haphe survey results

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1Presenter Name Event Name

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

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

HAPHE SURVEY ResultsPerceptions of PHE in Slovenia

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Demographics of Stakeholders• The folIowing stakeholder groups are part of this

survey analyses report:

– 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

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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

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

51

Active participation of 18 European countries

Statistics EU – Slovenia

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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

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

Slovenia.

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

• There is also a very low evidence of PHE in economical policies from government ministries in Slovenia.

• Half of the survey participants agree that there is a growing demand for well profiled PHE in Slovenia which is less than the EU average.

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

• Financial benefits in cooperation with industry are less important

• Also the market demand for Lifelong Learning are less important in Slovenia compared to the EU average.

Meaning and Forms of

Professional Higher Education

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

EU HEI All Slovenia HEI-All3% 0%

12% 14%

23%37%

35%

33%

26%16%

5 - Very clear4321 - Not clear at all



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EU HEI-All Slovenia HEI-All3% 2%

12%24%

26%22%

32%25%

24%14%

5 - Strong evidence 4 3 2

1 - No evidence



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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

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20% 24%

36%45%

25%14%

10% 4%

5 - Strong evidence 4 3 2

1 - No evidence



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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

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

EU HEI-All Slovenia HEI-All2% 2%5% 8%

18%27%

40%33%

35% 24% 5 - Fully agree 4

3 2

1 - Completely disagree



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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)

Slovenia 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

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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

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


10%20%

19%20%

36%29%

30% 22% 5 - Very important 4

3 2

1 - Not important at all



Demands from employers, professional bodies or industry representatives

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

professional sphere is not frequently occuring and used practice.

• There is a low involvement of employers in the policy development.

• Also the collaboration with employers in defining new study programs or setting learning outcomes and the curriculum design is not a common practice in Slovenia.

• The participants state that the importance of PHE in the labour market is not high in Slovenia….

• … and the rate of the current offer / fulfilment is rather medium.

State of Implementationof


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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?

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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?

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


10%22%

29%

43%

37%

25%17%

0%

5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate the importance of PHE in your labour market

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


10%6%

33% 43%

33%33%

14% 8%

5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate your institutions current offer / fulfillment in PHE programmes

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

continuous improvement

• Less than 50% of the participants state that national or regional programs are stimulating quality

• The demands from private sector in pursuing quality requirements for HE is rather low

Quality Delivery of PHE

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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


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Key Findings (4)• The international policies, trends or benchmarks are not strongly supporting the

development of PHE and…

• …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not very explicit.

• The awareness of any policy recommendations for PHE from their national ministry of higher education is very low.

• The majority of higher-education institutions are not fully interested in developing and implementing PHE in Slovenia.

• Models for PHE are more or less in the planning phase and not fully implemented in the HE institutions in Slovenia.

Development of


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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% 12%

34%

53%

35%

20%

14% 8%

5 - Very strong support 4

3 2

1 - No support at all

Development of


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


12%6%

32% 43%

28%29%

20% 14%5 - Very explicitly 4

3 2

1 - Not explicitly at all

Development of


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


16% 22%

19%33%

30%

20%

24% 18%5 - Fully aware 4

3 2

1 - Not aware at all

Development of


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


15% 25%

25%27%

39%27%

15%12%

5 - Very interested 4 3 2

1 - Not at all

Development of


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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?

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Key Findings (5)• The policy guidelines for PHE at the institutions are not clearly defined in Slovenia.

• More than 80% of the survey participants from Slovenia 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.

• Compared to the EU data the stakeholders rate lower benefits graduates have with PHE.

Trends and Drivers for


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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?



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

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

10% 12%

39%45%

46% 37% 5 - Strongly agree 4

3 2

1 - Strongly disagree



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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?



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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 Slovenia HEI-All1% 2%1% 4%8%

12%

33%

43%

55%33% 5 - Very important 4

3 2

1 - Not important at all

Need for qualified employees



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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?



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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





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EU HEI-All Slovenia HEI-All1% 4%4%

10%18%

25%

41%

29%

30% 24%

5 - Fully agree 4

3 2

1 - Completely disagree



PHE graduates have better opportunities in the market

haphe survey results

Documents

scale of phe

profiled phe

professional bodies

low evidence of phe

eu average

economical policies

eu level

growing demand