Transcript Document

MODERNIZATION OF HIGHER EDUCATION
(EUROPEAN CONTEXT)
Senia Terzieva
1 – 8 March 2015 SEMEY
An European Union agenda for the
modernisation of higher education
• Europe needs more graduates
• Quality, relevance and employability
• Higher education’s contribution to economic
recovery and long term growth
Lene Oftedal, Policy Officer, Higher Education and Erasmus, DG EAC
Bologna and Higher Education Reform Experts, Lisbon 06.10.2011
1 – 8 March 2015 SEMEY
Higher education institutions in time of change
To achievement the general objectives of the Europe 2020
Strategy, a central role assigned higher education
institutions.
The European Commission , in subsequent communications
released in 2011, 2012 and 2013, stressed the importance
of education – and higher education in particular – as a key
enabler of smart, sustainable and inclusive growth.
How innovations can support higher education in times of change?
1 – 8 March 2015 SEMEY
Higher education institutions in time of change
 What are the main challenges facing higher education and driving
innovation in this sector?
 What are the key differences in terms of regional and institutional
contexts for achieving successful innovation in higher education for
different constituencies?
 How does innovation in higher education involve key system components
and how does it influence – directly and indirectly – the system
functions?
 What are the key processes and the roles of the key stakeholders in
implementing innovation?
 What are the major outcomes of innovation in higher education and
what main bottlenecks and blockages exist in achieving them?
Brennan, John, Broek, Simon, Durazzi, Niccolo, Kamphuis, Bregtje, Ranga, Marina and Ryan, Steve (2014)
Study on innovation in higher education: final report. E C Directorate for Education and
Training Study on Innovation in Higher Education,
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Functions of higher education systems
Teaching and learning
· Curriculum development;
· Student assessment
- Mobility;
· Accreditation;
-New knowledge creation ;
· Testing and measurements;
· Experimentation;
· Validation of results;
· Protection of Intellectual property;
Creation of spin-offs
· Contracts with industry;
· Contracts with public bodies;
· Participation in policymaking;
· Involvement social environment;
· Public understanding of science
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Policy for changing in university management
Teaching and learning process
− Awareness of the reason from the implementation of the
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innovation, stimulates openness to innovation and changes
Involve faculty members in implementation of new learning
technologies
Stimulate cross-institutional collaboration to improve quality and
student posibilities to choice individual educational plan (and
possibly to decrease costs)
Put in place adequate measures for skills development of teaching
staff
Regularly review of the existing organisational linkages with partners
and stakeholders
based on: Brennan J., & all, Study on innovation in higher education:
final report (2014): final report, European Commission
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Overcoming the boundaries and more synergies
between
Business manufacturing and services, primary sectors, financial sector,
creative industries, social sector, large firms, SMEs, young
entrepreneurs, students with business ideas, cluster and business
organisations.
Research research bodies, universities, science and technology parks, NCPs,
Technology transfer offices, Horizon2020 committee members, regional
ESFRI roadmaps etc.
Public administration
Different departments, if relevant at different government levels, agencies e.g.
for regional development, business advice, public procurement offices,
incubators, etc.
Civil society
NGOs and citizens’ initiatives related to societal challenges for which innovative
solutions would be helpful, consumers associations, talents, etc.
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Policy for changing in university management
− Identify the students characteristics and needs analys of learners expectations of
education;
− Ensure learner access to relevant technologies and possession of necessary skills to
gain maximum benefits from them;
− Provide appropriate processes, tools and support activities so that Faculty are able
to fully utilise the rich data generated through analytics to enable them to respond
to individual student needs and to further develop their teaching;
− Clarify the roles of the different actors (within and beyond the institution) involved
in meeting these needs;
− Build supportive relationships and trust between the relevant actors (students,
academic staff, support staff, IT staff, managers and, where applicable, employers).
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Policy for changing in university management
Policy to face globalisation and internationalisation
Higher education institutions should consider the need to:
− Balance commercial, educational and reputational considerations in
formulating overall international strategy
− Consideration the interconnected factors such as student mobility and
placements, qualification recognition, funding implications, curriculum and
pedagogic implications, and labour market linkages
− Consider the needs of different actors including home and international
students, academic and support staff, quality assurance agencies, employers
− Establish how much to ‘export’ from the home institution
− Establish how much to ‘import’ from the international activities to reshape
the home institution
− Satisfy different national regulatory and quality assurance regimes
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Policy for changing in university management
− Clarify the funding implications, intended outcomes and timescales for the
innovation
− Collect and analyse feedback information (from learners, institutions,
employers etc) on performance and impact, and inform all relevant actors
− Identify any unintended consequences of the innovation (e.g. for other
functions, for widening participation or labour market linkages)
− Establish a clear regulatory including: quality assurance mechanisms, credit
recognition processes and intellectual property right regulations
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Policy for changing in university management
Research results are integrated into entrepreneurship education and
training
Integrating research results into entrepreneurship education and training
can show the breadth of entrepreneurship – for example, by discussing
entrepreneurship in different contexts such as:
• Business models;
• Forms of ownership;
• Social and societal entrepreneurship;
• Entrepreneurship in transition economies;
• Corporate entrepreneurship; Etc.
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Innovative university ?
Enterprenuerial education
"Entrepreneurial higher education institutions are
designed to empower staff and students to demonstrate
enterprise, innovation and creativity in research, teaching and
pursuit and use of knowledge across boundaries. They
contribute effectively to the enhancement of learning in a
societal environment characterised by high levels of uncertainty
and complexity and they are dedicated to creating public value
via a process of open engagement, mutual learning, discovery
and exchange with all stakeholders in society - local, national and
international.“
Gibb, A.A. (2013, submitted), "Developing the Entrepreneurial University of
the Future. Key Challenges, Opportunities and Responses", OECD, Paris.
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Innovative university
Enterprenuership develeopment in teaching and learning
Collaborating and engaging with external stakeholders is a key component of
teaching and learning development in an entrepreneurial higher education
institution.
The higher education institution validates entrepreneurship learning outcomes.
Entrepreneurial behaviour is supported throughout the higher education
experience; from creating awareness and stimulating ideas through to
development and implementation.
Staff take an entrepreneurial approach to teaching in all departments,
promoting diversity and innovation in teaching and learning.
The higher education institution is structured in such a way that it stimulates
and supports the development of entrepreneurial mindsets and skills.
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Innovative university
Engagement stakeholders in process for development teaching and learning in an
Entrepreneurial Higher Education Institution
Guest lecturers, life case studies, interviews, are appropriate formats.
Some co-delivered courses (team-teaching ) by academics and practitioners.
Programes oriented in the devepoment of learning experience in entrepreneurial
practice.
(The practitioners benefit: academic reflection about their practices, networking with
students as potential future recruits and gaining insights into up-to-date research
methodologies and results.)
Now in Bulgaria we have a regulations obstacles.
In addition, such practitioners can be involved in developing or reviewing the strategy
of the higher education institution on entrepreneurship co-operation as well as in
reviewing programme content and models of teaching.
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Innovative university
Support the entrepreneurial behaviour. Creating awareness and stimulating
ideas through to development and implementation of new ventures.
The objective of entrepreneurship education is the systematic and effective
development of enterprising individuals, who are responsible towards society
and the communities they live in. For the practical implementation of
entrepreneurship education, however, this must be narrowed down into broad
learning objectives and practical aims, such as:
• Creative thinking;
• Self-initiative and responsibility;
• Tolerance for and overcoming failure; and,
• Commercial literacy for business creation and growth.
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Innovative university
Provide the learning environment , which stimulate and support the
development of entrepreneurial skills
The establishment of academic positions will help to promote entrepreneurship
development in teaching and learning. An example is a chair or professorship in
entrepreneurship. Such formalised entrepreneurship champions can support
further work on developing an entrepreneurial spiritthrough the following
activities:
• Initiating student projects to develop ideas on how to make the higher
education institution more entrepreneurial;
• Taking over responsibility for developing workshops on entrepreneurial
activities and academic spin-offs for students and/or faculty;
• Developing closer collaboration with different types of successful
entrepreneurs, including alumni that could serve as role models and source
of inspiration.
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Key policy messages
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Increase attainment levels (in line with Europe 2020 agreed national
targets), including among underrepresented
Progression routes and recognition of prior learning and
experience
Outreach to underrepresented groups, guidance and targeted
financial support
Reduce drop-out
Improve quality and relevance
- Graduate employability
- Tailoring learning modes to a diverse student body
- Motivating and rewarding excellent teachers
- Programmes informed by and adapted to labour market needs.
underrepresented
Lene Oftedal, Policy Officer, Higher Education and Erasmus, DG EAC
Bologna and Higher Education Reform Experts, Lisbon 06.10.2011
1 – 8 March 2015 SEMEY
Q&A
Thank You for Your
Attention