Spain has been late into the so-called “Bologna Process”. Significant features of the recent situation of the “European Higher Education Area” in Spain are summarized. Our main task is to problematize the rhetorical architecture of this reform. Although reforms attempt to present solid models and clear-cut orientations for decision-making, they are often a source of divisions, disputes and confusion. Their effects are therefore contradictory and paradoxical. In the concrete case of the Spanish “Process of Bologna” was conceived – at least theoretically – to palliate deficiencies, correct errors and compensate lacks affecting higher education. However, this brought nothing new since Spanish contexts do not provide real innovations at neither the governance level, nor creative choice to the pedagogical matters, beyond the contra-productive use of discourses of competences. Using official documents and a representative sample of recently approved programmes of study at the Bachelor and Master diplomas at different Spanish universities, we characterize uses of the “Bologna Process” in Spain as a discursive vehicle. We also analyse the kind of discursive practices employed by the critical voices against the “Bologna Process”, above all a simple devise to describe this reform as an exponent of neoliberal governance of the Spanish University.