Europeans have tried for decades to find a way to take a mutual stance on the issue of higher education and its development. The Bologna Process was a giant step for the European Union when taking on such a mutual achievement concerned with higher education. The question is whether this also become(s) ‘the right step’ in terms of the development of human learning and humanism in general. Is it all helpful or do we need to acknowledge forces which have become influential in the (Bologna) process to a much higher degree than we bargained for? Competition – educational fees – the battle of ‘who’s’ language – politics & power- rather than – collaboration – development of transnational and interdisciplinary values – development of humanism on equal terms and maybe even, primarily, on non-economical profitable grounds?  In this paper we are exploring some issues of ‘both kinds’ in trying to shred some lights on the outcomes of the Bologna process and its construction(s). Our paper should be experienced as a debate contribution concerned with the Bologna process and it’s benefits and shortcomings, and for becoming more aware of where to go from here.