Higher Education and Research: Mission and Interaction


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Higher Education and Research: Mission and Interaction

  1. 1. Higher Education and Research: Mission and Interaction David Crosier CONFERENCE TO LAUNCH WORK ON A MASTER PLAN FOR HIGHER EDUCATION IN ALBANIA Tirana, March 22 - 23, 2006
  2. 2. European University Association (EUA): Mission and Interaction <ul><li>EUA : main representative organisation of universities (c750) and their national Rectors’ Conferences (34) in 45 countries across Europe </li></ul><ul><li>Mission : to promote coherence in European higher education and research </li></ul><ul><li>Interaction: through </li></ul><ul><ul><li>Policy development </li></ul></ul><ul><ul><li>Support to members (projects & services) </li></ul></ul>
  3. 3. Increasing demands on higher education institutions <ul><li>- Increase participation & widen access but cut costs </li></ul><ul><li>- be more competitive / be more socially inclusive </li></ul><ul><li>- be more local, more regional, more European, more global </li></ul><ul><li>- increase mobility within Europe / attract more students and scholars from outside Europe </li></ul><ul><li>- improve academic quality / be more responsive to labour market providing graduates with more employable skills </li></ul><ul><li>- provide compatible curricula across Europe / maintain cultural diversity & be more learner-centred </li></ul><ul><li>- be more autonomous / conform to set framework </li></ul><ul><li>- concentrate research / respond to regional needs </li></ul><ul><li>- do it all with decreasing public funding... </li></ul>
  4. 4. Bologna and Lisbon <ul><li>The Bologna Process : Governmental push for convergence in 1999  legislative reform and implementation in universities across Europe. </li></ul><ul><li>EHEA by 2010. 45 countries </li></ul><ul><li>The Lisbon strategy : -> to make Europe the most competitive knowledge based society also by 2010: shared expertise, knowledge and resources with priority on research training, through FP7 - including ERC & now EIT. EU 25 countries </li></ul><ul><li>HEIs increasingly recognised as central actors if the Lisbon & EHEA goals are to be reached </li></ul>
  5. 5. A changing higher education landscape <ul><li>Every institution cannot do everything </li></ul><ul><li>Need for re-thinking and refocusing HEI missions around societal needs and institutional strengths </li></ul><ul><li>Maintain commitment to research-based higher education, but... </li></ul><ul><li>Recognise and value excellence in all aspects of institutional missions – teaching, services to society, as well as research </li></ul><ul><li>How to do it? </li></ul>
  6. 6. Reforming higher education and research at the same time <ul><ul><li>Step 1: Societal / stakeholder debate about higher education system: recognise the need for multiple institutional missions </li></ul></ul><ul><ul><li>Step 2: Encourage institutions to differentiate their profile and missions: </li></ul></ul><ul><ul><li>Some competitive output-based funding incentives can help </li></ul></ul><ul><ul><li>Step 3: Rethink governance: To whom are higher education institutions accountable? How? What kind of governance structures best support institutions? Role of leadership & effective management… </li></ul></ul>
  7. 7. Doctoral studies – at the crossroads of higher education and research <ul><li>Berlin Communiqué: Doctoral Programmes as the third cycle </li></ul><ul><li>EUA Doctoral Programmes Project 2004-2005: aim to link its activities to policy debate and to feed into the preparation of recommendations for Bergen 2005 </li></ul><ul><li>- Maastricht conference on research training </li></ul><ul><li>- Salzburg Bologna Seminar and the Salzburg priniciples </li></ul><ul><li>- Final project report </li></ul><ul><li>Bergen Communiqué: BFUG asked to invite EUA and its partners to prepare a report on the further development of the Salzburg principles, to be presented to Ministers in London 2007. </li></ul>
  8. 8. EUA Project on doctoral studies (2004/5) <ul><li>MAIN CONCLUSION: </li></ul><ul><li>Need for stronger institutional involvement in organisation of doctoral programmes built on closer collaboration with partners (education and research, industry/ employers, students, governments) </li></ul>
  9. 9. Other cross-cutting issues <ul><li>Mobility as a part of doctoral programmes and a recognised added value (important for career development) </li></ul><ul><li>European dimension in doctoral programmes – more joint programmes needed built on high quality standards and mutual trust </li></ul><ul><li>Funding – diversity of financial sources, new ways of collaboration with other partners (e.g. industry), employment contracts etc. </li></ul>
  10. 10. Some open questions <ul><li>How to make doctoral education a part of institutional policies and strategies? </li></ul><ul><li>How to support new structures of doctoral programmes offering wider generic skills training or cross-disciplinary training linked to further career prospects in all sectors? </li></ul><ul><li>What should graduate (postgraduate) education cover? </li></ul><ul><li>What is the role and link with Masters in this context? </li></ul><ul><li>Supervision: how to persuade universities (and supervisors) about the importance of further training of supervisors or new models of supervision? </li></ul>
  11. 11. New EUA-BFUG Doctoral Programmes Project <ul><li>Objective: to prepare the report and recommendations on doctoral programmes for the ministerial meeting in London 2007 </li></ul><ul><li>Activities: </li></ul><ul><ul><li>2 workshops focused on specific aspects of doctoral programmes (23-24 March and 12-13 October 2006) </li></ul></ul><ul><ul><li>WG on doctoral programmes at the conference « A Researchers’ Labour Market – a Pole of Attarction », Vienna, </li></ul></ul><ul><ul><li>1-2 June 2006 </li></ul></ul><ul><ul><li>Final Bologna Seminar, December 2006, France </li></ul></ul><ul><ul><li>Final report – beginning of 2007 </li></ul></ul>
  12. 12. Some issues to consider in addressing reform <ul><li>Reform doesn’t begin at point zero: need to take account of current environment, socio-economic situation, culture etc </li></ul><ul><li>Much to learn from the experience of others: all countries/institutions are in a process of (permanent) reform and innovation, and there is no need for everyone to make the same mistakes... </li></ul><ul><li>Body of European experience to draw upon – through CoE/EUA/ESIB/EURASHE/ENQA etc </li></ul><ul><li>Some clear evidence in Europe: quality and effectiveness of reforms enhanced when institutions are empowered (effective autonomy), and when all who should be involved are properly consulted (cf Trends IV) </li></ul>