Anthony
Profiling and Quality Assuring Presenter Name F. Camilleri
Event Name
http://haphe.eurashe.eu
1
Professional Highe...
Is this PHE?

2

http://haphe.eurashe.eu
Is this PHE?

3

http://haphe.eurashe.eu
Is this PHE?

4

http://haphe.eurashe.eu
Survey responses
Q3: In your understanding:
Is the term “Professional Higher Education” clear?

27%

18%

28%

5 - Very cl...
6

Presenter Name

Event Name
http://haphe.eurashe.eu
Introducing HAPHE

• 11 partners from 10 countries representing a cross-section of
European PHE
• 0,5 million EUR of fundi...
HAPHE Aims to

8

Define and Characterise
‘PHE’

Determine Quality
Elements of PHE

Create Basis for
Harmonising Approache...
First Results

Download Now at:
http://goo.gl/57FhZ3
9

http://haphe.eurashe.eu
Methodology
• 15 Countries surveyed:
BE(FL), CZ, DE, DK
EE, FI, FR, HR, IE, LT, MT, NL, PL, PT SI
• ‗ID Cards‘ built and v...
What is PHE?
Characteristics of Professional Higher Education
Strong focus on practical application of research
Strong foc...
Differences between PHEI & AHEI
Which institution is best suited to provide?
Education focuses on knowledge and its develo...
Differences between PHEI & AHEI
What institutions think of themselves
University (academic)

PHE Institutions

Clear focus...
Classification of
PHE Systems
System

Definition

Unitary

all types of Higher Education are offered by
the same instituti...
What level?
Country
EQF5
BE(FL)
CZ
DE
DK
EE
FI
FR
HR
IE
LT
MT
NL
PL
PT
SI
15

PHE
EQF6

level
EQF7

EQF8

EQF 5 = Tertiary...
Conclusions
PHE is characterised by:
• professionally-oriented education & training
• practical experiences as part of stu...
PHE & Research
• There are no restrictions on research funding in DK, IE,
LT, MT, NL
• There are difficulties in obtaining...
PHE & Research
• We observed a trend towards
increased research involvement by
Institutions
• Research focuses on Innovati...
Is PHE & AHE equivalent?
• Full equivalence of PHE and AHE, with automatic transition
between cycles and profiles
• Easy t...
Defining
Professional
Higher Education
20

http://haphe.eurashe.eu
An Important Distinction

Education with a
Professional Orientation

21

Institutions specialising in
Education with a
Pro...
A definitional attempt
PHE is (a form of education) offering a particularly
intense integration with the world of work in ...
Possible Differentiators
• curriculum
development

• learning context
• staff

• content

• research

• learning

• govern...
Questions
• How does PHE differentiate itself in each of
these areas?

• What is the most and least ‗professionalised‘
nat...
Diversity Model for PHE
Example of Characteristic Mapped to our Diversity Model:
EARLY STAGES
AWARENESS
Methods of
curricu...
Next Steps
• Finalise definition, characteristics, maturity
matrix
• Embark upon wide consultation with
stakeholders
– Nat...
Quality Assuring
Professional
Higher Education
27

http://haphe.eurashe.eu
Does this reflect Quality?

28

source: http://one-europe.info/in-brief/infographic-eu-youth-unemployment

http://haphe.eu...
Introducing PHExcel
―Testing the Feasibility of a Quality
Label for Professional Higher
Education Excellence‖
• 6 partners...
Rationale
• The ‘professional’ nature define in HAPHE is
distinct from the ‘academic’ nature of HE
• This professional nat...
PHExcel aims to
Define Quality
Criteria for PHE

Test validity of
Quality Criteria

Determine
methods of
testing

Launch S...
Acknowledgements
Research Leaders
Raimund Hudak – DHBW
Marek Frankowicz – PWSZTAR
Project Leaders
Stefan Delplace
Iva Vold...
Thank-You for your Attention

Questions?
anthony@camilleri.com
Presentation from: www.slideshare.net/anthonycamilleri

33
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Characterising Professional Higher Education in Europe

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We give an overview of the 'professional higher education' sector in Europe in terms of legislation, institutional composition, and policies. We also propose a definition for Professional Higher Education, and present initial work on determining aspects of quality for the sector.

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Characterising Professional Higher Education in Europe

  1. 1. Anthony Profiling and Quality Assuring Presenter Name F. Camilleri Event Name http://haphe.eurashe.eu 1 Professional Higher Education Knowledge Innovation Centre EURASHE QA Seminar, Bucharest, 25th October 2013
  2. 2. Is this PHE? 2 http://haphe.eurashe.eu
  3. 3. Is this PHE? 3 http://haphe.eurashe.eu
  4. 4. Is this PHE? 4 http://haphe.eurashe.eu
  5. 5. Survey responses Q3: In your understanding: Is the term “Professional Higher Education” clear? 27% 18% 28% 5 - Very clear 4 39% 33% 29% 3 2 23% 12% 2% HE Institutions 5 25% 25% 11% 16% 5% 3% System Level 1 - Not clear at all External Level http://haphe.eurashe.eu
  6. 6. 6 Presenter Name Event Name http://haphe.eurashe.eu
  7. 7. Introducing HAPHE • 11 partners from 10 countries representing a cross-section of European PHE • 0,5 million EUR of funding, over 24 months • activities include research, consultation and piloting • supported by the Lifelong Learning Programme of the European Commission 7 http://haphe.eurashe.eu
  8. 8. HAPHE Aims to 8 Define and Characterise ‘PHE’ Determine Quality Elements of PHE Create Basis for Harmonising Approaches to PHE Map PHE Sector in Europe Consult, Discuss, Improve http://haphe.eurashe.eu
  9. 9. First Results Download Now at: http://goo.gl/57FhZ3 9 http://haphe.eurashe.eu
  10. 10. Methodology • 15 Countries surveyed: BE(FL), CZ, DE, DK EE, FI, FR, HR, IE, LT, MT, NL, PL, PT SI • ‗ID Cards‘ built and verified for every country by professionals in PHE Sector • 2 Stakeholder surveys covering internal and external stakeholders – 671 responses across 18 countries 10 http://haphe.eurashe.eu
  11. 11. What is PHE? Characteristics of Professional Higher Education Strong focus on practical application of research Strong focus on practical application of study The study programme is focused on practical aspects of the specific job profile The study program includes extended phases of practical experiences in form of internships and/or work experiences The curriculum emphasises practical aspects and elements for development of skills and competence Collaboration between higher education institutions and the industry going beyond higher education provision but also covering research and education Higher education providing qualifications to non-traditional groups (adult learners disadvantaged groups) with flexible arrangements Higher education providing education and training for update/upgrade of qualifications of students with working experience (e.g. in-service training) The combining of academic and professional elements 0% 11 10% 20% 30% 40% 50% 60% 70% http://haphe.eurashe.eu
  12. 12. Differences between PHEI & AHEI Which institution is best suited to provide? Education focuses on knowledge and its development Focus on fundamental research Profession-oriented education and training Alternating phases of work and study Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime) Programme delivery includes cooperation with employers Focus on practice relevant knowledge and applied research Clear focus on academic knowledge and fundamental research 0% Classical/academic universities 12 10% 20% 30% Universities of Applied Science / University colleges 40% 50% 60% 70% 80% 90% 100% Tertiary vocational schools and colleges http://haphe.eurashe.eu
  13. 13. Differences between PHEI & AHEI What institutions think of themselves University (academic) PHE Institutions Clear focus on academic-related knowledge and fundamental research 80% 70% Education focuses on knowledge and its development 60% Clear focus on academic and profession-related knowledge and research 50% 40% 30% 20% 10% Focus on groundbreaking research (fundamental research) 0% Programme delivery includes cooperation with employers Profession-oriented education and training 13 Focus on practice relevant knowledge and applied research mainly Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime) http://haphe.eurashe.eu
  14. 14. Classification of PHE Systems System Definition Unitary all types of Higher Education are offered by the same institutions, with significant crossover between ‘professional’ and ‘academic’ activities PartialUnitary professional HE is provided within specialized institutions located within universities France and Slovenia Binary / Dual academic HE is provided by universities, and professional HE is provided by specialist institutions Lithuania, Estonia, Czech Republic, Malta, Netherlands, Finland, Portugal, Denmark and Germany Mixed dual systems which do not have a clear-cut distinction between universities and other institutions Flanders and Poland 14 Countries http://haphe.eurashe.eu
  15. 15. What level? Country EQF5 BE(FL) CZ DE DK EE FI FR HR IE LT MT NL PL PT SI 15 PHE EQF6 level EQF7 EQF8 EQF 5 = Tertiary Vocational Schools / Colleges EQF 6 = hybrid EQF 7 = Universities of Applied Science http://haphe.eurashe.eu
  16. 16. Conclusions PHE is characterised by: • professionally-oriented education & training • practical experiences as part of studies • focuses on practice-relevant knowledge • is formulated & delivered with cooperation from employers • Must include delivery at EQF 6, but often includes EQF 5-7 16 http://haphe.eurashe.eu
  17. 17. PHE & Research • There are no restrictions on research funding in DK, IE, LT, MT, NL • There are difficulties in obtaining research funding in BE(FL), DE, EE, FI, PT, SI • Research isn‘t considered as part of the default role of PHE Institutions in CZ, HR* & PL* * = an institution may apply for research funding if it applies for the status of a ‗research institution‘ 17 http://haphe.eurashe.eu
  18. 18. PHE & Research • We observed a trend towards increased research involvement by Institutions • Research focuses on Innovation, Technology Transfer, Applied Research & Development defining characteristic? 18 http://haphe.eurashe.eu
  19. 19. Is PHE & AHE equivalent? • Full equivalence of PHE and AHE, with automatic transition between cycles and profiles • Easy transition between profiles and cycles, with bridging programmes used to prepare students for access • Difficult transition between profiles and levels – while bridging programmes exist they are extremely demanding, and form a considerable barrier to access to the next cycle. • No transition possible – in some countries it is not possible to transfer between profile and cycle, particularly from Level 7 to Level 8 of the EQF. 19 http://haphe.eurashe.eu
  20. 20. Defining Professional Higher Education 20 http://haphe.eurashe.eu
  21. 21. An Important Distinction Education with a Professional Orientation 21 Institutions specialising in Education with a Professional Orientation http://haphe.eurashe.eu
  22. 22. A definitional attempt PHE is (a form of education) offering a particularly intense integration with the world of work in all aspects (including teaching, learning, research and governance) at all levels of the EQF for higher education and lifelong learning. It thus creates a greater diversity of opportunities, qualifications and innovation paths for the benefit learners and society. 22 http://haphe.eurashe.eu
  23. 23. Possible Differentiators • curriculum development • learning context • staff • content • research • learning • governance methodology 23 http://haphe.eurashe.eu
  24. 24. Questions • How does PHE differentiate itself in each of these areas? • What is the most and least ‗professionalised‘ nature of these characteristics? • Can we use them to create a diversity model? 24 http://haphe.eurashe.eu
  25. 25. Diversity Model for PHE Example of Characteristic Mapped to our Diversity Model: EARLY STAGES AWARENESS Methods of curriculum development The Content for learning and study 25 DEVELOPING COMMITMENT ESTABLISHED EMBEDDED ADVANCED Curriculum development takes place from academic perspective Curriculum has been developed through taking into account results of surveys, reports and observations but lack ‘interactivity’ with external stakeholders Curriculum has been developed through taking into account results of surveys, reports and observations, and consultation with practice stakeholders has been carried out. Curriculum development takes places in full collaboration under equal participation between academia and practice representatives The learning material is somewhat related to the practice context The learning material is sufficiently related to the practice context and integrates examples. The learning materials are productively integrating theory and practice through examples, case studies and references from both perspectives. The learning materials do not refer to practice http://haphe.eurashe.eu
  26. 26. Next Steps • Finalise definition, characteristics, maturity matrix • Embark upon wide consultation with stakeholders – National seminars – European policy seminars – Final Conference 26 http://haphe.eurashe.eu
  27. 27. Quality Assuring Professional Higher Education 27 http://haphe.eurashe.eu
  28. 28. Does this reflect Quality? 28 source: http://one-europe.info/in-brief/infographic-eu-youth-unemployment http://haphe.eurashe.eu
  29. 29. Introducing PHExcel ―Testing the Feasibility of a Quality Label for Professional Higher Education Excellence‖ • 6 partners from 5 countries representing expertise in quality system design and implementation • 0,5 million EUR of funding, over 24 months • activities include definition, piloting and sustainability activities • supported by the Lifelong Learning Programme of the European Commission 29 http://haphe.eurashe.eu
  30. 30. Rationale • The ‘professional’ nature define in HAPHE is distinct from the ‘academic’ nature of HE • This professional nature addresses an important and current societal need • If its important, then we should assure its quality • We need to provide a tool to help providers ensure quality of their PHE offerings 30 http://haphe.eurashe.eu
  31. 31. PHExcel aims to Define Quality Criteria for PHE Test validity of Quality Criteria Determine methods of testing Launch Service Design a pilot service based on model Pilot Testing Model (assuming demand & success) 31 http://haphe.eurashe.eu
  32. 32. Acknowledgements Research Leaders Raimund Hudak – DHBW Marek Frankowicz – PWSZTAR Project Leaders Stefan Delplace Iva Voldanova, Marko Grdosic, Alexandre Wipf HAPHE Consortium • • • • • • • • • • • 32 European Association of Institutions in Higher Education (EURASHE) Cooperative State University Baden Wurttemberg Knowledge Innovation Centre Skupnost Višjih Strokovnih Šol Czech Association of Schools of Professional Higher Education Tallinna Tehnikakõrgkool University of Applied Science Vlaamse Hogescholenraad (Vlhora) Association of University Institutes of Technology Directors Conselho Coordenador dos Institutos Superiores Politécnicos Paostwowa Wyższa Szkoła Zawodowa w Tarnowie Vijede veleučilišta i visokih škola http://haphe.eurashe.eu
  33. 33. Thank-You for your Attention Questions? anthony@camilleri.com Presentation from: www.slideshare.net/anthonycamilleri 33 This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Released under a Creative Commons Attribution ShareAlike 3.0 Belgium License You are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting http://haphe.eurashe.eu work only under the same or similar license to this one.
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