RSC - Advancing the Chemical Sciences


Policy

 

The Bologna Process


A significant change is taking place in Higher Education (HE) across Europe, in the form of the Bologna Process. This has implications for degree courses in the chemical sciences in the UK. Unfortunately, at present there appears to be a lack of recognition among the UK academic community of the urgency to implement the alterations required, leaving us at risk of lagging behind other parts of Europe.
 

This has prompted the RSC to take a lead role in raising awareness of the reform process with respect to the chemical sciences, and to deal with other issues surrounding the changes. 

What is the Bologna Process?

The Bologna Process aims to reform the Higher Education systems throughout Europe by introducing a common framework of readable and comparable degrees. The process would lead to the establishment of a European Higher Education Area (EHEA) by 2010. Its purpose is to strengthen recognition of qualifications across Europe to allow greater mobility of students. It also seeks to increase international competitiveness and so enhance the attractiveness of European HE worldwide. 

So far, the Bologna Process has been carried forward via a series of biennial ministerial summits, attended by HE ministers from the ever-growing number of countries signed up to the associated Bologna Declaration. Decision-making is therefore an intergovernmental process, determined by the consensus reached by all the signatory countries involved. Although the European Commission funds a range of Bologna projects and is a voting member of the follow-up groups, it does not have authority to legislate on the Process, since competence for education lies with European Union (EU) member states. 

The story so far

In 1998 ministers from France, Germany, Italy and the UK met in Paris to sign the Sorbonne Declaration, signifying the first step in agreeing the need for comparable degrees and laying the foundations of the Bologna Process. 

By 1999, the involvement had grown to 29 European countries. Ministers met in Bologna, Italy to agree the initial objectives (or ‘action lines’) of the Process and to sign a declaration (the Bologna Declaration) committing their countries to adopt a common structure of HE systems. 

It was agreed that this common structure would be based on two main cycles: undergraduate (‘first cycle’) and postgraduate (‘second cycle’). First degrees would last a minimum of three years and have relevance to the labour market, whilst second cycle degrees (following successful completion of the first) would comprise of further studies and research training. 

It was also decided that a system of credits such as the European Credit Transfer System (ECTS) would be used to facilitate recognition of qualifications and assist student mobility throughout Europe. This system defines credits in terms of student contact hours and workload. 

Since the initial declaration, ministerial summits have been held in Prague (2001), Berlin (2003) and most recently Bergen, Norway (2005). Each occasion has seen the welcoming of new signatory countries. 45 countries are now involved, the majority of which are EU member states. 

The Bologna Process

What impact will the Bologna Process have on future UK higher education qualifications?

Impact for the UK and Chemistry

Although not strictly specified, a three cycle system comprising 3 years (Bachelors) plus 2 years (Masters) plus 3 years (PhD) is becoming widely accepted as the pattern for the Bologna Process. 

First degrees in continental Europe traditionally last five years and many different award titles and grading systems exist, with little recognition between them. This means that significant restructuring is needed to bring courses into line with the Bologna first cycle requirements. 

The Action Lines

Ten following action lines have now been developed as the basis of the Bologna Process reforms:

  • Adoption of a system of easily readable and comparable degrees in order to allow wide recognition of qualifications throughout Europe.
  • Adoption of a system essentially based on two cycles of HE: undergraduate ('first cycle') and postgraduate ('second cycle').
  • Use of a system of credits, such as the ECTS, as a transfer and accumulation system across Europe.
  • Promotion of mobility of students, academics and administrative staff to spend time in the HE institutions of other EU countries and beyond.
  • Promotion of European cooperation in quality assurance to facilitate comparison of qualifications and enhance international competitiveness. A European HE Qualifications Framework has been developed to facilitate this.
  • Promotion of the European dimension in HE through joint degree programmes.
  • Focus on lifelong learning.
  • Involvement of HE institutions and students alike to form a diverse and adaptable European HE Area. Promotion of the attractiveness of the European HE area in order to maintain European students and scholars and attract the rest of the world.
  • Inclusion of doctoral studies as a 'third cycle' in the Process, to build links between European HE and Research Areas.                  

The MSci/MChem degree

A three year Bachelors degree is already the norm for most undergraduate level subjects in England, Wales and Northern Ireland (EWNI), meaning these courses are likely to be immediately accepted as first cycle qualifications. However, this is not the case for the chemical sciences, where enhanced four year MSci/MChem degrees have been offered since 1995. These courses have proved increasingly popular, with approximately 50% of all chemistry students choosing to study these programmes. 

Current academic opinion in the UK (excluding Scotland) is that the enhanced four-year MSci/MChem degrees produce graduates who are well equipped to enter doctoral studies or life as a professional chemist. However, these integrated Masters courses do not offer an intermediate Bachelors qualification, as there is no clear distinction between first and second cycle level material. Therefore they run the risk of being regarded by other European countries as essentially a first cycle qualification, with no second cycle degree to follow. Add to this the fact that many European countries already operate extended two year Masters Programmes and that contact hours in UK universities are usually lower than in continental institutions, and the UK HE system is in danger of being left behind. 

The problem will become more serious if second cycle qualifications become accepted as a prerequisite for entry into PhD studies or employment as a professional chemist outside the UK, as UK graduates will be competing with their European counterparts who may be regarded as better qualified.

The next step for the UK

Since rapid progress has been made to restructure first cycle courses in other European countries, attentions are now turning to the second cycle, where chemistry in the UK faces its most serious problems. Similar efforts have not been made in the UK to adapt our degree programmes to fit the Bologna pattern. UK universities need to move the Bologna Process further up their agenda and be clearer about the relative purposes of their programmes at the Bachelors and Masters level, paying particular attention to the European HE Qualifications Framework. 

 

In light of this urgency to prioritise, the RSC has produced a discussion document emphasising the need for greater differentiation between Bachelors and Masters level material. The paper contains suggestions for restructuring the Masters part of UK MSci/MChem courses and has been written to help guide chemistry departments within their institutions.