THE CONTEXT FOR THE RECOGNITION OF THE BOLOGNA …
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THE CONTEXT FOR THE
RECOGNITION OF THE BOLOGNA
DEGREE IN THE US
2005 EAIE Conference
Krakow, Poland
Mariam Assefa
Executive Director
World Education Services
World Education
Services:
www.wes.org
International Graduate Enrollment
Today
International students represent a significant portion of
the graduate students in science and engineering in
the US. 50% in engineering (Source: CGS)
50% in engineering
41% in physics sciences
26% biological sciences
For the first time in 30 years the number of incoming
international students declined in 2003/04. European
numbers were down by 5% (Source: IIE)
The number of graduate applications declined further
in the spring of 2005 (CGS)
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Consequences for Graduate Schools
US research universities are alarmed by the drop in the
number of international graduate students
Graduate deans are playing an active role in
international enrollment issues
Making US institutions attractive to international
students is a priority
The Bologna process is seen as a challenge both in
terms of the changes in degree programs and by
making European universities more competitive on the
international market
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How does this Affect Degree
Recognition?
It is well known that international students have more
options in choosing study destinations
Graduate deans and university presidents are
beginning to realize that the Bologna reforms represent
a fundamental change in higher education across
Europe and to consider their implications for US higher
education
One manifestation of that is to examine the fit between
the two systems which necessarily leads to the
comparison of outcomes or degrees
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The 3-year Degree Experience
There are precedents: US institutions admit students
with 3-year degrees from the UK, Israel, Ireland,
Singapore, Hong Kong
The majority ( 57%) of international students in the US
are from Asia. India is the largest sender with 79,736
students enrolled in 2003/04. (Source: IIE)
When US admissions officers speak of the three-year
degree, it is usually in reference to the Indian degree
which is not usually regarded as comparable to a US
bachelor’s degree or sufficient for graduate admission.
The Bologna process has reopened the debate
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Most Common Reasons for not
Recognizing 3-year Degrees
Three-year length as opposed to four years as the US degree
Absence of general education in most
programs
Do not represent 16 years of total education
US undergraduate degree is 12 + 4
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The Bologna Factor
The three-year degree will no longer be the exception
but the norm in 40 countries after 2010
The US has a long tradition of exchanges with Europe
The Bologna process has direct implications for
Fulbright- the country’s most prestigious exchange
program
It requires us to review and update the admission and
placement of students from participating countries
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Partial Knowledge of the Bologna
Process
In the US the term has become shorthand for “threeyear degree from Europe”
Key features of the process are not well known – most
specifically quality assessment and the work done on
degree definition and program content
Information on quality assurance, program structure
and content must be disseminated in the US to
complete the picture and broaden the discussion
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Universities are Starting to Accept
Three-year Degrees
The University of Chicago Graduate School of
Business
Carnegie Mellon University
Columbia University Graduate School of Business
Wake Forest University Graduate School of
Management
The issue will be discussed at the meeting of the
graduate schools of the AAU (Association of
American Universities) at their meeting in late
September
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External Forces Make Change Likely
The recognition of credentials is done in context and
not in a vacuum
As the competition for graduate students heats up,
increased attention will be paid to recruitment and
admission
The decline in the number of students and the
competitive environment makes the US situation
ripe for change
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How to Promote Recognition
Provide the necessary information
Prepare literature adapted for non-European
audiences that focuses on the content,
structure and outcome of programs
Make use of the some 300 Fulbright scholars
present in Europe each year. Properly briefed,
they could be valuable resources on the
Bologna process when they return to their
campuses.
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Your Partners in this Effort
Fulbright commissions – they can provide you
with the list of visiting scholars present in the
country
Graduate deans at major institutions
Faculty and department heads responsible for
graduate admission
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Conclusion
The graduate admission landscape is changing
Graduate admission is faculty driven:
information must be addressed to them
Information about program content is essential
There is no doubt that the Bologna degree will
be generally recognized for graduate
admission in the US
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Useful links
http://www.wes.org/ewenr/bolognaprocess.htm
http://www.iienetwork.org/?p=50847
http://exchanges.state.gov/education/fulbright/commiss
.htm
http://www.cgsnet.org/
http://www.gmac.com/gmac/NewsCenter/NewsComme
ntary/BolognaTaskForceReleasesReport.htm
http://www.csgs.org/Daniel%20Denecke's%20Powerpo
int.ppt
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