current status and trends in european...
TRANSCRIPT
Current Status and Trends
in European Mobility
Gabriele Abermann
Salzburg University of Applied Sciences
National Austrian Expert for the European
Higher Education Area
Agenda
• European Policy on Mobility
• Erasmus+ and Types of Mobility
• Benefits and Risks of Mobility
• Issues under Debate
Personal Introduction
1997 - Senior Lecturer at Salzburg University of Applied Sciences (SUAS)
International Academic Coordinator and Subject Area Coordinator
for Social and Communicative Competence courses in the degree
programmes of Information Technology and Systems Management
and Applied Image and Signal Processing
2009 – National Austrian expert for the European Higher Education Area
2011-2013 Vice Rector for Teaching and Learning as well as
Internationalization
2010-2012 Coordinator of the EU-funded university-enterprise cooperation
project SKILL2E (7 universities, 5 enterprises from Europe and US)
2004-2013 Head of International Office at SUAS
Teaching experience abroad: Croatia, Finland, Italy, Spain, Sweden,
Romania, UK, US, most recently international Erasmus+ teacher
mobility to Australia, one month at University of Newcastle
PhD in English Language and Literature
established 1995
4 Faculties: Engineering – Business &
Social Sciences – Design, Media & Art
– Health Studies
7 Bachelor degree programmes
10 Master degree programmes
2,700 students and 7500 graduates
state-of-the art infrastructure
excellent industry ties
Salzburg University of Applied
Sciences - Facts
European Policy on Mobility
European Council Policy Documents
European Commission Policy Documents
European Higher Education Area (EHEA)
and the Bologna Process
European Council
Policy Documents
Education and Training 2020 Strategy
Published in 2009
Four overall strategic objectives
Lifelong learning and mobility – 20% target
Quality and efficiency of education
Equity, social cohesion and active citizenship
Creativity and innovation / entrepreneurship
Focus on peer learning
6 priorities for 2016-2020, 2 related to higher education
Relevant and high-quality employability skills
Transparency and recognition of skills > mobility
European Higher Education
in the World (2013)
Defines strategic priorities and principles in global
cooperation
Student-centred learning
Integrated internationalization and mobility
Use of ICT and digital learning
Balanced and fair partnerships
Outlines concrete measures
1000 partnership projects funded
60 000 mobile students, staff and researchers
Geographical initiatives: Eastern neighbouring countries
European Commission
Policy Documents
Monitoring Reports for the ET2020 Strategy
2015 most recent one
Flagship Initiative – Youth on the Move
Addresses all levels of education
Modernisation of higher education
Mobility > Erasmus+
New Skills for New Jobs Agenda
Focus on social skills and digital competence
European Commission -
Erasmus+
Launched in 2014 – active in 2015
Schemes for all levels of education and lifelong learning
Higher Education
Key Action 1: Individual LEARNING mobility:
Students, young graduates (study, traineeships)
Academic and administrative staff (also to and from
enterprises
NEW: also with partner countries worldwide
Erasmus Mundus Joint Master Programmes
Joint delivery by at least 3 institutions
Scholarships for students (up to 9000€ + travel +
subsistence of max €1000/month)
European Commission -
Erasmus+ Ctd.
Key Action 2: Innovation and best practices
Strategic partnerships
Knowledge alliances (university-business cooperation)
Capacity building: support for reform in partner countries
Key Action 3: Support for policy reform
E.g. National experts for the EHEA projects
Austria: Promoting the quality of mobility and teaching in
higher education
Strategic Partnerships –
Intended Impact
increased quality of education and training;
education, training and youth systems that are better aligned to the needs of
and opportunities offered by the labour market
improved provision and assessment of basic and transversal skills,
particularly: entrepreneurship, social, civic, intercultural and language
competences, critical thinking, digital skills and media literacy;
increased use of learning outcomes when describing and defining
qualifications, parts of qualifications and curricula, in support to teaching and
learning and in assessment;
more strategic and integrated use of ICTs and open educational
resources (OER) in education, training and youth systems;
increased motivation for language learning through innovative teaching
methods or better links to practical use of language skills required by the
labour market;
reinforced interaction between practice, research and policy.
Strategic Partnerships –
Activities
activities that strengthen the cooperation and networking
testing and/or implementation of innovative practices in the field of
education, training and youth;
activities that facilitate the recognition and validation of knowledge,
skills and competences acquired through formal, non-formal and
informal learning;
activities to better prepare and deploy the education and training of
professionals for equity, diversity and inclusion challenges in the
learning environment;
activities to promote the integration of refugees, asylum seekers and
newly arrived migrants and raise awareness about the refugee crisis in
Europe;
transnational initiatives fostering entrepreneurial mind-sets and skills, to
encourage active citizenship and entrepreneurship (including social
entrepreneurship), jointly carried out by two or more groups of young
people from different countries.
Capacity Building Projects –
Aims
Support eligible Partner Countries in addressing challenges
in the management and governance of their higher
education institutions
Focus on improving the quality of higher education
Develop new and innovative education programmes
Modernise higher education systems through reform
policies
Foster cooperation across different regions of the world
through joint initiatives.
Strengthen relations between higher education systems and
the wider economic and social environment.
Capacity Building Projects –
Types of Projects
Joint projects
aimed at organisations to help improve
Curricula,
Governance
Strengthening of relations between higher education
systems
Structural projects
aimed at promoting reforms in higher education systems
modernising policies
Governance and strengthening relations between higher
education systems and the wider economic and social
environment
European Higher Education
Area (EHEA) - Bologna Process
Overarching framework for higher education policy
decisions
Ministerial meetings with Communiqés every 2-3
years
Identify priorities and recommendations for
actions
Endorse documents for reporting and strategy
Legislation is done on NATIONAL level
The Lisbon Recognition Convention (1997) is
the only legally binding agreement on European
level
Qualifications must be recognised unless it can
be proven that there is a substantial difference
Network of national authorities (ENIC-NARIC)
Quality Assurance and
Transparency Instruments
European Credit Transfer and
Accumulation System (ECTS)
Outcome-based approach to
curriculum design
Fixed number of credits for levels
of higher education
Course Catalogue
Learning Agreement
Transcript of Records
Traineeship Certificate
Quality Assurance and
Transparency Instruments
Diploma Supplement (DS)
Describes academic awards in a systematic way
Includes learning outcomes at programme level
Includes individual Transcript of Records
7 Certification
4 Content and
results achieved
learning outcomes at
programme level
and indicudual
results
6 Additional
Information, e.g
Mobility periods
5 Function of the
Qualification =
access to further
studies or regulated
professions
8 National
Educational
System
1 information on
the holder of the
qualification =
graduate
2 type of
qualification and
institutions
involved
3 level of
qualification first
cycle –bachelor;
second cycle Master
…
Diploma
Supplement
Quality Assurance and
Transparency Instruments 2
Qualifications Frameworks
QF- European Higher Education Area (2005)
3 levels, correspond to EQF levels 6-8
European QF for Lifelong Learning (2008)
8 levels, all types of education including vocational
National QF – self-referenced against EQF
European Standards and Guidelines (ESG)
Defines reference framework for internal and external
quality assurance for higher educational institutions
European Quality Register (EQUAR)
Approved quality assurance agencies (41)
Quality of Mobility – Leuven
Communiqué (2009)
We call upon each
country to increase
mobility, to ensure its
high quality and to
diversify its types and
scope. In 2020, at least
20% of those graduating
in the European Higher
Education Area should
have had a study or
training period abroad.
Quality of Mobility –
Bucharest Communiqué (2012)
We will pursue the
following goals: to provide
quality higher education
for all, to enhance
graduates’ employability
and to strengthen mobility
as a means for better
learning.
Mobility for Better Learning. Mobility Strategy 2020 for the
European Higher Education Area (2012) Adopted by EHEA Ministerial Conference in Bucharest
Focus on support and recognition to ensure skills gain for mobile
students
Quality of Mobility
Yerevan Communiqué - 2015
Enhancing the quality and relevance of
learning and teaching
Promote staff mobility
Fostering the employability of graduates
throughout their working lives
Making educational systems more
inclusive
Implementing agreed structural reform
A common degree structure and credit system > revised ECTS Users’
Guide
common quality assurance standards and guidelines > revised
European Standards and Guidelines (ESG)
cooperation for mobility and joint programmes and degrees > possibility
of accrediting joint programmes through QA agency from EQUAR
Next Conference
30 June 2018 in Paris
in remembrance of the
Sorbonne Declaration in 1998
marking the start of the
Bologna Process
Quality of Mobility – Erasmus+
Erasmus Charter for Higher Education
Describes obligations, rights and quality assurance
mechanisms for sending and receiving institutions
European Policy Statement
Required for application of Erasmus+ Charter
Prerequisite for participating in programme
Describes concrete measures for quality assured
implementation of mobility activities and its relevance
for overall strategy
Studies on Impact
of Mobility 1
Studies on Impact
of Mobility 2
Eurydice Report: Towards a Mobility Scoreboard:
Conditions for Learning Abroad in Europe (2013)
Indicates a lack of national strategies e.g. around
recognition practices of credit mobility
EUA Report: Connecting Mobility and Practice (2014)
Recommends more integration of strategies at
institutional level
Erasmus Impact Study (2014)
Very positive picture but
28% skills gap between subjective and objective
assessment
Erasmus Student Network (ESN) Reports
Different focus every year: 2011 on mobility
IAU 4th Global Survey (2014)
Comprehensive data collected
worldwide at managerial levels
EAIE Barometer (2014)
Data collected mainly at
operational level
Studies on Impact
of Mobility 3
European Parliament Study.
Internationalisation of Higher
Education (2015) Comprehensive
analysis based on literature research
and IAU as well as EAIE studies;
detailed country analyses
EUA Trends Report 2015
Focus on quality of teaching and
learning
Mobility seen as relevant aspect
Benefits of Internationa-
lization – IAU Study
Benefits – Regional Priorities
Benefits EAIE Barometer
Impact of Mobility – Recent
Studies
64%
92%
85.7%
97%
36%
80%
52%
of employers value an international experience with
looking for transversal skills (EIS 2014)
of academic staff perceive enhanced employability skills in
their mobile students after a period abroad (2015 HEA
Report)
of students believe they have an advantage on the job
market (ESN 2011 Survey)
of Erasmus alumni were offered a job by the company
where they did their placement (EIS 2014)
of Erasmus students thought they had improved their
transversal skills
of Erasmus students actually showed a skills gain (EIS 2014)
Risks of Internationalization-
IAU Study
(Additional) Challenges
EAIE Barometer
Improving international strategic partnerships
Increasing outgoing student mobility
EU Parliament Study
Overreliance on income generation / financial dependency
Commodification / commercialization of education
Lack of diversity through recruitment from certain world
regions only (e.g. China, India)
Internationalization only for reasons of prestige
(>rankings and narrow indicators)
Danger of elitism (mobile elite)
Externally driven not by institution-specific needs and
rationales
Key Developments
EU Parliament Study
Growing importance of internationalization
Increase in institutional strategies
Funding issues especially in context of increased
privatization
Shift from cooperation to competition – impact of
globalisation
Emerging regionalisation, Europe seen as example
Increasing numbers – quality assurance
Insufficient data for comparative analysis and decision-
making
Emerging focus areas: Internationalization of the
curriculum, transnational education, digital learning
Key Issues under Debate with
Respect to Mobility
Quality versus quantity issues in mobility
Isolated activity versus integrated into curriculum and
overall comprehensive internationalization strategy
Ensuring benefit of mobility for students especially in
terms of employability skills
Social dimension – mobility for underrepresented
groups
An experience in another culture will not prepare a student
to master every cultural challenge; but, if done correctly,
an international experience will provide a student with an
appreciation for the value of what people with completely
different world-views can bring to life situations
Duke, S. T. (2014). Preparing to study abroad: Learning to
cross cultures (1. ed). Sterling Va.: Stylus.
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