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

               Lesley Wilson,
          Secretary General, EUA

         Bratislava, 18 October 2006
                     …1…
                   Outline

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




                       …2…
          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
  competitiveness
 Improving employment & skills for the workforce
                          …3…
        I.- 2. The Impact of Bologna

Raising the profile of European HE
Giving European HEIs experience in
implementing reforms & increasing their
flexibility
Many of the distinctive features are contributing
to raising the attractiveness of European HEIs
A catalyst for new thinking, along with other
changes
Peter Scott – “Europe thanks to Bologna may
have been given the opportunity to respond the
                        …4…
    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
   development/innovation
Better education & skills –transparency of
qualifications – the debate on the EQF

                           …5…
 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

TRENDS 2007
The 2007 Convention in Lisbon
                       …6…
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?

                         …7…
                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

                      …8…
    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
                         …9…
  Credit systems and Diploma Supplement
ECTS gaining ground both as accumulation
(T5 66% / T3 50%) and transfer (T5 75% / T3 68%)
system

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

                        …10…
                 Employability
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)

                       …11…
               Doctoral degrees:
50% of the sample offer taught courses in addition to
tutoring for doctoral programmes;

27% use a credit system within some doctoral
programmes

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

30% of institutions have doctoral schools


                        …12…
         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?



                         …13…
         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%)    -

                           …14…
    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?


                        …15…

				
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