Prof . Dr. László I. Komlósi vice- rector komlosi@btk.pte.hu University of Pécs, Hungary

1. Blood, Sweat and TiersHungarian Experiencesin the Bologna Process and the Development of Quality Culture Prof.Dr. László I. Komlósi vice-rector komlosi@btk.pte.hu University of Pécs, Hungary International Conference The Bologna Process – Experiences in the Quality Assurance and Management and Reforms of Study Programs University of Novi Sad Vijvodina, Serbia and Montenegro June 4-5, 2004

2. 1. The Bologna ProcessandCentral-East-European traditions - Traditional values and practices in higher education VERSUS - radical changes based on strategic planning inevitable necessity for both a. central governments b. university governance

3. Stock-taking at the endof the 20th century 1 - universities and specialized colleges areconsidered to be seats of higher learning responsible for education, training and research - universities are by rule state-founded institutions run on central budget the amount of which is determined by the government - a major part of the university’s educational activity is free of charge for the students enrolled - general societal expectation for free education for all

4. Stock-taking at the endof the 20th century 2 • the number of state-financed and enrolled students is centrally determined • the number of employees as public servants is also centrally determined • universities have a highly bureaucratic administration and a hierarchical management structure

5. Stock-taking at the endof the 20th century 3 • maintenance of the university facilities and infrastructure, investment and development are greatly dependent on state allocations • the ownership of the university property lies with the state • there is a lack of financial motivation for teaching and research activities • the educational system is rigid which is characterized by limited teacher-student interaction, inflexible class and course arrangements, set examination procedures and non-comparability of credits and degrees even within any one given country

6. Stock-taking at the endof the 20th century 4 • much of the research is isolated from the industrial environment; there is a lack of market-driven research orientation; research grants are mediated by R+D ministries at best • promotions, degrees and titles are the only academic incentive • academic autonomy exist with internal democracy in terms of rules and regulations /election of committee and senat representatives/

7. Further complications DUAL SYSTEM established and introduced in 1996 • in issuing scientific qualifications • in pursuing and financing research activities Universities Hungarian Academy of Sciences doctoral schools: doctoral committee of HAS: PhD degrees Doctor of Science degree Habilitation R+D at universities HAS research institutes

8. S O L U T I O N 1 1. Technology parks University and industry cooperation • applied research (biotechnology, nanotechnology, computer aided design and production, laser technologies, etc.) • spin-off companies incubated on campus • consortial research cooperations (critical magnitude of resource concentration) 2004: National Bureau of Reserach and Technological Innovation

9. S O L U T I O N 2 2. HAS research teams deployed in university institutes • joint HAS and university research • resource sharing, rational utilization of facilities - joint R+D grant proposals

10. HAS & University Cooperation Joint research The Hungarian Academy of Sciencesdeploysaccredited research groups with specified projects at universities on the basis of competitive applications. Advantages • Joint grant proposalsare submitted to agencies distributing resources for research and development, such as e.g. OTKA (National Research Fund) or R+D funds of the Ministry of Education and the Ministry of Health, National Development Plan, or the ESF. • Employment possibilities increase for young researchers

11. 2. Problems and difficulties in the Modernization Process • Consensus needed over the necessity of improving the quality and efficiency of higher education - critical issues credit transfer mobility comparable and marketable degrees quality assurance harmonized curricula design

12. 3. Objectives and Rationale of the Bologna Process • background rationale: taking joint action • in creating a European Higher Educational Area • in preservingEurope’s competitiveness with other large areas in the world, first of all with the US • Europe should integrate efforts spend more to support research integrate, renew, and radically change the major sources for research and highereducation

13. The Bologna Declaration practical objectives I. Adopting a system of easily readable and comparable degrees with a “European diploma” and a “Diploma Supplement”

14. The Bologna Declaration practical objectives II. Establishing a system of credits that translates the inner operation of the single university into a European system

15. The Bologna Declaration practical objectives III. Promoting mobility by opening up the institutional and cultural boundaries, thus establishing a “virtual European university”

16. The Bologna Declaration practical objectives IV. Securing quality assurance to be acknowledged as a European institutional management technique

17. The Bologna Declaration practical objectives V. Promoting the necessary European dimensionsin curriculum development and inter-institutional co-operation in order to achieve an internationally oriented organization of the contents of university education

18. The Post-Industrial University • The university is not an isolated social actor • The university is not the only stake-holder on the educational market • The university is not the only possessor of truth • The university’s survival hinges on effective social-economic participation by providing competitive educational services

19. What BOLOGNA should not be concerned with • thequestions of financing education and research at universities • the responsibilities of the state in higher education • enrollment numbers or proportions of enrollment • tuition fees at particular universities • theforms of governance • the questions of autonomy & academic freedom

20. The TASK of individual countries - Theseissues need to be met in the individual countries - higher educational institutions need to conduct negotiations with their respective ministries and politicians - universities need to be pro-activein anticipating and counter-acting the negative tendenciesinevitable under the present economic and social circumstances - societal expectationsconcerning the role of the universities are radically changing - universities need to develop their own business plans based on strategic planning

21. Experiences of the University of Pécsin the implementation of some components of theBologna Reform Process 1 The University of Pécs since 2000 - is the result of the integration of the former - Medical University of Pécs - Janus Pannonius University of Pécs - Pollack Mihály Engineering College - Illyés Gyula Teacher Training College - several regional Colleges of Health Science

22. Experiences of the University of Pécsin the implementation of some components of theBologna Reform Process 2 The University of Pécs since 2000 a creation of the educational reform in Hungary effective in the fields of - credit-based curriculum development - market-driven course development - foreign language training for highly marketable subjects - external quality assurance - internationalisation of faculty and student exchanges - international scientific cooperation - international joint degrees

23. Experiences of the University of Pécsin the implementation of some components of theBologna Reform Process 3 The University of Pécs since 2000 • modern state university of 32.000 students • nine faculties • “forced increase” in student enrolment to counter-act the drastic decrease of state support affecting the overall budget of the university • radical restructuring of the educational tiers(or training cycles) and the degree structures: - post-secondary practical specialization training - BA, BSc, BEd, BEng, BABA, etc. - MA, MSc, MEd, MEng, MABA, etc. - PhD • introduction of privatisation and new forms of ownership • strategic planning for institutional development, especially within the framework of Public-Private-Partnership in investment projects

24. 5. Solutions Sought and Proposed 1 • solutions are implemented continuallyin the different countries involved in the reform process concerning higher education • many of the solutions run counter to accepted traditions or societal expectations • their implementation will bring about substantial changes in the respective domains

25. 5. Solutions Sought and Proposed 2 • introduction of the ECTS (European Credit Transfer System) by national law • increase of fee-paying students in order to increase university income • increase of courses offered in internationally attractive languages to attract fee-paying foreign student, thus increasing university income • encouragement of University-Industry Projects by favorably changing legal conditions for companies to invest in co-operational research activities with universities, in return becoming eligible for tax-exemption • establishment of industrial parks, innovative knowledge-transfer centers, spin-off companies and joint-ownership companies on university premises

26. 5. Solutions Sought and Proposed 3 • new management structures to be introduced for universities - Board of Directors over the Senate - president over the rector • encouragement of business-like, efficient and competitive university management with de-centralized financial management based on strict performance measures (bench- marking, business plans, strategic planning) • new ownership structures: universities as limited companies • Public-Private Partnership(PPP) projects for investment and development • Establishment ofprivately-funded universities and colleges based on the collection of market-regulated tuition fees

27. Conference of Ministers, Berlin, September 19, 2003 • Shifting priorieties • Aim: coherent and cohesive European Higher Education Area by 2010 • education is a public good and a public responsibility • in international academic cooperation and exchanges academic values should prevail • social cohesion within and the social characteristics of the EHEA should be improved

28. Conference of Ministers, Berlin, September 19, 2003 • Europe should be made the most competitive and most dynamic knowledge-based economy in the world, capable of sustaining economic growth with more and better jobs and greater social cohesion • Synergies should be exploited from cooperation between the EHEA and the European Research Area • Quality assurance on institutional, national and European levels should be secured with a definition of the responsibilities of the bodies and institutions involved by 2005

29. 6. Radical Changes Expected • Financing: • central normative support (per student capita) will be drastically reduced to the BA level and will be kept on the present level for the MA level • Governance: • Management and academic affairs will be strictly separated. Board of Directors will make all management decisions and, among others, elect rector. Rector will be an executive manager, Senate will make decisions in academic affair only. • 50 per cent of the members of the Board of Directors might be appointed by minister. Members must not have any affiliation to HE, they are outside educational space. • State employment: • Civil servant status for all faculty members and university employees might be terminated;hire-and-fire and other personnel policy will lie with the Board of Directors.

30. 7. Further problems to be expected • uncertain future for non-marketable subjects (classical philology, philosophy, archeology, theology, art history, the language and culture of less-spoken languages, theoretical physics, etc.) • market-driven value orientation => academic autonomy at risk • economic threat for well-established disciplines and research tracks (theoretical subjects, non-industry-linked subjects, uneconomical fields of research) • lack of well-trained teachers for the increasing number of newly established universities => quality education at risk • unresolved relationship between Board of Directors and Senate in terms of financial, personnel, managerial and academic affairs • Strong, almost direct political influence on university management if 50 per cent of members in Board of Directors are appointed by the minister of education • Rector and deans will not be elected from below but nominated and appointed by the Board of Directors and Senate, respectively. • Short-term savings achieved by lay-offs will cause serious and irreversible losses in the pool of second-line faculty members who are already the result of a substantial intellectual investment

31. 8. The Desired Linguistic Landscape • In Central-East-European countries the linguistic traditions require a more balanced appreciation of languages to be used in international contacts: Germanic languages: English, German, Dutch Slavic languages: Russian, Polish, et alteri Nordic languages: Swedish, et alteri Romance languages: French, Spanish Non-European languages: Chinese, Arabic

32. 9. Striving for quality • Objectves: • achieving economic and social efficiency • establishing internal quality assurance • joining the European Quality Culture project • strengthening international cooperations in education and research • establishing consortia for understanding global and local needs of higher education

33. The Quality Culture Project • The University of Pécsis chief coordinator of the Quality Culture Project IIunder the umbrella of the European University Association (EUA), supported by the European Union. • Objective: the acquisition of first-hand experiences in networking • to develop Quality Culture in the participating institutions by introducingInternal Quality Assurance, an effective systems of quality assurance at universities • to identify best practices that are in harmony with the Bologna trends of credit-based, multi-tier continuing education in highly diverse branches of education, covering fields from natural sciences and medical sciences to engineering to social sciences, humanities, teacher training to arts education.

34. Pécs – A Cultural, Academic and Scientific Centre • EUA Quality Culture II Project • Network on Implementing Bologna Reforms • Chief coordinator: Prof. Antal Bókay Vice-rector for academic affairs bokay@btk.pte.hu

35. Invitation • In Hungary we look forward to broadening international cooperations with EU accession countries in the framework of TEMPUS III JEPs and EU research and development schemes Contacts: judit.nemet@isc.pte.hu/ERASMUS/ gabor.czeh@ki.pte.hu/TEMPUS and others/ czibok@rektori.pte.hu/R & D, EU research applications/

36. SEE YOUIN JOINT EUROPEAN NETWORKS

37. SEE THE RESULTS OFHIGHER EDUCATIONAL REFORMS

38. SEE THE PAST IN PÉCS

39. SEE THE PRESENT IN PÉCS

40. SEE THE FUTURE OFQUALITY EDUCATION

41. SEE OUR JOINT EUROPEAN FUTURE

42. THANK YOU FOR YOUR ATTENTION! COME AND VISIT USIN PÉCS, HUNGARY