“Classification and ranking in Europe” by Mr Hans Hoving
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Mr Hans Hoving’s (Senior Advisor to the Executive Board at the Hogeschool, Utrecht University of Applied Sciences and Secretary of the Board at Technocentrum Utrecht.) presentation at the SATN ...

Mr Hans Hoving’s (Senior Advisor to the Executive Board at the Hogeschool, Utrecht University of Applied Sciences and Secretary of the Board at Technocentrum Utrecht.) presentation at the SATN Annual Conference 2009.

Theme: “Technological innovation at Universities in South Africa: towards industrial and socio-economic development”

16 - 17 July 2009
Cape Peninsula University of Technology
Bellville Campus.

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“Classification and ranking in Europe” by Mr Hans Hoving Presentation Transcript

  • 1. SATN Annual Conference 2009 “ Classification and ranking in Europe” By ing.J.A.Hoving
  • 2. Are Rankings Reshaping Higher Education? (Hazelkorn)
    • HEIs are taking rankings very seriously...
      • 58% respondents are unhappy with their current rank;
      • 93% and 82% of the respondents, respectively, want to improve their national or international ranking;
      • 70% of all respondents wish to be in top 10% nationally, and 71% want to be in top 25% internationally.
  • 3. Myths (Hazelkorn)
      • Rankings provide useful comparative information about the performance of different HEIs, facilitating student choice and benchmarking;
      • Indicators are ‘plausible’/meaningful measurements of research and knowledge creation;
      • High ranked HEI’s are better than lower ranked/not ranked institutions;
      • Concentrating research in a few elite institutions or scientific disciplines will ‘lift all boats’.
  • 4. Because rankings incentivise behaviour...
    • Using global rankings as the benchmark only makes sense if the indicators are appropriate –otherwise, governments and institutions risk transforming their higher education system and institutions, and subverting other policy objectives, to conform to metrics designed by others for other purposes.
    • Policy choices are critical.
  • 5. A classification must contribute to the needs of different stakeholders (van Vught):
      • Transparency for students;
      • Transparency for business & industry and other organisations;
      • Transparency for policy makers;
      • Transparency for researchers;
      • Profiling instrument for higher education institutions.
  • 6. “ The impact of international rankings is research biased ; there is a need for alternatives to capture learning outcomes .” (Yelland)
      • Educating as well as researching classifies what makes a type of higher education institute. The OECD has set up a programme called the Initiative on Assessing Higher Education Learning Outcomes (AHELO), because greater attention to quality is required by stakeholders, as follows;
      • • for students and employers to make better-informed choices
      • • for HEIs, departments or faculties to better understand their comparative strengths and weaknesses
      • • for public policymakers to quantify stocks and flows in high-level skills and to assess the impact of policy decisions.
  • 7. Shanghai Jiao Tong ranking
      • Any university that has any Nobel Laureates, Fields Medals, Highly Cited Researchers, or papers published in Nature or Science.
      • Major universities of every country with significant amounts of papers indexed by Citation Indexes of Thomson.
      • The result was:
      • Number of universities scanned: >2000
      • Number of universities actually ranked: >1000
      • Number of ranked universities on their webpage: 500
      • No arts : no humanities!
  • 8. Other classifications
      • Carnegie Classification of Institutions of Higher Education™
      • The Times [QS World] University Ranking
      • CHE Germany
      • CHEPS classification (EU)
  • 9. Europe gets ready for alternative rankings ; t he CHERPA-network (1)
      • Consortium for Higher Education and Research Performance Assessment consisting of;
      • CHE – Centre for Higher Education Development (Gütersloh, Germany)
      • Centre for Higher Education Policy Studies (CHEPS) at the University of Twente (The Netherlands)
      • Centre for Science and Technology Studies (CWTS) at Leiden University (The Netherlands)
      • research division INCENTIM at the Catholic University of Leuven (Belgium)
      • Observatoire des Sciences et des Techniques (OST) in Paris (France)
  • 10. Europe gets ready for alternative rankings ; t he CHERPA-network (2)
      • A design for a global ranking of higher education institutions will be developed which avoids the flaws and deficits of existing international rankings and which should provide a valid, fair comparison of institutions.
  • 11. Studychoice.nl
    • is an easy-to-use application that guides you step-by-step through more than 2500 bachelor's and master's degree programmes in the Netherlands. The result is a clearly presented personal comparison of study programmes.
  • 12. HU University of Applied Sciences Utrecht Second largest University of Applied Sciences right at the centre of The Netherlands
  • 13.
    • Safe, sociable atmosphere
    • Student city
    • Fourth largest city in The Netherlands
    • Large private sector and service industry
    • 1,050 foreign-based companies
    • (IBM, Fortis, Cap Gemini, Oracle, Mercedes- Benz, Sara Lee…)
    Utrecht: ‘meeting place for talent’
  • 14.
    • 35,000 students (33.500 bachelors and 2.200 masters)
    • 74 bachelor programmes
    • 25 master programmes
    • 3,200 staff
    • Located in two cities:
    • the City of Utrecht (Uithof campus)
    • the City of Amersfoort
    Facts and figures I
  • 15. Facts and figures II
    • € 245 M turnover 2007 comprising of:
      • € 221 M bachelor-level education,
      • € 24 M research & post-graduate turnover.
    • Growth in 2008: plus 10% new enrolments
    • Marketleader (24%) in higher adult education, 4200 new enrolments yearly
    • 175000 square meters floor space on 5 hectares of land
    Growth Hogeschool Utrecht
  • 16.
    • Communication & Journalism
    • Economics & Management
    • Natural Sciences & Technology
    • Education
    • Health Care
    • Society & Law
    6 faculties:
  • 17.
    • 900 regular international students (770 non-EU/EEA students)
    • 100 student nationalities
    • 275 outgoing students (study)
    • 400 outgoing students (internships)
    • 350 incoming students (exchange)
    • 30 staff working abroad
    International mobility
  • 18.
    • Bachelor programmes
    • International Business and Management Studies
    • Entrepreneurship for Developing Areas
    • International Communication and Media
    • International Business and Economics
    • International Marketing Management
    • Three final-year Engineering programmes
    • Master programmes
    • International Communication Management
    • International Applied Communication
    English-taught degrees
  • 19.
    • To develop from Higher Education Institution into Knowledge Organisation
    • To create and circulate knowledge, contribute to innovation
    • To increase student and staff mobility
    • To increase multidisciplinarity (also internationally)
    • To increase co-operation and networking with companies, local institutions (eg.Task Force Innovation Utrecht) and authorities
    • To help students develop a research attitude
    Our ambitions
  • 20.
    • HU Research Centres:
    • Built Environment
    • Business & Industry Process Innovation
    • Communication & Journalism
    • Diversity & Education
    • Innovation & Business
    • Innovation in Health Care
    • Innovation in (Vocational)Education
    • Life Sciences & Chemistry
    • Product Development
    • Social Innovation
    • Specific Care & Education
    Applied Research
  • 21. HU and Utrecht University
    • Extensive co-operation with Utrecht University:
    • Education
    • Research
    • International Affairs
    • Facilities for students
    • Buildings
    • Regional networks and platforms
    • Facilities/ ICT
  • 22. Education characteristics
    • Competence-based
    • Broad
    • International
    • Transparent
    • Up-to-date
    • Efficient
    • Flexible
    • Strongly linked to professional practice