The European higher education reform, known as the Bologna reform was implemented in Hungary, Romania and the Ukrain almost at the same time. In Hungary the Bologna process was applied to those starting their university studies in 2006. In Romania the implementation started in the academic years 2005/06. The Ukraine also joined in the Bologna Reform in 2005. The HE system of these countries formerly applied a completely different HE system and the new Bologna reform has brought many changes (three degree system, qualification frameworks, the ECTS, the Diploma Supplement, mobility, etc.) in their HE system (Alesi et al. 2007, Barkholt 2005, Charlier – Crocher 2003, Hrubos et al. 2003, Keeling 2004, Kehm – Teichler 2006, Kozma – Rébay 2008). This challenge meant structural change of the systems of higher education in these countries, and higher education students have also had a major role in this process.

We can understand the effects of the Bologna process by reading and analysing the declarations, political texts, the scholarly literature on the reform, or making interviews with the policy-makers of the reform. Also, we can ask the students’ opinion about the new dual system. We used the latter to find out how MA and MSc students judge the new higher education system.

Our research question was the following: How MA/MSc students interpret, and judge the newly implemented MA/MSc qualification system? In order to answer this question we carried out a survey among MA/MSc students in higher education institutions in Hungary, Romania and the Ukraine, to investigate their opinion and feelings about the reform. We asked them whether they are satisfied with the MA/MSc qualification system. We also enquired about how they judge the quality of the theoretical, the practical and the language education of their former BA/BSc education and their current MA/MSc education. Finally, we analysed the labour market value of the MA/MSc degrees by asking the students how they think employers judge their MA/MSc degrees. In connection with this we asked them how they consider their future possibilities with a MA/MSc degree. Finally, the students were asked to form an opinion on their future prospects in the labour market compared to BA/BSc degrees.

The results of the research can prove useful  to leaders of education policy, leaders of higher education institutions as it provides an accurate analysis on MA/MSc students’ opinion about the Bologna reform.

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