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Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
Vilnius pres metin lütfi baydar
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Vilnius pres metin lütfi baydar

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  • 1. NEW LEARNING ENVIRONMENT IN HIGHER EDUCATION: The Multi-Level Governanceand the New Roles of Students and Partners Prof. Dr. Metin Lütfi BAYDAR, MD Rector Süleyman Demirel University, Isparta, Turkey June 26, 2010
  • 2. Presentation Outline*Changes and main developments in Higher Education (HE)*The impact of these changes on HE and the new landscape*Partnerships / Networks and Collaboration in research and HE*What to do in a highly competitive, increasingly market driven new environment?*Notes on Turkish higher education system and the case of Süleyman Demirel University
  • 3. Main Developments in the World of HE*One main reason for the extraordinary change in HE is globalization or internationalization*Cross-border education (UNESCO-OECD guidelines)*Massification and expansion*Multi-level and matrix governance of higher education 3
  • 4. Main Developments in the World of HE* Increased importance of knowledge and technology as a growth stimulator* Changing demographics (age, ethnicity, etc.)* Diversification (in student body, service delivery, financing etc.)* Market oriented economy and society with a state playing a less direct and inactive role; and stagnant levels of public funding as of GDP despite increased demand. 4
  • 5. Main Developments in the World of HE* Increased awareness& amplified expectations* Higher mobility* More emphasis on outcomes & employability*Increased student centeredness and student involvement 5
  • 6. Student Involvement is A Critical Element in Bologna Process“… involvement of students as competent, active andconstructive partners in the establishment andshaping of EHEA is needed and welcomed” and“Students are full members of the higher educationcommunity.” (Prague Communique, 2001)“Ministers reaffirmed the importance of stakeholdersengagement for the success of the (Bologna) Processas a whole, and restated the preparation of students asactive citizens in democratic societies as a coremission of HEIs.” (London Communique, 2009) 6
  • 7. Main Developments in the World of HE*Many of these developments are obvious in many countries.*Yet, there are variations depending on culture, demography, country, governments etc.*Similarly, what drives these developments may differ from one country to another and often driving forces are not clear. 7
  • 8. What are the Implications of Such Developmets?* Cooperation has become the main mechanism and tool in the era of internationalziaiton and increased competition!* The inclusion of more external stakeholders in the governance of HEIs = More private sector involvement in HE* Development of supranational decision making process in the area of HE 8
  • 9. What are the Implications of Such Developmets?* Internationalization = Increased cross-border education* Internationalization = Increased utilization of market mechanisms*Internationalization = Increased competition* Internationalization = Increased interconnectedness*Yet still Internationalization = MORE COOPERATION 9
  • 10. What is Needed?There is a need to look for more innovativeways in HE in order to:1. Continue delivering quality higher educationservice with decreasing public funds;2. Providing fair access to higher education;3. Providing a learning environment wherestudents can get education in accordance withnational and international socio-economicneeds…. 10
  • 11. What is Needed? * There is also a need for more institutional autonomy and academic freedom.* Yet, autonomy should not be used as a concealed method to leave HEI’s alone in the market process and cut down (or not increase) the government funds provided to HEIs and economically- disadvantaged students. 11
  • 12. Is Being Autonomous Enough?*Being autonomous create the necessary milieu for more creative and innovative solutions, and for better adaptation to change.*But without proper policies and actions, autonomy alone may not help.*Thus, there is need for policies to promote autonomy, to stimulate research and innovation, to increase networking and collaboration among HEIs and disciplines, etc. 12
  • 13. Colloborative Research“Research and innovation activitiesare most productive within relativelystable, yet also dynamicstableenvironments that encourage themobility and use of new ideas... ideasHowever, it is trust and stability – notonly the individual research contractor excellent facilities – that providethe primary conditions for establishingprograms that meet partners’ needs.»(EIRMA, EUA, EARTO and PROTON, 2009: 7) 13
  • 14. More Challenges and Opprotunities* Internationalization itself is both a challenge and an opportunity. Important thing is how top on it!* Evaluation and accreditation mechanisms helps…* Increased need for open decision making processes, transparency, accountability, international and interdisciplinary co-operation is facilitated by ICT!
  • 15. Most Important Developments in EU Universities in the last 3 Years Developmets are consentrated in the areas of Internal Quality Processes, Enhanced Cooperation with other HEIs, More Autonomy, Enhanced Cooperation with Industry, Diversified Funding and Competition.Source: EUA-Trends, 2010 Report, p. 18.
  • 16. How Important EU Universities See The Following Developments in the last 3 Years EU universities see the Bologna Process, Quality Assurance Reforms and Internationalization as the most important developments within the last 3 years.Source: EUA-Trends, 2010 Report, p. 26.
  • 17. Collaborative Methods* New and participatory methods of governance in HEIs* Students are in the management of HEIs.* More Diversity = More Cooperation*More involvement and cooperation of internal-external stakeholders such as local, regional, national and international representatives of the society and industry 17
  • 18. Collaborative Methods*Needs of the market, industry and society.*Partnerships with Industry*Cooperation for mobility in HE, R&D* Networks of research & development and support for international teams of R & D*Cooperation to build quality assurance and accreditation systems*Yet; accreditation and internal quality assurance should not be seen as a temporary external intervention and should be incorporated into HEIs’ overall strategy. 18
  • 19. Bologna Process* Bologna Process itself is a collaborative process.* Creation of EKA, ERA, EHEA is a good example.* Bilateral Erasmus exchanges* Development of a European qualifications framework;* A shared understanding for calculating credit units(ECTS);* Delivery of diploma supplements* The creation of a European Register of quality assurance agencies. «Thus, the Bologna process has brought the concept of cooperation to an entirely new level in Europe, and networks are multiplying». (Kinser and Green, 2009: 2) multiplying 19
  • 20. Collaborative Methods* Projects themselves tend to be interdisciplinary and contribute to increased cooperation in research &innovation* Projects under ERC, FP7, Erasmus Mundus, Grundtving, Twining, IAU Leather Program etc. all require multi-national make-up of research teams. 20
  • 21. New Methods of Learning* Widening wireless, mobile internet access, new and very practical learning methods and environments presented by internet, video conferencing, pre-recorded lectures, Open access to information etc. have changed the way we learn, teach and do research.*They lessened demand for traditional lecture space and enabled the classes to take place anytime, anywhere. 21
  • 22. New Methods of Learning*Education is not just the transfer of old knowledge and attitudes from person to person or from the old to the new generation by lecturing, storytelling, note-taking and memorizing information. (Maclellan and Soden, 2004: 254)*Education is now more and more a process of «learning in a group coached by an instructor» where learners are seen as active constructors and organizers of their own learning by being involved and collaborating with others.*In this form of learning, all knowledge is created as individuals (and groups) adapt to and make sense of their experiential worlds. 22
  • 23. Turkish Higher Education System*Turkish higher education system is directed by a relatively autonomus central governmental body, Higher Education Council (YÖK), since1981.*Universities are under the supervision of this Council and their programs are regularly scrutinized and accredited.*One of the duties of YÖK is to ensure that international standards are met by the Turkish HE system. 23
  • 24. Turkish Higher Education System*There were 19 public universities in 1981, now the number is over 160.*Until 1984, there were no private universities in Turkey. Now there are not-for-profit private universities.*There was only one private university in 1984. The number is over 60 as of 2010. 24
  • 25. Turkish Higher Education System*Turkey is a part of Bologna Process since 2001.*Due to this process, Turkey’s involvement in international projects and international mobility has increased.*YOK approved National Qualification Framework at the end of 2009.*Turkish National Research Council (TÜBİTAK) also supports the involvement of researchers in international research projects, the mobility of academic staff and the education of researchers abroad. 25
  • 26. Süleyman Demirel University (SDU)*Süleyman Demirel University (SDU), located in the city of Isparta, was founded in 1992.*As of 2010 SDU is 18 years old and one of the largest (50.000 students) and best universities in Turkey.*There are 15 faculties, 17 vocational schools, 5 institutes and 34 research centers and over 50 student clubs.*Our library is the best and our sport center is the biggest in the region.*The university employs over 2.000 academic staff and researchers. 26
  • 27. A General View of SDU Campus 27
  • 28. Süleyman Demirel University*The future policies of SDU have been shaped by strategic plans. The first plan covers 2006-2010, which concentrates on the university’s institutional structure.*University’s new strategic plan has been prepared for the period of 2011 – 2015.*The new plan focuses more on internationalization and international education and research collaborations.*Strategic planning group discusses matters such as global developments in higher education around the world, international cooperation, world universities’ strategic perceptions, Turkish universities, international and national trends, our positions on various rankings etc. 28
  • 29. A View from West SDU Campus 29
  • 30. Süleyman Demirel University*The mobility of researchers, lecturers and students from SDU to various world universities are among the main goals.*Implementation of internal-external quality measures and the Bologna Process are also among the main goals.*Research, innovation and university-industry collaboration are promoted, and for these purposes there are a techno-city, a technology development center and several research centers. 30
  • 31. Süleyman Demirel University*Tomorrow’s SDU is the destination where researchers, lecturers and students from various civilizations meet and work together.*SDU is also e-university that gives education to the students from all around the world through distance learning.*Our goal is to make SDU a global and regional actor in Turkey, Balkans and Middle East, through collaboration with other world universities. 31
  • 32. A Winter Scene from Süleyman Demirel University 32
  • 33. Thank you for listening… mlbaydar@sdu.edu.tr 33

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