where would higher education be without erasmus? aef europe- focus sur les ip 14 mai 2009
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Where would higher education be without Erasmus? AEF Europe- Focus sur les IP 14 mai 2009 Patricia De Smet Unit Higher Education; « Erasmus » European Commission. Policy priorities in Higher Education. the modernisation agenda for universities new skills for new jobs. - PowerPoint PPT PresentationTRANSCRIPT
Where would higher education be without Erasmus?
AEF Europe- Focus sur les IP14 mai 2009
Patricia De SmetUnit Higher Education; « Erasmus »European Commission
Policy priorities in Higher Educationthe modernisation agenda for universities
new skills for new jobs
….. to support the Lisbon Strategy
and the Bologna process• ERASMUS• studies and papers
New skills for new jobs
What jobs will be available in about 10 years ?
Is the training provided now useful to find a job tomorrow ?
Are skills needs and jobs changing all over the EU ?
6
Erasmus – a European Success Story (II)
2007/08:
~162 000students (studies)
~18 000students (placements)
3 700 HEIs and still expanding – 31 countries and more
180 000 Erasmus students per year and still increasing
At the end of 2008: in total 2 million students (over 21 years) By 2012: in total 3 million students!
Erasmus student mobility 1987/88-2007/08
180.000
3.244
159.324
0
20.000
40.000
60.000
80.000
100.000
120.000
140.000
160.000
180.000
200.000
Nu
mb
er o
f st
ud
ents
Numbers 3.244 9.914 19.456 27.906 36.314 51.694 62.362 73.407 84.642 79.874 85.999 97.601 107.652 111.082 115.429 123.957 135.586 144.032 154.421 159.324 180.000
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/8
Impact of ERASMUS onImpact of ERASMUS onEuropean Higher European Higher
EducationEducationQuality, Openness and Quality, Openness and
InternationalisationInternationalisation
1.1. Conceptual framework: impact levels and indicatorsConceptual framework: impact levels and indicators
2.2. Study design: literature, surveys, case studiesStudy design: literature, surveys, case studies
3.3. ERASMUS’ impact at system & institutional levelERASMUS’ impact at system & institutional level
4.4. Recommendations (system and institutional levels)Recommendations (system and institutional levels)
Overview of the presentationOverview of the presentation
1.1. Literature reviewLiterature review
2.2. Surveys in 30 countriesSurveys in 30 countries2283 Central ERASMUS coordinators, 951 responses 2283 Central ERASMUS coordinators, 951 responses
(42%)(42%)2157 Institutional leaders, 752 responses (35%)2157 Institutional leaders, 752 responses (35%)1747 Decentral ERASMUS coordinators at 547 institutions1747 Decentral ERASMUS coordinators at 547 institutions
903 responses from 328 institutions (15% resp. 903 responses from 328 institutions (15% resp. 60%)60%)
3.3. 20 Case studies20 Case studies (extent of progress in quality improvement, geographical (extent of progress in quality improvement, geographical spread, types of activities, types of institutions, …)spread, types of activities, types of institutions, …)
Study designStudy design
TTwo ways to understand an “excellent university”:wo ways to understand an “excellent university”:
1.1. an excellent university is in the top 10% or 25% of an excellent university is in the top 10% or 25% of institutions or programmes on the basis of indicators (e.g. institutions or programmes on the basis of indicators (e.g. research qualifications)research qualifications)
2. an excellent university maximises its potential to fully contribute to academic, economic and social development
Excellence versus QualityExcellence versus Quality
Narrow versus inclusive conceptNarrow versus inclusive concept
EExcellencexcellence as an inclusive concept:as an inclusive concept: all institutions can find themselves based on their own all institutions can find themselves based on their own specific characteristics and qualitiesspecific characteristics and qualities
Quality ImprovementQuality Improvement
Conceptual FrameworkConceptual Framework
Impact levels of ERASMUSImpact levels of ERASMUS
ERASMUS PROGRAMME
System level
National/European/Outside Europe
Institutional level
Central Management /Academic departments
Individual level
Students / staff
Conceptual FrameworkConceptual Framework
Activity areas by levelActivity areas by level
ERASMUS PROGRAMMECentralised actions Decentralised actions ToolsIntensive Programs / Thematic Networks / Student Mobility ECTS / EUC / Curriculum Development / Staff Mobility EPS / EILC /…
System level (policy) Institutional level Individuallevel
Quality improvement in HE in terms of:Teaching Research OpennessAcademic development Generating new knowledge ModernisationLabour market preparation Knowledge transfer InternationalisationSocial/personal development European dimension
Economic development
Europe NationalBologna PoliciesActivities Activities
Central DepartmentMission/profile Teaching/learningModernisation ResearchInternationalisation Student servicesQuality/HRM Openness & Student services modernisation
Activity areas & IndicatorsActivity areas & Indicators
System levelSystem level
European level policies & activities - Bologna process (undergraduate/graduate structure) - Diploma supplements - ECTS - Quality assurance frameworks - Mobility programmes - ERASMUS/Internationalisation unit in the Ministry - Setting up internationalisation/mobility scholarships - Portability of student loans and grants - Stimulation of clone programs
National level policies & activities - Mainstream internationalisation policies and
strategies - Degree recognition procedures and offices - National mobility programmes - Internationalisation/ERASMUS networks - Cross-ministry mobility policies (Ministries of
Economic, Foreign, Education, Immigration Affairs) (for example. policies related to “knowledge workers” and visa issues)
- Monitoring student mobility (databases) - National information platforms - Organisation of conferences - Student organisations for international students
Impact at individual level
Upgrading skills Promoting European citizenship Stimulating self reliance Enhancing employability
ERASMUS’ impactERASMUS’ impact
Institutional levelInstitutional level
EERASMUS impact at different levelsRASMUS impact at different levels
1.1. Central managementCentral management Internationalisation (92 % top mgnt)Internationalisation (92 % top mgnt)Modernisation of managementModernisation of managementUniversity – Enterprise relationshipsUniversity – Enterprise relationships
2.2. Academic departmentsAcademic departmentsTeaching Teaching ResearchResearchStudent servicesStudent services
Impact at institutional level
introduction of international offices and support services modernisation and internationalisation of curricula new teaching methods and exchange of good practices transparency and transferability of qualifications active participation in international research projects ( networks,joint publication,benchmarks,..) Internationalisation strategy University-Enterprise cooperation
ERASMUS’ impactERASMUS’ impact
System levelSystem level
NNo Bologna without ERASMUS !o Bologna without ERASMUS !
1.1. Bologna process:Bologna process: 5 out of 6 action lines direct from 5 out of 6 action lines direct from ERASMUS: transparency&recognition( DS, ECTS), ERASMUS: transparency&recognition( DS, ECTS), mobility, QA and European Dimension; joint degreesmobility, QA and European Dimension; joint degrees
1.1. Quality assurance:Quality assurance: pilot projects, ENQA, QA pilot projects, ENQA, QA Standards & Guidelines, EQAR, Qrossroads database, Standards & Guidelines, EQAR, Qrossroads database, EQF (Sectoral QFs), Tuning, AHELO, …EQF (Sectoral QFs), Tuning, AHELO, …
2.2. Wider impact:Wider impact: Classification, Lisbon Strategy, Classification, Lisbon Strategy, Modernisation Agenda, ‘clones’ eg Erasmus Belgica, Modernisation Agenda, ‘clones’ eg Erasmus Belgica, Asian counterpart programme, …Asian counterpart programme, …
Main RecommendationsMain Recommendations
Institutional levelInstitutional level
1.1. Central Management Level:Central Management Level:
1.1. Policy emphasis on internationalisation and Policy emphasis on internationalisation and recognitionrecognition
2.2. Leadership commitmentLeadership commitment3.3. Carefully select ERASMUS partners (more Carefully select ERASMUS partners (more
selective)selective)4.4. Develop service infrastructure (information, Develop service infrastructure (information,
accommodation)accommodation)5.5. Language training, scholarship fundsLanguage training, scholarship funds6.6. Intensify cooperation with enterprisesIntensify cooperation with enterprises7.7. Internationalisation at home with international Internationalisation at home with international
staffstaff8.8. Reward active staffReward active staff
Main RecommendationsMain Recommendations
Institutional levelInstitutional level
2.2. Academic department level:Academic department level:1.1. Positively inform students on mobility in an early Positively inform students on mobility in an early
stagestage2.2. Organise mobile students’ feedbackOrganise mobile students’ feedback3.3. Increase awareness about centralised actionsIncrease awareness about centralised actions4.4. Remove mobstacles (recognition, language, Remove mobstacles (recognition, language,
academic calendars, …)academic calendars, …)5.5. Reduce internal bureaucracy around mobilityReduce internal bureaucracy around mobility6.6. Involve more staff in internationalisation: e.g. Involve more staff in internationalisation: e.g.
special rewardsspecial rewards7.7. Intensify “internationalisation at home”Intensify “internationalisation at home”8.8. Use international staff experiencesUse international staff experiences9.9. Better integrate foreign students in lectures & Better integrate foreign students in lectures &
social activities (give presentations)social activities (give presentations)10.10.Stimulate “soft skills” and intercultural Stimulate “soft skills” and intercultural
cooperation in curriculacooperation in curricula
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Further information
ec.europa.eu/education/erasmus