haphe.eurashe.eu 1 presenter nameevent name haphe survey results first results – 03-08-2013 eu...

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1Presenter Name Event Name

HAPHE Survey ResultsFirst results – 03-08-2013EU Level versus Germany HEI All Perspectives

Prepared by Prof. Dr. Nicole Graf, Raimund HudakDHBW Stuttgart, Germany

HAPHE SURVEY ResultsPerceptions of PHE in Germany

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Demographics of Stakeholders• The folIowing stakeholder groups participated in the

survey:

– University (academic) – University of Applied Sciences / University College– Higher Education College / Further Education College – Post-secondary / Tertiary Vocational Education – Association / Representation of HEIs– Governmental Institution / Ministry

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Type of Survey Participants Participated

EU-HEI All: Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education) System Level Stakeholders (Associations of HEI , Ministry of Education, National Education Councils

472

Germany HEI -All Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education)

33

Active participation of 18 European countries

Statistics EU - Germany

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Type of HE I nstitutions Participated

Academic Universities 165

PHE Institutions (Universities of Applied Sciences, Post-secondary / Tertiary Vocational Education, Higher-education College)

250

TOTAL

415

Statistics – HE Institutions

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Key Findings (1) • Compared to the EU average the term “Professional Higher Education” (PHE) is not very clear in

Germany.

• Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are not showing a strong evidence in Germany.

• The evidence found of PHE in economical policies from government ministries in Germany is higher than the EU average.

• More than 75% of the survey participants agree that there is a growing demand for well profiled PHE in Germany.

• The demand from employers, professional bodies, organisations or industry representatives are most important and the key main driver for PHE compared to the EU average.

• Financial benefits in cooperation with industry are also more important than in other EU countries.

• Another main driver for PHE is the employability of graduates.

Meaning and Forms of

Professional Higher Education

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Q3: In your understanding: Is the term “Professional Higher Education” clear?

EU HEI All Germany HEI All

3% 6%12%

27%23%

21%

35%

36%

26%

9%5 - Very clear

4

3

2

1 - Not clear at all



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EU HEI-All Germany HEI-All

3% 3%

12%6%

26%30%

32% 33%

24% 24%

5 - Strong evidence 4 3 2

1 - No evidence



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Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Educational policies, i.e. relevant government ministries

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5% 3%

20%

6%

36%

36%

25%

33%

10%18%

5 - Strong evidence 4 3 2

1 - No evidence



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Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Economical policies, i.e. relevant government ministries

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Q9: Do you agree that there is a growing demand for well profiled PHE in your country?

EU HEI-All Germany HEI-All2% 3%5% 8%

18%18%

40% 24%

35%52% 5 - Fully agree 4

3 2

1 - Completely disagree



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Economic policies

Type of Main Drivers

Educational policies

Demands from employers, professional bodies, organisations or industry representatives

PHE best practices at other institutions (competitiveness among institutions)

Germany HEI-AllEU HEI-All

Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms

of Professional Higher

Education

Student demands for job-related education

1-Not importantat all

2 3 45-Very

important

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Financial benefits in cooperation with industry


Skills shortage in the market

Market demands for job profile upgrading (e.g. health sector)

Market demands for LLL (Lifelong Learning)

Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms

of Professional Higher

Education


Employability of graduates

1-Not importantat all

2 3 45-Very

important

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Q10: IF ANY - What are the main drivers for PHE in your country?

EU HEI-All Germany HEI-All1% 3%

10% 6%

19% 18%

36%

15%

30%

55%

5 - Very important 4

3 2

1 - Not important at all



Demands from employers, professional bodies or industry representatives

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Key Findings (2)• A significant number of participants perceive that the cooperation between higher education and

professional sphere is somewhat occuring but not a used practice at all instututions.

• There is a high involvement of employers in the policy development.

• Also the involvement of companies in the evaluation / accreditation is a common practice in Germany.

• The provision of internships is showing a high level of cooperation

• The participants state that the importance of PHE in the labour market is higher in Germany than in other EU countries….

• … and the rate of the current offer / fulfilment is slightly higher in Germany than the EU average

State of Implementationof


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Involvement of employers in policy development

Limkages

Involvement of employers in the QA procedures of higher education institutions

Involvement of employers in setting learning outcomes / curriculum design

1-Notexistent

23-Frequently

occuring4

5-Usedpractice

Involvement of companies in evaluation / accreditation




Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?

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Collaboration with employers in defining new study programs


Collaboration with employers in delivery of study programs / teaching

Provision of internships

1-Not existent

23-Frequently

occuring4

5-Usedpractice




Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?

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Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.


10% 3%

29%

21%

37%

45%

17%21%

5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate the importance of PHE in your labour market

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Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.


10% 9%

33% 30%

33% 33%

14% 24%

5 - Very high 4 - High

3 -Medium 2 - Low

1 - Very low



Rate your institutions current offer / fulfillment in PHE programmes

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Key Findings (3)• The main drivers in pursuing quality management are accreditation requirements and

continuous improvement

• Institutions´ internal policies are also seen as a main driver stimulating quality, but lower than in other EU countries

• The demands from private sector in pursuing quality requirements for HE is rather low, but still higher than the EU average

Quality Delivery of PHE

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Accreditation requirements and continuous improvement


Institutions’ internal developments and policies

Competition for students

1-Completelydisagree

2 3 45-Fullyagree

National or regional programs stimulating quality

Q15: What are the main drivers in pursuing quality requirements for HE in your country?

Demands from private sector

Quality Delivery of PHE


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Key Findings (4)• The international policies, trends or benchmarks are not strongly supporting the

development of PHE and…

• …and also the existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not very explicit.

• The awareness of any policy recommendations for PHE from their national ministry of higher education is much lower in Germany than in other EU countries

• The majority of higher-education institutions are interested in developing and implementing PHE in Germany.

• The integrated model for PHE is mainly implemented in the HE institutions in Germany.

Development of


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Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)?


3% 6%10%

12%

34%33%

35%

39%

14%6%

5 - Very strong support 4

3 2

1 - No support at all

Development of


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Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country?


6% 6%

12%24%

32%

39%

28%

27%20%

3%

5 - Very explicitly 4

3 2

1 - Not explicitly at all

Development of


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Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education?


7% 9%

16%24%

19%

30%

30%

21%

24%12%

5 - Fully aware 4

3 2

1 - Not aware at all

Development of


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Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country?


3% 3%

15% 15%

25%18%

39% 45%

15% 18%

5 - Very interested 4 3 2

1 - Not at all

Development of


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Integrated model (study and practice phases alternate)

Models for Professional Higher Education

Enriched model (study phase is enriched through practice

phases, like internships)Academic models (primarily study

phases with curricula which integrate practical skills and aspects from

professional field in form of case studies)

1-Not used

2-NotPlanning to use

3-Planningto use

4-Being implemented

5-Fullyimlemented




Q23. Which of the following models does your institution use when providing professional higher education?

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Key Findings (5)• The policy guidelines for PHE at the institutions are not clearly defined in Germany.

• A mission statement is less defined and refers to higher education and research than in other EU countries.

• The collaboration with private sector companies and organisations is not well established for all institutions.

• More than 90 % of the survey participants from Germany comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.

• The primary motivator to PHE for the professional sphere is the need for qualified employees.

• Compared to the EU data the stakeholders from Germany state that PHE graduates have better opportunities in the market and other benefits.

Trends and Drivers for


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A mission statement is defined and explicitly refers to professional higher education and research

Clear guidelines in PHE

The curricula are focused on professional or practical-oriented

education and researchCollaboration with private sector companies

and organisations is established

1-Doesnot exist

2 3 45-Clearlydefined

A part of academic staff are assigned to specific classes or specific level in

practical-oriented learning


Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent?



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Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.

EU HEI-All Germany HEI-All1% 6%2%

0%10% 3%

39%33%

46%58%

5 - Strongly agree 4

3 2

1 - Strongly disagree



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Need for qualified employees

Primary motivators to PHE in the future

Financial motivators (e.g. state, private or other funding)

Image

1-Not Important at all

2 3 45-Very

important

Industry provision / funds of extra-Institutional collaborative

teaching/learning

Available research fundsfrom industry


Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?



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Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?

EU HEI-All Germany HEI-All1% 3%1% 0%8%

0%

33%

30%

55%67%

5 - Very important 4

3 2

1 - Not important at all

Need for qualified employees



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Student retention and completion rates increase

Outcome and benefits

PHE lowers the unemployment rate

PHE graduates have better opportunities in the market


2 3 45-Fullyagree

PHE graduates have better income prospects

PHE graduates have improved career prospects


Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE?



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Practical-orientation in education increases dedication to study.

Outcome and benefits

Practical-orientation in education is seen as a prerequisite for success

Practical use of knowledge and academic ability enhance career development


2 3 45-Fullyagree

PHE gives graduates a wider range of employment opportunities





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EU HEI-All Germany HEI-All1% 3%4% 3%

18% 12%

41%36%

30%42%

5 - Fully agree 4

3 2

1 - Completely disagree



PHE graduates have better opportunities in the market

haphe.eurashe.eu 1 presenter nameevent name haphe survey results first results – 03-08-2013 eu...

Documents

scale of phe

profiled phe

important slide

jobrelated education

professional bodies

eu average

economical policies

eu countries