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Abstract: Purpose: The Bologna Process (BP) approach is distinguished by its emphasis on outcomes, moving the criteria for quality from input (what faculty teaches) to learning outcomes (what students will be able to do). Methodology: The authors want to look at the issues and opportunities involved in applying the learning outcomes approach in two southern European countries with similar traditions and no previous experience of this approach. Data were collected from a documentary review based on official documents and open statistics and a survey of selected stakeholders connected to the LIS schools of Parma and Barcelona. Findings: Within the BP framework, the LIS schools of Parma and Barcelona have distinctive missions and goals but differ in their approach to defining the attributes they expect of their graduates. Although LIS as an academic and educational undertaking has common historical roots in Spain and Italy, research and education since BP has developed in different directions. Limitations: Findings are based on the context of higher education in Italy and Spain, although the focus is on the two LIS schools of Parma and Barcelona. Originality/value of the paper: There are definite barriers to using learning outcomes as a measure of quality enhancement for LIS educational programs. Not least is the challenge of developing a list of learning outcomes that stakeholders at both national and international level can agree on. Nevertheless, this study concludes that LIS learning outcomes in Europe should be investigated as a means of benchmarking and determining the feasibility of guidelines regarding the equivalency and reciprocity of professional LIS qualifications. [Copyright &y& Elsevier]