Glen Murray may be gone, but the allure of three-year bachelor’s degrees remains. In future, my guess is that they’ll be much like the German apprenticeship system – an educational deus ex machina that successive generations of Canadian politicians will “discover” anew every couple of years. So it’s probably worth asking, after roughly a decade of Bologna implementation, how Europeans themselves feel the whole experience is panning out. My own sense from talking to people across the continent is that, while no one thinks the three-year bachelor’s degrees are a failure, no one considers them a triumph, either.
For much of Europe, the adoption of a three-year bachelor’s degree was an act of division, not subtraction. That’s because in Germany, and most countries to its north and east, the pre-Bologna initial degree was not a 4-year bachelor’s but a 5- or even 6-year degree, equivalent to our master’s degree. The move to divide these degrees into a 3-year bachelor’s and a 2-year master’s seemed to make sense for three reasons: first, because governments were indeed looking for ways to reduce student time-to-completion; second, the creation of a new credential seemed like an opportunity to get universities to focus on a new type of student, who wanted less theory and more practice; and third, for those who were dubious about the first two reasons, there was an overriding desire not to get left behind in the creation of a single, pan-European Higher Education Area with harmonized degree-lengths.
On the demand side, it’s been a bigger-than-expected challenge to get students to take shorter programs. In Germany, for instance, 80-90% of bachelor’s graduates go on to get a master’s, because everyone assumes that this is what businesses will want. And they’re not wrong: in Finland, post-graduation employment rates for master’s grads is nearly 20 points higher than for bachelor’s grads (for university graduates, anyway – Polytechnic bachelor’s degree-holders do better).
It’s been no easier on the providers’ side. When you’re used to giving 6 years of instruction to someone before giving them a credential, it’s not super-obvious how to cope with doing something useful in half the time. In a number of cases, institutions left their five-year programs more or less unchanged, and just handed out a credential after three years (which makes at least some sense if 80-90% of people are going on anyway). Where compression has actually occurred, what tends to happen is that institutions elect to keep courses on technical, disciplinary skills, and get rid of pesky things like electives, and courses that help build transversal skills. The result is a set of much narrower, less flexible degrees than before.
At least part of the problem is that there hasn’t been a lot of progress in terms of finding ways to deliver both “soft skills” and technical skills in the same courses, which permit delivery of a more rounded curriculum without extending time-to-completion. But innovative curriculum planners are in short supply at the best of times; it’s the sort of thing that probably should have been considered before engaging in a continent-wide educational experiment like this.
All of which is to say: three-year degrees are not easy to design or deliver, and they don’t necessarily work in the labour market, either. Shorter completion times are good, but caveat emptor.