Programme on Institutional Management in Higher Education - PDF document

Programme on Institutional Management in Higher Education How might higher education and research look in thefuture? Will it move away from national models and adoptglobal ones, as seems to be the case for many businessschools already? A new OECD report, Higher Education to2030, Volume 2: Globalisation, addresses these questionsby exploring trends and proposing futures scenarios. Higher education drives, and is driven by, globalisation, a A diversified cross-border higher education landscape? Will cross-border higher education – that is, the mobility ofstudents, faculty, programmes and institutions – continue togrow in the future?The growth in cross-border higher educationhas been one of the major trends in higher education over thepast decades. Supported by the decline in transport andcommunications costs and by programmes actively geared tofacilitating mobility within Europe and certain other countries,student mobility continues to grow apace with a 56% increasein the number of foreign students in the OECD area from 2000to 2006. This increase has been accompanied by other, newerforms of mobility, chief among them international trainingmobility and the mobility of higher education institutions,whether on a commercial or partnership basis. GLOBALISATION AND HIGHEREDUCATION: WHAT MIGHT THE FUTURE BRING? The OECD international forum designed for higher education institutionsTo become a member: www.oecd.org/edu/imhe/join Globalisation and highereducation: what might the futureIMHE newsPublications of interestIMHE calendar 0102030406070 All coauthorship Domestic coauthorship only International coauthorship become “exporters” of cross-border tertiary education. Lastly,several internationalisation strategies may continue to existalongside each other, with a commercial approach in English-speaking countries, since English gives them a competitiveadvantage and a proactive approach, although one based onuniversity partnerships, in other regions. This said, one mightalso envisage development along other lines, such as on alinguistic or religious basis. More collaboration and competition in academic research? Academic research is likely to become increasingly support, to further explore the linkbetween teaching and learning and toinvestigate ways of evaluating the impactsof quality teaching. www.oecd.org/edu/imhe/qualityteaching A global convergence in governance models? One key aspect of globalisation is the convergence of governancemodels of higher education systems – whether this convergenceis deliberate or not. The convergence is particularly visible whenlooking at higher education funding mechanisms and qualityassurance. The competitive allocation of research funding is a practice thathas increased in many OECD member countries over the pastten years, as has the practice of funding institutions based onperformance criteria. That being said, the finance mechanismsused by these systems still vary widely. Moreover, theseunderlying trends should not obscure the fact that traditionalmodels for the allocation of government funding are still largelythe predominant model in most OECD countries.The widespread development of quality assurance is a clearerindication of convergence: the number of external qualityassurances agencies in the world has increased sharply in the last20 years and there is broad consensus on the main componentsof the methodology. Different regional cultures do come across,however: Asian agencies seem keener on an evaluation approachthan Western agencies, which are closer to the audit approach.This demonstrates that it is possible for two different models toemerge from current trends. Although regional quality assurancenetworks have been formed over the past few years to promotethe development of cross-border quality assurance, the prospectof an international quality assurance agency or global terms ofreference for quality assurance still seems far off. Another majortrend that could be decisive for the future of quality assuranceand its role in higher education is the increasing importanceattributed to benchmarks, such as student attainment or howwell graduates do in the employment market in assessing thequality of an institution. The Bologna Process is a particularly interesting example ofglobalisation on a regional scale, since its influence extends wellbeyond Europe, as similar processes are being developed inLatin America and the Asia-Pacific region. While it has not(yet) led to a massive new increase in student mobility withinEurope, the Bologna Process has led to the adoption of acommon structure for degrees within Europe and has enabledthe creation of common European frameworks for qualityassurance and qualifications. Highly original in its open methodof co-ordination, it showed that a voluntary harmonisationAt the end of 2007,IMHE launched areview to identify the range of initiativesand the different actions taken by highereducation institutions on the quality ofteaching. The findings of the reviewconfirmed that institutional engagementwith quality teaching raises the awarenessof the crucial role of teachers in thelearning process and justifies the supportgiven to teachers to fulfil their mission. The second phase takes place in thecontinuation of the IMHE project onquality teaching the outputs of which werepresented at aWhat Works Conference onQuality Teaching in Higher Educationorganised by the OECD and the IstanbulTechnical University,on 12-13 October2009,at Istanbul Technical University,Turkey. With over 150 participants attending QUALITY TEACHING IN HIGHER EDUCATION:PHASE 2 process does not necessarily lead to system convergence. While,in some respects, a European higher education area is in theprocess of being set up, harmonising it implies coping with thetension between competition and co-operation. Towards a larger private higher education sector? The final key issue related to globalisation is the spread of acommercial model in higher education, implying strong growthin private higher education provision and financing. On average,the growth of private higher education and, especially, researchfunding, has been faster than that of public funding in the OECDarea, although in the majority of OECD countries highereducation is still largely funded by the public purse. With thenotable exceptions of Japan and Korea, the persistent relianceon the state is even more marked in higher education provision,since the private sector caters to an increasing number ofstudents in only a small number of OECD countries, namely inEastern Europe, Portugal and Mexico. Without stronggovernment policy intervention, the current trends do notsuggest very strong future development of the private sector inmost OECD member countries.However, private higher education is likely to increase sharply inthe future outside the OECD area, boosted by rapiddemographic growth, as has been the case in Latin America andAfrica over the past decades. The bulk of that growth isdependent on absorption by demand and therefore has littleimpact on research and elite institutions.In many ways, the trends in higher education are different withinthe OECD and in the rest of the world. The strengthening ofhigher education systems in OECD non-member economiesmight be another transformative force for OECD highereducation systems.The crisis has reminded us that trends may not continue forever.This is precisely why we have to think about futures scenarios.2030 will be here soon. In fact, it’s here already.Stéphan Vincent-Lancrin and Kiira Kärkkäinenfrom across the world, theConference was a greatsuccess,providing anopportunity to share theknowledge and experiencesof the experts involved in thestudy of quality teaching inhigher education. Furthermore, the methodo logical framework of thesecond phase incorporatesthe insightful input receivedfrom Conference participants. The second phase is aimed at helpinginstitutions explore their institutionalengagement in quality teaching throughindividual reviews. The main objectives areto investigate the perception of the facultyand students regarding quality teaching  International setting National context Regional inclusion  Decision makers BeneficiariesUniversitUniversitinitiativesinitiatives servationsInterviewsAnal Educational Research and InnovationHigher Educationto2030, Volume 2, Globalisation. OECD Publishing.ISBN 9789264075375. www.oecdbookshop.org 3 AHELO – Assessment of Higher Education Learning Outcomes– is a groundbreaking first attempt at measuring highereducation learning outcomes across diverse countries andinstitutions. The goal is to improve learning outcomes globally.But the first step is to assess whether such an assessment isfeasible and whether reliable cross-national comparisons ofhigher education outcomes are possible. This is why the OECDhas launched an AHELO feasibility study.AHELO has launched an active fundraising campaign in 2009to find financial and supportive partners in order to undertakethe feasibility study. To date, the OECD has already managed tosecure funding for AHELO from several organisations, despite ableak economic climate that has destabilised the foundationsector on a global scale. In the United States, AHELO has received generous fundingfrom several foundations. Additionally, a number of otherfoundations have expressed a keen interest in AHELO. With theU.S. now participating in the AHELO study through the Statesof Connecticut, Massachusetts, Missouri and Pennsylvania,interested foundations are actively campaigning for AHELOwith the prospect of further foundation support from the U.S. Across the ocean, European foundations have also committed tosponsoring AHELO. Riksbankens Jubileumsfond (Sweden), hasoffered an initial grant of SEK 550 000 this fall. More recently,Spanish, Portuguese and German foundations have alsoexpressed a strong interest in AHELO. Contacts are also underway with a number of otherorganisations and foundations based in North America and theAsia-Pacific region. An informational platform for potential sponsors is available at: www.oecd.org/edu/ahelo/fundraising IMHE NEWS IMHE is pleased to welcome twelve new members: � Chile – Pontificia Universidad Católica de Valparaíso � Finland – Oulu University of Applied Sciences � Finland – Savonia University of Applied Sciences � Germany – Institute for Research Information and QualityAssurance (iFQ) � Ghana – National Accreditation Board, Ghana � Mexico – Universidad Autonoma Metroplitana (UAM) � Switzerland – Office fédéral de la formation professionnelleet de la technologie � Egypt – The National Authority for Quality AssuranceandAccreditation in Education � Spain – Universitat Rovira I Virgili � Chile – Universidad Católica de la Santísima Concepción � Portugal – Portuguese Catholic University - Porto � Turkey – Maltepe UniversityAHELO FINDING FINANCIAL SUPPORTIMHE work on higher education in cities and regions is makingsteady progress. By the end of 2009, ten regions and cities in thesecond round of reviews will have received an OECD-led reviewvisit. Thirteen regional self-evaluation reports are availableeither in draft or final version. The reports highlight the widerole of universities and other higher education institutions in theeconomic, social and cultural development of their cities andregions.New regions and their HEIs are invited to join the reviews to takeadvantage of OECD expertise and the exciting partnershipbuilding process. The latest recruit is Valparaiso in Chile.Valparaiso has a population of 1.7 million and nearly 99 000students in their higher education sector, including fourtraditional universities, six other universities or universitysatellites and the vocational institutes. In collaboration with theRegional Development Agency, the higher education institutionsaim to reposition the region as a knowledge and innovation hubin Chile. The region has identified five key clusters in which highereducation plays a key role. They are the food industry, knowledgeindustry, logistics, tourism, and innovation and technology.The Free State Province in South Africa was the first region tojoin the third round of reviews. The review process is being ledby the University of the Free State. Mining and agriculture havebeen the most important economic sectors in the region, butthere is now a need to move towards tertiary economic activity.The region has a declining population and, in addition, largescale rural to urban migration. The review will be used as a toolto update the Free State Provincial Growth and DevelopmentStrategy. The review will be supported by the Flandersgovernment.Contact Jaana.puukka@oecd.org Read more: www.oecd.org/edu/imhe/regionaldevelopment OECD REVIEWS OF HE IN REGIONAL AND CITY DEVELOPMENT SECOND ROUND NOW HALF WAY DONE, VALPARAISO AND FREE STATE THE FIRST TO JOIN THE THIRD ROUND Layout: Linéale Production 13-15 Sept. 2010 IMHE General Conference,Higher Education in a World ChangedUtterly. Doing More with LessParis, France. www.oecd.org/edu/imhe/generalconference21-23 April 2010 CONAHEC Conference,Innovation in International HigherEducation Collaboration. CreatingOportunities inChallenging TimesHouston, USA. www.conahec.org ACA Annual Conference 2010Córdoba, Spain. www.aca-secretariat.be25-26 June 2010 IAU 2010 International Conference onEthics and Values in Higher Educationin the Era of Globalization: What RoleVilnius, Lithuania. www.mruni.eu/1-4 Sept. 2010 EAIR Forum, Universities: New Missions for, Valencia, Spain. www.eair.nl/forum/Valencia Please inform IMHE. If you received only the paper version ofthisnewsletter and wish to continue receivingthisnewsletter, please send your e-mail address IMHE-Info is published in English and Frenchbythe OECD Programme on InstitutionalManagement in Higher Education (IMHE).Excerpts from this newsletter may be reproducedwith full reference. Please send inquiries,comments and items to be considered forpublication to:Valérie Lafon, Editor IMHE Programme, OECD2, rue André-Pascal75775 Paris Cedex 16-FranceTel: (33) 1 45 24 92 24 or (33) 1 45 24 75 84Fax: (33) 1 44 30 61 76 www.oecd.org/edu/imheLocal Economic and Employment Development(LEED).Designing Local Skills Strategies OECD Publishing. ISBN 9789264066625ith global economic change and rising mobility,it is no longer simple to invest in a skilled work-force for the future. Actions are needed on a vari-ety of fronts, including attracting and retainingtalent, better integrating disadvantaged groups into the labourforce, and upgrading the skills of low-paid workers. Much of theresponsibility for these actions falls squarely on the shoulders oflocal policy makers. Drawing from a wide array of case studies, this book analysesbest-practice local strategies for increasing workforce skills. Andit also takes a close look at the opportunities and challenges pre-sented by international migration. PISA Equally prepared for life?: How 15-year-old boys and girls perform in school. OECD Publishing. ISBN 9789264064072n the past few decades there has been anincreasing interest in the different educationalexperiences, successes and eventual outcomesthat prevail for men and women world wide. Compelling moral, social and economic incentives for individualsand societies have motivated research to better understand gen-der differences from early childhood through to labour marketparticipation. Research focusing on gender differences can informpolicy endorsing gender equity. More specifically, research oneducational performance and attitudes can be effective in pro-moting quality student outcomes and equity. The OECD’s Programme for International Student Assessment(PISA) explores the educational performance and attitudes of15-year-old girls and boys. This report begins with a general sum-mary of gender differences measured outside of the PISA assess-ment programme. It then considers the knowledge gained aboutgender-related issues from previous PISA cycles. OECD Employment Outlook 2009: Tackling the Jobs Crisis. OECD Publishing. ISBN 9789264067912his 2009 edition of the OECD Employment Out-look provides an annual assessment of labourmarket developments and prospects in membercountries. This issue focuses on the jobs crisis inparticular and looks at steps taken by governments to help work-ers and the unemployed. It recommends ways of preventing cur-rent high levels of unemployment becoming entrenched. 15–18 Sept. 2010 22nd Annual EAIE ConferenceNantes, France. www.eaie.org/nantes/ PUBLICATIONS OF INTEREST In 2010, the principal contacts for IMHE members have access to allOECD publications online. To access this service, contact Emily Groves, emily.groves@oecd.org for the user name and password. Thisuser name and password, valid until the end of 2010, is meant for your personal use only. Find all our meetings on www.oecd.org/edu/imhemeetingsIMHE CALENDAR