In this article, the authors reflect on ten years Bologna in Flanders, with a special focus on the possible consequences for the structure of Higher Education. The dynamic character of the Bologna process urges for such a reflection. In Flanders, there is a strong emphasis on the dichotomy ‘academic-professional’, while Bologna focuses on the dichotomy ‘first-second cycle’. This explains why there is a lot of stress in Flanders on the request to possibly ‘integrate’ the academic programmes of the university colleges in the universities. The authors plea that a debate about the content and the substantive differentiation, about the quality and the finality and about embedding research, has to precede the debate about the structures without however dismissing any possible structural adaptations in advance. It is however necessary to bear in mind that the debate about ‘dichotomy’ and the debate about ‘integration’ are two different agenda’s
