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Inspired by Ontario's burgeoning interest in postsecondary student mobility, this article examines how elements of Europe's Bologna Process can help bridge the college–university divide of Ontario's postsecondary system. Via discourse analysis of relevant qualification frameworks and program standards, it argues that the current system disadvantages students by failing to recognize that the Ontario advanced (three-year) diploma in Architectural Technology is equivalent to a baccalaureate-leveldoi:10.47678/cjhe.v45i2.184371 fatcat:ntybjcyxazc7dhklycod3cufie