European Experiences with the Bologna Process: Results of an Euro-CASE Questionnaire

European Council of Applied Sciences, Technologies and Engineering

Euro-CASE Some European Experiences with the Bologna Process – Results of an Euro-CASE Questionnaire Prof. emmer. Dr.-Ing. Reiner Kopp “Engineering Education “3 years later”” Croatia 08. November 2007

Outline • Some introductorily results on the future of education in Europe • Euro-CASE – Questionnaire and Results • PhD / Dr-Eng.. – Future developments • Recommendations from the Academy of Technical Sciences (acatech) • Conclusions

1. Some introductorily results on the future of education in Europe • Education Market [Newsweek August 2006] • Total Market in the World today 13 Billion US $ → 225 Billion in 2020! • 2,5 Mill. Students study overseas each year, numbers growing! • 2025: 7,5 Mill. students are expected to seek education outside their home countries • English courses are available worldwide increasingly • Netherlands: more than 50% of Master courses in English • New Zealand: international students in 1997: 4 000, in 2004: 21 000 • Japan: ¼ of the students are foreign students

Online Courses • The market increases rapidly, particularly in Asia and the developing market • Market analysts predict: global market for e-learning will increase from 8 Billion (2005) to 26 Billion US $ in 2010! • In the U.S.A.: 65% of graduate schools offer online courses available to students worldwide

Change of education philosophy • “Education based mainly on the profitability in the global market magnifies deficiencies” as “irrationality, parochialism, haste, sloppiness and selfishness”. [Martha Nussbaum] • “We need to favour an education that cultivates the critical capacities and fosters a complex understanding of the world and its peoples and that educates and refines the capacity for sympathy.” • Teaching not only technical issues. Teaching Humanity should not be neglected! • “The ability to think critically, to transcend local loyalties and to approach international problems as a ‘citizen of the world’” • “to be intelligent readers of other people’s stories and to understand their emotions and wishes.” • “To cultivate our students ‘inner eyes’ we need carefully crafted instructions in the arts and humanities, which will bring students into contact with issues of gender, race, ethnicity and cross-cultural experience.” [Martha Nussbaum]

Europe has a big chance, • to attract students from the Middle East – support of moderate Muslims • to support African students • to integrate universities in eastern Europe in an European knowledge network. Virtual universities. • The first two levels are highlyinfluenced by the Bologna - Process

2. Euro-CASE – Questionnaire andResults Claude Maury (Initiator) and Reiner Kopp In 1999, 29 European countries signed the declaration of Bologna which requires all European universities to establish a bachelor/master system for their curricula until 2010. Within three years, all students in Europe should have a unique degree

Results of the Questionnaire 1. Distinction between scientific-oriented and technology-oriented courses 1.a In a majority of European countries a distinction was made before the Bologna process between scientific-oriented courses and technically- oriented courses (as in Germany between TU-TH and FH) How to characterize, today, the situation in your country: this distinction did not exist. Czech, UK, France this distinction has been kept with clearly different degrees (BSc and BEng): Belgium, Hungary, Netherlands, Norway, Portugal, Sweden, Swiss this distinction has been dropped out: Germany (partly)

Further Comments: Germany: Partly /FH offers Bsc, Beng, Msc, Meng) Netherland: The distinction within the Dutch system was based on the difference between application oriented programs (universities of professional education) and theoretical oriented programs (technical universities). Sweden: In Sweden we keep two different tracks, one university based science orientation and one polytechnic technology orientation (more professional) (“Högskola” or Technological university). To make it confusing there is in some universities also a polytechnic orientation with a more professional orientation (however relatively fewer students, also in comparison with ordinary polytechnics). The degrees are respectively B and M (in Swedish Magister). At Polytechnics one can sometimes choose between B/M and Engineering degrees. This division will be kept. Polytechnics are strong in this country (leading to “civil ingenjör” formerly 4 ½ yrs will be 5 yrs to become full Masters level, and on the lower level “högskoleingenjörer” often with more generic names and to become “candidate” or Bach.) Swiss: But in Switzerland it is not the name of the degree, but the name of the type of the School (i.e. University/ETH - Fachhochschule)

1.b Do you see this evolution as: positive: Czech, Netherlands, Portugal, Swiss negative: England, Germany, Spain no clear opinion or no evolution: Belgium, France, Hungary, Norway, SwedenFurther Comments: Swiss: in Switzerland that is stable, not evolutionary

2. Reference to a professional title of "engineer“In the older times, most European engineering courses wereleading to a title of Engineer (having a professional touch) at the end of the engineering studies.it was not the case in my country: England, Portugalit was the case and the title ofengineer has been dropped out: -it was the case and the title ofengineer will be given at the bachelorand at the master level: Belgium, Germany partly, Hungary, Swedenit was the case and the title of engineerwill be granted at one unique level - either at the first level: Netherlands, Norway, Spain - or at the second level: Czech, France, Netherlands

Further Comments: Netherlands: The title eng.. for those who finished a bachelor degree at a university of professional education (Beng = ing 4 years). There is no engineer title for those who finished a bachelor degree at a technical university. They just obtain the Bsc degree (3 years). The title ir. for those who finished a master degree at a technical university (MSc = ir. 3 + 2 years). Sweden: In Sweden we will have both bachelors (“candidate”) and Masters (“Civilingenjör”) in parallell. Swiss: The title of Engineer (having a professional touch) is going to be dropped out in Switzerland. Actually some people (still only few) are unhappy about this – unfortunate – situation and are thinking about possible remedies.

3. How will the new two tier system work? 3.a The new scheme of studies which has been introduced according to the Bologna declaration may be used (and understood) in three ways: which one is the most likely to come in your country? the first level (bachelor) should be (or become) the reference level, as it is around the world in most countries: Germany (only for FH) the second level (master) should remain the reference level, the bachelor level being mainly a mobility point: Belgium, Czech, England, France, Germany (only for universities), Hungary, Portugal, Sweden our practice should stay more open, avoiding any model as it is allowed by the Bologna Declaration: Netherlands, Norway, Spain, Swiss

Further Comments: Netherlands: We need as well masters (MSc.) as bachelors (BEng) on our labour market. In the new system we also have bachelors from technical universities (BSc.). The labour market does not have any experience with this group at this moment. Most of these graduates are going for their master. Sweden: In Sweden, that is within polytechnics, B will not ordinarily be given. It has an uncertain labour market value, but may become a mobility point. Maybe there will be a too high activity at Master level which is coupled to research and prestige about what the outcomes is still uncertain, live or die? Swiss: Our practice is – and will stay – more open, since - scientific-oriented schools (University/ETH) will continue encouraging their students to continue to the master level as they did up to now to the Diplomingenieur, as long as -technology-oriented schools (Fachhochschulen) will continue having a large majority of their students to leave with a Bachelor degree.

3.b Are the three year graduates actually acceptable by the market? Yes: England, France (but not engineers) With (some) difficulties: Czech, Hungary, Norway, Spain, Sweden Not really and decisions were made to set up: Belgium, Netherlands - 3 1/2 years bachelors: Germany - 4 years bachelors: Portugal

Further Comments: Swiss: The three year graduates from Fachhochschulen are and will be accepted by the market, since Swiss freshmen in Fachhochschulen have already a 4-year apprenticeship with industrial practice behind them. This is at least equivalent to an additional year in school. The graduates from University/ETH do not have such a practice, and their Bachelor degree is not yet practice- oriented; thus they should complete the Master level program to be acceptable by the market.

About mobility • 4.a Is there any concern around a decreasing international mobility during the bachelor studies? • Yes: - • A little: France, Hungary, Norway, Portugal, Sweden • Not at all: Belgium, Czech, England, Germany, Netherlands, Spain • Further Comments:Sweden: In Sweden presently too much inward flux and decreasing outward (to some extent depending on fees not allowed)Swiss: Swiss students have shown up to now a relatively small interest for semester-wise studies in other places. We do not see any decrease, but we hope for an increase in mobility and see it already happen in some disciplines.

4.b Is there any concern around a too strong mobility after the first cycle (students changing institutions after getting their bachelor)? Yes (already now): - A little or could come in the future: Hungary, Portugal Not at all: Belgium, Czech, England,France, Germany, Netherlands, Norway, Spain, SwedenFurther Comments: Swiss: No concern about too strong mobility.

Information about Bologna elsewehere • What do you know about Bologna in other countries? • we don‘t know much: Hungary, Norway • we are rather well informed: Belgium, Czech, England, France, Germany, Netherlands, Portugal, Spain, Sweden, Swiss • Further Comments: • Germany: we know roughly the situationNorway: at least I would like to be better informedSweden: We know a little, a little more than nothing and less than everything.

General Comments: England: The Academy strongly opposes the use of the European Credit Transfer System (ECTS) as a metric in the Bologna Process and believes that competence based output standards should be adopted on the EUR.ACE model. Portugal: In Portugal, after Bologna, the designation Bachelor changed to “Licenciado” and the designation “Licenciado” (5 years before Bologna) changed to Master (6 years before Bologna). Sweden: The Bologna process is not set in Sweden, and the results are not clearly visible right now and for the near future. The changes are biggest in the engineering field (polytechnics)where there will be double standards for some time.

3. PhD / Dr.-Ing. – Future developments • The doctoral phase in the technical sciences in Germany Characteristics of the doctorate by a research assistantship • national degree in the technical sciences in Germany: Dr.-Ing. (doctor of engineering) • a doctoral candidate employed as a research assistant by a universitiy research institute • a doctoral candidate is deployed a sole responsible researcher • compilation of a original doctoral thesis • acquisition and/or application, organisation and execution of research projects financed by industry or research trusts parallel to doctoral project • competencies in teaching, team work and interdisciplinary collaboration by interaction with peer researchers at the institute or department of the university • these graduates with a doctoral degree are highly valued in industry owing to their expertise in their particular subject and their organisational skills (cf. German Engineering Federation (VDMA) study)

questionnaire questionnaire Schedule Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 • AP 1/2 country studies 24.04.2007 11.01.2008 AP 0 AP 1 AP 2 AP 3 AP 4 survey among professors (national) survey of young doctors in industry & international workshop draft of recommendations data analysis symposium round table international experts September 2008 publication: ‚acatech recommends‘

4. Recommendationsfrom German Academy of TechnicalSciences

Differentiated course profiles at institutes, universities and universities of applied science Differentiated course profiles at institutes of technology, universities and universities of applied science are meeting the requirements of industry and should remain in place for future Bachelor’s and Master’s degree courses. • Attract teachers with industry experience To preserve the special focus on application in the training of engineers, and on scientific research at institutes of technology and universities, any proposals that would enhance opportunities to produce excellent university teachers with industry experience have to be supported. Co-operation between academic institutions and industry in engineering education. The culture of co-operation between academic institutions and industry is the backbone of successful engineering education in Germany. It therefore deserves continued support and must be extended even further.

System of quotas Restrictions to the transition to a Master’s degree course should be determined by no other party than the academic institutions themselves. Prescribed quotas, of any shape or form, are counterproductive and, consequently, must be rejected. • Duration of Bachelor study For Bachelor courses, the recommended length of basic and specialist studies is six semesters, plus additional time for practical modules and three months for preparing a Bachelor thesis to obtain professional qualification. • Master as the paramount objective of Engineering courses at institutes and universities The paramount objective of Engineering courses at universities should be to produce highly, scientifically qualified Masters of Engineering. University financing must meet the requirements to achieve this goal.

Consideration of the suitability of applicants for a course and students To take better account of the suitability of individual applicants for a course, and of actual students, it is strongly recommended to implement measures such as aptitude assessment at the beginning of the course, selection processes or orientation exams, as well as study progress control with obligatory interviews. • Flexible transition between Bachelor and Master courses To avoid unwelcome effects on the duration of study, legislation should provide for flexible transition between Bachelor and Master courses, to allow provisional admission, for a limited time, to the Master course before the Bachelor’s degree is completed.

International recognition of the degree holders As one of its core tasks, the Accreditation Council and the agencies it co-ordinates have to ensure that the accreditation of degree courses, as practiced in Germany, must directly result in Europe-wide recognition of the respective degrees. To ensure global recognition of degrees awarded in Germany, it is also essential that the Accreditation Council provides the conditions for Germany’s full membership of the Washington Accord. • The Dipl.-Ing. degree The Master’s degree awarded by institutes of technology and universities is equivalent to the internationally recognized Dipl.-Ing. degree. This equivalence should be highlighted by an appropriate notice on the degree certificate and/or diploma supplement.

5. Conclusions • Engineering Education in Europe plays a strategic role in the global competition • Engineering Education in Europe must be one of the best of the world (the best?) • Bologna Process has to be optimized in the next few years. But the specialties of an University / Curriculum should be conserved • The goal of future curricula must be: • combining technical, natural sciences and part of human sciences • The global problems cannot be solved only by technical solutions. We need engineers with sensitive eyes for the need of the society • Establishing of an information network of main Bologna Process evaluators

European Experiences with the Bologna Process: Results of an Euro-CASE Questionnaire