20
HĂLĂNGESCU CONSTANTIN Post-PhD Fellow SOP HRD/159/1.5/S/133675 Project,
Romanian Academy, Iaşi Branch
Investește în oameni! | FONDUL SOCIAL EUROPEAN |Programul Operațional Sectorial Dezvoltarea Resurselor Umane 2007-2013 Axa Prioritară nr.1 „Educația și formarea în sprijinul creșterii economice și dezvoltării societății bazate pe cunoaștere” Domeniul major de intervenție 1.5: „Programe doctorale și post-doctorale în sprijinul cercetării“ Proiect cofinanţat din Fondul Social European prin Programul Operaţional Sectorial Dezvoltarea Resurselor Umane 2007-2013 Titlul proiectului: Inovare şi dezvoltare în structurarea şi reprezentarea cunoaşterii prin burse doctorale şi postdoctorale (IDSRC – doc postdoc) Nr. contract: POSDRU/159/1.5/S/133675
INTERNATIONALIZATION IN EMERGING EUROPE THROUGH
THE BOLOGNA PROCESS. A POST-CRISIS PERSPECTIVE
INTERNAŢIONALIZAREA ÎN EUROPA EMERGENTĂ PRIN PROCESUL
BOLOGNA. O PERSPECTIVĂ POST-CRIZĂ
21-23 MAY 2015
P
Nr. contract: POSDRU/159/1.5/S/133675
CONTEXT The novelty of the last two and a half decades, the Bologna Process has generated profound and multidimensional transformation in higher education system in Europe. Of course, about the objectives and principles, provisions, development, implementation and effects of the Process was written and pro and contra, and diachronic and synchronic, and analytically and synthetically, and in an official and journalistic way in different socio-cultural, economic, managerial and academic reflexes, and authority level or "through the eyes of students", but what generally transpires is that the entirety of the Bologna Process created and resized the European values, transplanted them into a more or less globally level, imposed a new way of thinking and designing the entire system of higher education. With a target (failed, by the way) to become the most competitive and dynamic economy in the world, Europe has scaled academic mobility, cooperation in quality assurance, partnerships between the European Research Area and the world's top universities.
RESEARCHH H PURPOSESES - the study aims to present some elements of comparative analysis of internationalization strategies in pre-crisis and post-crisis time in Emerging Europe countries, in order to prove (argued by some causal relationship) that the effects of financial crisis affecting the European academic space in a differentiated manner, even if the strategies are common.
RESEARCH QUESTIONS What is the expression of academic globalization before the current recession? There are similarities of approach in two speed Europe? What effect has the financial and economic crisis on the higher education system in the countries of Emerging Europe? How did the economic crisis of student mobility programs and how countries in emerging Europe have complied Bologna strategies?
Such of interpretation: internationalization as a phenomenon, activity and effect of globalization include more than the mobility of students and academic staff, the range of problems that the phenomenon in question rests knowing a multiple approach since 1990. When it was found that curricula have been one of the most lucrative sources of recruitment for future qualified, most countries have opted to promote internationalization. The rapid growth of cross-border mobility of students is an referential indicator of this trend.
Maximized trends of increasing cross-border mobility for academic institutions, teachers and students in the pre-crisis situation can not be compared with previous crises. The recent economic crisis has manifested on ground of nationality not only disparate, but across borders in terms of academics. The crisis has changed paradigms, re-shaped traditional or alternative approaches to law, repositioned the public-private dialectic in an reactive and / or proactive way, reconfigured the role of states, regions giving new meanings.
The Bologna Process - accelerator of internationalization • At its inception, the Bologna Process was meant to stregthen
the competitiveness and attractiveness of the European higher education and to foster student mobility and employability through the introduction of a system based on undergraduate and postgraduate studies
• The Sorbonne Declaration was signed in 1998, by the ministers of four countries, namely France, Germany, Uk and Italy. The aim of the Declaration was to create a common frame of reference within the intended European Higher Education Area, where mobility should be promoted both for students and graduates, as well as for the teaching staff. Also, it was meant to ensure the promotion of qualifications, with regard to the job market.
The Bologna Process - accelerator of internationalization • The aims of the Sorbonne Declaration were confirmed in 1999,
through the Bologna Declaration, where 29-30 countries expressed their willingness to commit to enhance the competitiveness of the European Higher Education Area, emphasising the need to further the independence and autonomy of all Higher Education Institutions.
• With the Prague Communiqué, in 2001, the number of member countries was enlarged to 33, and there has also taken place an expansion of the objectives, in terms of lifelong learning, involving students as active partners and enhancing the attractiveness and competitiveness of the European Higher Education Area.
The Bologna Process - accelerator of internationalization • The following Ministerial Conference took place in Berlin, in
2003, thus the Berlin Communiqué enlarging the number of countries to 40 members.
• The Bergen Communiqué, of 2005, underlined the importance
of partnerships, including stakeholders – students, HEIs, academic staff and employers, together with the further enhancing of research, especially with regard to the third cycle – doctoral programmes. Also, this Communiqué stressed the ministers’ will to provide a more accessible higher education, together with an increased attractiveness of the EHEA to other parts of the world.
The Bologna Process - accelerator of internationalization • With the London Communiqué, of 2007, the number of
participating countries was enlarged to 46. This Communiqué focused on evaluating the progress achieved by that time, concerning mobility, degree structure, recognition, qualifications frameworks (both overarching and national), lifelong learning, quality assurance, social dimension.
• In the Leuven/Louvain-la-Neuve Communiqué, of 2009, the main working areas for the next decade were set, with emphasis on: social dimension, lifelong learning, employability, student centred learning and the teaching mission of education, international openness, mobility, education, research & innovation
The Bologna Process - accelerator of internationalization • With the Budapest-Vienna Ministerial Conference, the EHEA
has been expanded to 47 countries, the most recently admitted being Kazakhstan.
• The main messege of the Bucharest Ministerial Conference, which took place on 26 - 27 April 2012 and was attended by 47 European ministers responsible for higher education, states that Higher education reform can help to get Europe back on track and generate sustainable growth and jobs. The 47 countries adopted a new European strategy to increase mobility with a specific target that at least 20 percent of those graduating in Europe in 2020 should have been on a study or training period abroad.
Emerging Europe - between INTERNATIONALIZATION flows and "tides" of the economic & financial crisis
• Emerging countries in Central and Eastern Europe were
particularly hard hit by the global financial and economic crisis that has hit the area in late 2008. Countries in the region were vulnerable to collapse border financial services in general, because their economies had high exposure to foreign markets and were dependent largely on foreign investment as a result of their integration into the EU economic area.
• In late 2009 and early 2010, most countries in Central and Eastern Europe reduced spending on education at almost all levels, including higher education (Estonia, Latvia, Lithuania, Romania) or expected to do so during next year (Hungary) (EUA, 2011).
Emerging Europe - between INTERNATIONALIZATION flows and "tides" of the economic & financial crisis
According with Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis. Eurydice Report (2013) (combined with data and other reports and official documents) for the overview of the main effects of the crisis on the European system of higher education, four indicators are important, and those related to emerging Europe is presented as of following table:
Bulgaria Estonia Latvia Lithuania Hungary Romania Poland
Total public expenditure on
education
overall significant increase: between 25%-50% (2000-2010)
slight increase -21.6% (2007-2008)
-28,5% (2006-2010) increase by 2009, +5% (2009-2010)
-40% (2007-2008)
Change in expenditure on
education
stable until the end of 2007; in 2008-2012, the evolution is:
increase >10%
1-1,29% GDP
increase >10%
1-1,29% GDP
increase <10%
>1% GDP
increase <10%
1-1,29% GDP
increase <10%
1-1,29% GDP
increase >10%
1-1,29% GDP
slight
increase
>1% GDP
Expenditures per student (based on demographic and enrollment rates)
after 2007 increase over 50%
compared to 2000
costs per student usually increase with level of education, but it is not a rule; annual expenditure per student were higher in 2009 compared to 2000.
after 2007 increase over
50% compared to 2000
Education expenditure as a
percentage of national GDP
after 2007, all countries have maintained the amount of these charges at the level before the crisis, but in the period 2000-2012, the maximum variation of this indicator was at two percentage points.
-0,5% (2010) +6% (2009) -0,5% (2010) -5% (2011)
+6% (2009) -0,5% (2010) -5% (2011) -5% (2012)
-5% (2011)
-0,4% (2009) -0,5% (2010) -5% (2011) +1% (2012)
stability
Public expenditure on higher education in emerging Europe during the crisis
SOURCE: Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis. Eurydice Report (2013), EUA, 2012, Estermann, 2011
Emerging Europe - between INTERNATIONALIZATION flows and "tides" of the economic & financial crisis
Analysis performed using data from previously cited reports, show that trends of public funding for higher education in Emerging Europe can be identified, revealing how national governments have responded to the economic crisis. The main effects of the economic crisis in Higher Education sistems in Emerging Europe 1. Funding by Public funds • reductions (done or planned):
- Latvia 48% in 2009 and 18% in 2010; - Between 5 and 15%: Lithuania, Romania, Estonia; - Minor or insignificant reductions: Poland.
• cancellation of commitments to increase funding: - Hungary: reduction by 15% compared to the 2007 plans.
2. Funding from Private funds Although data for this segment were not monitored due to the lack of national reporting (which resulted in poor identification of trends in this direction), diversification of revenue streams, existing in some universities, suggests that changes have occurred in this perimeter. The crisis has intensified the debate on the financial contributions of students to higher education, tuition fees policy becoming one of the most viable solutions to reduce the deficit of financing universities. 3. At the system level and at the institutional level: • reducing on teaching activities: Estonia, Latvia, Hungary; • additional pressures caused by the demand for higher education by
increasing unemployment and thus the need for decreasing expenses per student: Hungary, Romania;
• reducing educational infrastructure funds: Bulgaria, Romania; • reducing the number of academic institutions: Bulgaria, Latvia and
Lithuania (for reasons of efficiency finances available, avoiding excessive fragmentation and duplication of fields of study) or as a result of negative assessments received from the assessment and accreditation authorities (Estonia);
• dissolution of departments: Estonia, Romania; • creation of consortia through mergers to help universities financially
weaker, or creating inter-university departments and joint programs: Latvia. 4. In the academic staff • cutbacks: Bulgaria, Lithuania, Latvia, • freezing hiring: Latvia, Romania or • layoffs: Hungary; • between 2010 and 2012, most countries have suffered a decline in the
number of teachers. The reasons: streamlining the use of financial resources, closure or merger of institutions, decreased wages and reorientation of teachers to other sectors. The combination of these three reasons are included in the measures taken in Estonia, Lithuania, Romania;
• increasing the number of academic staff: Hungary; • changes in teacher salaries and wages: wage cuts in Romania, freezing
wages in Bulgaria, Hungary, Lithuania, Latvia, Estonia, wage growth in Poland
5. At the level of financial support for students • most countries have kept their core systems to support students in 2009, the EU-27 was spent 6.7% of total public expenditure on education for direct support to students (grants and loans), of course there are some differences : in Bulgaria, the proportion of such expenditure was higher than the EU-27, over 13%; Funds increased in 2012, especially in Poland; • the provision of concessional loans and guaranteed by public authorities is emerging as an alternative method of funding for the period 2010-2012 conistente policies in this area standing out in Poland.
Effects of internationalization in Emerging Europe The Erasmus Programme is one that marks the most direct and concrete way the phenomenon of internationalization in Europe. In the following, for reasons of systematization, we present, for each of the seven emerging countries of Europe, some of the most important actions and effects of those measures by which governments have tried to adapt to the internationalization strategies promoted in the whole Europe.
Effects of internationalization in Emerging Europe • BULGARIA is among the 30 European countries included in the second phase of
SOCRATES II programme. • With the 2004 amendments of the Law on HE Bulgaria gave the HE institutions
opportunity to sigh on their own contracts with international higher schools that concern mobility of students and academic staff. The main obstacle for outgoing student mobility is the insufficient financial support. Universities are not rich enough to set aside significant support funds, so availability of national support funds for student grants become very important.
• The mobility of the academic teachers is provided by special funds handled by the government, but there is a need of greater financial support for mobility grants.
• Bulgaria has signed so far 60 bilateral arrangements, agreements and programs for cooperation and exchange in the field of education and science.
• Students participating in Leonardo da Vinci programmes as a share of vocational students at ISCED 3 was increased with 0,6% in 2010 and 0,8% in 2013. Erasmus inbound students as % of student population in host country: 0,3% in 2013. Inbound international degree mobile students as % of student population in the host country: 3,5 in 2010 and 3,9 in 2013.
Effects of internationalization in Emerging Europe • Since 1998, ESTONIA has participated in the Erasmus cooperation programme of the
European Union. The mobility of researchers which often includes tuition is rather common in Estonian universities. A systematic exchange of lecturers began in connection with the Tempus Phare assistance programme of the EU and later due to the implementation of the Erasmus cooperation programme of the EU.
• The biggest factor influencing student mobility out of the country is socio-economic discrepancies.
• Students participating in Leonardo da Vinci programmes as a share of vocational students at ISCED 3 was increased with 2,6% in 2010 and 3,5% in 2013. Erasmus inbound students as % of student population in host country: 1,6% in 2013. Inbound international degree mobile students as % of student population in the host country: 1,8 in 2010 and 2,3 in 2013.
• The amendments to the Law on Foreigners that came into force on 1 September 2013 aim to simplify the process for students from non-EU countries to access HE in Estonia, enabling them to work during their studies and to enter into employment after graduation. One important amendment abolishes the requirement for students who already have been issued residence permits for studying to apply for work permits.
Effects of internationalization in Emerging Europe • LATVIA. Student and staff mobility has grown during the years of Bologna process,
but the growth is slow. Student mobility would more or less fit the Bologna goals, if 10% of students had the possibility to complete a study period abroad. In practice it means that every year at least 2% of students should complete a study period abroad.
• The main obstacle for outgoing student mobility is the insufficient financial support available for student grants.
• In Erasmus Programme the number of incoming teachers is higher than the number of outgoing teachers.
• Students participating in Leonardo da Vinci programmes as a share of vocational students was increased with 1,3% in 2010 and 2,1% in 2013. Erasmus inbound students as % of student population in host country: 0,9% in 2013. Inbound international degree mobile students as % of student population in the host country: 2,9 in 2013.
• The HE reforms announced in 2012/2013 and concerning accreditation, financing, consolidation of institutions and internationalization are progressing more slowly than initially planned. The new funding model is planned to be implemented by 2016.
Effects of internationalization in Emerging Europe • LITHUANIAN HE institutions actively participate in the international collaboration: –
Tempus, Phare, Copernikus, Framework, and ACE. • Lithuanian HE institutions have been involved in the Socrates programme since
1999/2000. Initially, 12 universities took part in the programme. • A senior academic staff member is allowed to take a sabbatical every five years and,
increasingly, this time is being used for the stay at an institution abroad. The grants they receive usually are from international agencies and foundations.
• Students participating in Leonardo da Vinci programmes as a share of vocational students at ISCED 3 was increased with 2,8% in 2010 and 3,9% in 2013. Erasmus inbound students as % of student population in host country: 1,1% in 2013. Inbound international degree mobile students as % of student population in the host country: 1,5 in 2010 and 1,8 in 2013.
• The action plan for internationalization of HE for 2013-16 was approved in 2013. Its aim is to identify the main areas in which internationalization of HE institutions and the development of Lithuanian (or Baltic) studies abroad can be promoted, and to strengthen ties with Lithuanians and those of Lithuanian origin living in other countries.
Effects of internationalization in Emerging Europe • ROMANIA. Student and teaching staff exchange programs were set beginning with
1991 within the TEMPUS program between Romanian universities and universities in EU countries. HE institutions in Romania have been involved in Socrates and Leonardo da Vinci programs starting 1997. After 1998, over 9,000 students were granted mobilities within the Erasmus program.
• The Black Sea Universities network was created in 1997 upon a Romanian initiative in order to develop co-operation among universities from member states of the Economic Cooperation of the Black Sea area, in the field of education, science.
• Starting with 1998 Romanian universities have taken part in projects developed within the CEEPUS Programme.
• In the case of Romania, the best example of portability is the regional portability of social support for mobile students within the regional exchange program CEEPUS.
• Students participating in Leonardo da Vinci Programmes as a share of vocational students at ISCED 3 was increased with 0,2% in 2010 and 0,3% in 2013. Erasmus inbound students as % of student population in host country: 0,2% in 2013. Inbound international degree mobile students as % of student population in the host country: 1,3 in 2010 and 2,4 in 2013.
• The internationalisation of Romanian universities is a slow process, with few active partnerships with foreign universities.
Effects of internationalization in Emerging Europe • To analyze the link between this data and the process of
internationalization, the best instrument is a comparative analysis of mobility flows. Mobility includes a wide range of short-term programs, such as internships or work placements, research stays, summer schools, language courses and internships volunteer.
• Mobility in Europe can not be separated from the global trends. While the analysis focuses on various European countries, mobility flows to and from Europe, make up a significant-distinctive part of whole picture. Referring only to the seven emerging countries of Europe, mobility flow statement as a whole for the period from the beginning of the economic crisis, shown graphically in weight variant, the situation is:
Student mobility flows - weights (2008-2009) source of data: EACEA, Eurostat, Eurostudent
1a. The percentage of students with mobility completed bachelor outside the EHEA 2a. The percentage of mobility lead to qualifications for students to study outside the EHEA 3a. The percentage of mobility, leading to a diploma, for students in the EHEA as a percentage of the total number of students in the country 4a. The percentage of mobility, leading to a graduate degree in SEIS as the percentage in the total number of graduates in the country of origin
Student mobility flows - distributions of the number of students (2008-2009) source of data: EACEA, Eurostat, Eurostudent
1b - Distribution of foreign students from outside the EHEA 2b. - Distribution of students with mobility outside the EHEA 3b. - Distribution of students studying in countries SEIS, to receive a diploma 4b. - Distribution of the number of students with mobility, towards the EHEA countries, leading to a degree, in terms of countries of origin
BG EE HU LT LE PL RO4b 19744 3408 6457 7032 3798 28192 201013b 8656 942 11471 528 1287 9684 63372b 3166 312 850 478 366 3218 33361b 767 145 3047 2296 299 7270 4016
0%10%20%30%40%50%60%70%80%90%
100%
Chart of Erasmus mobility (incoming vs. outgoing) in 2007-2008 academic year. Numerical & procentual representation. sources: CE (2014), EACEA P9 (2012)
0
5000
10000
15000
BG EE HU LT LV PL RO
BG EE HU LT LV PL ROINCOMING 445 619 2160 1053 392 5583 1103OUTGOING 1140 717 3752 2653 1187 12854 3379
RO103379
Chart of Erasmus mobility (incoming vs. outgoing) in 2012-2013 academic year. Numerical & procentual representation. sources: CE (2014), EACEA P9 (2012)
05000
10000
15000
20000
BG EE HU LT LV PL RO
BG EE HU LT LV PL ROINCOMING 1056 1274 4318 2326 1134 10772 2149OUTGOING 1952 1153 4387 3529 2149 16221 5011
RO21495011
Chart of Erasmus students: balance incoming vs. outgoing in 2007-2008 and 2012-2013 academic years Procentual representation. sources: CE (2014), EACEA P9 (2012)
BG 4% EE
5%
HU 19%
LT 9%
LV 4%
PL 49%
RO 10%
CONCLUSIONS • Despite methodological asymmetry addressed in this study, the two main
vectors (globalization and economic and financial crisis) that generated field analysis of the subject, gave us the opportunity to determine, in a argumentative analytical approach that the dependence relations can be changed either when the systems belonging to emerging markets, either based on externalities.
• The relationship between internationalization, national policy, institutional and regional policies overall HE, even leading to qualitative leaps in this strategic area of emerging markets of Europe. And this, because the international activities of universities in emerging Europe are no longer considered like at missing and auxiliary level, but have become regular and systemic character. High demand for highly skilled people in developed countries promoted the migration of skilled workers from emerging to developed economies.
• The emerging european countries contributed to even broader diversity and to the enrichment of the existing “European treasury” of the “old” member states. However, a splendid rainbow of diversity often brings further questions.
CONCLUSIONS
• What we wanted to emphasize in the above considerations (absolutely not exhaustive in relation to the actual reality of the phenomenon of internationalization in Emerging Europe), is that, on the one hand, the emerging countries of Europe have adapted, diachronic, differently to the phenomenon of internationalization, even if they had to apply the same common strategy, and on the other hand, that this adaptation is highly dependent on the differences in the economic, social and cultural needs of each nation separately.
• European Emerging countries present very different situations with regard to internationalisation and mobility, especially when looking at their individual mobility flows and the level of engagement in internationalisation activities.
CONCLUSIONS
• There is no doubt that the trend for internationalisation is growing, and that this offers great potential for higher education institutions in the EHEA. However, lack of funding as well as inflexible national legal frameworks may hinder development in some countries.
• Student mobility rates show slight increases since the 2007, but still only a minority of students benefit from such experience and mobility for under-represented groups would need greater attention. There is considerable evidence of significant national action to strengthen mobility, but monitoring mechanisms to assess the impact of these measures is lacking in most countries.
CONCLUSIONS
• Funding is perceived by ministries and students alike as the biggest obstacle to increased mobility. The portability of financial student support is clearly one important measure to address this concern, but only a minority of countries currently ensure full portability for their students.
• For student mobility, it will be essential to focus not only on numbers, but also on the quality of mobility. This implies investing in information services, monitoring experience, ensuring that recognition and evaluation processes operate fairly, and making changes in light of experience. Improved monitoring of the impact of measures taken to remove obstacles to mobility will also be crucial if optimal mobility flows are to be achieved.
CONCLUSIONS
• We have seen that the emerging countries can not juxtapose spaces of causality and effects whithin support whithout concrete actions to achieve the competitive advantage in the industry of "academic mobility".
• And the appropriate dilemma area should be the one focused or around to adaptation to the European academic market (the emergent status is offering sufficient prerequisites in this direction), or approaching the congruence of economic-academic action where the political factor have to intervene moderate but effective by developing strategies and adequate financial support to release the goods, services, capitals and to revive an academic market with an profoundly emerging character.
THANK YOU! PhD. Constantin HĂLĂNGESCU, [email protected] [email protected] ACKNOWLEDGEMENT: This paper is supported by the Sectoral Operational Programme Human Resources Development (SOP HRD), financed from the European Social Fund and by the Romanian Government under the contract number POSDRU/159/1.5/S/ 133675
