Professional Higher Education in Europe: Towards an emerging model?!
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Professional Higher Education in Europe: Towards an emerging model?!



Keynote for the 25th EURASHE Conference in Split, May 2013

Keynote for the 25th EURASHE Conference in Split, May 2013



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    Professional Higher Education in Europe: Towards an emerging model?! Professional Higher Education in Europe: Towards an emerging model?! Presentation Transcript

    • Professional Higher Education in Europe: Towards an emerging model?! EURASHE 23rd Annual Conference Prof. Dr. Ulf-Daniel Ehlers President EFQUEL ( Vicepresident Baden-Wurttemberg Cooperative State University (
    • Serendipity and the prepared mind?! How can we prepare professionals for uncertain futures?
    • PHE: Preparing professionals for an uncertain future „Competences are […] in principle the dispositional skills to act self- organised in an open, complex and uncertain future.“ Knowing-in-Action Reflection-in-Action Reflection on Reflection-in-Action Learning Environments as Laboratories of Reflection (Schön 1983, 1986) Implicit Knowlegde Ad-Hoc Strategies Development of own Theories of Action Professionalism Competence Responsibility Actions Adequate Skills Motivation Knowledge Applied Information Networked (Wildt 2006) (translated from Erpenbeck 2005)
    • Are we fit for the PHE challenge? Transfer Tutor Coach Factual Knowledge („know-that“) Proceedures, Problems („know-how“) Social Practice („knowing-in-action“) Instruction Dialogue Interaction Know, Remember Simulate/Train, Problemsolving Reflective Action, invent Teaching I Teaching II Teaching III Focus on Theory Focus on Pratice and Competence (Baumgartner 2004) PHE
    • 1. PHE – An emerging paradigm?
    • THE HUMAN SUCCESS FACTOR Employability Growth== Personality, (Multiple-)Specialisation, Interdisciplinary Expertise Competence: T-Shape Changed Value Chain Projet based, Complexity und Specialisation Broad understanding and deep overarching competences © Matthias Landmesser, 2013 Future Scenario
    • T-Shaped professionals Ability to act successfull across disciplins, contexts and systems Depthinoneknowledgefield, depthinonesystem
    • Top Managers Experts Senior Managers ManagersSenior Specialists Specialists Operational, Back Office Today © Matthias Landmesser, 2013 Qualification: Today„s Scenario
    • Future Top Managers Senior Managers Managers Specialists Operational, Back Office Experts Senior Specialists Drivers:  Globalisation  Changed Value Chain  Demographic Change  Growing Complexity And therefore … 1. More higher qualifications 2. New academic job profiles 3. Cross-Competencies gain importance © Matthias Landmesser, 2013 Qualification: Future Scenario PHE is emerging to meet this new demand
    • Advantages:  Orientation on Needs  Competent employees Challenges:  Terminology  Typology – PHE Institutions – Target groups – Financing – Cooperation btw. Academy and Practice  Standards  Quality Benchmarks HAPHE Project: Harmoise approaches Characteristics of PHE  Alternating Phases of academic study and practice phases  Coherent approach to curriculum design (academic &practice)  Contract for Training- and Study with partner organisation  Practice Partner Organisation is selecting the students Emerging situation: Models from loosely coupled to fully integrated! Rise of PHE (German Context) Training Integrated Practice integrated Extra occupational First Cycle Further Education Model
    • Do you agree that there is a growing demand for well profiled PHE in your country? 2% 4% 1% 6% 4% 5% 17% 15% 16% 42% 47% 40% 33% 30% 37% HE Institutions Governm. Institutions Public Organisations 5 - Fully agree 4 3 2 1 - Completely disagree 11 PHE in Europe: Growing demand N=468
    • 2. PHE – A systems‘ challenge!
    • Should HE be practice oriented? View on practice orientation in academic programms (percent, categories merged) makes sense maybe Doesn‘t make sense Prof. Uni (1568) Researchers Uni (4909) Prof. UAS (1290) Researchers UAS (460) TOT
    • Should HE be practice oriented? Prof. Uni Prof. UAS Focus on job relevance 3,1 2,4 • Focus on competencies 2,7 2,1 • Focus on practice orientation 3,1 2,2 • Focus on key qualifications 3 2,5 • Curricula focus on labour market relevance 3,6 2,7 • Stronger focus on direct practice during studies 2,8 2 N 1574 1291 The HE Systems GAP
    • In your understanding: Is the term “Professional Higher Education” clear? N=468 3% 4% 4% 14% 13% 17% 24% 32% 24% 34% 30% 27% 25% 21% 28% HE Institutions Governm. Institutions Public Organisations 5 - Very clear 4 3 2 1 - Not clear at all PHE still unclear?
    • An avalanche is coming... A new European Dialogue of HE system is needed
    • 3. PHE – A successfull example
    • 19 „Dual“ Studies – How does it work at DHBW? Theoretical knowledge • 6 x 12 weeks of intensive studies at • one of the 12 locations and • campuses of the DHBW Practical experience • 6 x 12 weeks of practical qualification • in one of over 9.000 partner companies or social institutions
    • Degree after 6 semesters (3 years) Semester 1+2 3+4 5+6 Each semester (24 weeks) is divided into 2 parts: 12 weeks at DHBW 12 weeks at the partner organisation theory practice Work phases are embedded within pre- or post-placement lectures which distinguishes the model from on-the-job training Organisation of Studies
    • Practice Company Theory University Decisions and regulations: By law partners are part of the Univeristy Equal representation in half of all committees 6 Semester Time: 50% Credits:150 50% Credits: 60 Linking Practice and Theory
    •  40 years experience  120.000 graduates  32.000 students in 2013  9.000 cooperating organisations  90 study programmes  10 % drop out rate Efficiency: 10% of all 220.000 university students in BW 25% of all university graduates in BW Partners investment: The private sector contributes about 900 Mill €/year in student salaries DHBW - FACTs
    • Harmosing Approaches to PHE
    • Thank you very much! • More about the HAPHE project:, or in our afternoon workshop today! • More about DHBW: