Continuing a successful premiere: in launching Bologna Hub Peer Support II, the National Agency for Erasmus+ Higher Education within the DAAD is building on the positive experiences of the first counselling project.

“There is still very great interest in receiving advice from the experts.” Even three years after the start of the project Bologna Hub Peer Support, Kathrin Herres, senior desk officer for Erasmus+ policy support at the National Agency for Erasmus+ Higher Education, is able to report that the international experts involved in the project are still in high demand: since 1 September 2022, the DAAD has been in charge of implementing the follow-up project Bologna Hub Peer Support II and coordinating the deployment of the experts. They support higher education institutions in the European Higher Education Area, especially in fulfilling the Bologna Key Commitments: to create a three-cycle degree structure comprising bachelor’s, master’s and PhD degrees, to ensure the cross-border recognition of higher education qualifications and achievements, and to implement quality assurance measures based on common standards and guidelines.

“For the experts concerned, this means covering a wide range of counselling elements,” stresses David Akrami Flores. As head of the Policy Support section at the National Agency, he cites the example of recognition of qualifications to illustrate what he means: “There are still considerable differences in this respect within the European Higher Education Area, and the necessary processes are not equally well established in all countries. And even within higher education institutions many people are unsure who is ultimately responsible for the recognition of qualifications.”

This is the kind of issue that the 26 experts from 18 countries are to address in the project Bologna Hub Peer Support II. This continuation of the previous project is profiting from a number of new features: for example, the European University Association (EUA) is involved this time and will be able to contribute its counselling expertise. “The European Students’ Union (ESU) will also now be advising student organisations,” explains Kathrin Herres. David Akrami Flores also stresses how the idea of peer support has evolved over time: “It began a few years ago with national experts, and subsequently international teams, that would advise German universities. The DAAD’s idea to deploy international experts throughout the European Higher Education Area received a very positive response from the EU Commission.”  

One of the experts currently involved is Professor Melita Kovačević from the University of Zagreb. She talks about her motivation in an interview with the DAAD Journal.

Professor Kovačević, why did you decide to take part in the project Bologna Hub Peer Support II as an expert?

I have been involved in higher education policy and different aspects of higher education for more than twenty years at the national, regional, and European levels. On the one hand, my academic role as a university professor and researcher gives me many opportunities to see directly how the system works and what impact all the reforms, strategies and policies have. On the other hand, I am directly involved in higher education reforms and have participated in the development of various structural documents and policies at the national, regional and European level. I believe that sharing experiences with other colleagues and institutions can contribute to the academic discourse and initiate constructive ideas for those who strive for further development and positive change. At the same time, I also see that the role of an expert in this project allows me to have new experiences, to learn and to develop personally when it comes to better understanding the higher education system in general and the way in which universities belong to a different social, economic, and cultural context.

Which insights did you take away from the kick-off event in Bonn in February?

Firstly, it was interesting for me to meet colleagues from different countries, universities and other types of institutions and organisations related to higher education, and to listen to their experiences during the previous project. Their experiences also helped me to identify my expectations, but also to clarify what my role will be and how to carry out all the tasks. In addition, it was important to meet other experts and to have the opportunity to talk to them to create an initial bond as a group. This initial networking undoubtedly made it easier to team up later on and to work more efficiently and in a friendly and collegial atmosphere once the tasks had been defined.

To what extent do you believe that the project Bologna Hub Peer Support II will contribute to further implementing the Bologna Key Commitments?

The implementation of any reform, of the Key Commitments or any related policies and strategies involves several relevant stakeholders. Its outcome definitely depends on a number of different factors, such as the intrinsic motivation of the respective institution, its commitment to change and improve certain aspects of its functioning, and the stakeholders who are willing to take part in this process of peer support. However, it is also relevant whether this process is top-down or bottom-up – or a combination of the two, which would probably be most beneficial for the institution. It is very important to raise the awareness of a wide range of stakeholders and to involve them in the process. I believe that a key advantage lies in the concept of ‘peer support’, which paves the way for collegial exchange and sharing of good practices that could easily be adopted by the target institution. Finally, this type of academic context is free from any prejudices and allows for open academic debate.

Johannes Göbel (31 August 2023)