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ERIC Number: EJ867638
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0010-0889
Understanding the Bologna Process for Admissions Officers
Baxton, Mary; Johnson, Johnny Kent; Nathanson, Gloria; Paver, William; Watkins, Robert
College and University, v85 n2 p20-28 Fall 2009
In Spring 2008, senior members of the international admission and credential evaluation community met to deliberate over the admission and placement of Bologna Compliant degree holders into U.S. graduate programs. This group comprised several individuals holding top leadership positions in NAFSA, AACRAO, and closely allied groups involved in international education. The decisions that grew out of the meeting are reflected in the Educational Database for Global Education (EDGE) profile on the Bologna Process and in the Advice to Admissions Officers section of that profile. Increasingly, U.S. graduate and international admissions officers realize that graduates of three-year first-degree programs in Europe have in-depth academic preparation in a chosen field and are adequately prepared to study in a closely related U.S. graduate program. Even as EDGE continues to deem a four-year first degree most comparable to the U.S. bachelor's degree, it is clear that U.S. universities' graduate departments may consider admitting qualified applicants to their programs. In other words, given the preparation that graduates of Bologna-compliant degree programs possess, EDGE suggests that, under certain conditions, U.S. graduate admissions officers may wish to admit these students to their graduate degree programs. This article describes the Bologna-Compliant Degrees and U.S. Admission and Placement; the European Credit Transfer System (ECTS) Grading Scale; and the ECTS Credit Conversion. (Contains 1 table and 2 footnotes.)
American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States