| Figures | ||
| 3.1 | Average duration of study in number of semesters between 1995 and 2015 in Germany | 43 |
| 3.2 | Dropout rate of students by type of higher education institution between 1995 and 2016 in Germany | 44 |
| 7.1 | First-time tertiary graduation rates for national students younger than 30, by gender (2016) | 99 |
| 7.2 | Percentage of graduated students on time versus N+1 (academic year 2014–2015) | 99 |
| 7.3 | Students’ status by cohort in % (academic year 2014–2015) | 100 |
| 7.4 | Number of courses for each type of degree | 104 |
| 8.1 | Number of public and private higher education institutions in Spain. 1940–2015 | 122 |
| 8.2 | Funding allocated by the CEI programme | 128 |
| 12.1 | Milestones of reforms of the Lithuanian HE sector, 1990–2018 | 188 |
| 13.1 | Number of qualifications in Hungarian higher education between 2006 and 2017 (see also Berács et al., 2017) | 210 |
| Tables | ||
| 2.1 | Timeline of the Bologna process in Flanders | 19 |
| 6.1 | Main reforms in Danish higher education since 1999 and relations to Bologna targets | 83 |
| 7.1 | Universities’ internationalization | 100 |
| 7.2 | Number of stage and apprenticeship during the academic year 2013–2014 | 101 |
| 7.3 | Number of teaching personnel | 101 |
| 7.4 | Teaching hours (full and associate professor) for the different disciplinary fields | 102 |
| 7.5 | Common inspiring principles and universities’ reforms in Italy | 110 |
| 13.1 | Institutions, faculties, teaching staff and student numbers in Hungary between 1985 and 2017 | 198 |
| 13.2 | The lowest and highest credit recognition values in Eurostudent VI | 213 |
| 13.3 | Hungary in the stocktaking and implementation reports | 214 |
| 14.1 | Current situation with regard to the Bologna goals | 223 |
| 14.2 | Student mobility in selected countries, 2008 and 2016 | 227 |
| 14.3 | The path of HE system reform in twelve European countries | 229 |