Reflections on the Social Dimension in the European Higher Education Area

Almost since the beginning of the Bologna Process (i.e., a series of policies to enhance coherence among higher education systems in Europe), the ministers involved have repeatedly committed themselves to the ‘social dimension’. The ‘social dimension’ addresses the aim to make higher education more inclusive and accessible for all. However, it was not until 2005 that a working group was convened to work out in more detail how to define the ‘social dimension’ and how to achieve progress in this area. Despite repeated commitments by the ministers responsible, little progress was made. It was not until after 2015 that some countries began to develop national strategies for the ‘social dimension’. In 2020, principles and guidelines on the ‘social dimension’ were adopted and these were supplemented by indicators in 2024.

This presentation discusses not only the developments of inclusion and equity in the European Higher Education Area from a policy perspective, it also dives into the tension that despite repeated commitments by the Bologna member states, data (EUROSTUDENT) show little progress in important key indicators. The presentation concludes with some considerations as to why equitable access and success might be so difficult to achieve and it asks what will come next after the latest developments in 2024.

Speaker bio: Martin Unger has been active in higher education research for almost 30 years, focusing primarily on the study situation and living conditions of students, as well as transitions into and out of the higher education system and the situation of graduates. He has conducted research both at the national level in Austria and internationally as part of the EUROSTUDENT and EUROGRADUATE projects. For around 20 years, he has been a member of various working groups on the social dimension of the Bologna Process as a ‘technical expert’ and has also participated in several ministerial conferences in this role.