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 imhe@oecd.org