Wilson by cuiliqing


									Reform of Higher Education in Europe
  – from the perspective of universities -

               Lesley Wilson,
          Secretary General, EUA

         Bratislava, 18 October 2006

I. The Policy Framework – Bologna and
II. Bologna priorities for universities and for
    the London Ministerial Conference
III.First feedback from TRENDS V

          I.   – The Policy Framework
  Bologna & Lisbon –converging or diverging agendas?

Bologna – 45 countries:
 A reform agenda for improving the quality of
  European higher education – promoting rethinking
  & reform jointly involving national authorities, HEIs
  & students

Lisbon – EU25 agenda
 push for excellence in research & innovation,
  concentration of resources & global
 Improving employment & skills for the workforce
        I.- 2. The Impact of Bologna

Raising the profile of European HE
Giving European HEIs experience in
implementing reforms & increasing their
Many of the distinctive features are contributing
to raising the attractiveness of European HEIs
A catalyst for new thinking, along with other
Peter Scott – “Europe thanks to Bologna may
have been given the opportunity to respond the
    I.-3 The impact of the Lisbon Agenda

Greater focus on universities at national & European level
Especially on improving Europe’s performance in basic
research and innovation
  The European Research Council
  Research training & researcher careers
  But also the difficult debate on the EIT
  universities role as key actors in regional
Better education & skills –transparency of
qualifications – the debate on the EQF

 2. The Bologna Process from Bergen to London –
     EUA - Refocusing Bologna on Institutions

Coordinating the Bologna Promoters –
information, events, publications & materials
Publishing the Bologna Handbook
Promoting a Quality Culture inside institutions
through various projects
Continuing to work on doctoral programmes

The 2007 Convention in Lisbon
2.Priorities for the London Ministerial meeting
EUA represents universities in the BFUG & the Board
Work is beginning on the London Communiqué
  QA again..the debate on the Register
  The “external dimension”
  Doctoral programmes and researcher careers
  The “social dimension” and mobility
  Joint Degrees
  Next steps in the European Qualification Framework
  What happens after 2010?

                III. TRENDS V
Questionnaires - high response rate :

About 920 responses (about 150 more than
Trends III)

Broader coverage than Trends III: new member
countries represented (although not strongly)

Most countries similar response rate as Trends
III, or slight increase

    Preliminary findings: 3 cycle system

Structures largely in place:
T5 82% reply that three cycle structure in place
T3 53% replied that three cycle structure in place

Issues of articulation between cycles now important to
explore: from what type of bachelors to what type of
masters? Conditions of access to PhD? etc

But there’s still confusion about the purpose &
practical value of Qualifications Frameworks
  Credit systems and Diploma Supplement
ECTS gaining ground both as accumulation
(T5 66% / T3 50%) and transfer (T5 75% / T3 68%)

Yet no improvement in recognising credits from
partner institutions: « some students have problems »
T5 48% / T3 50%

Diploma Supplement: 47% of HEIs say they issue it
to all students

Employability appears to be a major driver of
curriculum reform:
-   T5 67% of institutions now consider the concern
for employability of graduates « very important »
-   T3, 56%
But little involvement of employers in curriculum
design & restructuring
Employment tracking not undertaken systematically in
many HEIs (only one-third say they monitor
employment of all recent graduates)

               Doctoral degrees:
50% of the sample offer taught courses in addition to
tutoring for doctoral programmes;

27% use a credit system within some doctoral

Only 22% offer doctoral studies based solely on
tutoring with a supervisor

30% of institutions have doctoral schools

         Institutional Mission & Research

Institutions who envisage:
      «to increase share of research activity » 57%
      « to increase share of teaching activity » 12%
      « to maintain the status quo »             29%

   Implications for mission diversity?

         International regions of interest
In which areas would your institution   most like to
   enhance its attractiveness?
   EU               86%                  (T3   91%)    -
   Eastern Europe 62%                    (T3   62%)
   Asia             58%                  (T3   40%)    +
   US/Canada        50%                  (T3   57%)    -
   Latin America    32%                  (T3   32%)
   Africa           26%                  (T3   24%)    +
   Arab world       21%                  (T3   16%)    +
   Australia        20%                  (T3   23%)    -

    Some issues to be addressed further:
The real impact of structural changes in institutions?
Curricular reform: are learning outcomes, credits etc.
well understood ?
What should be done to make employers more aware?
Mobility: why are the Bologna tools not helping more?
Research: can so many HEIs really realise their
research ambitions?
What does the external dimension/internationalisation
mean for institutions?


To top