The Journey of the Bologna Process The Bologna Declaration was issued in 1999 to ensure Europe established a better university education system. The main goal was to strengthen the continent’s social, technological, cultural, and intellectual dimensions (Dodds & Katz, 2009). The action plan envisioned by Bologna was to create a European Higher Education Area (EHEA). In 2007, it was observed that the countries had managed to establish “an EHEA based on institutional autonomy, equal opportunities, academic freedom, and the democratic principle that continue to strengthen the continent’s competitiveness and attractiveness” (Dodds & Katz, 2009, p. 8). Although most of the targeted goals had not been achieved by 2007, many European countries had implemented a wide range of reforms to improve their higher education systems. Throughout the years, the “language of Bologna has remained nonbinding thus making it possible for several institutions to improve their programs” (Dodds & Katz, 2009, p. 9). As a result, the declaration has continued to recognize and address most of the problems encountered by many universities in the European Union (EU). Many institutions appear to be aligned with the strategic goals of the Bologna Process (Dodds & Katz, 2009). The article also explains why the European Students’ Union (ESU) voiced its “dissatisfaction with the lack of progress of most attributes of the Bologna” (Dodds & Katz, 2009, p. 9). However, the process continues to make it possible for many nations to outline their academic goals. The leaders behind the Bologna Process have outlined new objectives that can be achieved within the next 10 years. Some of these goals include the creation of an education system characterized by comparable and readable degrees. The process also seeks to improve the concept of quality assurance. The stocktaking process associated with the declaration has promoted “collaborative peer-reported self-evaluation” (Dodds & Katz, 2009, p. 12). Experts argue that the process will eventually increase the mobility of graduates, students, and staff thus promoting personal development (Dodds & Katz, 2009). New ideas such as lifelong learning, a simple framework for qualification based on the EHEA, and a three-cycle degree system are also promoted under the Bologna Process. It is therefore agreed that the establishment of the EHEA is making more European universities globally competitive. The Bologna Process: Serving the Academic Needs of Pan-European Nations The Bologna Process has become a powerful tool for institutional change in Europe. Many institutional leaders are focusing on the promises and objectives of the Bologna to empower their stakeholders. The concept of student and staff mobility is expected to give every institution a global reputation. Such internal and external changes will encourage more institutions to modernize their degree programs (Dodds & Katz, 2009). The concept of mobility will make it easier for learners to achieve their academic goals. The process will address the ever-changing needs of many societies and students. For instance, the change in pedagogy focuses on student-centered principles to ensure the right academic content is delivered to different