Abstract:

Introduction: In the decade up to 2020 European higher education has a main aim: contributing in the process leading to achievement of a knowledge-based Europe, that it will be highly creative and innovative. This aim can only succeed if it maximises the talents and capacities of citizens, and if they fully engage in lifelong learning. European higher education takes advantage opportunities of globalisation and accelerated technological developments. Student-centred learning and mobility are vital for developing the competences they need in a changing labour market and will empower students to become active and responsible citizens. In this framework, the contribution from European institutions and organisations to the university reform process has been a significant one. This reform is materialized on the Bologna Process that is leading to greater compatibility and comparability of the systems of higher education.
In Spain, universities have been radically altered in the last few years. Since 2007, the Bologna Process has been implemented for homogenizing university studies with Europe. This fact has represented a great effort by the entire academic community for achieving positive results. Among implemented changes, the Bologna Process has incorporated new teaching and assessment techniques (workshops, seminars, tutorials, papers, etc...). Taking into account these techniques, the learning assessment and training follow-up are monitored. The final grade rarely depends on just one test or exam, as in systems before Bologna Process implementing.
Main aim: Assessing results (as success rate) from the implemented changes due to the Bologna Process in several undergraduate degree of Faculty of Health Sciences, CEU Cardenal Herrera University.
Methods: For assessing the effect from Bologna Process implementation in CEU Cardenal Herrera University, we have used the success rate in several subjects (Pharmacology and Botany) from different undergraduate degrees(Dentistry, Pharmacy and Nursing). The success rate is calculated as percentage of students that passed. We have taken into account academic years, since 2000-2001 to 2013-2014. The period between 2000-2001 and 2009-2010 is used for assessing the university system before the Bologna Process. The period between 2009-2010 and 2013-2014 is used for assessing the Bologna Process implementation. A comparative study is performed with both periods, and underlying causes for success or failure are analysed in depth.
Results: Results show that success rates are similar in both systems, before and after the Bologna Process. However the grades are lower when the Bologna Process is implemented, pass with a merit or distinction is very difficult. We have observed that the using and assessing of several educational techniques provide us data on acquired knowledge and skills by student. So, not only the knowledge is considered for passing the subject, skills are also included.
Conclusion: According results, the Bologna Process eases obtaining a university degree, also eases training, and acquiring skills. But this system does not facilitate the university excellence.

Keywords:

Bologna Process, success rate, assess