rector lauritz b. holm-nielsen santander july 8, 2010 aarhus university 1 aarhus university the...

RECTOR LAURITZ B. HOLM-NIELSENSantander July 8,

2010AARHUSUNIVERSITY

1

AARHUSUNIVERSITY

The essential quality factors to The essential quality factors to achieve excellence in university achieve excellence in university

educationeducation

Rector Lauritz B. Holm-NielsenRector Lauritz B. Holm-Nielsen



Agenda

• A global market for education and research

• The Bologna process

• Beyond the Bologna process

• The functioning of the international market for education

• ECTS label as a tool in quality assurance

• Case study: A policy for quality assurance in education

• Closing remarks

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3

A global market for education and research

Distance has disappeared and now

the challenge is for universities to

stay competitive in a developing

global market for higher education

and research



Student mobility increasing

% of international students enrolled Source: OECD Education at a Glance 2005

Foreign students in tertiary education



6

Global challenges for universities

• Increased mobility and competition to

attract the best

• Increased liberalization and trading in

educational programs (WTO-GATS)

• Increased competition for funding

• Increased convergence of national higher

education systems

(Bologna, ECTS, EULAC etc.)



Agenda







• Closing remarks

8



Key principles of the Bologna declaration

Key principles adopted by Ministers of Education of 29 European

countries in Bologna, June 19, 1999:

• Adoption of a system of readable and comparable degrees

• Adoption of a system based on 2 cycles, undergraduate and graduate

• Establishment of a system of credits (ECTS)

• Promotion of mobility

• Promotion of European co-operation in quality assurance

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Bologna – how?

• A voluntary process

• Aided by the regional political/economic cooperation framework of the

European Union, but not driven by the EU

• Emphasis on harmonisation and not homogenisation: Each country

delivers their own reform in line with Bologna

• Emphasis on student centered learning: It is about what we learn, not

the diploma

• A unique ‘stakeholder’ driven process



Bologna achievements

• Massive legislative and institutional reform all over Europe• Three-cycle system• Tools for transparency and recognition• National and European qualifications frameworks that are learning outcome

oriented

• A common language and framework for higher education has been

created

• The Process itself is consolidated and recognized globally as a good

example of regional co-operation



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Years2007: 83% of HEIs have the 3-cycle structure in place > using common tools: (ECTS & DS)

Bologna process – 3-cycle structure



Is Bologna successful?

• Future of European HE not just a question of the Bologna process

only

• Europe is not isolated: Increased international interdependencies• Communicating Bologna and relating it to other regions • Need to think and work in a global framework

• Global pressures + challenges• Governance, autonomy and funding are still major questions• Competition for brains, funding, resources• Demographic changes• Global issues such as energy, climate, health, economies, trade

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Basismidler efter kvalitet



Agenda







• Closing remarks

15



2009 Leuven Communiqué

• The 46 countries participating in the Bologna Process have adopted

the Leuven/Louvain-la-Neuve Communiqué, setting out the

priorities for the European Higher Education Area (EHEA) for the

next decade

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• Learning for the future - European higher education priorities for

the decade to come:• Social dimension: equitable access and completion• Mobility: by 2020 20% of all students should have a study period abroad• Mobility: facilitate mobility of early stage researchers• Lifelong Learning • International Openness

• The organisational structure• Interaction with experts and policy makers from other policy areas - e.g.

research, immigration, social security, employment

Excerpts from the communiqué

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18



Agenda







• Closing remarks

19



Characteristics of the international market for education

•Foreign students participating in national education

•Focus on joint–degrees

•Increased supply of educations abroad (off-shore)

•Virtual universities



The international market for higher education

• OECD countries receive 90-95% of all foreign students

• 61% of the foreign students come from non-OECD countries

• 5 countries receive 70% of all foreign students in the OECD area: USA (28%), UK (12%), Tyskland (11%), Frankrig (10%), Australien (9%)

Source: OECD Education at a Glance 2005



Instruments at the market for education

Financing – Financing – SupplySupply

Financing – Financing – SupplySupply

Quality assuranceQuality assuranceQuality assuranceQuality assurance

Financing –Financing –DemandDemand

Financing –Financing –DemandDemand

Institutional capacityInstitutional capacitylocally & locally &

internationallyinternationally

Institutional capacityInstitutional capacitylocally & locally &

internationallyinternationallyMarket Market

transparencytransparency

Market Market transparencytransparency

MarketingMarketingMarketingMarketing



Pillar Components Addressing

5. Student Finance

4. Labor Market Observatories

3. Quality Assurance Mechanisms

2. PublicFunding

1. Institutional Capacity BuildingImproving

Public Sector’s Performance

Building a Market for HigherEducation

Relevance

Quality

Enrolment

Equity

Case study: The World Bank strategy for higher education in Latin America



Agenda







• Closing remarks

25



ECTS Label – the case of Aarhus University



ECTS Label – University of Aarhus

• Decision by management in 2005 to apply for an ECTS Label

• Formalised and officialised in a contract with the The Ministry of

Science, Technology and Innovation

• Awarded in 2009 for 2009-2013



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Why ECTS label?

• Within the university• To organise and harmonise structure (programme, credit allocation etc.) and

presentation of studies and courses• To promote internal flexibility (credit transfer etc.)• To create an internal market

• Between universities (national + international)• Full institutional and programme transparency• Quality assurance of administrative procedures concerning student mobility• Expressing international commitment



ECTS Label

• An ECTS label can be awarded to institutions which apply ECTS

correctly in all first and second cycle degree programmes

• The criteria for the ECTS label include: • an Information Package/Course Catalogue in the local/national language

and in English (online or hard copy)• correct use of ECTS – also in Erasmus mobility (including samples of

Learning Agreements, Transcripts of Records and proof of full academic recognition for Erasmus students)



Who has been awarded ECTS label?

• 2004: 91 applications, 11 awarded label






How did we organise the project: Project organization

Project ownerManagement

(rectory and deans)

Steering committee

Working group:Information Package

Working group:Course Catalogue

Working group: Programme structure

Working group:Application and documentation

Project manager



Phase 1: Strategic/political

• project plan and project organization was established• necessary changes in programme structure were pointed out • management decided on general structure and general system

standards• project and general changes were introduced to institutional

leaders and key members of staff



Phase 2: System development and support

• collective system for handling of study programmes was developed

• collective system for handling of dynamic course catalogue was developed

• homepage structure and form was decided • graphic presentation of programmes was decided• form and structure of course catalogue was decided• process of documentation gathering was decided



Phase 3: Implementation and adaption of standards

• programme structure was adapted (faculties) • study regulations/ study programmes were adapted (board of

studies)• course descriptions were generated (board of studies, teachers)• general information and presentations were produced• translation of general information and presentations• translation of study regulations / study programmes• documentation was collected



Phase 4: Application and general launch

• the complete information package was published• a dynamic course catalogue (for the coming two semesters) was

published• quality assurance check of all criteria and standards was made• application was sent• project evaluation • day to day management of label criteria and standards was

planned



Key issues concerning ECTS

• All study programmes consist of 30 ECTS each semester

• All students will acquire exactly 30 ECTS if they pass a semester

in accordance with the study programme

• All courses/exams are multiply of 5 ECTS and none are smaller

then 5 ECTS



Agenda







• Closing remarks

38



Increased external focus on quality

• ESD – European Standards and Guidelines

• The Danish University Act of 2003

• The Danish Accreditation Act of 2007

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Principles for quality assurance work- the case of Aarhus University

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1. Objectives

and resources

2. Performance of

the activity

3. Evaluation

4.Analysis and

Follow-up



6 focus areas and 1 cross-cutting theme

Recruitment

and

enrolment

Structure

and

process

Development

of teaching

methodologies

Study

environment

Development

of degree

programmes

The relationship

between degree

programmes and

the job market

Internationalisation



1. Objectives for recruitment and enrolment• Make applicants familiar with degree programmes and

student life through systematic information and

guidance

• Special emphasis on the transparancy of the

prerequisites that apply to international students

• Promote access to degree programmes for students

with special needs

• Offer flexible access from Bachelor’s to Master’s

degree programmes

• Focus on marketing and the use of contemporary

media



2. Objectives for structure and process

• Create transparency in the planning, structure, content

and coherence of the programmes

• Offer guidance to help clarifying choices and

consequences of different options

• Organise degree programmes to ensure progress

• Awareness of the responsibilities for degree

programmes

• Create possibilities for obtaining full credit for studies at

international universities

• Offer intensive summer courses that enable students to

catch up or get ahead of the study plan



3. Objectives for development of teaching methodologies• Ensure that an active researcher is

responsible for the teaching offered

• Create effective motivational structures with

clearly communicated learning goals and

assessment criteria

• Develop contemporary forms of examination

• Ensure assesments according to publicly

available criteria, rules and procedures

• Develop systematic teaching evaluations

based on learning and evaluation theories



3. Objectives for development of teaching methodologies (cont.)• Build, maintain and further develop the

didactic skills of the lecturers

• Focus on teaching competences when filling

positions and increase the research

component of teaching

• Strengthen the association of part-time

lecturers with full-time academic staff

• Develop and strengthen the language skills of

the lecturers

• Enable the lecturers to deal with differences of

language and culture



4. Objectives for study environment

• Promote and strengthen the study environment

in consultation with the students

• Promote the retention of students with special

needs

• Offer academic guidance and feedback

• Facilitate social interaction

• Offer the best possible physical and aesthetic

surroundings and technological aids

• Strengthen the academic and social integration

of international students



5. Objectives for the development of degree programmes• Develop the academic profile by systematically

evaluating degree programmes

• Develop new degree programmes that meet

current and future needs in consultation with

employers

• Enable students to get credits for completed

components if changing to another degree

programme

• Develop and offer international degree

programmes in collaboration with internationally

renowned partner universities



6. Objectives for labour market relations• Promote insight into and contact with the future

job market and business community

• Offer information and career guidance

• Undertake regular surveys of the job situation

and consult with both alumni and employers

• Develop external communication forms that

contribute to the development of the degree

programmes



[TITLE WITH CAPITAL LETTERS]



Agenda







• Closing remarks

50



The real challenge is not funding but competing for the most advanced human capital

Nobel Laureate professor Jens Christian Skou, Aarhus University, The Nobel Prize in Chemistry, 1997



AARHUSUNIVERSITY

Muchas Gracias!Muchas Gracias!www.au.dk/enwww.au.dk/[email protected]@au.dk

rector lauritz b. holm-nielsen santander july 8, 2010 aarhus university 1 aarhus university the...

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