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Maastricht European Studies Papers 2007/07 L. Unbehauen
Trend IV analysis of the European University Association (EUA), a snapshot of the current
state of progress will be provided that prepares the overall conclusion.
2. Nature of the Bologna Process: a Non-Binding Intergovernmental
Agreement
Once asked what the Bologna Process really is, most students studying abroad can only come
up with vague answers. This is alarming because these students are actually the living
example of what this process is about: student mobility and the establishment of a European
Higher Education Area (EHEA) by 2010 1 (Bologna Declaration, 1999). Due to this obvious
knowledge gap the author deems it necessary to first clarify the very nature, content and
development of this educational reform process.
By definition, the Bologna Process is a synonym for a thorough reform of Europe’s
higher education systems, which has been footed upon the intergovernmental agreement of
currently 45 pan-European members to converge their degree structures and means of quality
assessment into a common framework (Bologna Declaration, 1999). The overall aim is to
promote the comparability of degrees which in itself is a prerequisite for the aspired increase
in transnational mobility in the educational sector.
It is not based on a binding treaty but builds upon the Bologna Declaration of 1999
and several policy documents that have been adopted by the ministers responsible for higher
education of the participating countries in the post-1999 follow-up process. Due to the fact
that these documents are not legally binding, “it is the free will of every country and its higher
education community to endorse or reject the principles of the Bologna Process, although the
effect of ‘international peer pressure’ should not be underestimated” (Council of Europe,
2006, p. 1) as individual countries might fear to fall behind the mainstream of change. Its
voluntary and flexible approach, however, demonstrates the sensitivity of education policy
which functions as a cornerstone of national sovereignty and national cultural heritage and is
also the reason for delay of reforms and implementation problems. To calm national concerns
it is repeatedly emphasized that the goal of establishing the EHEA is not foreseeing the
embodiment of a “single education policy, but rather embracing a diversity of national
education systems which learn to interact” (Norwegian Ministry of Education and Research,
1 The Bologna Process should facilitate translation of one system to the other and therefore contribute to the
increase of student and staff mobility and their employability. Moreover, it should boost the quality and
attractiveness of European higher education for non-Europeans.
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