Ask a typical European academic what they think of the “Bologna process” and they will have a view that ranges from downright opposition to enthusiastic support. The major exception is the UK, where most academics remain largely oblivious. The term, in fact, derives from a declaration that was made in June 1999 in Bologna by the higher-education ministers from 29 European nations.
The Bologna declaration commits their governments to reforming their university systems to create a so-called European Higher Education Area by 2010. The action plan to achieve this goal has become known as the Bologna process.
The declaration, which has now been signed by 40 nations, has four ambitions. First, it aims to improve the quality and effectiveness of the education provided by Europe’s universities, particularly so that graduates are more employable. Second, it seeks to promote mobility of students, especially graduates. Third, it wants to make European universities more attractive in the emerging global market for students. The final aim is to extend the notion of a European “identity” from politics and economics into the cultural and educational spheres.
In the January issue of Physics World Gareth Jones (professor of physics and delegate for Europe at Imperial College, London) and Luigi F Donà dalle Rose (professor of physics and rector’s delegate for the European educational programmes at the University of Padua, Italy) explain the process and its implications in more detail.