Diana B. CarlinUniversity of Kansas

Chair, NAFSA Task Force on the Bologna Process, 2006-07dbcarlin@ku.edu

General impact◦ U.S. ◦ Campuses

Graduate Education Research Study Abroad

◦ Traditional◦ Joint/Dual Degrees

Admissions (>36,000 EHEA students in US)◦ Undergraduate◦ Graduate

Research Study Abroad

◦ Credit transfer◦ Key issues for agreement

Syllabus content, time in class, activities, independent learning, outcomes assessment

◦ Joint/dual degrees◦ Timing◦ Timing and Types of programs

Admissions Issues-3 year degrees Study abroad—fewer European undergrads Increased potential for master’s students English language more prevalent in Europe More joint and dual degrees Increased potential for J-1 Scholars Greater competition for students worldwide Potential positive impact on research Need to incorporate international issues into PFF Ethics education needs to consider cultural issues

IIE study—only 20% of U.S. faculty have knowledge of Bologna

IIE study of “high research” institutions in 2008◦ 53% have policy on 3-year degrees◦ 25% treat as equivalent◦ 43% varies by dept.◦ 13% not equivalent◦ 32% other◦ 67% leave to department

41% of applicants were granted full admission 10% conditional admission 11% not admitted 39% other

Need for admission policy◦ recruitment, competitiveness, clarity

Involve key players in the admissions process: deans, graduate department advisors, individual faculty, registrar

Standards for admission◦ Prior preparation (readiness) K-university◦ International university’s reputation◦ Student’s overall application materials

Accept all Bologna compliant degrees◦ They are not similar in structure◦ With expansion of Bologna, quality issues

Accept all three-year degrees ◦ India◦ Expansion beyond

Eliminate concepts of equivalence or comparability and judge individual preparation◦ Judge student on readiness for graduate work, not on the

degree itself (remember slide on differences between the systems)

◦ Provide support for evaluating institutional quality◦ Decision making rests with program

Science is now international ◦ More grants have an international component Greater competition for research dollars Greater opportunities for research and degree

collaborations Bologna expertise required to navigate

issues in collaborative project development

Increased costs of supporting international exchanges

Which form to pursue—joint or dual Transcript and diploma issues

◦ “Double badging” What will U.S. graduate schools require?

◦ Hours of study◦ Exams◦ Thesis/dissertation requirements

What financial issues must be considered?◦ New course requirements◦ Different approaches to tuition◦ Teaching/research assistantships

Quality assurance◦ Credit hours◦ Reviews

Table 1. Percentage of American Graduate Schools That Have Established Collaborative Graduate Degree Programs With One or More International Universities, by Size of International Graduate Student Enrollment*

Largest 10

Largest 25

Largest 50 All Others All

Dual/Double Degree

44% 33% 32% 5% 11%

Joint Degree Program

0% 5% 3% 8% 7%

All Other Types of Degree Programs

11% 10% 21% 9% 11%

Total With One or More Collaborative Programs

56% 48% 56% 22% 29%

Source: Council of Graduate Schools, 2007 International Graduate Admissions Survey II: Final Applications and Initial Offers of Admissions. August 2007. *Enrollment size based on the number of international graduate studentsEnrolled at U.S. graduate schools in the fall of 2004. Due to rounding, details may not equal totals.

Balance issues on exchanges How to report our students’ credits from

Europe How to provide what Bologna students need

for their records Creating short-term programs for Bologna

students