The Implementation of the Bologna Reforms into Physics Studies in Europe

1. The Implementation of the Bologna Reforms into Physics Studies in Europe Barbara M. Kehm, Achim Eckhardt International Centre for Higher Education Research (INCHER-Kassel) Kassel University, Germany E-Mail: kehm@incher.uni-kassel.de

2. Structure of presentation • Preliminary Remarks • Introduction of the Project • Preliminary Results3.1 Sample3.2 Key elements of Bachelor Curricula • Convergence or Diversity? • Conclusions and Future Perspectives

3. Preliminary Remarks Preliminary results of an ongoing research project led by the European Physics Society (EPS). Implementation of three cycle study structures into university Physics education in Europe. The International Centre for Higher Education Research of Kassel University (Germany) carries out the survey on behalf of EPS.

4. 2. Introduction of the Project Project funded by the European Commission. Duration envisaged for three years (funding granted for 2008 year only). Analyses of current year focus on Bachelor programmes (envisaged is to focus on Master programmes in 2009 and on doctoral studies/programmes in 2010). Only ‚classical‘ Physics programmes (no engineering physics, no teacher training).

5. 2. Introduction of the Project (Continued) Goals: • to determine the state of implementation of the three cycle structure • regional and national differences • introduction of common standards • extent of modularisation • introduction of key competences/skills • main characteristics of Bachelor programmes (Master programmes, doctoral programmes) • assess whether major goals of Bologna reform process have been addressed in Physics education

6. Preliminary results 3.1 Sample Goal was to include Physics Departments from 235 universities in 25 Bologna signatory countries and collect their Bachelor and Master curricula (and eventually curricula of doctoral programmes as well) A number of factors have so far prevented us from achieving our goal but we hope to eventually achieve a response rate of more than 60 percent (so far: 55 percent but only from 16 out of envisaged 25 countries.

7. Table 1: Countries, number of universities, curricula received Table 1: Countries,number of universities, curricula received

8. Table 1: Countries, number of universities, curricula received Table 1: Countries,number of universities, curricula received

9. Table 1: Countries, number of universities, curricula received Table 1: Countries,number of universities, curricula received

10. Table 1: Countries, number of universities, curricula received Table 1: Countries,number of universities, curricula received

11. Table 1: Countries, number of universities, curricula received Table 1: Countries,number of universities, curricula received

12. 3.2 Key Elements of the Physics Bachelor Curricula The following elements were analysed • duration of studies • use of ECTS (and workload based calculation) • introduction of a diploma supplement • modularisation of the curriculum • time windows for mobility • transmission of key skills and competences in the context of employability

13. Duration of studies 3 years in the vast majority of countries. Further divisions into 2+1 or 1+2. Further differences in access regulations and shaping the transition into employment or into a Master programme. Many universities (esp. those with top reputation) not really inerested in Bachelor education for the labour market; Bachelor curriculum serves to weed out the weaker students and select those who go on into a Master programme (example: „integrated Master“).

14. Use of ECTS ECTS credit point system is widely used. Non-ECTS credit point systems compatible with ECTS. Only little information whether ECTS (or other credit point) calculation is workload based. One ECTS credit point is supposed to require a student workload of 30 hours. 60 ECTS credit points can be acquired in one academic year. Bachelor degree of three years’ duration should have 180 ECTS credit points.

15. Diploma Supplement Only few curricula and other information material we have received include information on diploma supplement (one each from Belgium, Austria, Germany). Assumed reasons: • diploma supplement not or not yet widely introduced • diploma supplement mentioned in information packages other than those we received • diploma supplement only issued upon request and not automatically.

16. Modularisation Modularisation of curriculation widely spread (not mentioned in curricula from Belarus, Ukraine, Italy, Portugal). Modularisation continues to constitute a challenge. It is not about throwing a couple of seminars or a lecture and a tutorial together and saying this is a module. In some countries universities seem to be further advanced in modularising their curricula: Austria, Belgium, Germany, the Netherlands).

17. Mobility Increasing and easy-intra-European mobility and attracting more mobile students (as well as academic staff) from outside Europe and two of the main goals of the Bologna Process. Concern about loss of time windows for temporary mobility (e.g. under the ERASMUS scheme) because Bachelor curricula tend to be overloaded with subject matter (and include only few electives which could be done abroad). Some indicators of the emergence of a trend towards more ‚degree mobility‘ (i.e. a change of university or even going abroad for the Master degree). So far we identified one German and three UK Physics Bachelor programmes with an integrated period of study abroad.

18. Key Skills and Competences Employability debate in Europe with regard to higher education graduates is problematic! Wide range of skills and competences is integrated into Physics Bachelor curricula which can be classified into three categories: • communication (including inter-cultural communication) • project and team management (including working in international projects/teams) • economic or business administration knowledge

19. Convergence or diversity? Tensions between the convergence agenda promoted by the Bologna process and underlying diversification agenda at systems and instituional level. Master programmes used for branding and marketing (promotion of uniqueness). Trend: Convergence at the macro level and considerable diversity at the micro level. The difficult question is: How to create transparent and compatible structures while at the same time preserving the European richness and diversity of national and institutional cultures.

20. Conclusions and Future Perspectives We will try to collect a larger proportion of curricula and undertake a more in-depth analysis of them and possible additional material we can collect. It will be important to emphazise that convergence on the structural level does not entail convergence of curricular content, teaching and learning styles. A certain amount of structural level diversity will remain and not be a serious problem if it is complemented by trust among cooperating partners at the institutional as well as at the individual level.

21. 5. Conclusions and Future Perspectives (continued) In October we will carry out an online survey addressed to all coordinators of the programmes the curricula of which we have collected to • collect information missing in the curricula • take into account possible differences in actual practice • collect additional information on the implementation of Bologna reform goals in European Physics education. The steering Group of the project is currently discussing to deposit the material and curricula we collected at a central location (provided we get permission for that from the responsible persons) to serve as a data and information base for finding partners and exchanging information. Thank you for your attention.