Introduction
The issues of Bologna process effectiveness and reasonability have been discussed extensively in numerous researches, while the instances of its implementation require in-depth study and assessment for defining system suitability and effectiveness in PMU. Considering the fact that PMU is featured with strong educational traditions, it should be stated that Bologna process may not seem suitable for this university. Nevertheless, the effectiveness of the educational process may be improved if the most effective educational principles are combined.
The aim of this analytical report is to analyze the opportunity of implementing Bologna process principles into the PMU educational process, and improving curriculum basing on the necessity to overcome difficulties associated with independent and extracurricular education. As a rule, the general aspect of curriculum improvement should be associated with providing the reliable strategy of self-education, and inspiring students to offer their own innovations.
Collected Data
Bologna process is well known in Europe and among those states that cooperate with European universities and participate in exchange programs. These are mainly countries of Europe, including Eastern Europe, Turkey, and Asian states. Saudi Arabia is not participating in this process, and is not included into exchange programs of Bologna Process universities, however, some principles of this strategy may be implemented in test regime. Central principles of Bologna process are as follows:
- Rating assessment system. Every assignment is valued with a restricted score, while assignments may have an importance coefficient. If a student gets the required summed score, he/she may be liberated from an exam.
- Self-education focus. Lectures and class hours are intended for accomplishing practical assignments, communication with tutors as well as revealing what has been studied before.
- Students are encouraged to apply creativity and inventiveness while solving their research problems, and performing projects.
Considering the fact that the aim of the report is to analyze the opportunity of implementing Bologna process principles in PMU, students were surveyed whether they know something about this process. Up to 32% of respondents have not heard anything about this process (these were mainly freshmen, while older students appeared to be familiar with the key principles of Lisbon Recognition Convention). In accordance with the survey, those who do not know about the process were excluded from the final results. Thus, up to 15% of respondents would like to know more about the system, 18% wish to participate in the exchange program, 42% agree that this is one of the most progressive systems, and at least part of the system should be implemented in PMU, 25% consider it outdated and incompatible with educational traditions of PMU. Among those who appreciate the opportunity of implementing some principles of bologna process to the PMU curriculum 67% consider that self education approach should be implemented, as it does not diminish the role of the tutor, and encourages independent efforts.
Advantages of Bologna Process
The key aim of the process is to create a unified and universal educational system within the states, parties to the convention. Hence, this creates additional opportunities for the entire scientific sphere, and helps to create the unified basis for uniting research efforts. Additional opportunities of Bologna process are explained by Bisson (2005). It is stated that bologna unification provides an opportunity for students and scholars to move from one country to the other for study or employment. At the moment this option is available for European Higher Education Area, however, it may be extended if governments reach mutual agreement. The system helps to find perspective researchers and scholars from European and non-European states, hence, this increases the popularity of the entire educational system in general. The system is helpful for creating a single high-quality knowledge base, and promotes further development of educational system, as well as the development of the community in general.
As it is stated by Terry (2008, p. 107):
The Bologna Process was a major reform created with the claimed goal of providing responses to issues such as the public responsibility for higher education and research, higher education governance, the social dimension of higher education and research, and the values and roles of higher education and research in modern, globalized, and increasingly complex societies with the most demanding qualification needs.
Disadvantages of Bologna System
Disadvantages that could be found in researches are even more numerous in comparison with the discussed advantages, however, most of them are not evident, and represent subjective opinion of researchers. Economic views on the matters of criticism stated in Baxton and Johnson (2009) are not clear, and emphasize the impossibility of further reformation of the educational as well as political spheres, while the necessity to reduce costs for education decreases the competitiveness of the system in general. Considering the fact that the key aim is to improve the competitiveness of the system in general, reducing of the costs will make education more available.
Bologna process does not standardize semesters, that makes the graduation system less effective in comparison with US standards, for instance. Considering the practices of PMU, it should be stated that there is no necessity to implement European graduation system, while the main analytic point is the educational principles applied. As a rule, the process does not standardize the content of the education, which makes it rather perspective. Those critics who emphasize the necessity of standardizing the content underestimate the values of education in general. Considering the fact educational principles are not criticized, there is an opportunity that some of them could be easily implemented in test regime in PMU.
Analysis of the Opportunity
From the perspective of the implementation importance, it should be stated that Bologna process has already increased the attractiveness of the European education in general. Though, every particular European state stays less attractive in comparison with the US education, European Union in general keeps leadership, while non-European states attract only 5% of exchange program students, as well as those who wish to study abroad. (See Appendix A) Bologna process is not the key factor in for strengthening this tendency, however, this will be helpful for improving the popularity of Eastern world among scholars. PMU could be the first university in Saudi Arabia that would be able to participate in exchange programs.
As for the educational process, the model in general comes from American and Japanese educational systems, however, independent researches and self-education practices will not diminish the importance of professional tutoring. Hence, the process may be improved essentially. There is no need to implement the rating system, standardize the graduation names and requirements, while the key value of the system is the opportunity to extend educational opportunities. Those who would agree to participate in the test form of system implementation emphasized the necessity to have access to a unified global research database, and access to libraries of US and European universities. However, it should be also stated that these people do not wish their knowledge to be assessed by American or European tutors. This is explained by the fact that foreigners are not able to realize the Arab way of thinking, as most studies have been transformed in accordance with national features of Saudi students. However, it would be great if universities started facilitating mobility of the students for they could communicate with other universities within the frames of educational program. Moreover, academic freedom, tolerance, progressive education are regarded as the highest academic values in the world. As Saudi Arabia is regarded as a part of the progressive world, these values should be regarded as the key objectives of the entire educational system.
Recommendations
Bologna system is not regarded as the universal panacea for curing all the educational problems that may be faced by PMU students. However, the key values that are pursued by European educational system may be regarded as the most important aim of the reformation process. If fears and doubts are too serious, the system may be tried in pilot regime. If the results will not be satisfactory, the test group will return to the traditional education practices.
Conclusion
Bologna process is regarded as one of the most progressive tendencies in the academic world, however, the values of traditional Arab education should not be neglected. In accordance with the results of report, PMU university may be among leaders who will adopt some principles of European education, and open additional opportunities for its students.
Reference List
Baxton, M., Johnson, J. K. (2009). Understanding the Bologna Process for Admissions Officers. College and University, 85(2), 20.
Bisson, T. N. (Ed.). (2005). Cultures of Power: Lordship, Status, and Process in Twelfth-Century Europe. Philadelphia: University of Pennsylvania Press.
Terry, L. S. (2008). The Bologna Process and Its Impact in Europe: It’s So Much More Than Degree Changes. Vanderbilt Journal of Transnational Law, 41(1), 107.
Appendix
