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In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

a Includes second from last year for baccalaureate and third from last year for PharmD1 and does not include first year enrollees in accelerated programs from 1980-2005. Includes third from last year PharmD1 beginning in 2006 b Includes the final three years only of all first professional degree programs for 1980-1991; includes all professional years for 1992-present (3 years for baccalaureate and 4 years for PharmD) c Not able to calculate percent change due to change in how data are reported by select institutions

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