The Bologna process and physiotherapy education in Europe

Abstract

This study sought to understand the influences of the Bologna Process on physiotherapy education by looking at the extent of the adoption of the objectives of the Bologna Process and interpreting the impact on organisational governance. The aim was to draw out the influence that the Bologna Process may have had on physiotherapy in higher education across Europe. It was decided that the appropriate research methodology to address this aim would be Case Study Methodology and a Type 1 single-case holistic design was employed. The case is defined as the influence of the Bologna Process on physiotherapy in higher education. Two independent groups were purposefully chosen to investigate the case as they met the criteria for information-oriented and context-dependent participants: the Heads of Departments of physiotherapy schools across Europe and the Country Coordinators of the European Network of Physiotherapy in Higher Education (Enphe). A multiple method approach, using both quantitative and qualitative data collection methods, was adopted. A survey method was employed to gather data from both groups and the findings were analysed using SPSS and reported as descriptive statistics. A semistructured interview method was employed to collect narrative data from twelve participants who were purposefully selected from the Enphe group. The interview transcripts were reviewed analytically and reported in a narrative manner by following the Framework Approach. The participation rate to the survey method involving Heads of Departments from 26 countries was 45.3% (91/201); and that involving the Enphe country coordinators was 82.1% (23/28). The Bologna Process was identified to have had an influence on the organisational governance of physiotherapy in higher education across Europe. Three key findings that emerged from this study show that these influences were on the degree structure and duration of programmes (including ECTS); Mobility and Quality. Issues of harmonisation & diversity were identified in relation to understanding the social factors that have determined and shaped any influences of the Bologna Process on physiotherapy in higher education. The implications of the findings from this study are that they lay down a foundation for further study into the conceptual and strategic organisational designs for future physiotherapy education.