The OECD’s Programme on Institutional Management in Higher Education
07/10/2011
Fast facts on OECD
• Established 1961• Headquarters: Paris• OECD Centres: Berlin, Mexico City,
Tokyo, Washington• Members: 34• Secretary-General: Angel Gurría• Secretariat staff: 2 500• Annual budget: 320 € million (2009)
• Nearly 300 expert committees and working groups
What is the OECD?
• The OECD is the global organisation that drives better policies for better lives
• It analyses, measures and compares to give advice that helps raise living standards
• Aims for a stronger, cleaner, fairer world:– sustainability and prosperity– integrity and respect for the environment– equal access to opportunity and its benefits
CleanerStronger
Fairer
Competition
Trade
Education
Employment
HealthcareMigration
Finance
Taxevasion
Corruption
Fiscal policy
Energy
Innovation
Climatechange
Better lives from every angle
Developmentassistance
Pensions
Entrepreneurship
Agriculture
Governance
OECD’s Directorate for Education
ETP Education and Training Policy
EMI Education Management and Infrastructure: • IMHE (Institutional Management in Higher Education)
•CELE (Centre for Effective Learning Environments)
IA Indicators and Analysis
CERI Centre for Educational
Research and Innovation
NME Programme for Co-operation
with Non-Member Economies
What is IMHE?
A network of 255 members from 53 countries
HEIs, government and agencies
Policy analyses and services to members
An institutional voice within OECD
What is IMHE’s mission?
To improve higher education by providing strategic analysis on institutional development in the
context of national policy and global trends
What are the benefits of IMHE membership?
IMHE main activities
Assessing Higher Education Learning
Outcomes: Feasibility study
Supporting Quality of Teaching
in HE
Higher Education in Regional and City
Development
Institutions in the Emerging Global Market for HE
AHELO at a glance
What?A research approach to provide a proof of concept and practicality.
Why?Outcomes used to assist countries to decide on the next steps.
When?Phase 1 - Development of tools: January 2010 to June 2011 Phase 2 - Implementation: March 2011 to December 2012
Who?Data will be collected from a targeted population of students who are near, but before, the end of their first 3-4 year degree.
To evaluate whether reliable cross-national assessments of HE learning outcomes are scientifically possible and whether their implementation is feasible.
Goal?
How?Broad frameworks that guide international expert committees charged with instrument development in the assessment areas.
AHELO: The aims
Test the science of the assessment• Whether it is possible to devise an assessment, as
well as associated contextual data, that enables reliable statements to be made about the performance/effectiveness of learning in institutions of very different types and in countries with different cultures and languages
Test the practicality of implementation• Whether it is possible to motivate institutions and
students to take part in such an assessment and find solutions to implement such an assessment
AHELO: Assessing scientific feasibility
Is it possible to develop instruments to capture learning outcomes that are perceived as valid in diverse national and institutional contexts?
Do the test items perform as expected and do the test results meet pre-defined psychometric standards of validity and reliability?
Is it possible to score higher-order types of items consistently across countries?
Is it possible to capture information on teaching and learning contexts that contribute to explaining differences in student performance?
Questions such as :
AHELO: Assessing practical feasibility
How effective are strategies implemented at national/institutional level to secure institutional and student cooperation?
Can students be motivated to take part in such an assessment and take it seriously?
To what extent does the implementation of the feasibility study assessments bring benefits to participating HEIs?
To what extent does the implementation of the feasibility study contribute to demonstrating its value for the improvement of teaching and building support for an AHELO?
Questions such as :
AHELO: 2 phases
Generic Skills
Framework
EconomicsFramework
EngineeringFramework
Project management,survey operations and
analyses of results
Contextual dimension surveys
Frameworks
Instrument development & small-scale
validationGeneric Skills
Instrument
EconomicsInstrument
EngineeringInstrument
Implementation
Phase 1 -Initial proof of concept
Phase 2 -Scientific feasibility & proof of
practicality
Jan 2010-June 2011
Mar 2011-Dec 2012
Supporting Quality Teaching • Phase 1: Dec 2007 – June 2009
Effectiveness of institutional policies and initiatives aimed at enhancing the quality of teaching (completed).
• Lessons learned:1.Institutional commitment is crucial 2.Synergies between technology, human resources, learning
facilities and student learning support policies stimulate quality teaching.
3.Pioneering innovative evaluation approaches are necessary to further demonstrate the correlation between teaching and learning
Supporting Quality Teaching
• Phase 2: July 2009 – Dec 2011Explores the institutional experiences and approaches
• Content:– Reflective paper for the institution– International cross-analysis– What Works Conference (5-6 December
2011)
University Catania (Italy)
Participating institutions (Oct. 2011)
UNAM (Mexico)
Universidade Católica
Portuguesa (Portugal)
Eötvös Loránd Univ.
(Hungary)
Laurea University (Finland)
Higher School of Economics (Russia)
Cape Peninsula Univ. of
Technology(South Africa)
Open University of
Catalonia (Spain)
State University of Campinas –
UNICAMP (Brazil)
Université Laval
(Canada)
Veracruz University (Mexico)
OECD’s vehicle to mobilise higher education for economic, social and cultural development of their cities and regions and to enhance regional partnership building:
The Reviews of Higher Education in Regional and City Development
Regions under review
2005 - 2007 2010 - 2012
2008 - 2011 Kazan 2007 with World Bank
What is being reviewed?
Partnership buildingThe OECD reviews draw together HEIs and public and private agencies to identify strategic goals and to work towards them.
Importance of contextThe reviews take account of different national and regional contexts within which the HEIs operate.
HEIs
Regional capacity building
Human capital and skills development
Social and cultural development
Regional innovation
National and regional context
Focus of analysis of the OECD review
Global market for HE
• Managing internationalisation
• Innovation, HE and research for development
Institutions in the
Emerging Global
Market for HE
Managing Internationalisation
How? 10 Online focus groups, 3 conferences, benchmarking…
What?Examine internationalisation strategies synergies and discrepancies within institutions and governments
Unlock the potential of governments and universities to internationalise by opening up and documenting the dialogue between these two actors
Goal?
About? Policies, strategies, off shore campuses, ethics and values, intellectual property, international network, ICTs…
New Activity
Innovation, HE and research for Development (IHERD)
Innovation policy
Research Policy
HE policy and
Institutional managemen
t
Focus of IHERD
Expected results:
•Strengthening the policy relevance of research•Better informed policy making•Increased policy coherence
Forthcoming Conferences
17-18 October 2011 Collaboration between Vocational and University
Education: Building Partnerships for Regional Development
5-6 December 2011Managing Quality Teaching in Higher Education
www.oecd.org/edu/imhe/whatworks
15-16 December 2011
Conference: Strategic Management of Internationalisation in Higher Education
http://congresslund.com/smoi
17-19 September 2012Attaining and Sustaining Mass Higher Education,
Paris, Francewww.oecd.org/edu/imhe/generalconference
How to join?
1 www.oecd.org/edu/imhe/join2 Approval by GB3 Membership fee 3450€.
Special rate 2150€ for the first 2 years.
4 Welcome to IMHE!
Thank you www.oecd.org/edu/imhe
or contact [email protected]