Michael Gaebel (EUA) presented the Bologna Process and Developments in Learning and Teaching in Europe at OOFHEC2018 in Aarhus, Denmark

1. The Bologna Process and developments in learning
and teaching in Europe
Michael Gaebel, EUA
EADTU Annual Conference 2018
10 Oct 2018, Aarhus University
1Thursday, October 11, 2018 © EUA 2017

2. Enhancing Learning and Teaching at European
Higher Education institutions
2Thursday, October 11, 2018 © EUA 2018
Trends 2018 European University Association
• 800 higher education institutions in 48 European countries
• Policy and good pratice
• European Research Area – European Higher Education Area
Trends 2018
• Follow-up on TRENDS 2015 – longitudinal data
• institutional developments in learning and teaching
• 303 responses - 43 European higher education systems
• Institutional leadership (for the entire institution)

3. Bologna Process / ET2020: Reform success
• Bachelor-Master degrees
• Increase of doctoral schools/programmes
• Modularisation, learning outcomes, student-
centred learning &
• Mobilities (international, workbased learning,
internships)
• shared study courses
• recognition
• Better quality?
• “40% of those aged 30-34 should have a
higher education or equivalent qualification by
2020”
• Impact: more flexible study? equity &
inclusion? LLL? better teaching? E-learning?Thursday, October 11, 2018 © EUA 2018 3
53%
64%
76%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Trends 2010 Trends 2015 Trends 2018
Learning outcomes developed for all courses
% higher institutions that implemented
learning outcomes for all study programmes

4. Enhancing Learning and Teaching at European
Higher Education institutions
4
Trends 2018. Q9, Q12, Q18.
Thursday, October 11, 2018 © EUA 2018
92% of repondents:
“increased attention
to L&T throughout
the institution”
• Recent/ ongoing national
reform (74%)
• Increased expectations from
employers/ professional
sector (83%)
• Increased students’
expectations towards
teachers (91%)
• Increasing diversity of the
study body (85%)
Internal +
external
Pressures
Yes/yes to some extent*

5. Enhancing Learning and Teaching at European
Higher Education institutions
5Thursday, October 11, 2018 © EUA 2018
More flexible
provision
Lifelong learning
• Dedicated measures at every 2nd/3rd institution
• Separated from the regular L&T (finance, QA, teachers …)
Demand for flexible provision
• Flexible degree programmes 79%
• Short-term (non-degree) 62%
Digital learning
• Blended learning 87%
• Online degrees 27%
• MOOCs 38%
• Increased acceptance
• Positive impact: more reflection & strategy, curriculum, methods,
LLL in 2010
MOOCs in 2013

6. Enhancing Learning and Teaching at European
Higher Education institutions
6Thursday, October 11, 2018 © EUA 2018
Changing teaching
approaches
• 15% very
• 39% to some extent
• 13% not
Flipped classrooms
• 43% very
• 44% to some extent
• 4% not
Problem-based
learning
• 27% very
• 45% to some extent
• 6% not
Community projects
Do you find it useful?

7. Teachers & Teacher training
Teacher training – staff
enhancement
• Voluntary courses
• 77% in place
• 13% planned
• Compulsory courses
• 37% in place
• 17% planned
• Training on learning outcomes
• 25% - for all teaching staff
• 39% - on request only
• 12% - compulsory for new
teaching staff
Low interest in “teacher training”
Who is teaching?
• Professors – but also
assistant professors,
lecturers, experts,
researchers, PhD
candidates, students ...
• Teaching support staff
• Research on teaching
(67%)
• Collaboration among
teachers, with other
staff
Growing importance of
collaboration /
institutional approaches
7
Teaching
qualifications
• 50% of the institutions
require teaching
experience at start of
employment
• Academic degree
(doctorate)
• Teaching skills &
training are important -
but less than research
and other generic
academic skills
Research output, not
teaching counts for career
development - 2nd biggest
obstacle for L&T.

8. Enhancing Learning and Teaching at European
Higher Education institutions
8© EUA 2018
Transformation of
learning and
teaching
Institutional capacity for
change
• innovation driven by individual
teachers/ staff, departments
• importance of leadership and
strategies (86%)
• support structures, resources
(learning centres – 65%)
learning & teaching
•employers (90%)
•local community (88%)
•primary and secondary
schools (87%)
•vocational institutions
(73%)
•international staff and
student exchanges (96%)
teacher training /
pedagogical development
• none (10%)
• national initiatives (55%)
• international initiatives (53%)
• university networks (43%)
• individual partner institutions
(43%)
• commercial providers (13%)

9. Feedback
received
It’s philosophical
We have it all in
place
We need
only a part of
it
How can we do
all this?
Can we
change
them?
http://bit.ly/EFFECTprinciples
KA3 project
5 – Nov. 2018
ers

10. Enhancing Learning and Teaching at European
Higher Education institutions
10Thursday, October 11, 2018 © EUA 2018
Thematic Working Groups 2018
1. Active learning
2. Continuous development of teaching
competences
3. Career paths in teaching
4. Evaluation of learning & teaching
2nd European Learning & Teaching Forum
14-15 February 2019, University of Warsaw
European Principles for Enhancement of L&T

11. Where to go
• Strengthen teachers
• multifaceted roles (research, admin., outreach)
• enable collaboration and exchange
• L&T as a mission for the entire institution:
• strategies, structures, means, knowledge, data expertise
• leadership
• Beyond the institution:
• intra-university cooperation & network
• Governments, QA agencies, employers, schools etc.
• The Bologna Process – 2018 Paris Communiqué
“cooperation in innovative learning and teaching practices as
another hallmark of the EHEA”.
“support higher education institutions to develop and
enhance their strategies for learning and teaching”
“We call upon the BFUG to take digitalisation forward”
“higher education institutions to prepare their students and
support their teachers to act creatively in a digitalised
environment.”
But not in isolation ..., and there
must be ways to speed up!

12. Thank you for your
attention
www.EUA.eu
12Thursday, October 11, 2018 © EUA 2017
Michael Gaebel ǀ Director Higher Education Policy Unit
E-mail: Michael.Gaebel@eua.eu