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www.eurashe.eu
Supporting Higher Education in Europe
1
Patterns and Characteristics
of PHE Today
1
Konference „Inovace výstupů, obsahu a metod bakalářských programů vysokých škol neuniverzitního
typu“Michal Karpíšek, EURASHE Vice-President,
VŠTE České Budějovice, 12. prosince 2013
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www.eurashe.eu
Supporting Higher Education in Europe
Content• EURASHE – representation of PHE in Europe• What is PHE today? Project HAPHE outcomes• PHE state of arts: Europe & the Czech Republic• Defining PHE
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www.eurashe.eu
Supporting Higher Education in Europe
EURASHE: MISSION & ROLE
EURASHE introduction 3
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www.eurashe.eu
Supporting Higher Education in Europe
• EURASHE is the European association of European Higher Education Institutions (HEIs) that offer professionally oriented programmes and are engaged in applied and profession-related research within the Bologna cycles
• Founded in 1990 in Patras, Greece
• EURASHE’s mission is to promote the interests of professional higher education in the EHEA and to contribute to the progressive development of the Area of Higher Education and Research (EHERA)
EURASHE introduction 4
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Supporting Higher Education in Europe
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Role of EURASHE• Representation & promotion of a “widely-
comprehended PHE” within the changing environment:– A variety of institutions with PHE– Both associations and individual institutions
• Policy formulation at EU/EHEA level– Focus on HE and relevant activities, not wider context (e.g.
regional policies, labour market etc.)– Readiness to promote PHE at national level when required
• Influence on decision making and developments at EU/EHEA level
• Information on trends & possible solutions
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www.eurashe.eu
Supporting Higher Education in Europe
• 17 National Associations:– Armenia, Belgium (2), Croatia, Czech
Republic, Denmark, Estonia, France, Ireland, Lithuania, Poland (2), Portugal, Serbia, Slovenia, UK (2)
• 29 Individual Institutions:– Armenia, Cyprus (2), Finland (2), Georgia,
Greece (3), Hungary (2), Kazakhstan (4), Latvia (3), Malta (2), Poland (2), Romania (3), Russia (3), Ukraine
• 8 Associate Members (organisations & indirect through sectorial associations):
– Austria, Belarus, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Lithuania, Malta, Moldova, Netherlands, Norway, Portugal, Romania, Russia, Spain, Switzerland, UK, Ukraine
• Over 1,400 affiliated higher education institutions in 40 countries within and outside the EHEA
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EURASHE members
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Supporting Higher Education in Europe
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EURASHE policy documents
• 2010– EURASHE’s 10 Commitments for the EHEA in 2020 – Visions & Strategies
www.eurashe.eu/pp10COM
• 2012– EURASHE Overarching Policy Paper ‘Towards a Diversified, Responsive and
Competitive European Higher Education’ www.eurashe.eu/ppOVER – EURASHE-UASnet Position paper on Research and Innovation www.eurashe.eu/ppRI – Policy Paper on Quality Assurance & Transparency Tools www.eurashe.eu/ppQA– Policy Paper on Mobility www.eurashe.eu/ppMOB
• 2013– Position Paper on Employability– Policy Paper on Lifelong Learning– Strategy 2014 - 2017
EURASHE policies
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Supporting Higher Education in Europe
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EURASHE strategy framework
EURASHE strategy
PHE Mission• Role & Position• Characteristics
• Social Dimension
Quality• Accreditation & Evaluation
• Quality Management & Enhancement• Transparency Tools
Innovation & Development
Applied Research Promotion & Specifics including• Innovation of Professions• Innovation of
Teaching/Learning• Regional Development
Education & Learning• Employability• Lifelong Learning• Qualification Frameworks• Recognition of Prior
Learning• Student Centred Learning• Methods & Student
Assessment• Mobility
Sustainability
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Supporting Higher Education in Europe
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EURASHE strategy framework
EURASHE strategy
Quality• Accreditation & Evaluation
• Quality Management & Enhancement• Transparency Tools
Innovation & Development
Applied Research Promotion & Specifics including• Innovation of Professions• Innovation of
Teaching/Learning• Regional Development
Education & Learning• Employability• Lifelong Learning• Qualification Frameworks• Recognition of Prior
Learning• Student Centred Learning• Methods & Student
Assessment• Mobility
Sustainability
PHE Mission• Role & Position• Characteristics
• Social Dimension
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www.eurashe.eu
Supporting Higher Education in Europe
Harmonisation of Approaches towards Professional Higher Education
HAPHE Project
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Is this PHE?
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Is this PHE?
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Is this PHE?
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The combining of academic and professional elements
Higher education providing education and training for update/upgrade of qualifications of students with working experience (e.g. in-service training)
Higher education providing qualifications to non-traditional groups (adult learners disadvantaged groups) with flexible arrangements
Collaboration between higher education institutions and the industry going beyond higher education provision but also covering research and education
The curriculum emphasises practical aspects and elements for development of skills and competence
The study program includes extended phases of practical experiences in form of internships and/or work experiences
The study programme is focused on practical aspects of the specific job profile
Strong focus on practical application of study
Strong focus on practical application of research
0% 10% 20% 30% 40% 50% 60% 70%
Characteristics of Professional Higher Education
What is PHE?
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Differences between PHEI & AHEI
Clear focus on academic-related knowledge and fundamental research
Clear focus on academic and profession-related knowledge and research
Focus on practice relevant knowledge and applied research mainly
Programme delivery includes cooperation with employers
Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime)
Profession-oriented education and training
Focus on groundbreaking research (fundamental research)
Education focuses on knowledge and its development
0%
50%
100%
What institutions think of themselves
University (academic) PHE Institutions
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What level?Country PHE level EQF5 EQF6 EQF7 EQF8
BE(FL) CZ DE DK EE FI FR HR IE LT MT NL PL PT SI
EQF 5 = Tertiary Vocational Schools / Colleges
EQF 6 = hybrid
EQF 7 = Universities of Applied Science
?
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PHE ROLE & POTENTIALEU & CZECH REPUBLIC
HAPHE project
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In your understanding: Is the term “Professional Higher Education” clear?
EU HEI All Czech Republic HEI-All
3% 4%12%
18%
23%16%
35% 33%
26% 26%5 - Very clear
4
3
2
1 - Not clear at all
Meaning and Forms of
Professional Higher Education
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Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.
EU HEI-All Czech Republic HEI-All1% 0%2% 4%
10% 12%
39%
49%
46%33% 5 - Strongly agree 4
3 2
1 - Strongly disagree
Trends and Drivers for
Professional Higher Education
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Do you agree that there is a growing demand for well profiled PHE in your country?
EU HEI-All Czech Republic HEI-All2% 0%5% 14%
18%
28%
40%
40%
35%
18%
5 - Fully agree 4
3 2
1 - Completely disagree
Meaning and Forms of
Professional Higher Education
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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 45-Very
important
PHE best practices at other institutions (competitiveness among institutions)
Czech Republic HEI-AllEU HEI-All
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
Type of Main Drivers
Skills shortage in the market
Market demands for job profile upgrading (e.g. health sector)
Market demands for LLL (Lifelong Learning)
What are the main drivers for PHE in your country?Meaning and Forms
of Professional Higher
Education
Czech Republic HEI-AllEU HEI-All
Employability of graduates
1-Not importantat all
2 3 45-Very
important
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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
23-Frequently
occuring4
5-Usedpractice
Involvement of companies in evaluation / accreditation
Meaning and Forms of
Professional Higher Education
Czech Republic HEI-AllEU HEI-All
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
Type of Main Drivers
Collaboration with employers in delivery of study programs / teaching
Provision of internships
1-Not existent
23-Frequently
occuring4
5-Usedpractice
Meaning and Forms of
Professional Higher Education
Czech Republic HEI-AllEU HEI-All
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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EU HEI-All Czech Republic HEI-All
3% 5%12%
32%26%
26%32%
21%
24%11%
5 - Strong evidence 4 3 2
1 - No evidence
Meaning and Forms of
Professional Higher Education
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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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EU HEI-All Czech Republic HEI-All
5%12%
20%
40%
36%
25%
25%
14%10% 4%
5 - Strong evidence 4 3 2
1 - No evidence
Meaning and Forms of
Professional Higher Education
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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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Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country?
EU HEI-All Czech Republic HEI-All
6%12%
12%
33%32%
32%28%
11%20%
9%
5 - Very explicitly 4
3 2
1 - Not explicitly at all
Development of
Professional Higher Education
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How much are you aware of any policy recommendations for PHE from your national ministry of higher education?
EU HEI-All Czech Republic HEI-All
7%16%
16%
33%19%
28%30%
11%24%
9%
5 - Fully aware 4
3 2
1 - Not aware at all
Development of
Professional Higher Education
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DEFINING PHEHAPHE project
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An Important Distinction
Education with a Professional Orientation Education with a
Professional Orientation
Institutions specialising in
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A definitional attempt
DRAFT
• Professional higher education (PHE) offers particularly intense integration with the world of work in all aspects (including teaching, learning, research and governance) at all levels of the EQF for higher education and lifelong learning. It thus enhances a great diversity of opportunities, employability, qualifications and innovation pathways for the benefit learners and society.
• The intensity of the integration with the world of work, in all aspects and at all levels of the EQF, expresses in that fact that PHE is HE with strong focus on application through profession oriented E&T, combining phases of work and study, employability, cooperation with employers, practical relevant knowledge, research and
scholarship.
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Possible Differentiators
• curriculum development
• content• learning
methodology
• learning context
• staff
• research
• policy & strategy
DRAFT
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Questions
• How does PHE differentiate itself in each of these
areas?
• What is the core, “minimum” level of
‘professionalised’ nature of these characteristics?
• Is there any “excellence” level?
• Can we use them to create a diversity model?
DRAFT
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AREA CORE CHARACTERISTICS
Methods of curriculum development
Curriculum is developed by academia Based on external environment analysisCollaboration with stakeholders in particular with the world of workCurriculum is aligned to the future needs of practice context
Content for learning and study
Learning outcomes – knowledge, skills & competenceThe learning content is productively integrating theory and practice - examples, case studies, latest research/trends and references from both perspectives.
Learning Methodology
Strong representation of the world of work in the learning design Creation of situated learning environments, e.g. through simulation based learning, case studies, scenario based learning. Reflection of theory in practise / job experienceTeaching in collaboration with external professionals
Draft Characteristics of PHE
Teaching & Learning
DRAFT
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AREA CORE CHARACTERISTICS
Learning space
Reflection of theory in practise / job experienceIncludes significant practice phases
Academic and Teaching “Staff” and Education Professionals
At the program level the team show a good balance of academic background and relevant experiences from the world of workUpdate of experienceProfile and experience of key staff
Career Path of Academic and Teaching “Staff” / Education Professionals
Key academic / teaching staff and education professionals have practical experience
Draft Characteristics of PHE
Teaching & Learning
DRAFT
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AREA CORE CHARACTERISTICS
The Research Agenda
Agenda is informed by the priorities of the world of workShorter research periodsMarket drivenImpact in SMEs
Research Outcomes
Research outcomes seek to be directly applicable and to be used to innovate products/services, processes and procedures
Comments Profession-ledUp to industrial/professional doctorateIntensity relevant to level of education
Draft Characteristics of PHE
ResearchShould be an integral part of sustainable PHE although it might differ from level to level and is not implemented in all institutions, yet. PHE will advance knowledge through research and scholarship and disseminate this knowledge to meet the needs of society and enterprise
DRAFT
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AREA CORE CHARACTERISTICS
Policy & Strategy
Institutional policies and prospectus are defined by world of work in collaboration with internal stakeholders.
Draft Characteristics of PHE
Policy & Strategy
Other issues (quality assurance, staff development, management of resources, strategic planning, policies..) are cross-cutting and should follow general principles
DRAFT
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Next Steps
• Finalise definition, characteristics• Embark upon wide consultation with
stakeholders– National seminars– European policy seminars– Final Conference
• Quality criteria & parameters
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AcknowledgementsConclusions/presentationsAnthony Camilieri - KIC Malta
Research LeadersRaimund Hudak – DHBWMarek Frankowicz – PWSZTAR
Project LeadersStefan DelplaceIva Voldanova, Marko Grdosic, Alexandre Wipf
HAPHE Consortium• European Association of Institutions in Higher
Education (EURASHE) • Cooperative State University Baden Wurttemberg • Knowledge Innovation Centre• Skupnost Višjih Strokovnih Šol • Czech Association of Schools of Professional
Higher Education• Tallinna Tehnikakõrgkool University of Applied
Science • Vlaamse Hogescholenraad (Vlhora) • Association of University Institutes of Technology
Directors• Conselho Coordenador dos Institutos Superiores
Politécnicos• Państwowa Wyższa Szkoła Zawodowa w Tarnowie
• Vijeće veleučilišta i visokih škola
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Under the following conditions:Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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