Mergers a response to global challenges

Mergers a response to global challenges

Facing global challenges Denmark s response Aarhus University s strategy

Looking ahead Distance has disappeared and now the challenge is for universities to stay competitive in a developping global market for higher education

Global challenges for universities Increased mobility and competing to attract the best and the brightest Increased convergence of national higher education systems (Bologna, ECTS, EULAC etc.) Increased liberalization and trading in educational programmes (GATS)

Foreign students in tertiary education % of international students enrolled 2005 source: OECD Education at a Glance

Benefits of Returnees

How is the market for talent working? The concept of brain circulation Attracting talent and return rates are not only correlated with income differentials Individual incentives may or may not work Attractiveness (ranking?) and visibility of opportunities Source: Thorn & Holm-Nielsen, 2008 in:

How do the Nordic universities rank? THES 2007 1. (71) Uppsala 2. (93) Copenhagen 3. (100) Helsinki 4. (106) Lund 5. (114) Aarhus 6. (130) DTU 7. (188) Oslo 8. (192) KTH/RIT 9. (197) Chalmers 10. (225) Bergen 11. (243) Stockholm 12. (273) School of Economics (Stockholm) 13. (276) Gothenburg 14. (292) Tromsø 15. (299) Umeå 16. (301) NTNU 17. (317) Southern Denmark 18. (371) Linköbing

Facing global challenges Denmark s response Aarhus University s strategy

The Primeminister s Globalisation Council Engaging globalisation, stay competitive, and develop welfare 50% of the population in higher education Fewer and stronger internationally competitive research universities (8) Fewer and stronger regional university colleges (8) New education programs combining theory and practice Support for elite study programs Concentration of the elite science Better use of infrastructure, laboratories, equipment etc. Closer cooperation between science and industri, better knowledge exchange between sectors

New framework for Higher Education Reform of HE governance system Restructuring of the HE and research sector (Mergers) A new funding compact for universities

New Governance and legal framework The research Universities in Denmark Are self-governing institutions with external Boards Argue for further increases in autonomy and accountability Has development contracts with the Ministry of Science, Technology and Innovation Has new management structure with a Rector being CEO-like Merged with national institutions and laboratories as of January 1, 2007 New University Act (2003, revised 07, midterm evaluation 09) New Accreditation Act (2007) New funding compact (reaching the Barcelona Target in 2010)

Why reorganize the research sector 1. Engage more of the researchers in education and enable innovative lines of study 2. Increase international visibility and research impact 3. Consolidate the national innovation system 4. Improve international competitiveness 5. Vitalize applied (government) research

Danish Higher Education - a three tier system Long-cycle Higher Education (Research Universities) Characteristics: a full bachelor degree programme takes 3 years to complete and a masters degree takes 2 years. A common feature is that they are theory-oriented and students work scientifically and analytical. All teachers have research capacity and a large majority conduct research Mergers effective on January 1, 2007: 13 Government Research Institutions (GRI) + 12 Universities = 8 Universities + 3 GRI s

Danish Higher Education - a three tier system Medium-cycle Higher Education (University Colleges) Characteristics: the study programmes take 3-4½ years to complete and are often aimed at specific professions or job functions. Most include an internship programme of ½ - 1 year in order to ensure responsiveness to labour market demands. Teachers do not conduct research, but some have research linkages to universities Mergers effective on January 1, 2008: 22 Centres for Further Education 8 Regional University Colleges

Danish Higher Education - a three tier system Short-cycle Higher Education (Colleges & Academies) Characteristics: A study programme takes, as a general rule, 2 years to complete, though it can take longer. Students must have an upper secondary school or vocational diploma to be admitted. Teachers are not researchers Several hundred institutions across the country

A new funding compact for Danish Universities Public funding for education follows productivity (quality and quantity). New resources for increased enrollment. Public funding for research: 60% direct, 40% in competition Funding of demand and supply in knowledge transfer system: - private: proof of concept, innovation, joint ventures - public: monitoring, analysing, strategic research, governmental support Each funding element will aim at full cost financing with overhead, and at larger, multi-year grants or contracts

Investments in research

Mio New model for public research funding 2500 2000 1500 1000 500 Competitive Funding, Projects Competitive Funding, Institutions Performance Funding, Institutional formula 0 2005 2010

Facing global challenges Denmark s response Aarhus University s strategy

Strategy for Aarhus University 2008-2012 Aarhus University, quality and diversity New strategy approved by the board in November 2007 Conceptual framework rooted in its tradition and including its new obligations Individual faculty strategies within the framework of AU strategy What we do we do for society

Core activities, internal support and priorities

The strategy

Internationalisation at AU

Examples of internationalisation at AU A new China-strategy and the strategy in Chinese Leadership and participation in international fora A focus on climate change A developing country strategy

Does size matter?

Results yes size matters Blue list Yellow list Orange list Green Average Aarhus University University of Copenhagen Simple Citation rate Number of publications citations times # of public Citations relative to field&size 36 65 59 38 50 25 17 18 41 25 * Placement among European universities. Results from the Leiden lists (van Raan et al.)

The real challenge -- is not funding but competing for the most advanced human capital. and size matters

Thanks for the attention rector@au.dk