Flash EB No 187 – 2006 Innobarometer on Clusters The Gallup Organization
Flash Eurobarometer
European Commission
Perceptions of Higher Education Reforms
Survey among teaching professionals in higher education institutions, in the 27 Member States, and Croatia, Iceland, Norway and Turkey
Summary
Flash Eurobarometer 192 – The Gallup Organization
Fieldwork: January/February 2007 Report: March 2007
This survey was requested by Directorate-General Education and Culture and coordinated by Directorate-General Communication
Analytical Report, page 1
This document does not represent the point of view of the European Commission. The interpretations and opinions contained in it are solely those of the authors.
Flash Eurobarometer Series #198
Survey on Higher Education Reforms Special Target Survey
conducted by The Gallup Organization, Hungary upon the request of Directorate-General Education and Culture and coordinated by Directorate-General Communication
This document does not reflect the views of the European Commission. The interpretations and opinions contained in it are solely those of the authors.
THE GALLUP ORGANIZATION
Flash EB No 198 – Higher Education Reform The Gallup Organization
Table of contents
Table of contents................................................................................................................................ 3 Introduction ........................................................................................................................................... 4 Opinions about the higher education reform and the need for quality standards .......................... 5 Unlocking the potential of European universities .............................................................................. 8 Views on the governance and funding of Europe’s universities...................................................... 11 The levels of confidence on the involvement of several bodies in higher education reform ......... 14
Summary, page 3
Flash EB No 198 – Higher Education Reform The Gallup Organization
Introduction
The creation of a “Europe of knowledge” has been a prime objective for the European Union (EU) since the Lisbon European Council of March 2000. The Lisbon Agenda calls for efforts from a wide range of players, including of course the universities. They are seen to have a particularly important role to play, because of their twofold traditional vocation of research and teaching and their increasing role in the complex process of innovation. The creation of a “Europe of knowledge” is a source of opportunities for the universities, but it is also a major challenge. To implement the Lisbon Agenda, the EU has embarked upon a series of actions and initiatives in the areas of research and education. One example in the area of education is the work to strengthen the convergence of higher education systems, in line with the Bologna process. In June 1999, 29 European Ministers of Higher Education met in Bologna to lay the basis for the establishment of a European Higher Education Area by 2010 and the promotion of a European system of higher education worldwide. In the Bologna Declaration, the ministers affirmed their intention to: adopt a system of easily readable and comparable degrees adopt a system with two main cycles (undergraduate/graduate) establish a system of credits (such as the European Credit Transfer and Accommodation System, ECTS) promote mobility by overcoming obstacles promote European co-operation in quality assurance promote European dimensions in higher education
The Ministers of Higher Education of the Bologna Signatory States met again in 2001 (Prague), 2003 (Berlin) and 2005 (Bergen), taking note of progress made so far and formulating additional priorities. European higher education institutions are currently in the implementation phase of Bologna and Lisbon reforms and the European Commission’s Directorate-General for Education and Culture wanted to hear the thoughts of teaching professionals about the Bologna Process and the Lisbon Strategy. The specific target group for this survey are teaching professionals in higher education institutions in the 27 Member States of the EU, Croatia, Iceland, Norway and Turkey. This Flash Eurobarometer was carried out between the 23rd of January and 23rd of February 2007. Almost 5,800 randomly-selected teaching professionals of higher education institutions were interviewed in the 27 Member States of the EU, Croatia, Iceland, Norway and Turkey. The survey was primarily carried out by telephone, with WebCATI (web-based computer assisted telephone interviewing). To correct for sampling disparities, a post-stratification weighting of the results was implemented. For full survey details, including technical references and methodological limitations, please read the analytical report.
page 4
Flash EB No 198 – Higher Education Reform The Gallup Organization
Opinions about the higher education reform and the need for quality standards
A core condition for the success of the Lisbon Strategy is the modernisation of Europe’s universities. The Bologna process is driving reforms in higher education structures, particularly in relation to the introduction of the three cycle structure of degrees and the enhancement of quality assurance. Almost half of teaching professionals agree that the introduction of the three cycle system will improve, or has improved, the quality of education. Nevertheless, one-third would have preferred to keep the one-tier system; i.e. no distinction between Bachelors and Masters. A large majority of respondents in the EU27 acknowledge the need for European quality standards for higher education and European quality labels for institutions and programmes. Almost half of respondents agree that first cycle graduates will find a suitable job, however, a similar number feel they should first follow a Masters programme in the same field of study before trying to enter the labour market.
Agreement with statements regarding the higher education system – Question 1
% of disagree and strongly disagree % of agree and strongly agree
disagree
There is a need for European quality standards for higher education
agree
DK/NA
16
82
3
The European Credit Transfer and Accumulation System (ECTS) should be used in all programmes of study
15
80
6
There is a need for European quality labels for certifying the quality of institutions and programmes
24
72
4
First cycle graduates (Bachelor) will find suitable jobs on the labour market The introduction of the three cycle system (BachelorMaster-Doctor) will improve (or has improved) the quality of education First cycle graduates (Bachelor) should follow a master programme in the same field of study before entering the labour market The introduction of the three cycle system (bachelormaster-doctor) will improve (or has improved) the quality of research training for doctoral candidates It would have been better if the old one-tier system (without a split in Bachelor and Master) was kept
39
49
12
40
49
11
49
46
6
38
44
17
59
32
9
Q1. Could you please tell me how much do you agree with the following statements regarding the higher education system: do you strongly agree, agree, disagree or strongly disagree? %, Base: all respondents, EU27
Individual country results Respondents in the NMS12 countries are more likely to welcome the introduction of the three cycle system than those in the EU15. German, Hungarian, Italian and Estonian interviewees are the most likely to agree that it would have been better if the old one-tier system was kept.
Summary, page 5
Flash EB No 198 – Higher Education Reform The Gallup Organization
Germany and the UK have the lowest percentages (around 50%) of respondents agreeing there is a need for European quality labels to certify the quality of institutions and programmes. Irish teaching professionals are the most likely (82%) to believe that first cycle graduates will find a suitable job; whereas only 34% of respondents in Italy believe this to be the case.
It would have been better if the old one-tier system (without a split in Bachelor and Master) was kept
disagree agree DK/NA
4 17 8 6 8 10 6 9 11 10 10 9 12 10 9 6 10 16 9 8 18 10 3 9 8 22 53 46 42 4 11 6 19 42 40 38 36 33 33 15 32 32 32 32 31 29 28 27 25 25 25 24 2 22 21 21 20 20 18 18 16 16 13 13 6 10 12 22 11 8 6 4 43 37 50 52 52 52 59 59 56 58 59 59 56 59 63 66 63 59 67 67 59 69 76 70 72 77 71 77 65 62 72 74 83 82 82 85
HU
HR
NM S10 NM S1
LU
NO
TR
R O
NL
FR SE
D E
EE
BE
SK
IE U K
PL
EL
CZ
D K
BG
AT
LV
PT
LT
Q1. Could you please tell me how much do you agree with the following statements regarding the higher education system: do you strongly agree, agree, disagree or strongly disagree? %, Base: all respondents, by country
Results by ‘type’ of teaching professionals Teaching experience. Respondents with more than 30 years experience are the least likely to agree that the introduction of the three cycle system will improve, or has improved, the quality of education. Field of specialisation. Teaching professionals in the field of engineering are the least positive about the introduction of the three cycle system. Teaching professionals in the field of teacher training and medical studies or nursing, on the contrary, are the most positive about the introduction of the new system. Employment outlook. Respondents in the fields of engineering and economic studies are the most likely to say that first cycle graduates will find a suitable job (61% and 64%, respectively), while respondents in the fields of social sciences and other hard sciences are more inclined to say that first cycle graduates should follow a Master programme before entering the labour market. Type of institution. Teaching professionals in institutions providing only Master programmes are the least likely to agree that the introduction of the three-cycle system has improved the quality of education and the quality of research training for doctoral students.
page 6
NM S12
CY
ES
EU 25
EU 27
IC M T
IT
EU 15
SI
FI
Flash EB No 198 – Higher Education Reform The Gallup Organization
Agreement with statements regarding the higher education system – Question 1
The ECTS should be used in all There is a need for European quality for higher Base: all respondents, EU27 % “agree” programmes of study The introduction of the three cycle improve (or has quality of First graduates should follow programme in the same field of study before market
standards education
There is a need for European quality labels for certifying the quality of institutions and programmes
QUESTION: Q1. Could you please tell me how much do you agree with the following statements regarding the higher education system: do you strongly agree, agree, disagree or strongly disagree?
EU27 82 YEARS TEACHING IN HIGHER EDUCATION -10 years 85 11-20 years 80 21-30 years 80 30+ 83 POSITION Rector / Head of Institution 83 Dean / Director of studies 83 Full professor 80 Lecturer 82 Assistant professor 84 Doctoral candidate 82 Other teaching staff 85 74 80 49 45 27 49 42 69 78 49 58 24 43 55 76 85 50 45 32 44 44 73 74 50 47 25 51 35 71 78 46 43 34 46 49 72 84 52 44 32 59 46 71 89 63 48 27 60 41 76 80 45 42 33 45 46 73 78 50 48 32 44 51 69 80 49 43 31 53 45 72 80 51 45 31 54 43 72 80 49 44 32 49 46
FIELD Engineering 77 Business and economic studies 85 Languages 88 Law 80 Teacher training 80 Medical studies and nursing 91 Other social sciences 79 Other hard sciences 82 Other humanities 81 TYPE OF INSTITUTION only Bachelor degrees 90 only Master degrees 76 Bachelor and Master degrees 82 Master and Doctorate degrees 80 all degrees 81 73 80 50 47 31 47 49 72 70 45 44 31 40 46 68 83 52 42 35 63 41 71 78 28 28 33 30 53 80 85 54 42 23 60 33 73 78 51 48 31 42 51 69 78 45 39 33 41 52 70 75 50 50 25 47 38 84 86 60 56 25 53 40 77 84 65 56 25 45 48 72 66 49 48 31 48 46 79 90 47 47 27 33 49 77 84 53 45 24 64 39 64 82 44 37 42 61 45
It would have been better if the old one-tier system was kept
training for
Summary, page 7
cycle a Master
entering the labour
system will improved) the education
The introduction of the three cycle system will improve (or has improved) the quality of doctoral candidates
First cycle graduates will find suitable jobs on the labour market
Flash EB No 198 – Higher Education Reform The Gallup Organization
Unlocking the potential of European universities
To unlock the enormous potential of European universities, the Bologna process aims to introduce flexible and modernised curricula that correspond to the needs of the labour market and focus on skills in communications, networking, entrepreneurship and teamworking. It also aims to enhance student mobility and refocus courses to allow greater participation at later stages of the life-cycle. Almost three out of four teaching professionals agree that study and training programmes should encompass more generic competences, such as communication, teamwork and entrepreneurship, and be adapted to meet labour market needs in a better way. Respondents agree that student mobility should be an obligatory part in the curriculum for doctoral candidates (65%) and for students in general (58%). A large majority of teaching professionals in the EU (87%) agree that universities should open up (their doors) for adult learners.
Agreement with statements regarding the higher education system - Question 2
% of disagree and strongly disagree % of agree and strongly agree
disagree
Universities should open up and also serve adult learners Study and training programmes should encompass more generic competences like communication, teamwork, entrepreneurship More opportunities should be created for double and joint degrees, at Bachelor and Master level
agree
DK/NA
10
87
4
20
76
4
19
70
12
Study programmes need to adapt more to labour market needs
27
70
4
Mobility should be an obligatory part in the curriculum for doctoral candidates
27
65
8
Mobility should be an obligatory part in the curriculum for all students
38
58
5
Double and joint degrees should also be promoted at doctoral level
29
54
17
Q2. I am going to read more statements about the higher education system. Again, could you please tell me how much do you agree with these statements: do you strongly agree, agree, disagree or strongly disagree? %, Base: all respondents, EU27
Individual country results In the Netherlands, 53% of respondents disagree with the statement that study and training programmes should encompass more generic competences, and 51% disagree with the statement that study programmes need to adapt more to labour market needs. Respondents in the NMS12 Member States are more likely than respondents in the EU15 to think that mobility should be an obligatory part of the curriculum.
page 8
Flash EB No 198 – Higher Education Reform The Gallup Organization
Less than one out of three teaching professionals in the UK agree that mobility should be an obligatory part of the curriculum for students. Denmark, Slovakia and Latvia are the only countries where less than one out of two teaching professionals agree that more opportunities should be created for double and joint degrees at the Bachelor and Master level. The highest percentages of respondents that disagree that universities should open up for adult learners are found in Germany (19%), the Netherlands (18%) and Luxembourg (18%).
Mobility should be an obligatory part in the curriculum for doctoral candidates
disagree
agree
DK/NA
1 1 4 4 6 2 3 4 7 3 9 12 9 10 23 1 3 3 8 2 6 8 6 5 4 10 94 91 88 87 86 85 84 82 79 79 78 77 76 76 76 75 75 72 71 70 70 19 69 68 65 65 65 63 62 61 58 57 57 53 50 42 29 6 8 9 10 12 9 13 14 14 12 18 13 14 16 13 15 24 16 25 17 22 20 27 28 31 30 28 31 27 36 38 37 42 46 48 52 3 16 4 8 9 10 9 11 9
Q2. I am going to read more statements about the higher education system. Again, could you please tell me how much do you agree with these statements: do you strongly agree, agree, disagree or strongly disagree? %, Base: all respondents, by country
Results by ‘type’ of teaching professionals Position in higher education institution. Rectors and Deans are the most likely to agree that study and training programmes should encompass more generic competences (90% and 87%, respectively, agree with this statement). Field of specialisation, teaching professionals in the various fields, hold different opinions: o Those in teacher training and other humanities are the most likely to agree that universities should serve adult learners o Those in engineering and business are the most likely to agree that study programmes should encompass more generic competences o Those in medical studies are the most likely to agree that study programmes need to adapt more to labour market needs. Type of institution, teaching professionals in higher education institutions also have different opinions: o Those with only Bachelor programmes are the most likely to agree that study programmes need to be adapted to labour market needs o Those with only Master programmes are most likely to agree that more opportunities should be created for double and joint degrees at the Bachelor and Master level.
Summary, page 9
CZ HR SK IT BG LV SI MT NMS12 RO NMS10 HU LT PL TR ES EL PT FR NO IC EE AT EU27 DK EU25 FI EU15 SE BE DE LU IE CY NL UK
Flash EB No 198 – Higher Education Reform The Gallup Organization
Agreement with statements regarding the higher education system – Question 2
Study and training programmes should encompass more generic competences like communication, teamwork, entrepreneurship Base: all respondents, EU27 % “agree” Double and joint degrees should promoted at doctoral level level
EU27 87 YEARS TEACHING IN HIGHER EDUCATION -10 years 85 11-20 years 86 21-30 years 88 30+ 90 POSITION Rector / Head of Institution 89 Dean / Director of studies 87 Full professor 86 Lecturer 87 Assistant professor 91 Doctoral candidate 87 Other teaching staff 87 72 72 72 56 67 59 77 75 70 59 58 52 79 79 69 52 72 57 76 67 70 54 59 57 72 66 69 53 65 56 87 77 70 55 65 61 90 77 70 61 74 67 77 70 66 56 71 63 71 67 70 55 69 58 77 69 71 52 62 57 79 72 71 54 64 56 76 70 70 54 65 58
FIELD Engineering 89 Business and economic studies 87 Languages 84 Law 79 Teacher training 94 Medical studies and nursing 83 Other social sciences 85 Other hard sciences 83 Other humanities 92 TYPE OF INSTITUTION only Bachelor degrees 86 only Master degrees 88 Bachelor and Master degrees 86 Master and Doctorate degrees 89 all degrees 87 73 67 70 56 67 57 75 64 64 49 62 54 84 77 68 54 60 57 85 68 83 51 68 67 83 80 70 50 64 67 75 57 76 58 67 63 70 68 67 52 64 54 73 62 69 54 64 54 77 82 67 57 73 62 83 69 76 65 74 66 64 70 66 55 61 51 78 70 83 62 72 70 84 79 71 53 66 62 82 75 64 49 63 54
page 10
Mobility should be an obligatory part in the curriculum for all students More opportunities should be created for double and joint degrees, at Bachelor and Master
QUESTION: Q2. I am going to read more statements about the higher education system. Again, could you please tell me how much do you agree with these statements: do you strongly agree, agree, disagree or strongly disagree? Universities should open up and also serve adult learners
Study programmes need to adapt more to labour market needs
also be
Mobility should be an obligatory part in the curriculum for doctoral candidates
Flash EB No 198 – Higher Education Reform The Gallup Organization
Views on the governance and funding of Europe’s universities
Modernising Europe’s higher education institutions implies resolving some of the governance and funding problems. Over-regulation of university life can hinder modernisation and efficiency. Most higher education institutions also have to cope with increasing budgetary constraints. The Commission wants to give universities greater autonomy and accountability, and to link funding to related outputs. Four out of five teaching professionals of higher education institutions in the EU27 agree that universities are in need of better internal management. Three out of four teaching professionals also agree that universities need more autonomy from public authorities. Three out of four respondents agree that partnerships with businesses will reinforce universities, and 68% think that competition between universities will lead to better quality. Slightly less than three out of four respondents agree that private funding would help universities to gain extra income and to perform better and 68% also agree that student fees are an acceptable source of extra income for universities.
Agreement with statements regarding governance and funding options in the higher education system
% of disagree and strongly disagree % of agree and strongly agree
disagree
Universities need to interact more with society for knowledge sharing and fostering innovation Student fees should be accompanied by support for lessadvantaged students Universities should be allowed to select and refuse students Universities are in need of better internal management Universities need more autonomy from public authorities Partnerships with business will reinforce universities More private funding would help universities to gain extra income and perform better Student fees are acceptable as a source of extra income for universities Competition between universities will lead to improvement of quality Universities should be publicly funded and not seek more private funding Universities need stronger guidance from public authorities
agree 6 91 3
DK/NA
6
91
3
13 12 80 9
83
4
19
75
6
21
73
6
22
73
6
26
68
6
28 40 53 7
68
4
75
20 6
Q3. And lastly, I am going to read some statements about governance and funding options in the higher education system. Please tell me how much do you agree with these statements: do you agree strongly, agree, disagree or strongly disagree? %, Base: all respondents, EU27
Individual country results Over 90% of respondents in Greece, Turkey and Malta think that universities need more autonomy from public authorities. However, over 33% of interviewees in Portugal, Italy, Spain and Croatia agree that universities need stronger guidance from those same public authorities.
Summary, page 11
Flash EB No 198 – Higher Education Reform The Gallup Organization
Belgium has the lowest percentage (42%) of teaching professionals who support competition between universities as a way to improve quality, and only 44% of its respondents agree that universities should be allowed to select and refuse students. Danish teaching professionals are the most likely (77%) to agree that universities should be publicly funded. Respondents from the Czech Republic, on the other hand, are the most likely to disagree (77%) with this statement. The NMS12 countries are the ones most likely to see student fees as a source of extra income.
More private funding would help universities to gain extra income and perform better
disagree
1 4 6 0 3 4 3 3 6 2 6 5 4 7 6 6 4 5 8 10 7 9 8 7 7 11 17 95 92 92 90 90 87 9 13 86 85 84 83 83 83 82 80 80 80 78 78 76 74 73 72 72 71 70 67 67 66 63 63 60 57 52 51 39 36 6 9 10 5 5 5 6
agree
DK/NA
4 5 7 8 9 11 12 14 12 12 13 13 14 15 12 12 18 20 20 22 24 22 24 23 25 24 27 29 28 34 36 37 32 52 51
4
Q3. And lastly, I am going to read some statements about governance and funding options in the higher education system. Please tell me how much do you agree with these statements: do you agree strongly, agree, disagree or strongly disagree? %, Base: all respondents, by country
Results by ‘type’ of teaching professionals Teaching experience. Teaching professionals with longer teaching experience appear to be the most willing to accept private funding and student fees as extra income sources, and they are also more willing to allow universities to select and refuse students. Position in higher education institution. Rectors and Deans are the most likely to: State that partnerships with the business world will reinforce universities (86% and 81%, respectively, agree with this statement) and that competition between universities will lead to an improvement of the quality (78% and 73%, respectively, agree with this statement). Agree that private funding and student fees are acceptable as extra income sources.
o
o Fields of specialisation. o Teaching professionals in engineering and economic studies are the most likely to agree that partnerships with businesses will reinforce universities. o Respondents in the field of teacher training are the least likely to agree that universities should be allowed to select and refuse students. Only 68% of respondents in teacher training agree with this statement compared to, for example, almost nine out of 10 respondents (88%) in engineering.
page 12
RO MT CY TR PT BG IT CZ LV LT SK NMS12 PL EE NMS10 HR IC ES DE AT EU27 IE EU25 SI EU15 FR LU HU UK FI SE EL NL BE DK NO
Flash EB No 198 – Higher Education Reform The Gallup Organization
Agreement with statements regarding governance and funding options in higher education
Universities are in need of better internal Partnerships with business will reinforce Student fees are acceptable as a source of extra income for universities Base: all respondents, EU27 % “agree” Q3. I am going to read some statements about governance and funding options in the higher education system. Please tell me how much do you agree with these statements: do you agree strongly, agree, disagree or strongly disagree? Universities stronger guidance from public authorities Universities publicly funded and not seek more private funding Universities should be allowed to select and 83 YEARS TEACHING -10 years 79 11-20 years 78 21-30 years 83 30+ 80 POSITION Rector/Head Institution Dean/Director studies Full professor 79 Lecturer 78 Assistant professor 84 Doctoral candidate 74 Other teaching staff 76 70 25 92 71 64 68 53 84 55 75 68 20 91 64 62 60 53 87 64 65 75 21 95 80 71 73 48 87 65 75 72 18 91 73 60 64 59 84 53 86 74 20 90 69 67 72 53 93 70 84 76 18 89 77 72 82 53 93 74 87 75 22 92 73 70 72 55 90 71 84 75 20 90 69 65 70 55 91 65 83 76 18 94 77 67 71 51 90 65 82 87 88 86 Economic studies Languages 73 Law 76 Teacher training Medical studies/nursing Other social sciences Other hard sciences Other humanities TYPE OF INSTITUTIO N only Bachelor degrees only Master degrees Bachelor and Master Master and Doctorate all degrees 83 75 20 91 72 68 74 52 92 69 83 81 79 23 90 68 55 64 63 89 61 68 77 16 92 66 65 77 65 95 67 79 65 21 91 59 51 55 55 94 71 80 81 77 21 94 86 76 79 39 91 81 88 85 80 83 84 80 85 85 85 refuse students Universities need more autonomy from public Universities more with society for knowledge sharing and Competition universities will lead to improvement of quality More private funding would help universities income and to gain extra perform better between should be
authorities
management
fostering innovation need to interact
universities
need
EU27 80 75 20 91 73 68 73 53 91 68
77
79
18
94
86
78
81
49
91
Student fees should be accompanied by support for less-advantaged students
80
85
83
18
95
81
73
80
52
93
75
FIELD Engineering 81 76 16 93 83 72 80 50 91 69
82
77
22
92
79
79
73
54
89
66
80
73
18
92
60
64
64
55
90
62
80
74
21
90
74
67
74
53
90
66
80
77
22
88
66
64
72
61
92
67
77
75
21
94
78
67
71
52
85
61
58
67
18
88
68
64
75
49
95
66
77
79
18
92
79
71
73
56
89
72
77
69
17
93
69
67
68
57
86
71
Summary, page 13
Flash EB No 198 – Higher Education Reform The Gallup Organization
The levels of confidence on the involvement of several bodies in higher education reform
European higher education institutions and their (many) partners are currently in the implementation phase of educational reform. Teaching professionals in higher education institutions in the EU27 countries have: o The most confidence in their own faculty, followed by the university leadership and the national Rectors’ conference or national associations of universities. The least confidence in the involvement of private enterprises in the higher education reform; 32% of respondents report to have no confidence at all in private enterprises as a partner to be involved in the higher education reform. In addition, 19% of respondents report to have no confidence at all in professional associations.
o
One out of four respondents have no confidence at all in the European Commission’s involvement.
Involvement in the higher education reform
Full confidence
Some confidence
No confidence at all
DK/NA
Your own faculty
59
34
43
University leadership (Rector - Board)
42
44
7
6
National Rectors' conference - National association of universities
34
49
9
7
22 European University Association
50
15
14
Professional associations
18
56
19
6
European Commission
17
51
26
6
National or regional authorities
12
64
19
5
9 Private enterprises
52
32
7
Q4. Several bodies could be involved in higher education reform. I will list a couple if them. Could you indicate how much confidence do you have in their involvement: do you have … %, Base: all respondents, EU27
Individual country results Respondents in Luxembourg are the least confident about the involvement of their own faculty in the higher education reform (35%) and they are also among the lowest to be confident about the university leadership’s involvement (22%). While 38% of NMS12 respondents state they have full confidence in the European university associations’ involvement in higher education reform, the EU15 figure is 19%.
page 14
Flash EB No 198 – Higher Education Reform The Gallup Organization
In Greece, the largest number of respondents (46%) have no confidence in national or regional authorities, and in Germany, 47% of respondents have no confidence in the European Commission. We find that 61% of teaching professionals in Greece and 57% of teaching professionals in Luxembourg have no confidence at all in the involvement of private enterprises in the higher education reform.
European Commission
Full confidence
2 2 3 4 5 3 2 0 0 8 3 2 5 4 5 8 8 5 6 7 6 6 8 9 10 11 11 7 7 9 7 7 8 7 11 6 6 13 14 12 15 19 25 10 12 12 12 14 26 16 18 11 28 18 28 26 18 26 31 21 28 22 24 16 35 23 30 33 43 26 38 24 32 47 8 42
37 57 39 45 52 51 49 48 59 38 53 64 65 58 47 49 51 57 52 50 52 63 56 62 64 52 49 55 50 61 59 55 45 48 46 39 37 33 32 29 29 28 27 22 21 21 1 9 17 17 16 16 15 15 14 13 12 12 12 12 10 8 7 6 6 3 2 54 56
Some confidence
No confidence at all
DK/NA
Q4. Several bodies could be involved in higher education reform. I will list a couple if them. Could you indicate how much confidence do you have in their involvement: do you have … %, Base: all respondents, by country
Results by ‘type’ of teaching professionals Teaching experience. Respondents with more teaching experience have the most confidence about the involvement in the higher education reform of the university leadership, the national Rectors’ conference, the European University Association and the European Commission. Respondents who have been teaching for less than 20 years, however, put more faith in the involvement of their own faculty. Position in higher education institution. The Rectors and Deans are more confident than the other teaching professionals about the involvement of their own faculty, the university leadership and the national Rectors’ conference in the higher education reform. Doctoral candidates tend to be more supportive about the involvement in the higher education reform of national and regional authorities and professional associations. Field of specialisation. Teaching professionals in the field of teacher training are the most confident about the involvement of their own faculty, the university leadership and the national Rectors’ conference. Respondents in medical studies and nursing prefer the involvement of the national or regional authorities and of the European Commission, whereas respondents in the field of engineering give more support to the involvement of professional associations and private enterprises. Type of institution. Respondents of higher education institutions that only grant Master degrees are the most confident about the involvement of their own faculty; however, they have less belief (than others) about the involvement of most other partners.
Summary, page 15
RO IT MT CY LT BG SK PT TR SI HR N NMS12 EL ES LV NMS10 N CZ EU27 EU PL EU25 EU HU EU EU15 FR BE IE AT NL EE SE LU NO DK IC FI DE UK
Flash EB No 198 – Higher Education Reform The Gallup Organization
Involvement in the higher education reform
National or regional authorities National Rectors’ conference National University leadership (Rector – Board) European university associations Private enterprises 9 TEACHING IN HIGHER EDUCATION 10 11-20 years 62 21-30 years 54 30+ 57 POSITION Rector / Head of Institution 63 Dean / Director of studies 73 Full professor 56 Lecturer 54 Assistant professor 56 Doctoral candidate 58 Other teaching staff 57 FIELD Engineering 64 Business and economic studies 60 Languages 50 Law 55 Teacher training 72 Medical studies and nursing 55 Other social sciences 52 Other hard sciences 59 Other humanities 57 TYPE OF INSTITUTION only Bachelor degrees 52 only Master degrees 68 Bachelor and Master degrees 64 Master and Doctorate degrees 59 all degrees 58 45 38 25 12 19 18 8 44 32 21 12 12 24 7 43 32 16 14 15 17 13 11 16 18 9 13 17 14 41 29 24 11 19 23 13 41 37 26 14 21 20 7 43 36 24 12 19 18 10 41 32 23 10 15 15 6 48 36 28 17 23 19 8 51 42 23 11 12 13 4 32 37 16 15 15 20 5 31 29 30 7 20 18 10 40 32 18 12 17 19 12 47 34 17 12 14 21 15 46 41 28 14 22 17 14 42 26 26 25 21 25 7 49 39 31 12 24 19 10 36 35 21 11 12 23 8 39 31 21 11 17 16 8 48 36 20 14 18 22 13 64 47 22 16 18 21 13 49 42 30 12 22 18 9 43 37 24 12 19 18 9 41 34 21 13 17 20 9 Base: all respondents, EU27 % “full confidence” Your own faculty European Commission Professional associations 18 17 association of universities 34
QUESTION: Q4. Several bodies could be involved in higher education reform. I will list a couple if them. Could you indicate how much confidence do you have in their involvement: do you have …
EU27 59 42 22 12 17
-10 years 60 40 28 17 12 14
page 16