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Internationalization has evolved in higher education over the past 30 to 40 years from a marginal aspect to a key aspect of the reform agenda. It also has evolved in different directions and, in that process, some previous values have got lost, and past priorities have been replaced by others. Economic rationales have become more dominant, but as the society is facing extreme challenges, summarized in the Sustainable Development Goals (SDGs) of the United Nations, internationalization needs to respond to these challenges and goals.

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Looking at the past policies proposed by the Bologna Process, one can see that structural reforms have been the most successful policy area of the EHEA. Even so, implementation is uneven, and some countries are far from fulfilling their commitments in one or more areas of structural reforms. This puts the credibility of the EHEA in jeopardy as a framework within which national qualifications are compatible, are issued within comparable qualifications structures, are quality assured according to agreed standards and guidelines and are described in easily understandable formats. Nevertheless, EHEA was successful in promoting structural reforms but less so at explaining the rationale and the principles behind them. The fundamental values on which the EHEA builds-in particular academic freedom, institutional autonomy, student participation in higher education governance, and public responsibility for higher education-have not received the This text is based on the Conference Report-Future of Higher Education-Bologna Process Researchers' Conference, Bucharest, 27-29 November 2017, prepared by the General Rapporteur of the conference, Prof. Adrian Curaj, with feedback from the Editorial Board and participants to the five thematic sessions.