The Bologna Process is a major Higher Education (HE) innovation whose impact is felt worldwide. Efforts are being made to study what has become known as the external dimension of the Bologna Process – the implications of the Bologna Process in other parts of the world.Until 1993, Cameroon had one state university, the University of Yaounde which was created in 1962 and shaped along the French colonial legacy.Reforms of HE in 1993 lead to the creation of five other state universities to address access, equity, and relevance. The year 2007 marked another turning point – the introduction of the BMP/LMD system.In 2005 member countries of the Economic Community of Central African States (CEMAC), had adopted the Bologna Process, referred to as BMP (by Anglophones) or LMD (by Francophones) systems. Member states (CEMAC) signed the Libreville Declaration of February 2005. In October 2007, the BMP/ LMD system was officially launched within Cameroon’s HE system. Certificates such as Diplome d’Etudes Generales (DEUG), the Maitrise and the Diplome d’Etudes Approfondies (DEA), for Francophones and the Post Graduate Diploma (PGD) for Anglophones, were gradually phased out. The essence is to ensure the comparability of degrees or certificates, facilitate student and staff mobility and strengthen quality and relevance of programmes. Lyonga and Endeley (2008) carried out a survey within the University of Buea, involving 118 students who were course delegates. Their aim was to evaluate the extent to which students’ experiences dovetailed with their expectations of the BMP process. Strengthening quality of services offered, access, equity at all levels are of strategic importance to the government of Cameroon. Increasingly, HEIs, partly because of resource inadequacies, are being challenged to diversify their sources of funding by reducing their dependence on the government.Emerging concepts such as entrepreneurialism, accountability, good governance are requiring new and demanding management strategies. Managing change, in a globalized knowledge economy, especially within the context of HEIs; an innovation is likely to achieve its intended objectives only when the implementation process is closely monitored. This study investigates the implementation of the BMP/LMD (Bologna Process) in HEIs in Cameroon based on the following: What have Higher Education Institutions (HEIs) accomplished as a result of implementing the LMD or BMP system? What are the main problems being encountered at the level of the universities with regards to pedagogy? What are the challenges that lie ahead and strategies for resolving them in the six universities?

This study surveys opinions of targeted representatives of subgroups of individuals who are part of the implementation process or directly affected. The sample of the study will be drawn from six state universities. The total sample size randomly selected will be 258. Data will be collected from two sources:relevant existing documents from the ministry of higher education and each university particularly revised syllabuses, if they reflect the expectations of the LMD/BMP system and through the use of questionnaires, interviews and focus group discussions. This will structured as follows: 198 questionnaires for staff and students; 33 from each university; Interviews with 6 Deputy Vice Chancellors in charge of Teaching and 6 Directors of Academic Affairs; 1 from each university and 6x8 (48) focused groups discussions. Questionnaire and interview items will emanate from existing literature and official documents dealing with the Bologna Process. Data will be analyzed descriptively with qualitative presentations.

Initiate new strategies for HE’s academic and pedagogic transformations. Increase awareness on theories of change in HE as well as conflict theories using SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis to empirically document perceived strengths, weaknesses, opportunities and threats of the Bologna process on Cameroon’s HE system in particular, and the country at large. Provide better and clearer insights into the Bologna Process; Enhance understanding of knowledge of the external dimension of the Bologna Process within the countries involved; Institute data which should be used to inform policy relevant to the BMP/LMD system; Enhance networking among academics in the nation’s higher education institutions encourage collaborative research internationally; Create of a culture of monitoring and evaluation within HEIs; Strengthened quality of services offered; Lead to publications in peer reviewed journals and book chapters. Dissemination of findings will be through newsletters, publications in peer-reviewed journals and book chapters, media and conferences.