Www.eurashe.eu Supporting Higher Education in Europe 1 Patterns and Characteristics of PHE Today 1 Konference „Inovace výstupů, obsahu a metod bakalářských

www.eurashe.eu

Supporting Higher Education in Europe

1

Patterns and Characteristics

of PHE Today

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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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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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EURASHE: MISSION & ROLE

EURASHE introduction 3

www.eurashe.eu


• 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

www.eurashe.eu


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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

www.eurashe.eu


• 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

www.eurashe.eu


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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

http://www.eurashe.eu/pp10COM

http://www.eurashe.eu/ppOVER

http://www.eurashe.eu/ppRI

http://www.eurashe.eu/ppQA

http://www.eurashe.eu/ppMOB

www.eurashe.eu


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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

www.eurashe.eu


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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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Harmonisation of Approaches towards Professional Higher Education

HAPHE Project

http://haphe.eurashe.eu

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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



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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




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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


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


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




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

23-Frequently

occuring4

5-Usedpractice




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



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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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5%12%

20%

40%

36%

25%

25%

14%10% 4%

5 - Strong evidence 4 3 2

1 - No evidence



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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?


6%12%

12%

33%32%

32%28%

11%20%

9%

5 - Very explicitly 4

3 2

1 - Not explicitly at all

Development of



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


7%16%

16%

33%19%

28%30%

11%24%

9%

5 - Fully aware 4

3 2

1 - Not aware at all

Development of



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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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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


Teaching & Learning

DRAFT


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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


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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Policy & Strategy

Institutional policies and prospectus are defined by world of work in collaboration with internal stakeholders.


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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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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More Information on the European Association of Institutions in Higher Education

Websitewww.eurashe.eu

[email protected]

Brussels SecretariatTel: 0032 (0)2 211 41 97Fax: 0032 (0)2 211 41 99

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EURASHE strategy

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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