EPS Physics Bachelor Studies

THE IMPLEMENTATION OF THE BOLOGNA PROCESS INTO PHYSICS IN EUROPE: THE MASTER LEVEL EPS Report European Physical Society more than ideas THE IMPLEMENTATION OF THE BOLOGNA PROCESS INTO PHYSICS IN EUROPE: THE MASTER LEVEL This study was carried out in 2009/10 Results were published in September 2010 Submitted to the European Physical Society by Prof. Dr. Barbara M. Kehm and Bettina Alesi In cooperation with Yemisrach Negash, Amanda Schimunek, and Ahmed Tubail International Centre for Higher Education Research University of Kassel Mönchebergstr. 17 D – 34109 Kassel [email protected] EPS Report IMPLEMENTATION OF THE BOLOGNA PROCESS S T N E T N O C ᭤ ᭤ 04 Executive Summary 06 1. Introduction: Description of the Project 07 2. Design of the Study 07 3. The Bologna Process and Physics Programmes 07 3.1 The Bologna Process: Structures and Elements of the New Study Programmes 08 3.2 Previous Analyses 09 3.3 Sample Size, Responses, Specificities of the Curriculum Analysis 11 3.4 Sample Size, Responses, Specificities of the Online Survey 12 3.5 Sample Description Institutions and Respondents 12 3.6 Sample Description Physics Programmes 15 4. Results of the Curriculum Analysis and the Survey 15 4.1 Duration of Master Programmes in Physics 16 4.2 Use of Credit Points, Workload, Modularisation 20 4.3 Diploma Supplement 20 4.4 Specialisation and Interdisciplinarity 21 4.5 Mobility and Internationalisation 25 4.6 Assessment, Examinations, and the Concept of Learning Outcomes 27 4.7 Employability, Key or Transferable Skills 30 4.8 Transitions 32 4.9 Quality Assurance, Accreditation, Evaluation 32 5. Conclusions: Physics Studies in Europe Today. The Master Level 33 6. Acknowledgements 34 7. Literature 38 Appendix 1: Questionnaire 50 Appendix 2: Country Specificities EPS REPORT 03 IMPLEMENTATION OF THE BOLOGNA PROCESS ᭤᭤ EXECUTIVE SUMMARY 1. !is study is an analysis of the implementation of either using their own credit point system Bologna reform goals into Master Programmes (UK/Ireland) or none at all. Typically one ECTS in Physics (Bachelor programmes were analysed credit point requires a student workload of 25 to in a previous study) at 129 universities in 24 30 hours. However, the responses to the question- Bologna signatory countries. !e analysis compri- naire also showed that credit point calculation on sed two steps: (a) an online questionnaire was sent the basis of workload is not understood everyw- to programme coordinators to be filled in (res- here and by everyone, despite the fact that in most ponse rate: 57 %); and (b) an analysis of curricula countries national regulation exists. on the basis of printed or electronic material supplied by programme coordinators (response rate: 5. !e most elusive concept is that of modularisa- 58 %). !e curricular material is biased towards tion. 67 percent of respondents to the British and German universities who submitted questionnaire said that all their programmes were the highest number of curricula (71 from Ger- modularised. In two countries modularisation has many, 183 from the UK). Most universities not been introduced at all. In other countries participating in the study offer more than one some programmes are modularised others not. Master programme in Physics (63 % offer between Considerable differences can be found among two and five Master programmes). countries and programmes when trying to determine the time unit that constitutes a module. Here 2. !e basic characteristics of Master programmes in variations can be found ranging from one to six Physics included in the study can be described ECTS credit points up to larger study blocks of along three features: (a) the majority (77 %) is several weeks or even months. research-oriented; (b) somewhat more than half (56 %) are offering a standard Physics curriculum 6. The provision of a Diploma Supplement upon and somewhat less than one quarter each (22 % for graduation is becoming more widespread. 70 both) are either specialised or interdisciplinary; (c) percent of the respondents stated that Physics the overwhelming majority (97 %) of programmes graduates are supplied with a Supplement. Of is consecutive while only three percent were conti- these the vast majority (87 %) said the Supple- nuing education programmes. However, also ment was provided automatically, the rest said standard Master programmes in Physics clearly upon request. have a higher degree of specialisation if compared to Bachelor programmes. 7. Master programmes in Physics – even when cha- racterised as ‘standard Physics’ – have a high level 3. !e majority of Master level programmes in Phy- of specialisation which is either integrated or sics have a duration of two years in continental constitutes an independent curriculum.Somewhat Europe and the Nordic countries. In contrast the less than one quarter (22 %) of the respondents UK sample showed that 47 percent of the pro- also stated that their department was offering grammes have a duration of one year and 46 interdisciplinary Master programmes in Physics percent a duration of four to five years (integrated mostly combined with other natural sciences (64 Master programmes). %), followed by engineering (55 %), and medical sciences (24 %). Combinations with other subjects 4. !e use of ECTS is widely established. UK/ from the social sciences and humanities occurred Ireland, Lithuania and Belarus are exceptions, less frequently. 04 EPS REPORT IMPLEMENTATION OF THE BOLOGNA PROCESS 8. Mobility and internationalisation of Master pro- part of their curriculum. For technical universities grammes in Physics was analysed in four respects: this was the case only in 10 percent of respondents. First, 11 percent of respondents stated that their Typical transferable skills that students can university offered double and joint degree pro- acquire in Master level Physics programmes are grammes with an integrated period of study communication skills (77 %), social skills (62 %), abroad in Physics. In addition there were another international competences (62 %),and self-organi- 22 percent of respondents stating that study sation competences (59 %). abroad was part of the curriculum of some or all Master level Physics programmes. Second, high 11. !e most dominant criterion for access into Mas- numbers of international students can be found in ter programmes in Physics is the grade point Master level Physics programmes in Spain, Ger- average from the Bachelor degree (63 %) or – for many, Sweden, the UK and Ireland. !ird, high integrated Master programmes – from the school numbers of outgoing students can be found in leaving certificate (73 %). However, 34 percent of Germany, the Netherlands, and Slovakia. Finally, respondents also stated that they carry out inter- 41 percent of the respondents stated that tea- views with eligible candidates or have established ching was done at least partially in a foreign other additional criteria (32 %). language. Only UK and Ireland are an exception in this respect. Respondents generally observed an 12. A European mainstream is emerging which increase in incoming and outgoing students at requires successful completion of a Master degree the Master level and perceive a linkage to the for admission into a doctoral qualification phase. Bologna reforms. Transition rates of Master graduates into the labour market have not (yet) changed very much, 9. Typically student performance is assessed after while transition rates into a doctoral qualification each module (91 % of respondents stated this) phase show a more varied picture but are not suffi- and in 75 percent student performance during ciently valid yet. the course of study is included into the calculation of the final mark or the final degree 13. Quality management has been on the agenda of classification. In contrast to many Bologna institutions in most countries already before reform discussions still 44 percent of respondents signing the Bologna Declaration. A broad said that only subject knowledge was assessed range of quality assessment and improvement (56 % stated that both subject knowledge and mechanisms have been introduced by now. transferable skills are assessed). The concept of Accreditation is the only mechanism which is learning outcomes and the question how to perceived to be closely related to the Bologna assess them is still rather unclear. reform process. 10. Cooperation with employers during the design 14. Overall, we found some degree of harmonisation and development of all or some Master level Phy- at the macro level (two-cycle structure, ECTS) sics curricula was sought by 46 and 17 percent but a high amount of heterogeneity at the institu- respectively of respondents to the questionnaire. tional and the programme level. !is has 37 percent stated that this was not the case. Also implications for the question whether recogni- almost one quarter of respondents from universi- tion should be based on similarity (standards) or ties (22 %) said that transferable skills were not on equivalence. EPS REPORT 05 IMPLEMENTATION OF THE BOLOGNA PROCESS ᭤᭤ PHYSICS MASTER STUDIES 1. Introduction: !e aims of the project can be summarised as follows: Description of the Project • to provide an overview of the state of implementation of Bachelor and Master structures in Physics In 2007 the European Physical Society received fun- programmes in Europe; ding from the European Commission to carry out a • to analyse possible regional differences in the structures; study of the implementation of the two-cycle (Bache- • to determine to what extent common standards

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