Status of Implementation: A U.S. Response Diana B. Carlin Dean of the Graduate School & International Programs University of Kansas

The U.S. Context—Decision Making Autonomous decision making on admissions –No national standards –Faculty driven decisions with or without assistance from admissions specialists –Policies may vary among programs within an institution

U.S. Context--Structure Decentralization within institutions –Overall university policies related to admission serve as minimums –Potential for limited communication among key stakeholders: graduate deans, admissions specialists, study abroad, recruiters, faculty

U.S. Context—Lack of Uniformity Degree requirements vary across institutions Degree requirements vary within institutions Degree requirements vary within undergraduate majors Credits within the U.S. don’t automatically transfer Graduate programs can add or waive hours

U.S. Context—Higher Ed Reform Miller Commission—emphasis on undergraduate education –Accessibility, affordability, accountability, productivity and efficiency for affordability, provide career and employment opportunities, contribute to innovation and global competitiveness Higher Education Summit –Follow-up to the Commission report convened 22 March 2007 with 300 participants –How to implement recommendations More emphasis on outcomes and accountability Globalization is becoming more prominent in curriculum decisions

U.S. Context--Internationalization Internationalization is receiving more emphasis than ever before More faculty are engaged in international collaborations Graduate education is more international Research is more international Sen. Paul Simon Study Abroad Foundation Act of 2007—introduced last week –Increase numbers from 200,000/year to 1 million (undergraduates only) –Emphasize non-traditional sites

US Policies/Practices Impacted by Bologna Transcript Evaluation Admissions Accreditation and Licensure

Transcript Evaluation Key characteristic comparisons for equivalency Functional equivalency based on comparison of level, scope and intent of the foreign credential Structure and content of elementary/secondary system Individualized evaluation—all countries within Bologna are not alike Source: AACROAO Report: The Impact of Bologna and Three-Year Degrees on U.S. Admissions, 2007

Graduate Admissions CGS Studies of 3-year degree practices –Not an issue in %; in % –Will not consider 3-year in %; in % –56% of the top 25 international admitting institutions) in 2006 have policies allowing for admission of non- European 3-year degrees –Out of 125 institutions 37% determine equivalency, 18% use competency to succeed, and 9% grant provisional acceptance Source: Council of Graduate Schools see

Undergraduate Admissions Related to study abroad and to immigrant populations who transfer credits from non- U.S. institutions –Equivalency of credits using ECTS/credit hour comparisons

Accreditation and Licensure Licensure is a typically a state issue Licensure may require a degree or equivalent to an accrediting agency’s standards There are no accreditation standards related to graduate admission—look for fair appropriate practices. Source: AACROAO Report: The Impact of Bologna and Three-Year Degrees on U.S. Admissions, 2007

Emerging Issues TOEFL requirements and English instruction in degree programs Joint/Dual degree programs Equity issues for non-European 3-year programs

A Growing Dialogue Bologna is a regular topic at Graduate Deans’ and other meetings of university administrators Bologna is a regular topic at NAFSA and other international association meetings Credential evaluators provide regular workshops Conferences to bring Europeans and Americans together

Best Practice Guidelines Resistance to dictate policy by professional associations AACROA Report NAFSA Task Force –Symposium –International Educator –Tool box –Regional presentations