Higher Education and Research: Mission and Interaction

Higher Education and Research: Mission and

Interaction

David Crosier

CONFERENCE TO LAUNCH WORK ON A MASTER PLAN FOR HIGHER EDUCATION IN ALBANIA

Tirana, March 22 - 23, 2006

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European University Association (EUA): Mission and Interaction

EUA: main representative organisation of universities (c750) and their national Rectors’ Conferences (34) in 45 countries across Europe

Mission: to promote coherence in European higher education and research

Interaction: through Policy development

Support to members (projects & services)

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Increasing demands on higher education institutions

- Increase participation & widen access but cut costs - be more competitive / be more socially inclusive- be more local, more regional, more European, more global - increase mobility within Europe / attract more students and scholars from outside Europe- improve academic quality / be more responsive to labour

market providing graduates with more employable skills- provide compatible curricula across Europe / maintain cultural diversity & be more learner-centred - be more autonomous / conform to set framework- concentrate research / respond to regional needs- do it all with decreasing public funding...

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Bologna and Lisbon The Bologna Process: Governmental push for

convergence in 1999 legislative reform and implementation in universities across Europe. EHEA by 2010. 45 countries

The Lisbon strategy: -> to make Europe the most competitive knowledge based society also by 2010: shared expertise, knowledge and resources with priority on research training, through FP7 - including ERC & now EIT.

EU 25 countries

HEIs increasingly recognised as central actors if the Lisbon & EHEA goals are to be reached

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A changing higher education landscape

Every institution cannot do everythingNeed for re-thinking and refocusing HEI missions around societal needs and institutional strengthsMaintain commitment to research-based higher education, but...Recognise and value excellence in all aspects of institutional missions – teaching, services to society, as well as researchHow to do it?

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Reforming higher education and research at the same time

Step 1: Societal / stakeholder debate about higher education system:recognise the need for multiple institutional missions

Step 2: Encourage institutions to differentiate their profile and missions:

Some competitive output-based funding incentives can help

Step 3: Rethink governance: To whom are higher education institutions accountable? How? What kind of governance structures best support institutions? Role of leadership & effective management…

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Doctoral studies – at the crossroads of higher education and research

Berlin Communiqué: Doctoral Programmes as the third cycleEUA Doctoral Programmes Project 2004-2005: aim to link its activities to policy debate and to feed into the preparation of recommendations for Bergen 2005

- Maastricht conference on research training - Salzburg Bologna Seminar and the Salzburg priniciples - Final project report

Bergen Communiqué: BFUG asked to invite EUA and its partners to prepare a report on the further development of the Salzburg principles, to be presented to Ministers in London 2007.

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EUA Project on doctoral studies (2004/5)

MAIN CONCLUSION:

Need for stronger institutional involvement in organisation of doctoral programmes built on closer collaboration with partners (education and research, industry/ employers,

students, governments)

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Other cross-cutting issuesMobility as a part of doctoral programmes and a recognised added value (important for career development)

European dimension in doctoral programmes – more joint programmes needed built on high quality standards and mutual trust

Funding – diversity of financial sources, new ways of collaboration with other partners (e.g. industry), employment contracts etc.

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Some open questionsHow to make doctoral education a part of institutional policies and strategies?How to support new structures of doctoral programmes offering wider generic skills training or cross-disciplinary training linked to further career prospects in all sectors? What should graduate (postgraduate) education cover?What is the role and link with Masters in this context?Supervision: how to persuade universities (and supervisors) about the importance of further training of supervisors or new models of supervision?

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New EUA-BFUG Doctoral Programmes Project

Objective: to prepare the report and recommendations on doctoral programmes for the ministerial meeting in London 2007Activities: 2 workshops focused on specific aspects of doctoral

programmes (23-24 March and 12-13 October 2006) WG on doctoral programmes at the conference « A

Researchers’ Labour Market – a Pole of Attarction », Vienna, 1-2 June 2006 Final Bologna Seminar, December 2006, France Final report – beginning of 2007

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Some issues to consider in addressing reform

Reform doesn’t begin at point zero: need to take account of current environment, socio-economic situation, culture etcMuch to learn from the experience of others: all countries/institutions are in a process of (permanent) reform and innovation, and there is no need for everyone to make the same mistakes...Body of European experience to draw upon – through CoE/EUA/ESIB/EURASHE/ENQA etcSome clear evidence in Europe: quality and effectiveness of reforms enhanced when institutions are empowered (effective autonomy), and when all who should be involved are properly consulted (cf Trends IV)