1. Impact and experiences of the Bologna Process at the University of Zagreb Impact and experiences of the Bologna Process at the University of Zagreb Aleksa Bjeliš

3. 3 Students 60.000 Professors and researchers 4.600 Administrative and technical staff 2.600 Doctors of science 450 (approximate averaged figures in the last years) University of Zagreb – facts and figures

4. Before 2005: - drop out: more than 60% - duration of studies: more than 150% of nominal time 4

5. Implementation: Improvised conditions (short period of preparation, national system of evaluation under construction, no financial incentives, …) Succesfull if: - capacaties (human, space, equipment) sufficient; - learning outcomes taken into account; 5

6. - Study programmes: not sufficiently coordinated at the university level; - Lack of the mobility (horizontal and vertical) - Staff overloaded (particularly younger) - Resistance to changes – old wine into new barrels

7. The load of teachers is now much larger, and this is not measured within our job tasks, we now have much more hours of consultations, more correcting of seminar works, and this is not seen in our working hours tables. Then also the mentorships of diploma works, which are now much more extended, practically we have to have something like diploma practicum in order to follow students. And not to mention: immeasurable more administration. So that the scientific work of professors within the Bologna scheme suffers extraordinary. (Jasmina Božić, How the staff of Philosophical Faculty understand Bologna Process, Thesis, 2010) 7

8. Still: study indicators improved Previous handicaps, new non-adaptivenesses – often identified with the failures of Bologna process This indicates that: - Urgently needed: investments into additional capacities and refreshements of human resources

9. They accepted the worst possible issue from the Bologna phraseology – that the measure of quality of HE institution is the percentage of students finishing the study within a given time. This is a complete nonsense. The part of our job is to stop the student at the exam. We do not need that somebody is driver, pilot, surgeon, without the prerequisites for such job. The passing rate is a senseless criterion. Serious universities should have sharp criteria. (Jasmina Božić, How the staff of Philosophical Faculty understand Bologna Process, Thesis, 2010) 9

10. Next steps: - Revision of study programmes (In the first plan: learning outcomes, creative studies, practical knowledge and competences, elimination of depersonalization of students …) - Improvements of conditions - merging and coordination of study programmes at the university level - increase of level of outcome competences, adaptivity to the needs of job market)

11. I think that we slowly approach the moment of revision of our study programmes starting from the learning outcomes, thus we have to estimate exactly what we want to “produce”, and what we have to do in teaching in order to make this. The programmes we have now start from the fact that we have these and those teachers, each teacher has to have some teaching task …. (Jasmina Božić, How the staff of Philosophical Faculty understand Bologna Process, Thesis, 2010) 11

12. Together with: - Introduction of the national Qualification Framework, and its implementation into national legislation; - Bachelors should be adequately recognized at the job market (Note: experiences in “pre-Bologna” time); - Changes in the university organization;

13. Concerning the employability of bachelors, I would not agree with those who state that they cannot get the job. I agree that they do not acquire some completed profession. However, the complete profession is not necessary for the employment. I think that three years of studies offer various types of employment, certainly not in the profession, but yet outside it. (Jasmina Božić, How the staff of Philosophical Faculty understand Bologna Process, Thesis, 2010)