, ‘the EHEA faces serious challenges’, ‘the EHEA has opened a dialogue with other regions’. Of course a region is a concept and it cannot actually say or do anything. Only people can speak and act, therefore a region does not exist without people. And certain people can act on behalf of the nation state and collectively they influence policy development for the entire region. For instance, an official document from Yerevan ‘The Bologna Process revisited: the future of the European higher education area’ describes the mission of the EHEA, such as the EHEA is expected to facilitate a student-centred learning approach, ensure higher education be a public good, respond to demographic changes, contribute to scientific research, make the best use of technological developments, even react to conflicts between countries and to political extremisms, and to turn the current economic crisis into new opportunities. The list of active verbs goes on further, but as it stands it already makes the job of the European education ministers more challenging than ever before. The Budapest-Vienna Communique 2010 assigned an extended responsibility to the ministers from being ‘responsible for higher education in the countries participating in the Bologna Process’ (§1) to become ‘the Ministers responsible for the European Higher Education Area’ (§12).

Thus, creating a region in the EHEA case is not only an aspiration, but a conscious act with concrete goals. However, whether or not such goals materialise is a complex process depending not only on the ability to achieve goals, but also on the existence of other regions that are willing to recognise a region as a region. Both the initiators of a region and those who acknowledge the region as such can be regarded as ‘region builders’. Therefore at the Berlin Ministerial Conference in 2003, the European Commissioner, Viviane Reding, supported the idea to “develop an active dialogue with other continents” because “the fact that the whole world is watching us increases our joint responsibility to make the Bologna reforms a success”. Later, this idea was developed into the Bologna Policy Forums and other projects that help construct other regions. At the recent meeting in Yerevan, a member of the Board of the Bologna Follow-up Group, Sjur Bergan, re-emphasised “the EHEA has so far rarely been ignored, and one of our tasks is to make sure it does not suffer this indignity in the future” and “if we want other regions to be inspired by the EHEA, we need to show that we take our own commitments seriously”. Keeping the commitments to implementing the agreed structural reforms puts financial pressure on many member countries, thus also creates business opportunities for the World Bank, whose representatives were invited to the Yerevan forum to offer policy solutions to their ‘customers’ and ‘partners’ on how to make regional cooperation permanent and ongoing.

ASEM – an Extension of the EHEA or a New Education Area?

Inspired by the success of the Bologna Process in creating convergence across (now 48) higher education systems, European and Asian ministers of education attempted to strengthen the connections between the two continents by forging high-level strategic partnerships and launching the ASEM education process in 2008. Although the ASEM education process is nine years younger than the Bologna Process, it has created a larger group involving 51 European and Asian countries, two international entities (the European Union and the ASEAN Secretariat). It also exemplifies an extensive region-making project in the higher education sector with its borders stretching eastward from the Atlantic coast of Europe to Oceania. ASEM represents half of the world’s GDP, more than 60% of the world’s population and around 60% of global trade, according to Eurostat figures in 2014.

Region in the ASEM case goes beyond the conventional concept of region that is based on geographical proximity. Rather it is an imagined community constructed in a political process in which different higher education discourses compete to construct social meanings and to make what is not natural appear natural. In other words, higher education is seen as a noble means to strengthen the ties that bind Asia and Europe together. The agenda of the ASEM education process, consisting of four priorities: quality assurance, balanced mobility, engaging business and industry in education, and lifelong learning including TVET, seems to resemble some of the action lines of the Bologna Process. This resemblance manifests the European soft power which Joseph Nye defines as “the ability to get others to want the outcomes that you want” and “the ability to shape the preferences of others through attraction and co-operation rather than coercion”. When other countries and regions look to the Bologna Process for good practices, values and ideas, soft power is taking root. Academic exchanges and student mobility are central to the soft power theory. The stories about the sons and daughters of Asian leaders as examples of foreign elites studying in Europe are not new, but creating a whole new education area for increasing two-way mobility among the ASEM countries is indeed a novel idea.

Nonetheless, this idea together with the overlapping membership of 33 EHEA members seems to make the ASEM education area an extension or replication of the Bologna Process. At the recent ASEM ministerial meeting in Riga, the European Commissioner for Education, Culture, Youth and Sport, Tibor Navracsics, explicitly suggested “despite a wide variety of languages, cultures and specific structures in the different countries, Europe’s higher education systems are comparable and compatible. Why shouldn’t we be able to replicate a similar system across Europe and Asia, in particular with the support of Erasmus+ and our expertise?”. Ironically, in the first half of his keynote he emphasised the current situation in Europe, where “more than six million young people are unemployed in the EU with peaks of more than 50% in some member states. Even more alarmingly, 7.5 million young Europeans between 15 and 24 are neither in employment, nor in education or training”. This fact made the audience at the meeting, especially those from Asia, wonder why other regions are to replicate the Bologna model of higher education.

Three weeks later, at the Yerevan meeting, Sjur Bergan, said “the EHEA has largely been in the ideal situation [to be loved], at least if we believe that emulation is the most sincere form of flattery”. Perhaps Mr Bergan did not mean the kind of ‘funded emulation’ in the name of capacity building projects which are heavily sponsored by the European Commission, such as EU SHARE for the ASEAN region and ‘Intra-ACP Academic Mobility Scheme’ for Africa, the Caribbean and Pacific regions. These projects, in essence, are a deliberate act to build and/or strengthen other higher education regions, and synchronize them with the EHEA.

In Lieu of a Conclusion

The Bologna Process has been perceived by many in both academic and policy communities as an internationalisation process of higher education. This article, however, sees the Bologna Process as a region-making project with the EHEA as a work-in-progress and an outcome. This pan-European project has impacted on other regional initiatives around the world, especially in Asia, through a very powerful discourse on the construction of a higher education space. Such abstract ‘space’ increasingly affects the ways in which other regions come to conceive, understand, plan and organise their higher education systems. Despite a strong influence from the European partners, the ASEM education area – though still in the making – manifests a hybrid form of regionalism combining Asian and European expertise and agendas. Many higher education regions are being constructed around the world. Let’s hope they are about advancing scholarship, connecting cultures and individuals, and about building a different future instead of reshuffling old ideas, pandering to economic concerns, or playing to the hegemon’s tune.

Making Sense of Euro MOOCs

Note: please link here for the Inside Higher Ed version of this article should you with to print it or share it more broadly.

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Our European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) went very well, in my biased opinion.  The event was kicked off by a provocative and well-crafted keynote lecture by George Siemens of Athabasca University. As I noted in the workshop webpage:

Siemens developed and taught (with Stephen Downes) the first ever ‘MOOC’ in 2008, and is one of the world’s leading experts on MOOCs. Siemens is an educator and researcher on learning, networks, analytics and visualization, openness, and organizational effectiveness in digital environments. He is the author of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today, and the Handbook of Emerging Technologies for Learning. Knowing Knowledge has been translated into Mandarin, Spanish, Persian, and Hungarian. Siemens is the Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, leading the learning analytics research team. Previously, he was the Associate Director, Research and Development, with the Learning Technologies Centre at University of Manitoba. Siemens is also the co-founder of the newly established MOOC Research Initiative (MRI) which is being funded by the Gates Foundation.

An integrated slide/video (with captions) of Siemens’ keynote is available here for your viewing pleasure:

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See below for those of you interested in Siemens’ slides, minus the audio/video element:

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Siemens is a very informed analyst/practitioner/interlocutor regarding MOOCs, and it is a pleasure to engage with a person who clearly sees the pros and cons of the fast evolving MOOCs phenomenon, and especially the importance of viewing them from multiple perspectives (from the pedagogical through to the political-economic). I also recommend that you take a look at his reflections on his talk (‘Neoliberalism and MOOCs: Amplifying nonsense’) via the elearnspace blog, which includes this statement:

In recent presentations, I’ve been positioning MOOCs in terms of the complexification of higher education…. The argument is simple: Much of today’s economy is knowledge-based. In a knowledge economy, we need to be learning constantly. Universities have failed to recognize the pent-up demand for learning as the economy has diversified and society has become more complex and interconnected. As a consequence, the internet has contributed by creating a shadow education system where learners learn on their own and through social networks. MOOCs reflect society’s transition to a knowledge economy and reveal the inadequacy of existing university models to meet learner’s needs.

Following a perfectly timed (weather-wise) reception on the rooftop of our Education Building, we spent a full day engaging with the MOOCs phenomenon from a range of perspectives.  Michael Gaebel of the European University Association (EUA) and I laid some context for the day’s discussions. Michael’s slides are available here:

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It’s worth noting that Gaebel is in charge of the EUA’s task force on MOOCs.

We then heard from representatives of EdX (Howard Lurie) and Coursera (Pang Wei Koh) about the ‘Place of Europe’ in their emerging global strategies. While there was a lot of information conveyed in these two informative talks and Q&A sessions, it is clear that Europe plays a very important part in the global strategies of EdX and Coursera. European universities are increasingly interested in engaging with these two platforms, and in so engaging with the platforms European universities are simultaneously altering the DNA of said platforms.  European universities bring with them particular understandings and approaches to online education, lifelong learning, credit transfer, inter-institutional cooperation, outreach/public service, governance, and capacity building. The linguistic dimensions of the MOOCs on offer have helped these two platforms grapple with multiple language matters both in Europe, but also in the vast post-colonial worlds Europe has footprints in. Indeed there is a structural logic for engaging with European universities in the early phase of truly global platform development as US universities are unilingual.

We then dug deep into the Euro MOOCs theme via a fascinating talk by Pierre Dillenbourg who spoke about the École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context). While we never recorded his talk, see below for his informative slides, as well as another of his presentations from an early June Euro MOOCs summit:

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Linda Jorn (UW-Madison) and Pang Wei Koh (Coursera) ably responded to Dillenbourg’s informative presentation. Dillenbourg and others at EPFL are active and critically engaged practitioners regarding MOOCs. Their work with MOOCs seems to be situated in historic perspective, and taken very seriously regarding course vetting and development and learning analytics. It is no surprise, then, that EPFL is an emerging centre of dialogue and debate regarding European MOOCs. As noted in the photo of Dillenbourg above, their philosophy regarding MOOCs is it is “Better be an actor than a spectator.”

A large panel discussions was then held regarding Emerging European Institutional Perspectives on MOOCs. Minister Antonio de Lecea (European Union), Michael Gaebel (European University Association), and Fernando Galán Palomares (European Students’ Union) spoke about the MOOCs phenomenon from their particular standpoints, and then Roger Dale (University of Bristol), Susan Robertson (University of Bristol), and Barbara McFadden Allen (Committee on Institutional Cooperation) responded with insight from equally diverse perspectives.

The final session involved Revisiting ‘Disruptor, Saviour, or Distractor: MOOCs and their role in higher education.’ Some time to digest Siemens’ keynote talk the night before, to get to know each other a little more, and to learn along the way, generated a variety of fascinating (I’m biased, I know, but they were!) reflections on the theme of European MOOCs in Global Context.  Amongst the many important points raised, three stand out in my mind a few weeks later while writing this summary up.

The first is that there is genuine interest in the MOOCs phenomenon in Europe. MOOCs have captured the imaginations, for good and for bad, of key European higher education stakeholders. This interest is partly driven by the US-led MOOCs juggernaut which is generating some angst and concerns in Europe. So yes, there is some concern about an initial U.S. domination of the MOOCs landscape, and the discourse about MOOCs. This said, there are many other reasons the MOOCs juggernaut is generating interest in European quarters. There is, for example, a long history of online/distance education in Europe and the MOOCs phenomenon both supports and destabilizes this movement and these historic players. European institutions of higher education also have advanced digitalization (for lack of a better word) and open education resource agendas underway on a number of levels and the MOOCs agenda has potential to sync in well with these. And European HEIs are being asked to do more and more to enhance opportunities for lifelong learning, and to build ties with alumni, and MOOCs have some potential uses on these two fronts.

Second, the global dimensions of the MOOCs phenomenon articulates in fascinating ways with the both the intra- and extra-dimensions of the European Higher Education Area (EHEA). MOOCs have some potential to encourage virtual mobility across European space, to build understandings of how different European universities approach teaching and learning, and to share research expertise and strengths via open online courses. MOOCs, be they offered via European or non-European platforms, also enable European universities to reach into other world regions, often in languages other than English. In other words, MOOCs have some untested potential to enhance the building of interregionalisms – an agenda that has been underway since the global dimensions of the formalization of an external dimension to the Bologna Process was spurred on, in May 2005, when the Bergen Communiqué was issued. The Communiqué included the following statement:

The European Higher Education Area must be open and should be attractive to other parts of the world. Our contribution to achieving education for all should be based on the principle of sustainable development and be in accordance with the ongoing international work on developing guidelines for quality provision of crossborder higher education. We reiterate that in international academic cooperation, academic values should prevail.

We see the European Higher Education Area as a partner of higher education systems in other regions of the world, stimulating balanced student and staff exchange and cooperation between higher education institutions. We underline the importance of intercultural understanding and respect. We look forward to enhancing the understanding of the Bologna Process in other continents by sharing our experiences of reform processes with neighbouring regions. We stress the need for dialogue on issues of mutual interest. We see the need to identify partner regions and intensify the exchange of ideas and experiences with those regions.

The Bergen Communiqué then led to the development of a more formal 2007 strategy document titled Looking Out: The Bologna Process in Global Setting: On the External Dimension of the Bologna Process, from which the above quote is taken. And while this statement was issued before George Siemens and Stephen Downes taught the first MOOC in 2008, a read of the Bergen Communiqué and Looking Out will help you see how and why MOOCs might matter to select European higher ed stakeholders. Indeed, just last week the European Commission released a Communication titled ‘European higher education in the world.‘ [For the non-European readers of this entry, a Communication is a paper produced by the European Commission (EC), most often to the key institutions (e.g., Council of the European Union or the European Parliament). It is generally the outcome of a series of initiatives that might follow this sequence: the production of (i) a staff working paper, (ii) the development of a consultation paper that asks for wider inputs and views, and then, if it keeps proceeding it is in the form of (iii) a Communication. The decision to move to this stage is generally if the EC thinks it can get some traction on an issue to be discussed by these other agencies. This is not the only pattern or route, but it does register that issue has wider internal EC backing (that is in the nerve centres of power), and a sense that it might get traction with the Member States.]

As the EUA put it in their summary of ‘European higher education in the world‘, the new Communication:

places emphasis on the broad range of issues that are important for the internationalisation of European higher education. The document, which references the EC’s recent Communications “Modernising Europe’s Higher Education Systems” and “Rethinking Education”, places specific emphasis on how member states and higher education institutions can develop strategic international partnerships to tackle global challenges more effectively.

Among the key priorities outlined is the development of comprehensive internationalisation strategies at national and institutional level. The Commission states that such strategies should cover the following areas:

• The promotion of international mobility of students and staff (for example through enhanced services for mobility, tools for recognition of studies, better visa procedures for foreign students and emphasis on two-way mobility – into and out of Europe).
• The promotion of “internationalisation at home” and digital learning (including language learning, using ICT to internationalise curricula).
• The strengthening of strategic cooperation, partnerships and capacity building (with emphasis on joint and double degrees, partnerships with business and also international development cooperation partnerships).

The EC aims to contribute to the realisation of this strategy through stronger policy support and financial incentives for internationalisation strategies in particular through the future EU programme for education that will be called Erasmus+ (formerly called Erasmus for All). It said the programme, which still needs to be formally approved at the EU level, would integrate external funding instruments and put an end to the fragmentation of the various existing external higher education programmes. It would also link these closer to intra-European cooperation, as the EC said it would provide increased support for mobility to and from non-EU countries through Erasmus+ and the Marie Sklodowska-Curie Actions (under Horizon 2020). The Commission also outlines measures in the areas of quality/transparency, cooperation and policy dialogue.

It is worth taking note of what is stated on page 7 of ‘European higher education in the world:‘

While online courses and degrees are not a new phenomenon, the exponential increase in the supply of online education and digital material, as well as the increase in the provision of assessment, validation and academic credit by selected MOOCs (an emerging trend particularly with many HEIs in countries such as the US and Australia) has the potential of transforming higher education radically. New trends in digital education and the emergence of MOOCs should be an incentive for HEIs to rethink their cost structures and possibly also their missions, and engage in worldwide partnerships to increase the quality of content and of the learning experience through blended learning.

Europe must take the lead in the global efforts to exploit the potential of digital education – including the availability of ICT, the use of OER and the provision of MOOCs – and to overcome the systemic obstacles that still exist in quality assurance, student assessment and recognition, as well as funding. This potential and obstacles will be addressed in a future Commission initiative. [emphasis in original]

Third, it is clear that while in some ways MOOCs are a post-national phenomenon given their multiple identities and citizenships of their visionaries, albeit propelled by well resourced U.S. MOOC platforms, the institutionalization and governance dimensions of MOOCs in Europe are only just unfolding in a complex and different (in comparison to the U.S.) state-society-economy context.

For example, we were pleased that Antonio de Lecea, Minister and Principal Advisor for Economic and Financial Affairs Delegation of the European Union to the United States, was able to join us for the entire workshop. Minister de Lecea provided some fascinating insights on the EU’s emerging views regarding MOOCs and broader contextual factors regarding politics, regulatory systems, and debates about important issues like data privacy (a rather topical issue right now!). As de Lecea, Michael Gaebel, Mark Johnson, Fernando Galán Palomares, Roger Dale, and Susan Robertson all pointed out, Europe is inevitably going to take a broader and more strategic approach to MOOCs than what we see unfolding in the U.S. Given this it is important to critically deliberate about the nature of the MOOCs phenomenon so wise decisions can be made by key European institutions.

Indeed it is clear that the message that MOOCs are no silver bullet for revolutionizing higher education, and resolving all sorts of crises and tensions, is being recognized. In short, proselytizing and the hype factor is evident in Europe, as it is here in the U.S., but given what I witnessed with respect those representing the EU, the EUA, and the ESU, not to mention specific European universities (Bristol and École Polytechnique Fédérale de Lausanne), the MOOCs phenomenon is being grappled with in a relatively informed and critically engaged manner. And in doing so, we here in North America, and at UW-Madison, are learning much about MOOCs, as well as Europe, at the same time.

My thanks to all of the participants for their many inputs, and to the many UW-Madison units (the European Union Center of Excellence with additional support via Education Innovation, Division of Continuing Studies, Division of Information Technology, L&S Learning Support Services, Office of the Vice Provost for Teaching and Learning, Wisconsin Center for the Advancement of Postsecondary Education, Department of Geography) that made this Euro MOOCs event possible.

Kris Olds

On the Expanding Global Landscape of MOOC Platforms

In Brussels, yesterday, Androulla Vassiliou (European Commissioner for Education, Culture, Multilingualism and Youth) announced that the “first pan-European” MOOC platform will be launched on 25 April 2013. As Commissioner Vassiliou put it:

This is an exciting development and I hope it will open up education to tens of thousands of students and trigger our schools and universities to adopt more innovative and flexible teaching methods. The MOOCs movement has already proved popular, especially in the US, but this pan-European launch takes the scheme to a new level. It reflects European values such as equity, quality and diversity and the partners involved are a guarantee for high-quality learning. We see this as a key part of the Opening up Education strategy which the Commission will launch this summer.

This multi-institutional European MOOC platform (available via www.OpenupEd.eu) is to be formally launched at the Open Universiteit in the Netherlands on Thursday 25 April (11:00-12:00 CET).

The global dimensions of the MOOC juggernaut is coming into view, and evolving, very quickly. As noted in these GlobalHigherEd entries:

• Globalizing MOOCs
• The making of a MOOC at the University of Amsterdam
• Memo to Trustees re: Thomas Friedman’s ‘Revolution Hits the Universities’
• Are MOOCs becoming mechanisms for international competition in global higher ed?
• On the territorial dimensions of MOOCs

as well as in numerous other media releases and media stories, select countries and regions are reacting to the fast paced growth of MOOC platforms like edX, and especially Coursera, with initiatives of their own. MOOCs (as currently envisioned) first emerged in Canada, and then were propelled by higher education institutions and firms located in the Bay Area and Boston city-regions of the United States in 2012. Additional MOOC platforms emerged in Milton Keynes in the UK (Futurelearn) in December 2012, Berlin (iversity) in Germany in March 2013,  Sydney in Australia (Open2Study) in March 2013, and now Europe’s OpenupEd as of this coming Thursday.

In the next week or so I’ll post a proper analysis of the various platforms and their associated developmental logics.  I’ll also update you about the European MOOCs in Global Context workshop (June 19-20) I am organizing here at UW-Madison. It’s also worth noting that Ecole polytechnique fédérale de Lausanne (EPFL) is holding a European MOOC Summit in early June.

The global landscape of MOOC platforms is churning very fast, reinforcing the need to engage in some reflective dialogue about this phenomenon.

Kris Olds

From the big picture to close ups: in Zagreb and Vienna the week the European Higher Education Area was launched

Editor’s note: this entry has been kindly contributed by Anne Corbett, Visiting Fellow, European Institute of the London School of Economics and Political Science (LSE). Anne Corbett, author of one other entry in GlobalHigherEd (‘A European view of the new Adelman report on the Bologna Process’ 16 April 2009) is also author of Universities and the Europe of Knowledge (Palgrave Macmillan, 2005).

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As noted in a recent GlobalHigherEd entry by Kris Olds (‘The Global Bologna Policy Forum: a forum for the emerging global higher education and research space?‘ 13 March 2010), the development of the Bologna Policy Forum brings the European Higher Education Area (EHEA) firmly into the international relations domain. But I think it is instructive to know about the politics too, as a minimum to learn how the Forum idea emerged, and how Kazakhstan became the 47th Bologna member (see below); ideally to have a better understanding of what makes European universities tick.

Helped by some fortuitous travel in the Spring of 2010, herewith my snapshots of the recent events in and around the celebrations for the Bologna decade and the second meeting of the Bologna Policy Forum.

On assessing the Bologna decade: First stop Zagreb

When higher education ministers were packing their bags for Budapest and Vienna, I was at a conference at the University of Zagreb, along with Bologna’s most articulate philosopher, Pavel Zgaga (and occasional GlobalHigherEd contributor – see ‘Bologna: beyond 2010 and over the Ocean – but where to? On new Bologna reports and C. Adelman’s last essay‘, 11 May 2009). Further details on the conference (UNESCO Chair Round Table: “Processing the Bologna Process: Current Losses and Future Gains”, 5-6 March 2010) are available here.

At the conference, a former president of the Austrian rectors’ organisation who was a Bologna player in the early days, expressed astonishment at the progress towards a European higher education area over the ten years. ‘Whenever three or four rectors are gathered together, let alone rectors’ organisations, we sign a declaration. We don’t necessarily expect to hear more of it.’

To cue, a Croatian professor with a big public reputation explained why so many policy initiatives in his experience are doomed. ‘We have lived under Moscow, Belgrade, Zagreb and now we have to live under Brussels. We know about sabotaging government initiatives’. He hoped that ‘this new policy for the management of knowledge’ which ‘infantilised’ true scholars would be ignored.

One plus one is never two in the light (Picasso)

So what does engagement with Bologna, rather than sabotage, look like? Recognising the challenge over recent months, some academics at the University of Zagreb decided to try and confront the grumblings. They formed a group which ranged from researcher to vice-rector level, working with the UNESCO Chair for Governance and Management of Higher Education, Pavel Gregorić (pictured to the right), who has a PhD from Oxford. They had the support of the rector, Aleksa Bjeliš.

The result: two days of discussions in Spring 2010 bringing together academics concerned with evidence of change as well as the arguments; politicians who had initiated Croatia’s Bologna law of 2002 and its subsequent amendments; some of the relevant officials; and a few of us foreigners.

Zagreb, Croatia’s largest and most scientifically productive university, has seen some painful confrontations in the past. Founded by the Jesuits in 1669, it was a player in the 18th century conversion to the secular and scientific values when Maria Theresa, Empress of Austro-Hungary broke with the Jesuits in the 18th century, and her despotic son, Emperor Joseph II went to promote the Enlightenment. In 2009 it was out-sitting sitting-in students who believe ‘Education is not for Sale’ – widely written  as ‘$A£€’. And in between it has faced such traumatic events as the break-up of Yugoslavia and (re-) establishing a nation.

Bologna confrontations in this conference were, however, of the fruitful kind. All recognised that they were engaged in a process which takes them into an EHEA. The questions were how and what they could do to shape outcomes. Some of the evidence was positive. Within the university, drop out rates have fallen significantly where newly structured courses have been introduced, and there appears to be benefits from a greater concentration on teaching, taking some quality-oriented thinking from Bologna. They made it sound like a demonstration of Cliff Adelman’s concept of an ‘accountability loop’ which emerges from a linkage of course reconstruction, quality assurance and credits (see my entry ‘A European view of the new Adelman report on the Bologna Process‘).

In another register, a music professor showed a film of students who were in no way selected musical geniuses, and how they had been ‘metamorphosed’ by the experience of preparing an opera. It was he who gave the wonderful quote from Picasso on the potentially creative nature of educational experience that ‘one plus one is never two in the light’.

But there are difficulties associated with mobility and recognition of foreign studies by universities, and scepticism among employers about new degrees.

Some of the academics in the audience blamed the Croatian government’s interpretation of Bologna, punning on the local word ‘bolonja’ which, linked to spaghetti, is junk food.

Under the Croatian law, the University’s Faculty of Law, which is respected across Europe by academic lawyers and political scientists, cannot establish a graduate school in the political sciences. Faculty and research candidates with masters’ degrees from Columbia and LSE, are turned away unless they do supplementary studies, to stretch the masters’ process to two years. The holder of a Yale doctorate avoided trouble when she applied for her post by producing a supplementary and longer thesis in Croatian.

But the politicians and some academics have their complaints too. Too many academics are not being responsible about making the new three-year bachelors degree work; they stay wedded to the long five-year structure.

These would, however, seem to be problems with solutions, given some time, some goodwill, more European exchange of ideas, and factors such as the demographic downtown, that will surely have universities begging for students, be they lifelong learners or foreign students.  What was impressive about this conference was the degree of apparent openness with which these issues were aired, and the evident interdisciplinary, intergenerational mix. It surely could not have happened without the existence of Bologna, or even bolonja.

Die Wissenschaft und ihre Lehre ist frei

Next stop Vienna. Though I have the necessary plastic card I’m not here to dress up in a ballgown to swing through the Imperial Palace, possibly alongside EHEA ministers. I’ve come in part to do some work with Elsa Hackl, a colleague in political science, and author of a pioneering study of how Bologna was born.

After the calm around the Zagreb rectorate, the shabby 1970s political science building of the University of Vienna exudes political buzz. Free coffee is on offer to those who will demonstrate against neo-liberalism. They need to shout ‘Bologna burns’ at ministers, who will be driven past in buses heavily protected by police escorts and helicopter surveillance. Next to coffee vending machines are those ‘spag.bol.’ references in English: ‘Bologna is Junk Food’.

In all the bustle, you might be forgiven for not seeing the brass inscription on the staircase with that great Germanic statement of academic freedom, Die Wissenschaft und ihre Lehre ist frei – Science and its teaching are free. That comes from the Austrian constitution of 1867, alongside the constitutional guarantees of religious toleration and the right of all citizens to hold public office. It’s their birthright. So it’s unsurprising that these days ‘free’ applies to cash as well as to conscience and academic freedom. You have to salute the intellectual creativity of protestors in Austria in some universities where variable fees are being discussed of up to 30 000 euros p.a. in coming up with the slogan: ‘We want rich parents for everyone’.

We want rich parents for everyone

Next day by clean and uncrowded U-bahn and bus for the European Student Union (ESU) Summit. The venue provided by the Austrian government is well away from the hectic city centre. Not, I think, that there was much danger of these ESU students joining any wild or unelected crowd.

The ESU Executive, currently led by Ligia Deca (pictured to the left) from Romania, has a reputation for producing the knowledgeable and sophisticated student politicians who are the generation who will make the European Higher Education Area a bureaucratic reality. There are already a number of ESU alumni well placed as officials in national ministries, including at least one director general of higher education. Others have passed through the Council of Europe. Several are on the way to producing good PhDs on higher education in Europe so maybe they are among future philosophers of education. Difficult to imagine they will sink into invisibility.

This year these elected members have had to negotiate between their potentially conflicting positions as key policy players with the Bologna Follow-up Group, and as representatives of national unions. The question has become more acute after weeks in which student protesters in Austria, Germany, Switzerland and Croatia showed some signs of coalescing on criticisms of university working conditions, and national unions themselves have been wavering between turning the other way, and support. The considerable ESU achievement was to dampen down a celebratory mood within the arcane structures of Bologna, and to have ministers say in the Vienna Declaration:

Recent protests in some countries partly directed against developments and measures not related to the Bologna Process have reminded is that some of the Bologna aims and reforms have not been properly implemented and explained. We acknowledge and will listen to the critical voices raised among staffs and students, We note that adjustments and further work, involving staff and students are necessary at European, national, and especially institutional levels to achieve the EHEA as we now envisage it.

I’m speaking on a panel at this ESU meeting with Barbara Weitgruber (pictured to the right), Senior Adviser on International Relations in Bundesministerium für Wissenschaft und Forschung (Austrian Federal Ministry of Science and Research). She has been an influential figure in the Bologna Process over the whole decade, not least for chairing the working group which produced the Bologna policy forum idea in 2007. Those who have worked with her say her attention to detail has been remarkable in keeping the show on the road.

But maybe what makes her special is that she is a doughty exploiter of the geography which has made Vienna – rather than London or Paris – a natural centre for Bologna.  Shades of The Third Man and the Austrian ability to live in a very complex world: Austria, and Weitgruber in particular, appear to have been favoured interlocutors with many of the small Bologna states, especially the newer entrants to the Process.  They often complain about being shut out or misunderstood by the EU ‘bigs’.

Being proud of the European tradition

My last appointment is back at the University of Vienna. This time I see the university in all its Austro-Hungarian grandeur, with the grandest rooms of all set aside for the European University Association (EUA) to present Trends VI. This is the latest and most ambitious of the surveys the EUA and its predecessor have undertaken since 1999 on how Bologna is perceived at institution level. For the first time the EUA is able to include Russia and Serbia in its site visits.

The proceedings are opened by Georg Winckler (pictured to the right), Rector of the University of Vienna and president of the EUA from 2005-2009. Winckler has been portrayed in an academic trade union postcard (as pictured below and to the left) as Louis XIV with the inscription L’Université c’est moi’. But as I’ve noted before, Winckler has an impressive ability to project a long-term vision of the European University [‘Six to be reckoned with at the Bologna conference‘, Guardian, 21 April 2009] and to make Europeans proud of their university tradition.  He is able to synthesise the Humboldtian vision of the research base of the university, the American conception of post-doctoral research as a resource to be nurtured, and the European Commission rhetoric of innovation, opportunity and autonomy, with the condition it is counter-balanced by the Bologna conception of intergovernmental and stakeholder governance.

Here he and Eric Froment, his predecessor as EUA president (2001-2005), do a double act on the dynamics of a European knowledge space.   Mobility remains a priority, especially between degrees (vertical mobility). Taking Commission figures they say that at present 97% of European PhDs have not been employed outside their PhD country, not a recipe for innovative thought. There needs to be closer cooperation between the EHEA and the European Research and Innovation Area. Winckler is concerned about employability. Few attempts are being made to sharpen the profile of the bachelor degree. Froment takes a more cultural stand. The EHEA needs to be recognisably European. If he is saying that Bologna is part of a package, which implies some solidarity, and not a set of tools to enhance higher education global trading, he may have some attentive listeners.

The Trends report itself deserves a serious analysis for which there is not space here. I simply comment that its optimistic conclusions should remind us that these are the views of university leadership. The finding that almost 60 per cent of respondents think Bologna has been ‘very positive’, and 77 per cent say ‘all departments’ have reconsidered curricula, are not necessarily the views of academics at large. Those willing to struggle with teaching and learning issues à la Zagreb too often find the going is tough, especially when resources for extra work are lacking.

But the big message that the Trends survey, and my trip to Zagreb and Vienna convey is that over the Bologna decade, very different local interpretations about what really matters do co-exist with a common vocabulary on European higher education objectives. However since there is a vast diversity of ways in which the Bologna reform is being implemented in different countries, different universities and different departments within the same university, how issues pan out depends on particular dynamics. Success requires strong political commitment within each and every signatory country (see ‘My, how you’ve grown‘, Times Higher Education, 11 March 2010 for a fuller argument).

From a distance what’s happening might seem typically European in its lack of clarity. But the rich mix of cultures, languages and national experience within Europe are generating an intellectual energy which runs counter to much of the doom-mongering about the poor state of European universities outside those at the top of the Shanghai Jiao Tong league, among economists, in particular.

As to the questions I left unanswered above: The Bologna Policy Forum, in addition to its known characteristics, is a neat way of avoiding the definition of Europe’s boundaries. In a first step, in face of persistent requests from Israel and others to join, the Bologna Process relied on the Council of Europe definition of signatories to its Cultural Convention to exclude those outside the continent. At a second stage, the organisers saw that there was not only a demand for membership, but even more a demand for dialogue from others, including the US and Australia and yes, including Ethiopia, so much the better. Hence the Forum.

And how has Kazakhstan got in under the wire?  I can report that at the Magna Charta ceremonies in 2009, ministers and rectors were present with a map showing that they have more landmass than Turkey, long-time Bologna member on the continent of Europe, as calculated west of a certain longitude. I am not quite sure which, and by my map the claim would probably make Iran eligible too.  Who knows? Bologna continues to serve up surprises.

Anne Corbett

The Global Bologna Policy Forum: a forum for the emerging global higher education and research space?

As our readers likely know, the Bologna Process was launched in 1999 with the objective of constructing the European Higher Education Area (EHEA) by 2010.  One increasingly important aspect of the evolution of the Bologna Process is its ‘external’ (aka ‘global’) dimension.  To cut a long story short, deliberations about the place of the EHEA within its global context have been underway since the Bologna Process was itself launched in 1999. But, as noted in one of our earlier 2007 entries (‘The ripple effects of the Bologna Process in the Asia-Pacific‘), the formalization of an external dimension to the Bologna Process was not spurred on until May 2005 when the Bergen Communiqué included the following statement:

The European Higher Education Area must be open and should be attractive to other parts of the world. Our contribution to achieving education for all should be based on the principle of sustainable development and be in accordance with the ongoing international work on developing guidelines for quality provision of crossborder higher education. We reiterate that in international academic cooperation, academic values should prevail.

We see the European Higher Education Area as a partner of higher education systems in other regions of the world, stimulating balanced student and staff exchange and cooperation between higher education institutions. We underline the importance of intercultural understanding and respect. We look forward to enhancing the understanding of the Bologna Process in other continents by sharing our experiences of reform processes with neighbouring regions. We stress the need for dialogue on issues of mutual interest. We see the need to identify partner regions and intensify the exchange of ideas and experiences with those regions.

The Bergen Communiqué led to the development of a more formal 2007 strategy document titled Looking Out: The Bologna Process in Global Setting: On the External Dimension of the Bologna Process and this associated strategy document European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process, which was approved by the ministers in 2007. It was this strategy document that led to the delineation of five “core policy areas”:

• Improving information on the European Higher Education Area;
• Promoting European Higher Education to enhance its world-wide attractiveness and competitiveness;
• Strengthening cooperation based on partnership;
• Intensifying policy dialogue;
• Furthering recognition of qualifications.

Further background information, including all supporting documents, is available on this Bologna Process Follow-up Group website (European Higher Education in a Global Context) which the Bologna Secretariat sponsors.

Since 2007 we have seen a variety of activities come together to ensure that the fourth action item (“intensifying policy dialogue”) be implemented, though in a manner that cross-supports all of the other action items.  One key activity was the creation of a “policy forum” with select non-EHEA countries: see the figure below (with my emphasis) taken from the just issued EURYDICE report Focus on Higher Education in Europe 2010: The Impact of the Bologna Process to see where the inaugural 2009 forum, and its 2010 follow-up, fit within the overall Bologna Process timeline:

The First Bologna Policy Forum was held in Louvain-la-Neuve, Belgium, on 29 April 2009, and brought together all 46 Bologna ministers in association with “Australia, Brazil, Canada, P.R. China, Egypt, Ethiopia, Israel, Japan, Kazakhstan, Kyrgyzstan, Mexico, Morocco, New Zealand, Tunisia, and the U.S., as well as the International Association of Universities.”

Representatives of the First Bologna forum sanctioned the following statement:

Statement by the Bologna Policy Forum 2009

Meeting, for the first time, at this Bologna Policy Forum held in Louvain-la-Neuve on April 29, 2009, we, the Ministers for Higher Education, heads of delegation from the 46 European countries participating in the Bologna Process and from Australia, Brazil, Canada, P.R. China, Egypt, Ethiopia, Israel, Japan, Kazakhstan, Kyrgyzstan, Mexico, Morocco, New Zealand, Tunisia, USA, along with the International Association of Universities and other international organizations and NGOs, have taken part in a constructive debate on world wide cooperation and partnership in higher education with a view to developing partnership between the 46 Bologna countries and countries from across the world.

We note, with satisfaction, that this Policy Forum has fostered mutual understanding and learning in the field of higher education, and has laid the ground for sustainable cooperation in the future.

We also note that there are shared values and principles underpinning higher education and a common understanding that it is fundamental to achieving human, social and economic development.

We consider that higher education constitutes an exceptionally rich and diverse cultural and scientific asset for both individuals and society.

We emphasize the key role that higher education plays in the development of our societies based on lifelong learning for all and equitable access at all levels of society to learning opportunities.

We underline the importance of public investment in higher education, and urge that this should remain a priority despite the current economic crisis, in order to support sustainable economic recovery and development.

We support the strategic role of higher education in the pursuit and advancement of knowledge and therefore advocate global sharing of knowledge through multi-national research and education projects and exchange programs for students and staff, in order to stimulate innovation and creativity.

We are convinced that fair recognition of studies and qualifications is a key element for promoting mobility and we will therefore establish dialogue on recognition policies and explore the implications of the various qualifications frameworks in order to further mutual recognition of qualifications.

We hold that transnational exchanges in higher education should be governed on the basis of academic values and we advocate a balanced exchange of teachers, researchers and students between our countries and promote fair and fruitful “brain circulation”.

We seek to establish concrete cooperation activities which should contribute to better understanding and long-term collaboration by organizing joint seminars on specific topics, like on quality assurance for example.

The next Bologna Policy Forum will be convened in Vienna on 12 March 2010.

Clearly the pros/benefits of sponsoring this rather complex event were perceived to be significant and the Second Bologna Policy Forum (sometimes deemed the Global Bologna Policy Forum) was held yesterday, on 12 March, at the end of the Bologna Ministerial Anniversary Conference 2010.

The Bologna Policy Forum has grown in size in that 73 countries attended the 12 March forum including the 46 EHEA countries as well as Australia, Brazil, Canada, China, Colombia, Egypt, Ghana, Israel, Japan, Jordan, Kazakhstan, Kyrgyzstan [invited to join the EHEA in 2010], Malaysia, Mali, Mexico, Morocco, New Zealand, Philippines, Saudi Arabia, Senegal, South Africa, Thailand, Tunisia, and the United States of America. In addition the following organizations sent representatives to the second forum: BUSINESSEUROPE, Council of Europe, Education International Pan-European Structure (EI), European Association for Quality Assurance in Higher Education (ENQA), European Association of Institutions in Higher Education (EURASHE), European Commission, European Students’ Union (ESU), European University Association (EUA), International Association of Universities (IAU), Organisation for Economic Co-operation and Development (OECD), and United Nations Educational, Scientific and Cultural Organization (UNESCO).

It is interesting to compare the second official Forum Statement to the one above:

Bologna Policy Forum Statement, Vienna, March 12, 2010

1. Today, the European Higher Education Area has officially been launched. In this context, we note that the Bologna Process of creating and further developing this European Higher Education Area has helped redefine higher education in Europe. Countries outside the area will now be able to more effectively foster increased cooperation with Bologna countries.

2. We, the Ministers of Higher Education and heads of delegation of the countries, institutions and organisations participating in the Second Bologna Policy Forum, held a dialogue on systemic and institutional changes in higher education in the developing global knowledge society.

3. We focussed our debate on how higher education systems and institutions respond to growing demands and multiple expectations, discussed mobility of staff and students, including the challenges and opportunities of “brain circulation”, and the balance between cooperation and competition in international higher education.

4. To address the great societal challenges, we need more cooperation among the higher education and research systems of the different world regions. While respecting the autonomy of higher education institutions with their diverse missions, we will therefore continue our dialogue and engage in building a community of practice from which all may draw inspiration and to which all can contribute.

5. To facilitate policy debates and exchange of ideas and experience across the European Higher Education Area and between countries, institutions and organisations participating in the Second Bologna Policy Forum, we will each nominate a contact person and inform the Bologna Secretariat by May 31, 2010. These contact persons will also function as liaison points for a better flow of information and joint activities, including the preparation of the next Bologna Policy Forum at ministerial level.

6. We welcome the commitment of the European Bologna Follow-up Group to provide expertise on the Bologna Process and the European Higher Education Area.

7. We welcome the initiatives of the institutions and organisations participating in the Second Bologna Policy Forum to promote dialogue and cooperation among higher educations institutions, staff and students and other relevant stakeholders across the world. In this context, we especially acknowledge the need to foster global student dialogue.

8. In September 2010 the OECD will be hosting an international conference on how the crisis is affecting higher education and how governments, institutions and other stakeholders can work towards a sustainable future for the sector. In 2011, a seminar on quality assurance will be organised with the support of the European Union.

9. Cooperation based on partnership between governments, higher education institutions, staff, students and other stakeholders is at the core of the European Higher Education Area. This partnership approach should therefore also be reflected in the organisation of the next Bologna Policy Forum at ministerial level in 2012.

It is too early to determine how effective the [Global] Bologna Policy Forum will be, and some bugs (e.g., the uncertain role of national research sector actors; the uncertain role of sub-national actors in countries (e.g., Canada, Germany, the US) where provinces/states/regions have principal jurisdiction over higher education matters; the incredible diversity of agendas and capabilities of non-EHEA countries vis a vis the forum) will eventually have to be worked out.

This said, it is evident that this forum is serving some important purposes, especially given that there is a genuine longing to engage in supra-national dialogue about policy challenges regarding the globalization of higher education and research. The blossoming of ‘global’ fora sponsored by international organizations (e.g., the OECD, UNESCO), new ‘players (e.g., Qatar Foundation’s World Innovation Summit for Education), key associations of universities (e.g., the International Association of Universities, the European University Association), and universities themselves (e.g., via consortia like the Worldwide Universities Network or the Global Colloquium of University Presidents), are signs that something is up, and that a global higher education and research space is in the process of being constructed.

Over time, of course, the topography of this supra-national landscape of regional, interregional and global fora will evolve, as will the broader topography of the global higher education and research space.  In this context it is critically important to pay attention to how this space is being framed and constructed, for what purposes, and with what possible effects. Moreover, from an organizational perspective, there is no template to follow and much learning is underway. The organization of modernity, to use John Law’s phrase, is underway.

Kris Olds

Budapest-Vienna Declaration on the European Higher Education Area

Budapest-Vienna Declaration on the European Higher Education Area
March 12, 2010

1.    We, the Ministers responsible for higher education in the countries participating in the Bologna Process, met in Budapest and Vienna on March 11 and 12, 2010 to launch the European Higher Education Area (EHEA), as envisaged in the Bologna Declaration of 1999.

2.    Based on our agreed criteria for country membership, we welcome Kazakhstan as new participating country of the European Higher Education Area.

3. The Bologna Declaration in 1999 set out a vision for 2010 of an internationally competitive and attractive European Higher Education Area where higher education institutions, supported by strongly committed staff, can fulfil their diverse missions in the knowledge society; and where students benefiting from mobility with smooth and fair recognition of their qualifications, can find the best suited educational pathways.

4. Since 1999, 47 parties to the European Cultural Convention, have signed up to this vision and have made significant progress towards achieving it. In a unique partnership between public authorities, higher education institutions, students and staff, together with employers, quality assurance agencies, international organisations and European institutions, we have engaged in a series of reforms to build a European Higher Education Area based on trust, cooperation and respect for the diversity of cultures, languages, and higher education systems.

5. The Bologna Process and the resulting European Higher Education Area, being unprecedented examples of regional, cross-border cooperation in higher education, have raised considerable interest in other parts of the world and made European higher education more visible on the global map. We welcome this interest and look forward to intensifying our policy dialogue and cooperation with partners across the world.

6.    We have taken note of the independent assessment and the stakeholders’ reports. We welcome their affirmation that institutions of higher education, staff and students increasingly identify with the goals of the Bologna Process. While much has been achieved in implementing the Bologna reforms, the reports also illustrate that EHEA action lines such as degree and curriculum reform, quality assurance, recognition, mobility and the social dimension are implemented to varying degrees. Recent protests in some countries, partly directed against developments and measures not related to the Bologna Process, have reminded us that some of the Bologna aims and reforms have not been properly implemented and explained. We acknowledge and will listen to the critical voices raised among staff and students. We note that adjustments and further work, involving staff and students, are necessary at European, national, and especially institutional levels to achieve the European Higher Education Area as we envisage it.

7. We, the Ministers, are committed to the full and proper implementation of the agreed objectives and the agenda for the next decade set by the Leuven/Louvain-la- Neuve Communiqué. In close cooperation with higher education institutions, staff, students and other stakeholders, we will step up our efforts to accomplish the reforms already underway to enable students and staff to be mobile, to improve teaching and learning in higher education institutions, to enhance graduate employability, and to provide quality higher education for all. At national level, we also strive to improve communication on and understanding of the Bologna Process among all stakeholders and society as a whole.

8. We, the Ministers, recommit to academic freedom as well as autonomy and accountability of higher education institutions as principles of the European Higher Education Area and underline the role the higher education institutions play in fostering peaceful democratic societies and strengthening social cohesion.

9.    We acknowledge the key role of the academic community – institutional leaders, teachers, researchers, administrative staff and students – in making the European Higher Education Area a reality, providing the learners with the opportunity to acquire knowledge, skills and competences furthering their careers and lives as democratic citizens as well as their personal development. We recognise that a more supportive environment for the staff to fulfil their tasks, is needed. We commit ourselves to working towards a more effective inclusion of higher education staff and students in the implementation and further development of the EHEA. We fully support staff and student participation in decision-making structures at European, national and institutional levels.

10. We call upon all actors involved to facilitate an inspiring working and learning environment and to foster student-centred learning as a way of empowering the learner in all forms of education, providing the best solution for sustainable and flexible learning paths. This also requires the cooperation of teachers and researchers in international networks.

11. We, the Ministers, reaffirm that higher education is a public responsibility. We commit ourselves, notwithstanding these difficult economic times, to ensuring that higher education institutions have the necessary resources within a framework established and overseen by public authorities. We are convinced that higher education is a major driver for social and economic development and for innovation in an increasingly knowledge-driven world. We shall therefore increase our efforts on the social dimension in order to provide equal opportunities to quality education, paying particular attention to underrepresented groups.

12. We, the Ministers responsible for the European Higher Education Area, ask the Bologna Follow-up Group to propose measures to facilitate the proper and full implementation of the agreed Bologna principles and action lines across the European Higher Education Area, especially at the national and institutional levels, among others by developing additional working methods, such as peer learning, study visits and other information sharing activities. By continuously developing, enhancing and strengthening the European Higher Education Area and taking further the synergies with the European Research Area, Europe will be able to successfully face the challenges of the next decade.

13. Our next Ministerial Meeting to take stock of progress and to drive the Leuven/Louvain-la-Neuve agenda forward, will be hosted by Romania in Bucharest on 26-27 April 2012.

Bologna: beyond 2010 and over the Ocean – but where to? On new Bologna reports and C. Adelman’s last essay

Editor’s note: this guest entry is by Pavel Zgaga, Professor, Faculty of Education, University of Ljubljana, Slovenia. Pavel began his academic career at the University of Ljubljana in 1978. In 1990-92 and 2001-2004 he was a member of the University Senate; in 2001-2004 he was Dean of the Faculty of Education. He is Director of the Centre for Education Policy Studies, a R&D institute of the University of Ljubljana established in 2000. In the 1990s, in the period after political changes in Slovenia, he was engaged for several years in the Slovenian Government. In 1992-1999 he was State Secretary for Higher Education. In 1999-2000 he was Minister of Education and Sports. He was also the head of the working group “Education, Training and Youth” in the negotiation process for Slovenian accession to the EU (1998-1999). On behalf of Slovenia, he signed the Lisbon Recognition Convention (April 1997) and the Bologna Declaration (June 1999). After his return to university he has remained closely connected to the Bologna process.  In the period 2002 – 2003 he was the general rapporteur of the Bologna Follow-up Group (Berlin Report) while in the period June 2004 – June 2005 he was a member of the Board of the Bologna Follow-up Group. He also the author of Looking out: The Bologna Process in a Global Setting (2006) and Higher Education in Transition: Reconsiderations on Higher Education in Europe at the Turn of the Millenium (2007).

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The end of April was again very important for the emerging European Higher Education Area (EHEA): the sixth ministerial conference of the 46 Bologna countries was held in Leuven and Louvain-la-Neuve, Belgium. Yet, we are not going to discuss its outcomes (though we will briefly discuss the Leuven/Louvain-la-Neuve Communiqué later), but the “background” lead-up to the conference. In this context, April was not only an important but also a productive month: productive in terms of reports, surveys and analyses on the Bologna Process and higher education in Europe in general which really deserve some attention. Most of them are available at the official Bologna website.

First of all, there is a traditional – and official – 2009 Stocktaking Report (the third in line since 2005), this time on 100+ pages and focusing on progression of the new degree system implementation across Europe, quality assurance, recognition and mobility issues as well as at the “EHEA in a global context” and Bologna “beyond 2010”.

The Stocktaking Report is again accompanied by a Eurydice study Higher Education in Europe 2009: Developments in the Bologna Process.

Within a package of “official Bologna” reports we can also find – now for the first time – a comprehensive study with Key Indicators on the Social Dimension and Mobility provided by Eurostat and Eurostudent (commissioned at the previous London 2007 Conference, and the source of the map pasted in below).

There are a number of other interesting reports, mainly from various Bologna working parties but we simply can’t check all of them at once. Perhaps we should add a new Eurobarometer Survey (No. 260) on Students and Higher Education Reform which provides very interesting insights on basis of responses from 15,000 randomly-selected students from 31 European countries.

With previous Bologna biannual conferences we learnt that reports and surveys provided by two leading “Bologna partner organizations” – the European University Association (EUA) and the European Students’ Union (ESU) – are always very instructive and may also bring very critical comments. Yet, this year there is no “Trends” report. The fifth one was presented at the London Conference in 2007 and the sixth is planned only for the next conference (to be hosted jointly by Vienna and Budapest in 2010) which will officially declare that the Bologna train has reached its main station and that the EHEA is “finally constructed”. However, in April EUA published another survey, Survey of Master Degrees in Europe (by Howard Davies) which is extremely interesting with its findings about the implementation of the Bologna “second cycle”. On the other hand, a new volume of the Bologna With Student Eyes 2009 report – a presentation of student views on ongoing European higher education reforms – was produced again by ESU.

At this point, a list of new publications is not exhausted at all. We will mention only one more – a monograph which fully deserves not only to be mentioned here but to be taken into a serious consideration. There is a special reason: it is a non-Bologna Bologna study. It is not the “independent review” which the Process put on its agenda for the next year; in Europe it was received in a rather unexpected way. As its author says openly, the title of his monograph “is a deliberate play on the title of the biennial reports on the progress of Bologna produced by the European Students’ Union”: it is The Bologna Process for U.S. Eyes by Clifford Adelman (2009, IHEP) which has been already discussed in GlobalHigherEd by Anne Corbett (see ‘A European view of the new Adelman report on the Bologna Process‘).

Reading Adelman “essay”, as he also calls it, we soon notice that it is more than just a play on the title “intended to pay tribute to student involvement in the massive undertaking that is Bologna”. It is obviously also “a purposeful slap at both former U.S. Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education and the U.S. higher education community in its response to the report of that commission— neither of which involved students in visible and substantive ways, if at all.” Even more than that, no attention whatsoever was paid in the Spellings’ initiative to developments in European higher education and the Adelman’s conclusion is simple: “Such purblind stances are unforgivable in a world without borders”. Therefore, there is a clear “polemic side of this essay” as we can read in the concluding part of his essay.

This side is, most probably, intended “for U.S. eyes” only. However, when reading Adelman’s essay in the atmosphere of the last Bologna Conference I was really surprised how gentle its melody may sound to “European ears”. One should not forget that both the Sorbonne and the Bologna Declaration contain – besides other important elements – some hidden resentment about the global standing of American higher education, indicative in comments like “Universities were born in Europe”, the stressing of “a world-wide degree of attraction equal to our extraordinary cultural and scientific traditions” and a continuous call that European higher education should increase its “international competitiveness”.

Ten years after the Bologna initiative was raised it is really fantastic for European ears to listen to sentences like this one: “While still a work in progress, parts of the Bologna Process have already been imitated in Latin America, North Africa, and Australia. The core features of the Bologna Process have sufficient momentum to become the dominant global higher education model within the next two decades.” It is not a matter of politeness; there are arguments for such a statement.

In fact, it is indeed surprising that such a long time was needed to receive a real response from across the Ocean, from the US. In 2006 when I was working on a study on the “External Dimension” of the Bologna Process (see Looking out: The Bologna Process in a Global Setting) it was already obvious that “echoes” were emerging from all over the world – but not from the US. Referring to Margaret Spellings’ Commission Draft Report I wrote: “Surprisingly, from a European perspective, and probably from a non-American perspective in general, the document does not make any detailed reference to the issue of internationalisation and globalisation of higher education, which is high on agendas in other world regions!” However, on the other side it was already possible to listen to first warnings coming from academic people. I remember Catharine Stimpson who said at the ACA Hamburg conference (Germany) in Autumn 2004: “Ignorance is always dangerous, but the United States ignorance of the Bologna Process – outside of some educational experts – may be particularly dangerous.”

Much has changed within only one year (not only in higher education) – and this change should be now reflected upon, including on this side of the Ocean. We remember Adelman’s previous study (The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction, May 2008) which perhaps already made Bologna more popular in US, but what came as really surprising news for many people in Europe was information about Lumina Foundation plans (in association with the states of Indiana, Minnesota, and Utah) to establish study groups to examine the Tuning process (see Susan Robertson’s entry ‘Tuning USA’: reforming higher education in the US, Europe style‘ on this issue, as well as this Lumina press release).

I have been personally involved in the “European” Tuning process: it has been a truly excellent experience in international collaboration. Adelman is right: if you are working in a group of, say, 15 colleagues who speak 12 different languages and are coming from 15 different academic, cultural, political, economic, etc., environments, then you are really privileged. This has been an extremely productive way of modernizing our institutions, our courses and our work with students. Since colleagues from Latin America and Caribbean joined Tuning, since Tuning was spread also to Central Asia etc., our common privilege has been only increasing. But it should be made clear: the success of Tuning is not because of a supposed “European win” in the “international competitiveness game”; this would be too simplistic a conclusion. In the globalising higher education of today we need partners, as many as possible. Not only to learn new ideas from them but also to watch your own face in mirrors they can offer you. Therefore: Indiana, Minnesota, and Utah – welcome!

Adelman aims at clarifying “for North American readers, what Bologna is and what it is not”; however, it seems to me that results of his work are broader and that they can generate new ideas not only with American but also with European and, hopefully, global readers as well. (Last but not least: it could be read as a useful ‘textbook’ also for Europeans.) Yet, not in the same line for all; contexts are obviously different. He urges Americans “to learn something from beyond our own borders that just might help us rethink our higher education enterprise” but also gives a mirror to Europeans enabling them to leave working on implementation aside for a moment and to reflect upon what they have been doing so far and where are they going now.

At this point we are back in post-April 2009 Europe. In their Communiqué, Ministers shifted the landmark from Bologna 2010 to Bologna 2020. Its very first sentence makes us realise that the story is not finished. “In the decade up to 2020 European higher education has a vital contribution to make in realising a Europe of knowledge that is highly creative and innovative.” Of course, “over the past decade we have developed the EHEA”; there is no doubt that “greater compatibility and comparability of the systems of higher education” has been achieved and that “higher education is being modernized” but “not all the objectives have been completely achieved” and, therefore, “the full and proper implementation […] will require increased momentum and commitment beyond 2010.”

Reports and surveys produced and presented in Leuven/Louvain-la-Neuve give additional insights. When one has to mark – in a complex situation like this one – a further way on, it is not so important to factor in has been already been left behind. The real question is a vague path and possible crossroads in the foreseeable future. The 2009 Stocktaking Report openly admits that the deadline to have completed the implementation of National Qualifications Frameworks by 2010 “appears to have been too ambitious” (the Communiqué postponed this task “by 2012”) and that “there is not enough integration at national level between the qualifications framework, learning outcomes and ECTS”. Similarly, “a learning outcomes-based culture across the EHEA still needs a lot of effort, and it will not be completed by 2010”. These deficiencies warn that tasks have been taken perhaps in too formal a manner and that there is quite a lot of further work which demands a conceptual and not only “technical” expertise.

On the other hand, there are a lot of concerns with the employability of new Bachelor graduates after the Bologna first cycle. With regard to the Master – i.e., the Bologna second cycle – and the issue of employability, Howard Davies (EUA) made another crucial comment in his Survey of Master Degrees in Europe: “The Bologna three-cycle system cannot be said to be in place until this process is complete. In other words, until all 46 countries have evolved beyond the position in which the Master is the sole point of initial entry into the market for high-skilled labour.” In short: “the definition of the Bologna Master awaits the full fleshing out of the Bologna Bachelor.”

Of course, students (i.e., ESU in their Bologna With Student Eyes 2009) raise this issue even more critically: “inadequate understanding of the purpose of these reforms has negatively affected students, pressuring them to follow longer periods of study in order to reach a position of sustainable employment”. They are “impatient” as students should be: “Although processes appear to be moving in the right direction, they are doing so at something of the pace of a snail.” They complain on “the level of ‘divergence’ in the perceptions of national ministries, higher education institutions and students themselves”. Their report starts with “Repetition is deeply dissatisfying” (meaning that there is often not much difference between their critical statements of this year and of previous reports) and this is good: students are still here to push rectors and ministers forward.

In their Communiqué Ministers strived to pour some new fuel for the next period. They decided to amend, a little, the organisational structure. In the future “the Bologna Process will be co-chaired by the country holding the EU presidency and a non-EU country”. Thus, the first of the missing elements that Anne Corbett warned about just few days before the last conference (Bologna as “modelled on the EU Presidency system […] excluded 19 countries”; The Guardian, 21 April) seems to be settled, at least partly. On the other hand, in the most ambitious sentence of the Communiqué they set a new mobility target: “In 2020, at least 20% of those graduating in the EHEA should have had a study or training period abroad.” This is absolutely great; however, some more ambitious targets would not harm the future “beyond 2010”.

But it is necessary to warn also about new targets: “Repetition is deeply dissatisfying” students may say. “Action lines” in policy documents necessarily request implementation – and implementation is the really hard job. However, are the open questions about Bologna close to its goal line (2010) just about its “full implementation” – or are they more than that? I would opt for the later: implementation of a given principle always comes into trouble when it is taken just as a matter of a “technique”. What is needed for its “full implementation” – e.g. during the next decade – it is a strong momentum, a (new) vision which hits at the heart of reality. Do we have it?

Bologna has produced world-wide attention and, perhaps, its new momentum and its new vision could also start from this source. Forgetting this fact would be unforgivable in a world without borders: in Europe as well as in the US or any other global region.

Pavel Zgaga

Was there a student voice in Leuven?

The European Students’ Union (ESU) is clearly enjoying being a part of the Bologna Process. Claiming the legitimacy of representing 11 million students from 49 National student unions, the ESU is a stakeholder group directly involved in the Bologna Process and contributing position papers (see Bologna With Student Eyes and the Prague Student Declaration) to the Leuven Meeting.

Claims to representativeness though should be treated with a degree of caution and this applies even more to the unambiguous support which ESU gives to what it calls the Bologna Vision:

The Bologna Process is all about a vision, a vision of breaking down educational borders and creating a European Higher Education Area where learning is encouraged, facilitated and enabled in a simplified, integrated way across the continent

At which point it begs the question of whether the critical and analytical perspectives have not rather been blunted by proximity as privileged insiders to the discourses and visions. The ESU would not be the first representative body to be taken up by bureaucratic and careerist agendas and seduced by proximity to forums of power and influence.

The problem is that the ESU has become rather more of a cheerleader of the Process than a critical participant in it. In its 2009 Prague Declaration, the ESU did hold out for higher education as both a public good and a public responsibility and wanted a guarantee of free higher education accessible for all, based on public funding. However, the levels and diversity of positions with regard to public funding and tuition fees in the Bologna signatory countries means that this call is at best naïve. And it goes hand in hand with a call for the full Bologna action lines to be implemented and for the process to go further, faster and be rigorously benchmarked. In effect what they want is a level of harmonisation and coercion which would bring a blush to even the most ardent European Commission official. It is all very well to declare in favour of public provision and against tuition fees but if the Process is about making it easier to achieve precisely the opposite then it might be more useful to have less vision and more critical analysis.

The level of acquiescence with the Bologna scripts from the ESU is breathtaking. Mobility is seen as an unalloyed good:

Its benefits for students, academics, institutions and society as a whole are undisputed. Xenophobia exists and becomes especially evident in the event of an economic crisis such as the one we are currently facing. Mobility will require openness and will contribute to a more tolerant European society

In fact of course mobility is a far more problematic issue than this. The ESU does recognise the dangers of the commodification of higher education, the promotion of brain drain and the creation of a higher education market but seems to see these as somehow side-effects rather than of the essence of the Bologna Process. The ESU both opposes making a market out of higher education and actively calls for the process which is contributing to it to be extended and implemented.

If you want to hear student voices which can be more detached than this, you have to look elsewhere. You would need to hear from the occupiers of university buildings in Barcelona, Madrid, Seville and Valencia in opposition to the implications of the Bologna Process, the implementation of Credit Transfer and the pressures for rationalisation in university teaching.  Or what about the dizzy revolts against the commercialisation, managerialism and quality assurance pathologies of Bologna, French-style? Or perhaps those involved in Greek struggles over University spatial and legal autonomy? Even the poster-boys of education reform, the Finns, have got into a tangle over higher education reforms which flow from the logic if not the vision of Bologna.

Meanwhile the Vague Européenne called for a Counter Summit in Leuven to protest against the Bologna Process. Supported by a host of radical student organisations, the summit set out to give voice to a coherent opposition to the actually existing Higher Education reforms which have been both enabled and logically derived from the Bologna Process.

At national and institutional levels then, particular kinds of student voices are being heard. At the level of the Bologna Process, it is unlikely that the ESU can achieve the level of detachment needed given the considerable stake which it has to the success of a Process which gives it a central role.

Peter Jones

Documentation for the 6th Bologna Ministerial Conference (28-29 April, 2009)

Bologna Process/European Higher Education Area watchers will know that the 6th Bologna Ministerial Conference in on in Leuven/Louvain-la-Neuve from 28-29 April 2009.

Link here for all official Conference documentation, here for the official programme, and here for some photographs (one of which is pasted in below).

The public elements of the conference are being video streamed at this site on a real time basis.

Finally, link via this sentence for pre-loaded Google searches (in English) for news coverage, weblog coverage, and general internet coverage.

Kris Olds

A European view of the new Adelman report on the Bologna Process

Editor’s note: this guest entry was kindly developed by Anne Corbett, Visiting Fellow, European Institute, London School of Economics and Political Science (LSE). Dr. Corbett is author of Universities and the Europe of Knowledge Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education 1955-2005 (Palgrave Macmillan, 2005). Dr. Corbett, a former journalist, is conducting intensive research on a range of issues related to the Bologna Process. She recently spoke at UW-Madison (and is pictured to the right, outside of Bascom Hall).

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As a journalist I long ago learned – yes, journalists can learn – that when one is a foreign correspondent writing about another country, one is also writing about one’s own. One plays a game of mirrors, looking for reflections. So in looking at Cliff Adelman’s new and extended report on the Bologna Process (Adelman, C. 2009. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Washington, DC: Institute for Higher Education Policy), destined for a US policy audience, I’m primarily interested in what it reflects back to Europeans on how to create a European Higher Education Area through the Bologna Process.

A casual reader in Europe, and no doubt Bologna officials, will be impressed by Adelman’s many compliments to his European ‘colleagues’. These include: the view that the Bologna Process has such momentum it will become the dominant global higher education model within two decades (p 3); that it has come up with solutions which are extraordinarily relevant to challenges Americans face (p5) on student learning that and, developing from the fact that it has been ‘a highly reflective undertaking’ (p15) that Bologna demonstrates that if you want to reform higher education systems, ‘the smart money should be on cooperation and conversation’ (p16).

But to stop at that would be to miss the point that Adelman’s interest is highly selective. He is an American education policy expert who has now extended his initial enthusiastic essay on the Bologna Process into a weighty report on European higher education ‘reconstruction’ (p16) replete with tables of national responses on the issues where he would like to see America reform, and with an overall country summary of responses in Bologna’s 46 participating countries.  Since he is one who thought that the recent national commission on the future of higher education headed by Margaret Spellings was ‘purblind’, his focus is on what can be done in the US to improve the student learning experience, the effective credentialing that should register this, and access structures for higher education which allow multiple paths to entry.

So Adelman dives for what he sees as the Bologna Process’ conceptual breakthrough in how to define what students have really learned, and the sought- after embedding of a quality culture. This breakthrough, he considers, consists of the intermeshing of five elements: credit systems (the European Credit Transfer and Accumulation System or ECTS), the Diploma Supplement providing an individual record, the commitment to learning outcomes (rather than input), qualifications frameworks, and the quality assurance systems which set evaluation standards and guidelines for institutional self assessment and external monitoring, and the glue which links it to the student, the Tuning project. Tuning has worked with faculty across selected disciplines and some vocational training programmes to define the reference points of a curriculum. This project has attracted three American states to try it out because it is not ‘top down’.

This five-piece package is nicely defined by Adelman as Bologna’s ‘accountability loop’.  Underpinned by his generally spirited writing, his view may succeed in convincing Europeans outside the policy development circle that there is logic, and possibly even improvement, in a process which to many in the academic world has seemed fragmented, and/or abstrusely bureaucratic.

Adelman’s reaction to another part of the package agreed will also be to interest Europeans.  His assessment of Bologna’s most famous innovation, the commitment to undergraduate and postgraduate cycles, won’t go down well with all Bologna governments, but is I believe realistic. It is that mobility will become primarily a postgraduate phenomenon and masters, rather than bachelors, the normal exit point for classical university education.  This is a threat for Americans (and incidentally for the English, Welsh and Northern Irish). But though he seems to think undergraduate degrees will turn out to be predominantly three years, his own evidence shows mixed reactions. Most continental countries have restructured their old long degrees into a bachelor/masters of 3+2 or 4+1 years, whereas most UK-EWNI universities offer predominantly 3+1 degrees outside the professionally specialized fields of medicine and engineering, and if they are to get round this bind, will no doubt have to depend on clever marketing.

However a European should not be tempted to treat Adelman as the Bologna Bible. There are many crucial aspects of Bologna outside his range of interests. The main one is that he does not consider universities as research institutions. Yet it is the concept of universities as teaching and research institutions which underpins Europe’s 1200 or so traditional universities, a concept admittedly muddied by the EU’s labeling of most higher institutions as universities whether or not they do research.

Such a comment is not made simply to evoke issues of amour propre in defining what universities are. One of the factors which got the Bologna Process going, in 1998-1999, was the desire by its promoters to get (the main) European universities better recognized globally as scientific institutions in the broadest sense. And this fitted well with the EU aim in an age of globalization to convert its member states to knowledge economies, in which research is naturally one of the keys.

I conclude with two other points. First, despite his references to the 46 countries of Bologna Europe, he has in fact taken an EU-centered view. The 23 major languages referred to are just EU countries. The scale of a European higher education area is defined in terms of EU Commission statistics, that is  4000+ universities and 16 million students. Yet the emerging EHEA is likely to contain somewhere near 25-30 million students since it includes 19 non-EU members, among them Russia and Turkey. Issues of educational, economic and political diversity will be of increasing concern when – or might it be if ?– the Bologna governments declare formally that they have established a European Higher Education Area, the target date for which has recently slipped from 2010 to 2020.

In the second place, although confusing the EU and Bologna Europe (which is actually Council of Europe ‘Europe’) might be a question of interpretation, it is also a political issue. The Bologna Process has been designed so that while guidelines can be created at European level, and political momentum has been, implementation depends on national higher education-government forums.

Before we can talk of an Age of Convergence as Adelman does, we need to know how far the Bologna Process has the assent of all 46 nations to not only put in place Bologna structures, but to implement the qualitative issues evoked here – to make accountability loops work, to make trans-continental social dimension a reality, and to give further dynamic to Europe’s collective research achievements. I personally do not believe that Bologna’s most dramatic achievement will have been to bring students out in the street, whatever current banner waving is going on to smash this ‘neo-liberal’ project. There will be compromises which cloud the structurally pure line Adelman describes.

But that, as they say, is the beginning of another story. We will know a little more about that in the coming days when the 46 ministers and the Bologna stakeholders meet at the Sixth Bologna Conference taking place in the Belgian university towns of Leuven and Louvain-la-Neuve on April 28-29.

Anne Corbett

The Bologna Process – 2010 and beyond

Source: ‘The Bologna Process and Implications for Canada’s Universities‘, Association of Universities and Colleges of Canada International Meeting, 26-27 January 2009.

University associations and the enhancement of capabilities for a globalizing era

I recently returned from Prague, where I attended the 5th annual conference of the European University Association (EUA).  It was very well run by the EUA, professionally hosted by Charles University (Universitas Carolina), and the settings (Charles University, Municipal Hall, Prague Castle) were breathtaking.

My role was to contribute to EUA deliberations on the theme of Global Outreach – Europe’s Interaction with the Wider World.  I’ll develop a summary version of my presentation for GlobalHigherEd in the next week once I catch up on some duties here in Madison.

Some aspects of the meeting discussions complemented some recent news items (see below), as well as our 9 March entry ‘Collapsing branch campuses: time for some collective action?’ The thread that ties them all together is capability.

At a broad regional scale, the EUA, and its many partners, have had the capability to bring the 46 country European Higher Education Area (EHEA) into being. Of course the development process is very uneven, but the sweep of change over the last decade, brought to life from the bottom (i.e. the university-level) up, is really quite astonishing, regardless of whether you agree with the aims or not.

Now, capabilities in the case of the EHEA, relates to the capacity of universities, respective national ministries, the EU, and select stakeholders to work towards crafting an “overarching structure”, with associated qualifications frameworks, that incorporates these elements:

• Three Degree Cycle
• The European Credit Transfer and Accumulation System (ECTS)
• The Diploma Supplement
• Quality Assurance
• Recognition [of qualifications]
• Joint Degrees

Ambitious, yes, but the distributed capabilities have clearly existed to create the EHEA, as will become abundantly clear next month when the Ministerial Conference is held at Leuven and Louvain-la-Neuve in Belgium.

Capabilities have also been evident this week in the case of Columbia University, which just announced that it was opening up a network of “Global Centers”, with the first two located in Beijing and Amman. As the press release puts it:

While some U.S. universities have built new branch campuses and degree-granting schools abroad, Columbia is taking a different path. Columbia Global Centers will provide flexible regional hubs for a wide range of activities and resources intended to enhance the quality of research and learning at the University and around the world. The goal is to establish a network of regional centers in international capitals to collaboratively address complex global challenges by bringing together scholars, students, public officials, private enterprise, and innovators from a broad range of fields.

“When social challenges are global in their consequences, the intellectual firepower of the world’s great universities must be global in its reach,” said Kenneth Prewitt, vice president of Columbia Global Centers and Carnegie Professor of Public Affairs. “Columbia’s network of Global Centers will bring together some of the world’s finest scholars to address some of the world’s most pressing problems.”

And in the Chronicle of Higher Education, Prewitt had this to say:

“We’re trying to figure out how to go from a series of very strong bilateral relationships and take that to the next phase, not replace it,” said Kenneth Prewitt, director of Columbia’s Office of Global Centers.

As the world becomes more interconnected, many of the most pressing issues of the day are best approached not within a bilateral framework, but by groups of scholars and researchers from diverse backgrounds bringing their expertise to bear in novel ways, Mr. Prewitt said.

See a brief slideshow on the Amman center here, and download the inaugural program launch poster here

The Columbia story is worth being viewed in conjunction with our previous entry on ‘Collapsing branch campuses’ (an indicator of limited capability), ‘NYU Abu Dhabi: realizing the global university?’ (an indicator of strong capability, albeit enabled by the oil-induced largesse of Abu Dhabi), and a series of illuminating entries by Lloyd Armstrong in Changing Higher Education on the Columbia story and some associated entries on ‘modularity’ in higher education and research:

• Columbia goes global following a different track
• Modularity in higher education: Research
• Modularity in university higher education

As Armstrong notes:

“Modularity” is an ill-defined concept as used in discussing globalization of the modern corporation, in that it may mean very different things to different organizations at different times.  Generally, however, it has to do with breaking a process into separable blocks (modules) that have sufficiently well defined inputs and outputs that the blocks can later be fit together and  recombined into a complete process. “Globalization” then has to do with accessing resources world-wide to produce those modules in the most effective and efficient manner.

Now, in some future entries we will be exploring the uses and limitations of concepts like scale, networks, chains, modularity, and so on.  But what I’d like to do now, is think in a n-1 way, and beg the question: do universities have the capability to think beyond their comfort zones (e.g., about modularity; about academic freedom in distant territories; about the strategic management of multi-sited operations; about the latest advances in technology for capacity building abroad or international collaborative teaching; about double and joint degrees; about the implications of regionalism and interregionalism in higher education and research), especially when their resources are constrained and ‘mission creep’ is becoming a serious problem?

Most universities, I would argue, do not. Columbia clearly does, as does NYU, but few universities have the material, political, and relational (as in social and cultural capital) resources that these elite private universities do.

Perhaps the EHEA phenomenon, the role of the EUA in shaping it, can generate some lessons about the critically important dimension of capability, especially when universities are not resourced like a Columbia.

The framing and implementation of ambitious university visions to internationalize, to globalize, at a university scale, arguably needs to be better linked to the resources and viewpoints provided by associations and consortia, at least the better staffed and well run ones. There are other options, of course, including private consultants, ad-hoc thematic expert groups, and so on, but the enhancement of capabilities is evident in the case of the EUA, especially with respect to the construction of the EHEA on behalf of its constituent members, the creation of fora for the sharing of best practices, and the creation of new institutions (e.g., the EUA Council for Doctoral Education). It might be worth noting, too, that the EUA clearly benefits from having the European Commission‘s backing on regarding a variety of initiatives, and that the Commission is a key stakeholder in the Bologna Process.

The other side of this equation is, though, the need for universities to actually engage with, support, feed, draw in, and respect their associations. Given the denationalization process, associations and consortia are also being stretched. Some are having to cope with resource limitations vis a vis mission creep, and the uneven involvement of certain types of member universities. I might be wrong, but it seems as if some sub-national, national and regional associations around the world have a challenging time drawing in, and therefore representing, their better off universities.  This is a problematic situation for it has the potential to generate ‘middling zone’ outcomes at a collective level.

Yet, is it not in the interest of higher education systems to have very strong, effective, and powerful associations of universities? And if the elite universities in any system do not look out for their system, versus take the university view, or a segmented view (e.g., a selective association or consortia), the broader context in which elite universities operate may become less conducive to operate within.

The globalization of higher education and research is generating unprecedented challenges for universities, and higher education systems, around the world. This means we need think through the evolving higher education landscape, and the role of associations and consortia in it, for the vast majority of universities simply cannot act like Columbia University.

If capabilities are limited, then associations and consortia have the capacity to enable reflective thinking, and broader and more powerful university voices to emerge.  Indeed, it might also be worth thinking through how all of the world’s associations and consortia relate (or not) to each other, and what might be done to transform what is really a national/international architecture into a more global architecture; one associated with strategic inter-association and inter-consortia dialogue and sustained collective action.

And in a future entry, I’ll explore how some universities are seeking to enhance capabilities via the creation of new joint centers and experimental laboratories with distant universities and non-university stakeholders. While this process has to be managed carefully, the bringing together of complementary resources (e.g., human and otherwise) on campuses can unsettle, though with positive effects, and thereby build capabilities.

But for now, I’ll close off by highlighting the International Association of Universities’ (IAU) 3rd Global Meeting of Associations of Universities (GMAIII) in Guadalajara, Mexico, 20-22 April 2009. This event is shaping up to provide plenty of food for fodder regarding the capabilities issue, as well as many other topics. University associations are being tasked, and are tasking themselves, to enhance capabilities for a globalizing era. Yet, for many, this is relatively uncharted terrain.

Kris Olds