1. Diana B. Carlin University of Kansas Chair, NAFSA Task Force on the Bologna Process, 2006-07 dbcarlin@ku.edu

2.  General impact ◦ U.S. ◦ Campuses  Graduate Education  Research  Study Abroad ◦ Traditional ◦ Joint/Dual Degrees

3.  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

4.  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

5.  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

6.  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

7.  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

8. Effects on Research  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

9.  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

10. 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 25Largest 50All OthersAll Dual/Double Degree44%33%32%5%11% Joint Degree Program0%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 students Enrolled at U.S. graduate schools in the fall of 2004. Due to rounding, details may not equal totals.

11.  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