and Master Programmes in German Higher Education Institutions

2.3 Bologna processLike in many European countries, the Bologna Process has created an important context forthe development of Bachelor and Master systems in Germany. Germany was in fact one ofthe four countries which initiated this process, by signing in 1998 the Sorbonne Declaration,calling on other European countries to harmonize the architecture of higher education systemsin Europe. 29 countries that signed a year later the Bologna Declaration responded thiscall. The Bologna Declaration aims to increase the employability of European citizens andthe competitiveness and attractiveness of European higher education, by enhancing thecomparability and compatibility of higher education structures and degrees in Europe. Inparticular by adopting a system of easily readable and comparable degrees, essentially basedon two main cycles, undergraduate and graduate. The initiating role of Germany and the factthat regulations concerning Bachelor and Master programmes were adopted already in 1998underline that the Bologna Process can not be seen as the cause of the developments here. Itdoes, however, create an important context for the developments in Germany, which haveobtained an undeniable European dimension in this way, and these developments have setmany foreign partner institutions on the same track.2.4 ConclusionWhile the context and frame for the introduction of B/M is set by the Bologna process, thelegal reforms and a number of agreements and position papers, the debate about the designand role of B/M in the German higher education system is still ongoing and a lot of room isleft for institutions to interpret and shape the B/M as they implement them. In our survey,we therefore asked institutional management about their views and strategic decisions withrespect to these questions.Which of the many motives and aims that drove the introduction of B/M at the politicallevel are most important to institutions? And which of the legal and political documents hadthe most influence on their decisions? Will B/M be introduced comprehensively or just inselected subject areas, and will they run parallel or eventually replace the traditional degrees?Will institutions use the new degrees for curricular innovation or will they contentthemselves with the formal implementation of consecutive structures? How will they fill theframework set by the KMK proposing the distinction of theory-oriented and applied programmesand which degree titles do they choose? Does the intended removal of barriersbetween the university and the FH sector take place in practice? For example, do FHs usethe opportunity to introduce theory-oriented degrees and universities to introduce applieddegrees? Will co-operation between the sectors increase? These questions will be dealt within Chapter 4.Before we move to these questions, Chapter 3 provides an overview of the quantitative importanceof the new degrees with regard to programmes and enrolment.17