Harmonisation and internationalisation of the higher education systems in Europe led by the principles encapsulated in Bologna Declaration [1] offering new agendas for educators. The shift towards a student centred educational paradigm with the focus on learning outcomes and acquired competences shows how this process can be mediated. This paper examines two responses at institutional level to introduce innovative approaches to programme delivery. A well-designed curriculum and an appropriate choice of teaching methods are instrumental to a successful educational process [2]. This paper explores the experience of academics at Udmurt State University in Russia in their attempt to design a range of modules on the Social Work programme based on the concept of learning outcomes [3]. The paper analyses the development of Social Work curriculum in the Russian higher education system, the impact of increased East-West collaboration in this area and the role of professional knowledge transfer in the modernisation and quality enhancement of professional training based on the competence-based approach [4, 5]. By contrast, the second case study assesses the experience of using problem-based learning (PBL) teaching method in delivering a ‘Decision Mathematics’ module to the first year students on the Computer Science programme at the University Väst in Sweden [6]. This method is more common in health related professions. This paper analyses the impact of PBL, applied in a different context such as teaching Mathematics, on student experience across different areas of competence development drawing upon the results of a questionnaire and examination outcomes.

This paper compare and contrasts both Russian and Swedish responses to the changes in the higher education environment in the light of Bologna process from the teacher perspective focussing on the changing role of a teacher, the challenges university teachers face in implementing innovative approaches to teaching and the development of generic and subject specific competences. Our case studies demonstrate that the response to the Bologna process is taking place not only through a ‘top to bottom’ approach as a result of implementation of the national educational reforms but also through a parallel ‘bottom to top’ process whereby the higher educational establishments introduce new ways in delivering their programmes.

The paper concludes that the shift to the competence based approach in higher education can take different forms depending on the response to Bologna process at a national level. At the same time, the role which the higher education institutions themselves play in achieving this shift should not be underestimated. Our analysis of the implementation of new ways in teaching and learning based on the use of shared experience, knowledge and understanding is crucial in achieving positive results.