haphe survey results

haphe.eurashe.eu

1Presenter Name Event Name

HAPHE Survey ResultsFirst results – 03-08-2013EU Level versus Denmark HEI All Perspectives

Prepared by Prof. Dr. Nicole Graf, Raimund HudakDHBW Stuttgart, Germany

HAPHE SURVEY ResultsPerceptions of PHE in Denmark

haphe.eurashe.eu

2

Demographics of Stakeholders• The folIowing stakeholder groups participated in the

survey:

– University (academic) – University of Applied Sciences / University College– Higher Education College / Further Education College – Post-secondary / Tertiary Vocational Education – Association / Representation of HEIs– Governmental Institution / Ministry

haphe.eurashe.eu

3

Type of Survey Participants Participated

EU-HEI All: Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education) System Level Stakeholders (Associations of HEI , Ministry of Education, National Education Councils

472

Denmark HEI -All Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education)

24

Active participation of 18 European countries

Statistics EU – Denmark

haphe.eurashe.eu

4

Type of HE I nstitutions Participated

Academic Universities 165

PHE Institutions (Universities of Applied Sciences, Post-secondary / Tertiary Vocational Education, Higher-education College)

250

TOTAL

415

Statistics – HE Institutions

haphe.eurashe.eu

5

Key Findings (1) • Compared to the EU average the term “Professional Higher Education” (PHE) is very clear in

Denmark.

• Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are showing strong evidence in Denmark.

• There is lower evidence found of PHE in economical policies from government ministries in Denmark.

• More than 80% of the survey participants agree that there is a growing demand for well profiled PHE in Denmark.

• The demand from employers, professional bodies, organisations or industry representatives are important and the key main driver for PHE compared to the EU average.

• Financial benefits in cooperation with industry, as well as market demands for LLL are less important, but higher than the EU average data.

• The employability of graduates is not a main driver for PHE and lower than the EU average.

• Educational policies are seen as the key main drivers for PHE and are showing a high variance to the EU data.

Meaning and Forms of

Professional Higher Education

haphe.eurashe.eu

6

Q3: In your understanding: Is the term “Professional Higher Education” clear?

EU HEI All Denmark HEI-All3% 4%

12% 9%

23%13%

35% 52%

26% 17% 5 - Very clear4321 - Not clear at all



haphe.eurashe.eu

7

EU HEI-All Denmark HEI-All3% 0%

12%4%

26%

13%

32%

39%

24%

35% 5 - Strong evidence 4 3 2

1 - No evidence



7

Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Educational policies, i.e. relevant government ministries

haphe.eurashe.eu

8


20%13%

36%

39%

25%30%

10%4%

5 - Strong evidence 4 3 2

1 - No evidence



8

Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Economical policies, i.e. relevant government ministries

haphe.eurashe.eu

9

Q9: Do you agree that there is a growing demand for well profiled PHE in your country?

EU HEI-All Denmark HEI-All2% 0%5%

0%

18%

9%

40%

43%

35%43%

5 - Fully agree 4

3 2

1 - Completely disagree



haphe.eurashe.eu

10

Economic policies

Type of Main Drivers

Educational policies

Demands from employers, professional bodies, organisations or industry representatives

1-Not importantat all 2 3 4 5-Very

important

PHE best practices at other institutions (competitiveness among institutions)

Denmark HEI-AllEU HEI-All

Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms

of Professional Higher

Education

Student demands for job-related education

haphe.eurashe.eu

11

Financial benefits in cooperation with industry


Skills shortage in the market

Market demands for job profile upgrading (e.g. health sector)

Market demands for LLL (Lifelong Learning)

Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms

of Professional Higher

Education


Employability of graduates

1-Not importantat all 2 3 4 5-Very

important

haphe.eurashe.eu

12

Q10: IF ANY - What are the main drivers for PHE in your country?


10%0%

19%

17%

36%43%

30% 35% 5 - Very important 4

3 2

1 - Not important at all



Demands from employers, professional bodies or industry representatives

haphe.eurashe.eu

13

Key Findings (2)• A significant number of participants perceive that the cooperation between higher education and

professional sphere is frequently occuring and used practice. All data from Denmark are higher than the EU average data.

• There is a higher level of involvement of employers in policy development. The data shows a high variance to the EU average.

• There is a higher level of collaboration in delivery of study programs / teaching than the EU average.

• Also the involvement of companies in the evaluation / accreditation is a common practice in Denmark.

• The provision of internships is frequently occuring and much higher than the EU average

• The participants state that the importance of PHE in the labour market is very high in Denmark. The data is higher than in other EU countries….

• … and the rate of the current offer / fulfilment is seen as much higher in Denmark compared to the EU average.

State of Implementationof


haphe.eurashe.eu

14

Involvement of employers in policy development

Limkages

Involvement of employers in the QA procedures of higher education institutions

Involvement of employers in setting learning outcomes / curriculum design

1-Notexistent 2 3-Frequently

occuring 4 5-Usedpractice

Involvement of companies in evaluation / accreditation




Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?

haphe.eurashe.eu

15

Collaboration with employers in defining new study programs


Collaboration with employers in delivery of study programs / teaching

Provision of internships

1-Not existent 2 3-Frequently

occuring 4 5-Usedpractice




Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?

haphe.eurashe.eu

16

Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.


10%0%

29%

17%

37%

22%

17%

48% 5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate the importance of PHE in your labour market

haphe.eurashe.eu

17

Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.


10%0%

33%

22%

33%

48%

14%17%

5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate your institutions current offer / fulfillment in PHE programmes

haphe.eurashe.eu

18

Key Findings (3)• The main drivers in pursuing quality management are accreditation requirements and

continuous improvement. The Denmark data is higher than the EU average.

• Institutions´ internal policies are also seen as a main driver stimulating quality, and is also higher compared to other EU countries

• National or regional programs stimulating quality requirements for HE is higher than the EU average.

• Overall all data points pursuing quality requirements from Denmark are showing higher ratings compared to the EU data average

Quality Delivery of PHE

haphe.eurashe.eu

19

Accreditation requirements and continuous improvement


Institutions’ internal developments and policies

Competition for students

1-Completelydisagree 2 3 4 5-Fully

agree

National or regional programs stimulating quality

Q15: What are the main drivers in pursuing quality requirements for HE in your country?

Demands from private sector

Quality Delivery of PHE


haphe.eurashe.eu

20

Key Findings (4)• The international policies, trends or benchmarks are supporting the development of

PHE in Denmark and…

• …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are very explicit and are showing a very high variance to the EU data.

• The awareness of any policy recommendations for PHE from their national ministry of higher education is much higher in Denmark than in other EU countries. The data shows the highest awareness among all countries.

• The majority of higher-education institutions are interested in developing and implementing PHE in Denmark. The data is higher than the EU average.

• The integrated model for PHE is mainly implemented in the HE institutions in Denmark.

Development of


haphe.eurashe.eu

21

Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)?


10%4%

34%35%

35%39%

14% 17%5 - Very strong support 4

3 2

1 - No support at all

Development of


haphe.eurashe.eu

22

Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country?


12%

0%

32%

13%

28%

22%

20%

61%

5 - Very explicitly 4

3 2

1 - Not explicitly at all

Development of


haphe.eurashe.eu

23

Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education?


16%

0%

19%

0%

30%

48%

24%

48%5 - Fully aware 4

3 2

1 - Not aware at all

Development of


haphe.eurashe.eu

24

Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country?


15%0%

25%

17%

39%

57%

15%13%

5 - Very interested 4 3 2

1 - Not at all

Development of


haphe.eurashe.eu

25

Integrated model (study and practice phases alternate)

Models for Professional Higher Education

Enriched model (study phase is enriched through practice

phases, like internships)Academic models (primarily study

phases with curricula which integrate practical skills and aspects from

professional field in form of case studies)

1-Not used

2-Notplanning to use

3-Planningto use

4-Being implemented

5-Fullyimplemented




Q23. Which of the following models does your institution use when providing professional higher education?

haphe.eurashe.eu

26

Key Findings (5)• A significant difference to the EU average data is seen in the explicit PHE policy guidelines at the institutions,

which are mostly clearly defined in Denmark.

• A mission statement is defined and refers to higher education and research.

• The collaboration with private sector companies and organisations is well established.

• The curricula are focused on professional or practical-oriented education and research.

• More than 80% of the survey participants from Denmark comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.

• The primary motivator to PHE for the professional sphere is the need for qualified employees in Denmark.

• Also financial motivators and the image are important to implement PHE in Denmark.

• Compared to the EU data the stakeholders from Denmark state that PHE graduates have improved career prospects. Overall the participants from Denmark state that the outcome and benefits of PHE are very high.

Trends and Drivers for


haphe.eurashe.eu

27

A mission statement is defined and explicitly refers to professional higher education and research

Clear guidelines in PHE

The curricula are focused on professional or practical-oriented

education and researchCollaboration with private sector companies

and organisations is established

1-Doesnot exist 2 3 4 5-Clearly

defined

A part of academic staff are assigned to specific classes or specific level in

practical-oriented learning


Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent?



haphe.eurashe.eu

28

Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.

EU HEI-All Denmark HEI-All1% 0%2% 0%

10% 9%

39% 52%

46% 35% 5 - Strongly agree 4

3 2

1 - Strongly disagree



haphe.eurashe.eu

29

Need for qualified employees

Primary motivators to PHE in the future

Financial motivators (e.g. state, private or other funding)

Image

1-Not important at all 2 3 4 5-Very

important

Industry provision / funds of extra-Institutional collaborative

teaching/learning

Available research fundsfrom industry


Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?



haphe.eurashe.eu

30

Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?

EU HEI-All Denmark HEI-All1% 0%1% 0%8%

4%

33% 43%

55% 48%5 - Very important 4

3 2

1 - Not important at all

Need for qualified employees



haphe.eurashe.eu

31

Student retention and completion rates increase

Outcome and benefits

PHE lowers the unemployment rate

PHE graduates have better opportunities in the market


agree

PHE graduates have better income prospects

PHE graduates have improved career prospects


Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE?



haphe.eurashe.eu

32

Practical-orientation in education increases dedication to study.

Outcome and benefits

Practical-orientation in education is seen as a prerequisite for success

Practical use of knowledge and academic ability enhance career development


agree

PHE gives graduates a wider range of employment opportunities





haphe.eurashe.eu

33



18% 26%

41%48%

30%22%

5 - Fully agree 4

3 2




PHE graduates have better opportunities in the market

haphe.eurashe.eu

34



15%

4%

46%57%

29% 30%

5 - Fully agree 4

3 2




Practical use of knowledge and academic ability enhance career development

haphe survey results

Documents

scale of phe

profiled phe

professional bodies

economical policies

eu data

eu average data

eu level

key main drivers