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Friday, May 18, 2018
Enhancing Learning and
Teaching at European Higher
Education Institutions
EUROPEAN UNIVERSITY ASSOCIATION
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Trends 2018
2Friday, May 18, 2018
• Growing emphasis on learning & teaching
• How do the European universities approach the L&T development? How
can they be best supported?
• TRENDS 2018 – tentatively mid 2018
- Follow-up on TRENDS 2015 – longitudinal data
- Institutional developments in learning and teaching
- 303 responses – 43 European higher education systems
- Institutional leadership (for the entire institution)
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
High levels of
convergence:
Increased attention
to L&T throughout
the institution (92%)
3Friday, May 18, 2018
Trends 2018. Q9, Q12, Q18
Institutional development
L&T strategy (86%)
Central unit for L&T (65%)
High interest in external cooperation
in L&T
Internal + external
Pressures
Recent/ ongoing national reform
(74%)
Increased expectations from
employers/ professional sector
(83%)
Increased students’ expectations
towards teachers (91%)
Increasing diversity of the study
body (85%)
Yes / To some extent
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Learning
outcomes
developed
4Friday, May 18, 2018
76%
15%
4%
1% 4%
Yes, for all courses (across the institution)
Yes, for some courses
No, but we intend to develop them
No
Information unavailableTrends 2018. Q. 22
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Learning
outcomes for all
courses
5Friday, May 18, 2018
53%
64%
76%
Trends 2010 Trends 2015 Trends 2018
Trends 2018. Q. 22
Trends 2015. Q. 36
Trends 2010. Q. 19
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Programme curricula
development
6Friday, May 18, 2018
68%
67%
47%
41%
22%
3%
2%
There are national guidelines/frameworks
There are institutional guidelines for this
A team or a committee is tasked or authorised to develop it
Each faculty or department has its own procedure
Individual staff members can develop programmes
There is no particular procedure for this
OtherTrends 2018. Q. 21
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Issues
regarding
Bachelor and
Masters
programmes
7Friday, May 18, 2018
56%
51%
40%
32%
67%
54%
44%
17%
13%
19%
25%
12%
17%
22%
7%
8%
14%
17%
3%
6%
8%
11%
19%
13%
21%
11%
13%
16%
9%
9%
13%
5%
7%
10%
9%
The Bachelor programmes do not provide students a real
academic experience.
Bachelor programmes are too short, resulting in a heavy workload
for students.
Bachelor degrees are not valued by employers.
Many or most of the Bachelor programmes do not include research
experience.
Many or most of the Master programmes do not include research
experience.
There are far too many Master programmes offered.
The Master programmes overlap in contents with respective
Bachelor programmes.
This has never been the case
This has been the case, but has been changed / is
changing
Continues to be the case
Continues to be the case in some disciplines or
parts of the institution
Information unavailable / Not applicable
Trends 2018. Q. 19
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Social inclusion
& engagement
8Friday, May 18, 2018
Trends 2018. Q28
54%
58%
79%
81%
88%
Credits for participation in civic/social engagement initiatives
Special courses in social engagement
Social engagement integrated into study programmes
(internships with NGOs, community engagement, etc.)
Social inclusion is considered in the learning and teaching
practice (diverse classroom)
Encourage student initiatives on civic/social engagement
Impact of inclusiveness and social engagement on learning
and teaching
Yes / To some extent, or in parts of the institution
© EUA
2018
Measures
offered for
lifelong learners
9Friday, May 18, 2018
59%
58%
53%
44%
39%
38%
32%
27%
21%
6%
Recognition of prior learning
Flexible study programmes/learning paths
Courses provided in collaboration with other higher
education institutions
Guidance and counselling services for adult learners
Continuing professional development short courses that
can be accumulated into a degree
Open online learning courses / MOOCs
Courses provided in collaboration with other education
institutions from other sectors (schools, vocational)
Online degree programmes
Courses provided in collaboration with for-profit providers
OtherTrends 2018. Q. 30
Enhancing Learning and Teaching at European Higher Education Institutions
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Increased demand
for flexible
provision
10Friday, May 18, 2018
Trends 2018. Q29
79%
57%
62%
Growing demand for degree programmes provided under
flexible arrangements.
Enrolment to flexible courses or programmes has increased in
the past 3 years.
Growing demand for short-term (non-degree) learning
opportunities, with a certificate upon course completion.
Yes / To some extent
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Students can...
11Friday, May 18, 2018
Trends 2018. Q. 16
38%
41%
42%
80%
59%
49%
36%
13%
9%
33%
34%
34%
17%
31%
42%
33%
44%
32%
Switch between full-time and part-time provision
Have some flexibility with respect to the time it takes to complete
a degree (without financial or other penalties)
Have some flexibility when studying some courses (e.g. no
obligation to take course B after course A)
Choose optional courses in their study programme
Change optional courses during their studies
Change study programme during their studies
Decide whether or not to physically attend a class
Suggest the topics s/he wants to study in a course
Have choice between different types of assessment for a given
course
Yes it is commonly done across the institution
Yes, but very limited across the institution
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Digital learning
12Friday, May 18, 2018
Trends 2018. Q25, Q29
Increased acceptance/more strategic
approaches to e-learning
87%
Boosted education provision through
e-learning
74%
Blended learning used in regular teaching 36% fully
51% to some extent
© EUA
2018
Main
institutional
trends on digital
learning during
the last three
years
13Friday, May 18, 2018
Trends 2018. Q. 25
52%
44%
49%
36%
43%
17%
14%
17%
41%
43%
36%
51%
50%
58%
35%
35%
General acceptance of digital learning has improved
More strategic use of digital learning
Digital learning becoming part of the institutional strategy
Increased use in regular teaching (e.g. through blended
learning)
Used for innovating learning and teaching
Lectures are available as video/podcast
More online learning degree programmes
More online learning – for non-degree purposes
Yes, it is the case
Yes, to some extent
Enhancing Learning and Teaching at European Higher Education Institutions
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Changing
approaches
in L&T
14Friday, May 18, 2018
Trends 2018. Q9, Q24, Q25, Q42
• 15% very useful
• 39% to some extent
• 13% does not work
Flipped classrooms
• 43% works well
• 44% to some extent
• 4% no use
Problem-based learning
• 67%
• 27% Central structure
• 13% Learning analytics
Research on L&T
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Staff
enhancement
15Friday, May 18, 2018
Trends 2018. Q38, Q39
• 66% in place
• 13% planned
Recognition of good teaching
(e.g. awards, career
development, incentives)
• 77% in place
• 13% planned
Voluntary courses
• 37% in place
• 17% planned
Compulsory courses
• 39% on request only
• 25% for all teaching staff
• 12% for new teaching staff only
Training on learning
outcomes
© EUA
2018
Systematic effort
to establish...
16Friday, May 18, 2018
77%
37%
38%
51%
48%
67%
66%
13%
17%
14%
12%
16%
12%
13%
Optional courses to enhance teaching skills
Compulsory courses to enhance teaching skills
Peer feedback system (teachers provide feedback on each other’s
teaching)
Team teaching (teachers jointly prepare and deliver a course or a
class)
Portfolios in which teachers document their teaching practices
Research on learning and teaching
Recognition of good teaching
Yes
No, but we are planning this
Trends 2018. Q. 38
Enhancing Learning and Teaching at European Higher Education Institutions
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Collaboration
on L&T within
the institution
17Friday, May 18, 2018
Trends 2018. Q40 21%
36%
38%
58%
Platform - committee - group - for teachers to exchange
Facilitated by learning centre
Responsibility of programme directors or deans
Teachers do this on their own initiative
Encouraging and supporting exchange and collaboration
among teachers on pedagogical practices
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Strong
emphasis on
external
collaboration
18Friday, May 18, 2018
Trends 2018. Q27, Q41
On teaching enhancement
• None (10%)
• National initiatives (55%)
• International initiatives (53%)
• University networks (43%)
• Individual partner institutions (43%)
• Commercial providers (13%)
On L&T in general
• Employers (90%)
• Local community (88%)
• Primary and secondary schools
(87%)
• Vocational institutions (73%)
• International staff and student
exchanges (96%)
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Top obstacles
for L&T
19Friday, May 18, 2018
Trends 2018. Q17 5%
5%
6%
19%
5%
47%
Resistance among teaching staff
Not enough teaching staff
National (system-level) regulations
Lack of recognition for teaching in staff career progression
Lack of infrastructure
Lack of financial resources
Number one obstacle (out of top 3)
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Concluding
points
20Friday, May 18, 2018
Data & research on L&T – institutional developments
• Convergence trends & gaps: social inclusion/engagement, flexible learning offer, digital learning,
teaching enhancement
• Research on L&T – 67% of institutions do it – 27% have a central structure
Institutional level: capacity for change
• Collaboration within the institution: role of leadership, organisation
• New and changing roles of staff
• Overall implications for the institution and its mission
Exchange & collaboration crucial for L&T development
• Exchanges/projects among institutions and national initiatives
• Erasmus+, Bologna Process, university associations
Key challenge
• Institutional & policy attention to the education mission
• Funding
• Career development
© EUA
2018
European
Learning &
Teaching Forum
21Friday, May 18, 2018
Regular event
Exchange &
networking
Build the
community
Starting point
for other
initiatives
Enhancing Learning and Teaching at European Higher Education Institutions
2nd European
Learning & Teaching
Forum
14–15 February 2019,
Warsaw, Poland
© EUA
2018
Michael Gaebel ǀ Director Higher Education Policy
Unit
E-mail: Michael.Gaebel@eua.eu
@euatweets
#EUALearnTeach
Follow us on:
Thank you for your attention

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Enhancing learning and teaching at european higher education institutions - May 2018

  • 1. Friday, May 18, 2018 Enhancing Learning and Teaching at European Higher Education Institutions EUROPEAN UNIVERSITY ASSOCIATION
  • 2. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Trends 2018 2Friday, May 18, 2018 • Growing emphasis on learning & teaching • How do the European universities approach the L&T development? How can they be best supported? • TRENDS 2018 – tentatively mid 2018 - Follow-up on TRENDS 2015 – longitudinal data - Institutional developments in learning and teaching - 303 responses – 43 European higher education systems - Institutional leadership (for the entire institution)
  • 3. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions High levels of convergence: Increased attention to L&T throughout the institution (92%) 3Friday, May 18, 2018 Trends 2018. Q9, Q12, Q18 Institutional development L&T strategy (86%) Central unit for L&T (65%) High interest in external cooperation in L&T Internal + external Pressures Recent/ ongoing national reform (74%) Increased expectations from employers/ professional sector (83%) Increased students’ expectations towards teachers (91%) Increasing diversity of the study body (85%) Yes / To some extent
  • 4. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Learning outcomes developed 4Friday, May 18, 2018 76% 15% 4% 1% 4% Yes, for all courses (across the institution) Yes, for some courses No, but we intend to develop them No Information unavailableTrends 2018. Q. 22
  • 5. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Learning outcomes for all courses 5Friday, May 18, 2018 53% 64% 76% Trends 2010 Trends 2015 Trends 2018 Trends 2018. Q. 22 Trends 2015. Q. 36 Trends 2010. Q. 19
  • 6. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Programme curricula development 6Friday, May 18, 2018 68% 67% 47% 41% 22% 3% 2% There are national guidelines/frameworks There are institutional guidelines for this A team or a committee is tasked or authorised to develop it Each faculty or department has its own procedure Individual staff members can develop programmes There is no particular procedure for this OtherTrends 2018. Q. 21
  • 7. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Issues regarding Bachelor and Masters programmes 7Friday, May 18, 2018 56% 51% 40% 32% 67% 54% 44% 17% 13% 19% 25% 12% 17% 22% 7% 8% 14% 17% 3% 6% 8% 11% 19% 13% 21% 11% 13% 16% 9% 9% 13% 5% 7% 10% 9% The Bachelor programmes do not provide students a real academic experience. Bachelor programmes are too short, resulting in a heavy workload for students. Bachelor degrees are not valued by employers. Many or most of the Bachelor programmes do not include research experience. Many or most of the Master programmes do not include research experience. There are far too many Master programmes offered. The Master programmes overlap in contents with respective Bachelor programmes. This has never been the case This has been the case, but has been changed / is changing Continues to be the case Continues to be the case in some disciplines or parts of the institution Information unavailable / Not applicable Trends 2018. Q. 19
  • 8. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Social inclusion & engagement 8Friday, May 18, 2018 Trends 2018. Q28 54% 58% 79% 81% 88% Credits for participation in civic/social engagement initiatives Special courses in social engagement Social engagement integrated into study programmes (internships with NGOs, community engagement, etc.) Social inclusion is considered in the learning and teaching practice (diverse classroom) Encourage student initiatives on civic/social engagement Impact of inclusiveness and social engagement on learning and teaching Yes / To some extent, or in parts of the institution
  • 9. © EUA 2018 Measures offered for lifelong learners 9Friday, May 18, 2018 59% 58% 53% 44% 39% 38% 32% 27% 21% 6% Recognition of prior learning Flexible study programmes/learning paths Courses provided in collaboration with other higher education institutions Guidance and counselling services for adult learners Continuing professional development short courses that can be accumulated into a degree Open online learning courses / MOOCs Courses provided in collaboration with other education institutions from other sectors (schools, vocational) Online degree programmes Courses provided in collaboration with for-profit providers OtherTrends 2018. Q. 30 Enhancing Learning and Teaching at European Higher Education Institutions
  • 10. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Increased demand for flexible provision 10Friday, May 18, 2018 Trends 2018. Q29 79% 57% 62% Growing demand for degree programmes provided under flexible arrangements. Enrolment to flexible courses or programmes has increased in the past 3 years. Growing demand for short-term (non-degree) learning opportunities, with a certificate upon course completion. Yes / To some extent
  • 11. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Students can... 11Friday, May 18, 2018 Trends 2018. Q. 16 38% 41% 42% 80% 59% 49% 36% 13% 9% 33% 34% 34% 17% 31% 42% 33% 44% 32% Switch between full-time and part-time provision Have some flexibility with respect to the time it takes to complete a degree (without financial or other penalties) Have some flexibility when studying some courses (e.g. no obligation to take course B after course A) Choose optional courses in their study programme Change optional courses during their studies Change study programme during their studies Decide whether or not to physically attend a class Suggest the topics s/he wants to study in a course Have choice between different types of assessment for a given course Yes it is commonly done across the institution Yes, but very limited across the institution
  • 12. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Digital learning 12Friday, May 18, 2018 Trends 2018. Q25, Q29 Increased acceptance/more strategic approaches to e-learning 87% Boosted education provision through e-learning 74% Blended learning used in regular teaching 36% fully 51% to some extent
  • 13. © EUA 2018 Main institutional trends on digital learning during the last three years 13Friday, May 18, 2018 Trends 2018. Q. 25 52% 44% 49% 36% 43% 17% 14% 17% 41% 43% 36% 51% 50% 58% 35% 35% General acceptance of digital learning has improved More strategic use of digital learning Digital learning becoming part of the institutional strategy Increased use in regular teaching (e.g. through blended learning) Used for innovating learning and teaching Lectures are available as video/podcast More online learning degree programmes More online learning – for non-degree purposes Yes, it is the case Yes, to some extent Enhancing Learning and Teaching at European Higher Education Institutions
  • 14. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Changing approaches in L&T 14Friday, May 18, 2018 Trends 2018. Q9, Q24, Q25, Q42 • 15% very useful • 39% to some extent • 13% does not work Flipped classrooms • 43% works well • 44% to some extent • 4% no use Problem-based learning • 67% • 27% Central structure • 13% Learning analytics Research on L&T
  • 15. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Staff enhancement 15Friday, May 18, 2018 Trends 2018. Q38, Q39 • 66% in place • 13% planned Recognition of good teaching (e.g. awards, career development, incentives) • 77% in place • 13% planned Voluntary courses • 37% in place • 17% planned Compulsory courses • 39% on request only • 25% for all teaching staff • 12% for new teaching staff only Training on learning outcomes
  • 16. © EUA 2018 Systematic effort to establish... 16Friday, May 18, 2018 77% 37% 38% 51% 48% 67% 66% 13% 17% 14% 12% 16% 12% 13% Optional courses to enhance teaching skills Compulsory courses to enhance teaching skills Peer feedback system (teachers provide feedback on each other’s teaching) Team teaching (teachers jointly prepare and deliver a course or a class) Portfolios in which teachers document their teaching practices Research on learning and teaching Recognition of good teaching Yes No, but we are planning this Trends 2018. Q. 38 Enhancing Learning and Teaching at European Higher Education Institutions
  • 17. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Collaboration on L&T within the institution 17Friday, May 18, 2018 Trends 2018. Q40 21% 36% 38% 58% Platform - committee - group - for teachers to exchange Facilitated by learning centre Responsibility of programme directors or deans Teachers do this on their own initiative Encouraging and supporting exchange and collaboration among teachers on pedagogical practices
  • 18. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Strong emphasis on external collaboration 18Friday, May 18, 2018 Trends 2018. Q27, Q41 On teaching enhancement • None (10%) • National initiatives (55%) • International initiatives (53%) • University networks (43%) • Individual partner institutions (43%) • Commercial providers (13%) On L&T in general • Employers (90%) • Local community (88%) • Primary and secondary schools (87%) • Vocational institutions (73%) • International staff and student exchanges (96%)
  • 19. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Top obstacles for L&T 19Friday, May 18, 2018 Trends 2018. Q17 5% 5% 6% 19% 5% 47% Resistance among teaching staff Not enough teaching staff National (system-level) regulations Lack of recognition for teaching in staff career progression Lack of infrastructure Lack of financial resources Number one obstacle (out of top 3)
  • 20. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Concluding points 20Friday, May 18, 2018 Data & research on L&T – institutional developments • Convergence trends & gaps: social inclusion/engagement, flexible learning offer, digital learning, teaching enhancement • Research on L&T – 67% of institutions do it – 27% have a central structure Institutional level: capacity for change • Collaboration within the institution: role of leadership, organisation • New and changing roles of staff • Overall implications for the institution and its mission Exchange & collaboration crucial for L&T development • Exchanges/projects among institutions and national initiatives • Erasmus+, Bologna Process, university associations Key challenge • Institutional & policy attention to the education mission • Funding • Career development
  • 21. © EUA 2018 European Learning & Teaching Forum 21Friday, May 18, 2018 Regular event Exchange & networking Build the community Starting point for other initiatives Enhancing Learning and Teaching at European Higher Education Institutions 2nd European Learning & Teaching Forum 14–15 February 2019, Warsaw, Poland
  • 22. © EUA 2018 Michael Gaebel ǀ Director Higher Education Policy Unit E-mail: Michael.Gaebel@eua.eu @euatweets #EUALearnTeach Follow us on: Thank you for your attention