3 Convergence under the Bologna Process
3.2 The three-cycle structure
3.2.2 Use of the three cycles as part of the recognition process
3.2.2.1 Extent of use of the Bologna cycles within recognition applications
The extent to which competent authorities are familiar with the three-cycle structure varies. However, very few competent authorities interviewed for the case studies (3%) were not aware of the Bologna cycles and over two-thirds of interviewees were ‘quite’ or ‘very’ familiar with the degree cycles.
Just under two thirds (63%) of competent authorities had dealt with applications for recognition presented in terms of the Bologna cycles. There was a majority for all professions, except for real estate agents (where only 38% of competent authorities had seen degree cycle included in applications) and pharmaceutical technicians (38%). In the case of pharmaceutical technicians, the competent authorities sometimes covered multiple case study professions – and could not necessarily distinguish on the basis of profession – so the figure may be an over-estimation. This is because the profession is typically regulated below bachelor level.
There was a surprising variability between competent authorities in terms of the frequency with which they see applications presented in terms of the Bologna cycles.
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See for example Sursock and Smidt (2010) Trends 2010: a decade of change in European Higher Education European University Association; European Student Union (2010) Bologna at the finish line: An account of ten years of European Higher education reform
Some reported it in a handful of cases, while competent authorities in the UK, France, Cyprus, Belgium and the Czech Republic all reported it as a common (even the predominant) occurrence (around 90% of applicants according to some competent
authorities). The variability depends a little on the age profile of typical applicants, but more so on the profile of professional mobility between countries. For example, one competent authority in France reported Bologna cycles as being frequently presented by applicants – but 80% of applicants came from Belgium, which had an established bachelor qualification for the profession.
The majority (56%) of competent authorities expect that the three-cycle structure will increasingly be used by applicants in future. The expectation here was a direct
consequence of the perceived establishment and alignment of higher education studies under the Bologna cycles. It is based on the presumption that the number of graduates who studied under the Bologna cycles will increase over time, as well as evidence of its
increasing use to date. Furthermore, some interviewees who either did not know or did believe that the three cycles would be increasingly used by applicants in future held this position because they perceive that Bologna cycles are already widely used by applicants. Three out of eight interviewees who did not expect increased use in future were competent authorities for the accountancy/auditing profession.
Table 3.3 Overview of the use of the Bologna cycles within the recognition process Number of competent authorities
% of competent authorities
How familiar are competent authorities with the three-cycle structure in the context of higher education qualifications?
Very familiar 20 30%
Quite familiar 26 39%
Aware – but not at all familiar 19 28%
Not aware 2 3%
Total 67 100%
Have competent authorities dealt with applications for recognition that are presented in terms of the applicant having a qualification relating to the Bologna cycles (bachelor-master-doctorate)
Yes 42 63%
No 21 31%
Don‟t know 4 6%
Total 67 100%
Do competent authorities anticipate that the three-cycle structure will be increasingly used by applicants for recognition to present their learning achievements in future?
Yes 34 56%
No 8 13%
Don‟t know 19 31%
Total 61 100%
Source: case studies
3.2.2.2 Improving the comparability of qualifications
Table 3.4 below shows that a significant proportion of competent authorities (42%) believe that the Bologna cycles have improved the comparability of qualifications in terms of level and duration of study. The reasons for this were pretty straightforward – these competent authorities found that the Bologna cycles were simpler and clearer than information that was previously available. Far fewer competent authorities (18%) believe that the cycles improve the comparability of qualification content, which is an important element
for many competent authorities. These figures should be read in conjunction with around a quarter to a third of competent authorities who did not feel able to comment on Bologna cycles and comparability (usually because of a lack of experience in using the cycles). A similar spread of views emerged from other stakeholders related to the case study
professions. Around half of these interviewees (48%, 30 out of 63 interviewees) thought that the three-cycle structure has increased the comparability of qualifications (27% or 17 interviewees said that it had not; 25% or 16 respondents did not know). Professional bodies were more likely to see a positive impact in terms of comparability, while ministries did not have a clear view.
Other stakeholders were evenly split in terms of whether they felt that the use of the Bologna three cycles structure has improved the transparency of qualifications on the labour market:
▪
23 stakeholder interviewees (37%) said transparency had improved▪
21 stakeholder interviewees (34%) said transparency had not improved▪
18 stakeholders (29%) did not know whether the Bologna cycles had improved the transparency of qualifications on the labour market.Table 3.4 Competent authority views on whether the Bologna cycles have improved the comparability of qualifications (number and % of interviewees)
Have the Bologna cycles improved the comparability of qualifications...
Yes No Don’t know Total
...with regard to the duration of studies 28 (42%) 18 (27%) 20 (30%) 66 (100%) ...with regard to the level of studies 27 (42%) 20 (31%) 17 (27%) 64 (100%) ...with regard to the content of training courses 11 (18%) 29 (48%) 21 (34%) 61 (100%)
Source: case studies
Around a quarter of competent authorities interviewed for the case studies (23%) have experienced difficulties relating to the duration of a bachelor or master degree being a different duration to that within the host country (see Table 3.5 below). This cuts across the case study professions, but appeared to be a particular issue for some physiotherapist, biomedical/medical technician and civil engineering competent authorities. The issue is that the Bologna cycles expose pre-existing differences in study duration.
Half of the other stakeholders (professional bodies / ministries) interviewed as part of the case studies felt that qualifications would be more comparable if each cycle attested the same number of years of studies in all Member States. There was no particular pattern here by profession.
Just under a third of competent authorities (29%) have received applications in which professionals have undertaken a bachelor in one Member State and a master degree in another Member State. The vast majority of these competent authorities (82%) said that this does not raise any difficulties in the recognition process.
Table 3.5 Issues relating to different cycle duration in Member States
Number of competent authorities
% of competent authorities
Have competent authorities encountered any difficulties when the duration of the bachelor or master is different from the duration of these cycles in your Member State
Yes 14 23%
No 34 55%
Don‟t know 14 23%
Total 62 100%
Do other stakeholders (professional bodies, ministries that are not competent authorities, education and training bodies) related to the case study professions think that qualifications would be more comparable if each cycle attested the same number of years of studies in all Member States?
Yes 31 50%
No 16 26%
Don‟t know 15 24%
Total 62 100%
Have competent authorities received applications from professionals having undertaken a bachelor in a Member State and a master in another Member State?
Yes 17 29%
No 20 34%
Don’t know 21 36%
[If yes, does this raise any difficulties in the recognition process?] [Yes] [No] [Don‟t know] [2] [14] [1] [12%] [82%] [6%] Total 58 100%
Source: case studies