Reconsidering the EHEA Principles: Is There a “Bologna Philosophy”?

Abstract

After the Bologna decade it is now assumed that there are certain fundamental principles of the EHEA. They should not be commingled with the principles of higher education in general. The “EHEA principles” are rooted in a particular European context of a given period. In the most direct and widely known way, they are recognised as the “commonly agreed Bologna objectives”. These are relatively procedural principles. Yet, a principle can also be understood as a value and a responsibility that someone has towards a certain issue; in our case, towards (the European) Higher Education (Area). In this sense, the “EHEA principles” comprehend a rule of action; rules which make action possible and its outcomes feasible and sustainable. They also comprehend a standard by which to judge and value the “EHEA-ness”. The aim of this paper is to demonstrate that, while using the term “EHEA principle”, we need to differentiate between several aspects, horizons and rationales. But they are not always and not necessarily congruent. Therefore, it is important to differentiate among them and, then, to try to systematise and reconsider them.

Appendices

Annex 1: The Early Phase (1998–2001): Implicit Rather than Explicit “Principles and Objectives”

	Common denominators		Sorbonne 1998		Bologna 1999		Prague 2001
A	Respecting cultural, linguistic, HE etc. diversities; democratic values	–	Europe is not only that of the Euro; it must be a Europe of knowledge as well	C	Fundamental principles laid down in the Bologna Magna Charta Universitatum of 1988	A	Democratic values, diversity of cultures, languages and HE
B	HE is a public good and a public responsibility	E	Intellectual, cultural, social and technical dimensions; universities play a pivotal role	–	General principles laid down in the Sorbonne Declaration	B	HE should be considered a public good and a public responsibility
C	Institutional autonomy (and academic freedom); academic values	A	Respecting our diversities; efforts to remove barriers	–	The importance of educational co-operation in strengthening stable, peaceful and democratic societies	G	Academic and professional recognition
D	Responsiveness to the needs of society; accountability	H	Enhance mobility and ever closer co-operation; one semester outside one’s own country	D	Changing needs, society’s demands	D	Accommodating the diversity of individual, academic and labour market needs
E	HE, innovation, competitiveness, employability, LLL	N	International recognition and attractive potential of our systems	E	International competitiveness of the European systems of HE	F	Common cornerstones of qualifications
F	Compatibility and common cornerstone qualifications	F	Two main cycles; international comparison and equivalence	N	To promote the European system of higher education worldwide	E	Compatibility, attractiveness and competitiveness
G	Recognition of HE qualifications, periods of study and prior learning	E	Initial or continuing education in different European universities; LLL	E	Objective 1: a system of easily readable and comparable degrees; employability; competitiveness	I	Mutually recognised quality assurance systems
		M		F
H	Educational co-operation in enhanced mobility of students and staff	G	Mutual recognition in the EU; the Lisbon Recognition Convention	E	Obj. 2: two main cycles, relevant to the European labour market	H	The objective of improving mobility of the utmost importance
				F
I	Co-operation in quality assurance; European QA register	F	Harmonisation of the overall framework of our degrees	H	Obj. 3: system of credits, promoting widespread mobility	M	European dimensions in HE; courses with a “European” content
J	Working in partnerships; HE stakeholders	H	Recognition vs. facilitating student mobility as well as employability	G	Obj. 4: free movement, mobility, recognition and valorisation	E	Obj. 7: LLL as an essential element of the EHEA
		E		H
K	Linking HE and research; doctoral programmes; research capacity	–	National identities and common interests can strengthen each other	I	Obj. 5: European co-operation in quality assurance	J	Obj. 8: involvement of HEIs and students as partners
L	The social dimension	N	Europe’s standing in the world	M	Obj. 6: European dimensions in HE (integrated programmes etc.)	L	The social dimension of the BP
M	The European dimension: joint programmes and degrees etc.			A	Full respect of diversity	E	Combining academic quality with relevance to lasting employability
N	The global dimension: attractiveness, competitiveness, co-operation			C	University autonomy	N	Obj. 9: promoting the attractiveness of the EHEA
O	HEIs continue to fulfil their full range of purposes

Annex 2: The Advanced Phase (2003–2009): “The EHEA Is Based on Principles of …”

	Berlin 2003		Bergen 2005		London 2007		Leuven 2009
L	[1] the social dimension	I	[1]the principle of a European register of QAA based on national reviews	C	[1]institutional autonomy, academic freedom; strong HEIs, diverse, adequately funded, accountable	B	[1]HE is a public responsibility
				D
E	[2] to increase competitiveness	G	[2]implementing the LRC principles; recognition of degrees and periods of study	A	[2]equal opportunities and democratic principles; respecting diversities; non-discrimination, equitable access	D	[2]HEI responsive to the needs of society; diversity of missions; HE has a key role to play [vs.] the development of our societies
				L
L	[3] strengthening social cohesion and reducing inequalities	K	[3]basic principles for doctoral programmes [Salzburg Principles]	H	[3]facilitate mobility, increase employability; strengthen Europe’s attractiveness and competitiveness	B	[3]HEIs have the necessary resources to fulfil their full range of purposes
				E
B	[4] HE is a public good and public responsibility	N	[4]principles of sustainable development; the EHEA open and attractive	E	[4]the EHEA remains competitive and can respond effectively to the challenges of globalisation	O.1	[4]preparing students for life as active citizens in a democratic society
C	[5] academic values in international co-operation and exchange	I	[5]quality and transparency; standards and guidelines for QA	J	[5]commitment of all partners in the process; working in partnership	O.2	[5]preparing students for their future careers
K	[6] Obj. 10: links between higher education and research	A	[6]rich heritage and cultural diversity in contributing to a knowledge-based society	F	[6]increasing the compatibility and comparability of our HE systems	O.3	[6]enabling their personal development
A	[7] Europe’s cultural richness, the heritage of diversified traditions	B	[7]public responsibility for HE	D	[7]the influence HEIs exert on developing our societies	O.4	[7]creating and maintaining a broad knowledge base and stimulating research and innovation
						E
E	[8]to foster its potential for innovation and social/economic development	E	[8]crossroads of research, education and innovation; the key to Europe’s competitiveness	O.1	[8]preparing students for life as active citizens in a democratic society	C	[8]European values of institutional autonomy, academic freedom and social equity
		K				L
J	[9]The role of HEIs and student organisations	C	[9]the necessary institutional autonomy; sustainable funding	O.2	[9]preparing students for their future careers	J	[9]participation of students and staff
		B
N	[10]the interest shown by other regions of the world	F	[10]the EHEA is structured around three cycles; qualifications framework	O.3	[10]enabling their personal development	B	[10]LLL is subject to the principle of public responsibility
C	[11]the principle of institutional autonomy	O	[11]preparing the student for the labour market, further competence building and active citizenship	O.4	[11]creating and maintaining a broad knowledge base and stimulating research and innovation	G	[11]basic principles and procedures for the recognition of prior learning
				E
D	[12]quality assurance, accountability			G	[12]fair recognition of qualifications, periods of study and prior learning	I	[12]principles of the Bologna Process, in particular QA and recognition
						G
I