1. University Education in Global Dialogue Professor Kerstin Sahlin Deputy Vice-Chancellor

2. Quality. Renewal. Future. Uppsala University shall: Pursue research and education of the highest quality Play an active role in global society, promoting development and innovation Be far-sighted and open to change in all facets of its work Contribute to making our world a better place

3. Education in Figures 40,000 undergraduate and postgraduate students ≈ 20,000 full-time students 50 programmes for beginners and 45 master programmes 2,000 single-subject courses 4,000 undergraduate and postgraduate degrees every year 2,000 doctoral students

4. Internationalization More than 20 international master programmes and 300 single-subject courses taught in English Agreements for student exchange with nearly 500 foreign universities in 50 countries Some 3,000 international research partnerships with more than 1,000 universities throughout the world, primarily in Europe, the U.S., and Asia

5. Student Exchange 2004–2008

6. Collaboration Uppsala University endeavours to strengthen the ties between the academy, business and society: Enabling the interplay between entrepreneurship and research Offering courses for mid-career education Facilitating contacts between students and business Forging contacts with alumni

7. The Bologna process at Uppsala university The bologna process has been (and still is) organized as a strategic development process at UU Close contacts and collaboration with Bologna-process on European and national level The Bologna development activities are highly decentralized (as is the governing of education more generally), coordinated by groups at the central university level.

8. Three Bologna groups at the central university level Bologna 1 –Chair: Lena Marcusson, prorektor –Feb 2003 – June 2004 Bologna 2 –Chair: Kristina Edström, advisor to rektor in educational matters –October 2004 – September 2005 Bologna 3 –Chair: Kerstin Sahlin, prorektor –April 2008 – December 2009

9. Bologna 1 Feb 2003 – June 2004 Formulated a policy for the Bologna process at the university (main issues below) Mainly structural issues –degree-cycles. In addition to individual courses First cycle programmes: min. 90 cr in one subject, thesis min. 15 cr, min. 30 cr in another subject (cr here translated into present system) Emphasis on 2 year master programmes, 30 cr master thesis –Look at the possibility to adapt professional programs to the two degree-cycle structure –A research based education was emphasized

10. Bologna 2 October 2004 – September 2005 Relation to national criteria –No national criteria were in place when the group started to work –The group worked with the assumption that national criteria would be established for a three degree-cycle (doctoral level was not dealt with in the group though) –National criteria were clarified on the national level in June 2005 Degree and credit structure and admission criteria mainly as suggested by Bologna 1 –Still emphasis on 2 year master programmes, but open for possibilities to give 1 year master programmes in specific cases –First-cycle programmes should also provide students with a degree that makes them attractive on the labour market –Some courses (including generic courses) could overlap, or be classified as part of both degree cycles Mobility: important that students can transfer credits from studies elsewhere Faculties should suggest how subjects could be formed into disciplinary areas Credits and grade table –The new credit system was introduced based on the ECTS credit system. –The group emphasized the importance of broad discussion before deciding on the introduction of ECTS grading table. But translated grades into ECTS for students who went abroad Guidelines for rewriting course descriptions with –Learning outcomes –Employability –Progression Special resources were allocated to faculties and departments where intense development work was performed. (2006: 11,23 MSEK, 2007: !0,73 MSEK).

11. 2006 - 2008 50 new first degree cycle programmes 45 new master programmes 25 master programmes in english A few double degree programmes Employability (internship, but not at the expense of scientific competence) Generic courses Rewritten course plans, supported by unit for educational training Diploma supplements In fall 2007, decision not to introduce ECTS grading table. Some of the professional programmes were structured (or are being restructured) as two cycle degree: Business administration, engineering and teachers education. Much focus on the “soft issues” –Employability, not only about internship but emphasis on “beyond skills” –Research based education –Doctoral education not affected in terms of structure, but employability and generic courses are also affecting the doctoral education programmes

12. Bologna 3 April 2008 – (December 2009) Follow the development work –Applications for master (first degree students from first-cycle degree in 2010….), –How will the labour market react? –Consequences for mobility? Listen to, react to and coordinate when needed development initiatives by faculties and departments Follow development at national and international level “beyond 2010” Special issues in focus –Educational structure Overlap and mobility (internal within the university, national, international) Restructuring of professional programmes Life long learning (teachers education especially important) Double degrees and possible joint degrees –Number of applying students, retention –Generic courses and scholarship –Employability –Research based education and research integrated education

13. Summing up An international perspective should characterize all university education at Uppsala university Three pillars of internationalization - Quality - Relevance - Responsibility