New Paradigms for Higher Education and Research
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1 New Paradigms for Higher Education and Research Beirut, 9 November 2017 Guy HAUG
2 New paradigms of LEARNING Main trends: Teaching centered learning centered Knowledge competencies/skills New demands: employability and entrepreneurship Role of teaching/learning performance in rankings? Major challenge/opportunity: impact of digital revolution: Change in technology, availability / delivery of knowledge Even bigger change in learners expectations and behavior: - more picky, more impatient, more utilitarian - major challenge for teachers: tutoring/guiding, assessing - major challenge for HEIs: to offer value for money
3 New paradigms of LEARNING Global (not just academic ) quality Social-economic relevance, employability Acquisition of planned competencies/skills Curricular development/renewal/innovation Adequacy of program offering at institutional level Quality assessment and management Internal quality assurance system: quality assessment and management, graduation rate / time, economic-social contribution of HE External evaluation/accreditation: revised ESG, lessons learnt, new trends (institutional audit and evaluation), search for quality seals/accreditation that are known and credible abroad
4 New paradigms of FLEXIBILITY More customized learning paths: - Various access/exit points (RPL) - More flexible/customised itineraries - skills/competencies (beyond knowledge) - More attention to later CET / LLL - Mobility windows, bridges, tutoring/coaching - Formative evaluation: a utopia? - End of universities monopoly in the certification of knowledge/learning (?)
5 New paradigms of FLEXIBILITY New responsibilities of universities: - Attention to LLL, new categories of learners/audiences - Build up institutional profile, differentiation, attractiveness - Offer degrees/diplomas that are also valid in the international context for later study/work European / international quality seals Internet page: strengths, transparency, follow-up of candidates and applicants RPL: from marginal to mainstream from ad hoc towards a professional approach
6 New paradigms of INTERNATIONALITY New context for internationalization Revival of nationalism, isolationism, populism Impetus from EHEA reaching its limits: - Post-Bologna era: internal cohesiveness of EHEA has decreased over time, with accession of ever more countries and as a result of the crisis Inner core and outer circles Limited additional expectation no other strong regional HE area
7 New paradigms of INTERNATIONALITY Many new players: - More mobile students / teachers - Many new HEI, mostly fragile, remote, unknown, weak in research - Several new HE hubs - Many more branch campus and licensing - Many new QA/accreditation agencies - Bogus institutions and accreditation agencies, falsified credentials Growing insecurity and risks in HE mobility, new opportunities
8 New paradigms of INTERNATIONALITY New rationales for internationalization: Less emphasis on cooperation, move towards more competition and commercialization Purpose of internationalization has changed: international competencies for all graduates from mobility towards internationality visibility and recognition in world from Europe-focused to worldwide strategies
9 New Paradigms of COMPETITIVENESS New priority in R&D + innovation (Europe 2020) Growing impact of international rankings: obvious deficiencies, critical voices, but used by governments, HEIs, teachers, students Impact of research: impact of publications on rankings; impact of TT on regional economy/society? is teaching back as the poor relative at HEIs? impact on individual disciplines strong growth of doctoral level/schools: ambiguous reasons, new profiles, new bubble?
10 New paradigms of COMPETITIVENESS Differentiation and diversification Institutional profile, strengths, priorities, priorities, strategies Strategic plans in concentric circles Marketing, reputation, branding Emphasis on institutional governance (autonomy, differentiation, results)
11 New paradigms of COMPETITIVENESS From quality towards excellence - national policies (DE, FR, SF, AT, UK, RU, + ES) - identification and specific funding of parts of the HE System which are/can be of high quality/excellence - Restructuring and specific funding of postgraduate, doctoral, postdoc programs - National policies promoting excellence at universities, aimed at increasing the international visibility and reputation of HE (attractiveness of national system, grants for talented individuals, better appearance in rankings)
12 Change of paradigm in governance of HE SYSTEM Integrated tertiary education system in spite of fragmentation university sector, higher technological/technical sector, LLL NQF System management: priorities, orientation, internationalisation, incentives, reward high quality/excellence ( New Public Management ) some regulation: licensing, QA, accreditation, HR system government + stakeholders
13 Change of paradigm in the governance og HEIs Strategies for institutional differentiation ( positioning ) drawing on local/regional/national/european/world context intelligent (= limited) use of rankings role of external and foreign stakeholders and partners IQA and institutional management: public HE policies seek socio-economic results and efficiency in spending and investments ( New Public Management ) external and international performance indicators management of change (strategic, professional, participative, planned and controlled) Unbundling of universities?
14 Thank you for your attention! شكرا على االهتمام! Merci pour votre attention!
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