Diana B. CarlinUniversity of Kansas
Chair, NAFSA Task Force on the Bologna Process, [email protected]
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.