The paper attempts to provide an impact evaluation of the Bologna Process implementation at Master’s level in Romania, focusing on graduates’ employability. The paper is part of an ongoing research for a PhD thesis, and for the limited purpose of this proposal, the main objectives refer to identifying the relevant outputs from the implementation of the Bologna Process and to defining the indicators used to measure its outcomes, shaping an answer to whether the Bologna Process did, in fact, live up to its expectations.
Thus far, most analyses on the Bologna Process focused on the convergence aspect, relying mostly on the description of the Bologna Process and underlining its benefits (Wihlborg & Teelken, 2014) and less on the impact of implementation – not only at the national level, but at the level of higher education institutions (HEIs). Also, the existing research tends to focus mostly on the higher education system as a whole, with the Master’s cycle being particularly underrepresented.
Starting from the main objectives defining the Bologna Process, there has been a macro-focus on the convergence and alignment of the structural features – the implementation of the three-cycle system, the quality assurance and the qualifications’ frameworks, as well as the recognition of comparable academic degrees (European Commission, 2013). At the national level, the Bologna Process legitimized top-down reform measures, with HEIs adapting to changes at their own pace, leading to varied adoption rhythms (Karran, 2004) and depth of implementation, while aiming at the same time for standardization, in order to ensure ‘measurability’ (Landri, 2016). One particular concern refers to the discrepancy between surface (bureaucratic and structural) and more profound reforms and convergence, as it appears to be more of a technical exercise, with little feedback from some of the countries involved (Gleeson, 2013). This stance was also reflected by the European Student Union: ‘the Bologna Process is in grave danger of being revealed as a superficial redesign of higher education structures in Europe rather than a transformation of the whole academic and learning paradigm’ (European Student Union, 2009). Among the objectives and priorities of the Bologna Process, the one regarding employability has particular long-term implications regarding both the educational offer and professional mobility – also responding to the `third mission of higher education institutions`, their relevance and social impact (Gibbons et al. 1994; Benneworth and Jongbloed 2010; Nowotny, Scott, and Gibbons 2002).
The Leuven Declaration stated for the first time that ‘higher education should equip students with the advanced knowledge, skills and competences they need throughout their professional lives` (Leuven Declaration, 2009). An analysis of the European Commission recommended the inclusion of employability in the European Framework for Quality Assurance, once again stressing its importance and relevance as a measurable outcome of higher education (European Commission, 2009). At the 2012 Ministerial Conference in Bucharest, employability was among the three priorities identified, a fact later reaffirmed at the 2015 Ministerial Conference in Yerevan. However, studies in the field reveal that the Bologna follow-up reports provide an unrealistic image of higher education institutions (Neave & Amaral, 2008; Huisman, 2009; Teelken & Wihlborg, 2010, 2014). Thus, in preparation for the 20th anniversary of the 1999 Bologna Declaration, it is perhaps the time to reassess the definition of success and focus more on the measurable outcomes of the Bologna Process implementation.