1 The Implementation of the Bologna Process Reforms into Physics Studies in Europe A cooperation project of the European Physical Society and the International Centre for Higher Education Research, University of Kassel Authors: Barbara M. Kehm, Achim Eckhardt In cooperation with: Zhaoheng Xu and Ahmed Tubail International Centre for Higher Education Research Kassel INCHER-KASSEL University of Kassel Kassel, Germany

2 1.The Project and Its Aims 2.Project Design 3.Sample Size 4.Results 5. Conclusions

3 1. The Project and Its Aims Initiated by the European Physical Society Funded by the European Commission Analyses carried out by INCHER-Kassel Aims: -To provide an overview of the implementation of Bachelor and Master structures in Physics studies -Analyse possible regional differences -Determine the extent of common standards -Determine the extent of common quality assurance mechanisms -Determine the extent of modularisation in the new structures -Assess professional qualifications in Bachelor studies -Determine whether Bachelor curricular are more standardised than Master curricula In the first year: focus on analysis of Bachelor curricula.

4 2. Project Design Two step approach was chosen: First step: Collect actual curricula of (classical) Physics studies and analyse them on the basis of a set of criteria. Second step: Administer an online survey addressed to programme coordinators in those Physics Departments/Faculties having submitted one (or more) curricula in the first phase Results of both steps were integrated in the analysis.

5 3.Sample Size 154 Bachelor Physics curricula from universities in 24 Bologna signatory countries (response rate: 67 %). 109 valid questionnaires from programme coordinators in 21 European countries (response rate: 49 %). Countries included: Albania (no qu.), Austria, Belarus, Belgium, Croatia, Czech Republic, Denmark (no c.), Finland, France, Germany, Greece, Hungary, Ireland, Italy (no qu.), Lithuania, Macedonia, Netherlands, Poland (no c., no qu.), Portugal (no qu.), Slovenia, Slovakia, Spain, Sweden, Switzerland, Ukraine, United Kingdom.

6 4. Results (I) 1.Duration: almost 90 % of Bachelor programmes have a duration of three years (four years mostly in Greece, Lithuania, Macedonia; Belarus has not yet changed). 2.Credit points, modularisation, student workload, learning outcomes: ECTS widely spread (75 %), national credit point systems compatible, mostly based on 25 to 30 hours of student workload per credit; modularisation in only 60 % of curricula, however, with widely varying definition of time units; in 11 out of 21 countries concept of student workload is NOT applied; 91 % of respondents said that module/course descriptions include expected learning outcomes (some doubts whether terminology is the “real thing”).

7 4. Results (II) 3.Use of Diploma Supplement: No conclusive information. 4.General, specialised, interdisciplinary curricula: 66 % more general, 33 mixture of general and specialised content (specialisation mostly in last year of study); 87 % of curricula with interdisciplinary components. 5.Mobility, internationalisation: 93 % of Bachelor curricula include mobility opportunities (typically in the third year of study). In about 33 % of programmes there is some teaching in a foreign language (esp. in Switzerland and the Netherlands); the proportion of international students is between 5 and 10% (except in CEE countries) and higher in Austria, Germany, France, Slovenia.

8 4. Results (III) 6.Assessment, examinations: Written thesis plus defence most common but final grade increasingly weighted to include results/grade achieved during the course of study. No homogeneous picture. 7.Employability: Receives considerably more attention, there is also a broad spectrum of support services in place; dominant key skills and competences: (a) foreign language(s) but mostly English, (b) communication skills, (c) project management skills.

9 4. Results (IV) 8.Transitions: Considerably more selectivity at entrance point; 61 % of respondents prepare their Bachelor students for transition into Master level studies, 33 % have a mixed preparation (Master level, labour market); exception UK/Ireland: direct transition onto labour market more common but also possibility for direct transition into PhD programmes. 9.Accreditation, evaluation, quality assurance: Accreditation necessary for 76 % of programmes; 92 % apply student satisfaction questionnaires; 58 % monitor teacher preparation and teaching material (esp. in Denmark, Finland, Netherlands, Sweden, UK/Ireland).

10 5. Conclusions Convergence or not? Converging structures and heterogeneous curricula, pedagogical approaches and forms of assessment. Most heterogeneity in definition/use of student work load, modularisation, learning outcomes. Transition into Master level studies more important than onto the labour market. Some regional differences (continental Europe vs. UK/Ireland, Central/Eastern Europe vs. Western Europe) but more important differences between forerunners and latecomers in Bologna reform implementation.