Twenty years after the signing of the Bologna Declaration, this special issue contributes to a discussion of the Bologna process with a particular focus on the implementation of the two-cycle degree structure (3+2) and the practices and paths of higher education students. In this introduction, it is argued that there is a need for more research concerning the policy as text, that is, the way the Bologna process is enacted by students and teachers in their daily practices. The 3+2 degree structure has indeed affected the practices of students, particularly by introducing a new transition and decision point in many countries. However, when considering the Bologna policy as text, it becomes visible that there are differences in the students’ concerns and practices across the six countries represented in the papers in the issue. This is not only the case due to differences in the national contexts prior to the Bologna process, but also to the role of other factors affecting the enactment of the policies. Thus, there are variations in the implementation – for example, concerning the social dimension – and the enactment differs due to national as well as programme differences, and differences related to academic disciplines.