Dirk Van Damme, Head of the Centre for Education, Research and Innovation, OECD discusses the comparative performance indicators, rankings and reputation that now define the global higher education areana.

1. Multifaceted excellence: dynamism and diversity in the global higher education arena Dirk Van Damme Head of the Centre for Educational Research and Innovation (CERI) – OECD/EDU

2. Scheme What drives higher education globally? Expanding participation and graduation Global skills demand and supply Investing in higher education Global mobility of talents and research Impact on the global higher education system Rising plateaux and eroding peaks? Function coherence or diversification? Conclusions

3. What drives higher education globally? 1.

4. Expanding and widening participation and graduation 1.1.

5. Growth in university-level qualificationsApproximated by the percentage of the population that has attained tertiary-type A education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years (2007) %

6. Source: CERI/OECD, 2008

7. Expected supply of tertiary graduates

8. Skills demand and supply in the global knowledge economy 1.2.

9. How successful are students in moving from education to work?Proportion of 25-29 year-olds with tertiary degree working low skills occupations Less than ¼ of tertiary graduates student do not find a job that matches their educational level EAG 2010 C3.7

10. How has the crisis affected the transition to work?Percentage point change between 2008 and 2009 in unemployment rate for the 15-29 year-olds During the crisis, the increase of unemployment rates for a 15-29 year-olds with low level of education is more than twice the rates for tertiary students. Box C3.1 C3.1

12. Investing in higher education 1.3.

13. Changes in student numbers and expenditure Index of change between 2000 and 2007 (2000=100, 2007 constant prices) Expenditure per student increased by 14% on average between 2000-2007 B1.7b

14. Global mobility of talents and skills; globalisation of research 1.4.

15. How many students study abroad? Percentage of all foreign tertiary students enrolled by destination 3.3 million tertiary students are enrolled outside their country, compared to 2 millions in 2000. EAG 2010 C2.3

16. International students 2007, OECD Education database

17. Source: CERI/OECD, 2008

18. Link with innovation

19. Link with innovation Research shows high correlations between internationalisation in HE and innovation in EU countries Between numbers of foreign students and innovation: .70 Between numbers of foreign research students and innovation: .60 Correlations are even higher when only big countries are analysed So, for big countries it matters very much that the HE and research system are internationalised 19

22. Globalising research output

23. Internationalising research

24. International research experience

26. Impact on the structure of the global HE System 2.

27. Rising plateaux and eroding peaks? 2.1.

28. The structure of the top 200according to the THEWUR 2010 Overall Score

29. The structure of the top 200Regions N=81 N=82 N=27

30. The structure of the top 200according to the THEWUR 2010 Overall Score ?

31. Function coherence or diversification? 2.2.

32. The structure of the top 200Teaching – Research – Citations Std=16.99 Std=16.29 Std=14.63

33. Teaching, research, citations The teaching score has the flattest profile and the lowest variation in scores In fact, in teaching (as measured in the THEWUR) most universities are not so different The research function has more variation The citation score has the highest variation Are these artefacts of the measurement methodology or of the reality?

34. Teaching, research, citations High correlation between research and teaching of .86 as measured in the THEWUR good research universities are in general also good teaching universities, but with important exceptions But low correlation between research and citations and between teaching and citations: both .28

35. Function coherence in Top 200

36. Function coherence in Top 200 Function coherence (as measured by absolute difference between teaching and research scores) Is rather high over the whole ranking list Is higher in North America than in Europe or Asia Suggesting that in the upper part of the global HE system excellence in teaching goes hand in hand with excellence in research Binding the two functions still is at the heart of the academic mission and identity

37. Function coherence in Top 200 Difference between research and citation Is higher than between the teaching and research functions from the sub-top onwards The difference becomes positive beyond the absolute top, suggesting increasing effectiveness of research in terms of citation impact Effectiveness to translate research in terms of citations really improves beyond the top 150 universities But this does also suggest the potential of sub-top universities to improve their ranking

38. Function coherence in Top 200

39. Teaching, research, citations

40. Teaching, research, citations The structure of the research and teaching fields differs significantly from that of the citations one More concentration in volume, income and reputation at the top – much more linear distribution of actual research impact in citations Real measurement leads to smaller differences and, hence, more dynamism Would the same be true if we could compare teaching indicators (reputation) with measurement of actual learning outcomes?

41. Drivers of diversification Globalisation, internationalisation, academic values and quality assurance systems drive convergence But regional factors and stakeholders, supported by policies and funding arrangements drive diversification of institutional missions These drivers seem to be more important in growth countries than in the traditional core countries of the global HE system and probably becoming more important beyond the Top 200

42. Diversifying/ Converging Forces England Sybille Reichert, 2009

43. Diversifying/ Converging Forces Switzerland

44. Coherence and diversity The analysis of the THEWUR does not support the hypothesis of widespread diversification of functions and missions at the top The picture is more one of convergence and cohesion regarding core functions of the university, but increasing difficulty for universities below the top to translate excellent research effort into effective impact Probably function and mission diversification will be much higher in the rest of the HE system

45. Conclusions 3.

46. Conclusions Continued growth, global skills demand and internationalisation of education and research drive the development of a truly global higher education system Globalisation will probably change the global system from a top-heavy one, with concentrated levels of (perceived) excellence to a more flat distribution of excellence, resulting in a higher and larger plateau

47. Conclusions A lot of development and improvement in scores can be expected in the large sub-top of the system especially in the regions and countries that do not yet belong to the ‘core’ of the global system, but belong to the semi-periphery But also in what today is the real periphery, mobility of knowledge will result in a lot of progress, dispersing academic excellence over the globe

48. Conclusions Function coherence is still very high in the top of the higher education system; the excellence imperative does not (yet) lead to specialisation Diversification is probably higher in parts of the system not covered by the top 200, driven by regional interests and policies In the sub-top of the system excellent citation results suggest high potential for improving research ranking

49. Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri