Building a European Classification of Higher Education Institutions Ideas, Concepts, Goals Frans van Vught, Frans Kaiser & Don F. Westerheijden

Building a European Building a European Classification of Classification of Higher Education Higher Education InstitutionsInstitutions

Ideas, Concepts, GoalsIdeas, Concepts, Goals

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DefinitionsDefinitions

Diversity:Diversity:

• The The levellevel of variety in a system at a of variety in a system at a specific point of time.specific point of time.

Differentiation/Diversification:Differentiation/Diversification:

• The The processprocess in which the diversity of a in which the diversity of a system increases. system increases.

A General DistinctionA General Distinction

External Diversity:External Diversity:

• differences differences betweenbetween entities in a system. entities in a system.

Internal Diversity: Internal Diversity:

• differences differences withinwithin entities in a system. entities in a system.

In Higher EducationIn Higher Education

Systemic/Structural/Institutional Diversity:Systemic/Structural/Institutional Diversity:

• The level of variety in different The level of variety in different types of types of institutions.institutions.

Programmic Diversity:Programmic Diversity:

• The level of variety in The level of variety in types of types of programmesprogrammes offered. offered.

History of Diversity in History of Diversity in European Higher EducationEuropean Higher Education

Middle AgesMiddle Ages

“… “… the sixty or so universities of the medieval West the sixty or so universities of the medieval West were … were … extremely various extremely various as regards their numbers, as regards their numbers, their intellectual orientations, their social role and the … their intellectual orientations, their social role and the … institutions themselves”.institutions themselves”.

““Nevertheless, … the universities had, at least in ideal Nevertheless, … the universities had, at least in ideal terms, a terms, a universalist vocationuniversalist vocation. Although of course . Although of course situated in a particular town or country, they could wield situated in a particular town or country, they could wield an influence whose extent was determined … simply by an influence whose extent was determined … simply by their intrinsic capacity to attract”.their intrinsic capacity to attract”.

J. Verger, Patterns, in: A History of the J. Verger, Patterns, in: A History of the University in Europe, Volume I, 1992University in Europe, Volume I, 1992

Early Modern Europe (1500 – 1800)Early Modern Europe (1500 – 1800)

“… “… it is possible to define it is possible to define a few major types a few major types of university institutions”.of university institutions”.

“… “… universitiesuniversities in the strict sense of the term …, recognized or in the strict sense of the term …, recognized or legitimated by the de facto supreme authority in the territory by its legitimated by the de facto supreme authority in the territory by its granting granting the rights to award degreesthe rights to award degrees”.”.

“… “… teaching teaching academiesacademies, higher or , higher or illustrious schools illustrious schools … which could … which could claim university status but had not obtained all its privileges, claim university status but had not obtained all its privileges, especially that of awarding degrees”.especially that of awarding degrees”.

“… “… the the collegecollege, teaching … in the form of propaedeutic classes for , teaching … in the form of propaedeutic classes for university entrance or merely as an elementary form of higher university entrance or merely as an elementary form of higher education”.education”.

W. Frijhoff, Patterns, in: A history of the W. Frijhoff, Patterns, in: A history of the University in Europe, Volume II, 1996University in Europe, Volume II, 1996


Modern Europe (1800 – )Modern Europe (1800 – )

““Of the sovereign Of the sovereign statesstates on the map of Europe in 1993, four on the map of Europe in 1993, four had been formed in the sixteenth century, four in the had been formed in the sixteenth century, four in the seventeenth, two in the eighteenth, seven in the nineteenth, seventeenth, two in the eighteenth, seven in the nineteenth, and no fewer than and no fewer than thirty-six in the twentieththirty-six in the twentieth”.”.

N. Davies, Europe, A History , 1996N. Davies, Europe, A History , 1996

““The political culture represented by the nation demanded The political culture represented by the nation demanded cultural domestication and social standardization right from cultural domestication and social standardization right from the start … The university therefore took on the society-the start … The university therefore took on the society-building role of building role of providing a ‘national educationproviding a ‘national education’… Universities ’… Universities were to meet the needs of the modern state…”.were to meet the needs of the modern state…”.

B. Henningsen, A Joyful Good-Bye to Wilhelm von Humboldt, in:B. Henningsen, A Joyful Good-Bye to Wilhelm von Humboldt, in:G. Neave et al (eds), The European Research University, 2006G. Neave et al (eds), The European Research University, 2006


TrendsTrends

• From a European system to national From a European system to national systems.systems.

• Formalization of diversity in national Formalization of diversity in national regulation.regulation.

• Increasing but “hidden” institutional Increasing but “hidden” institutional diversity.diversity.


The European Higher The European Higher Education Area (EHEA)Education Area (EHEA)

Sorbonne declaration (1998):Sorbonne declaration (1998):

““harmonization of the architecture of the harmonization of the architecture of the European higher education system”.European higher education system”.

Bologna declaration (1999):Bologna declaration (1999):

““to achieve greater compatibility and to achieve greater compatibility and comparability … taking full respect of the comparability … taking full respect of the diversity of cultures, languages, national diversity of cultures, languages, national education systems and university education systems and university autonomy”.autonomy”.

The EHEAThe EHEAOutcomesOutcomes

TrendsTrends Reports (1999, 2001, … 2007): Reports (1999, 2001, … 2007):• increasing implementation of structural increasing implementation of structural

changes (two or three cycles, ECTS, Diploma changes (two or three cycles, ECTS, Diploma Supplement);Supplement);

• different national interpretations;different national interpretations;• large variety of operationalisations.large variety of operationalisations.

Diversity in the EHEADiversity in the EHEA

General pictureGeneral picture

Macro-level structural convergence.Macro-level structural convergence.

Large (increased?) meso- and micro-level Large (increased?) meso- and micro-level diversity.diversity.

Diversity in the EHEA Diversity in the EHEA

Recreation of a Recreation of a EuropeanEuropean system (structural system (structural convergence).convergence).

Continued diversity between Continued diversity between nationalnational systems. systems.

Large, hidden Large, hidden institutionalinstitutional diversity remains. diversity remains.

Diversity is a strength!Diversity is a strength!

By means of a European By means of a European classificationclassification

Needs to be made transparentNeeds to be made transparent

Diversity in the EHEA Diversity in the EHEA

Carnegie Classification (USA): Carnegie Classification (USA): 1973, 1976, 1994, 2000, 20061973, 1976, 1994, 2000, 2006

Chinese higher education Chinese higher education classification: 2007classification: 2007

Classifications are Classifications are International PhenomenaInternational PhenomenaClassifications are Classifications are International PhenomenaInternational Phenomena

Profiles European higher education at a Profiles European higher education at a global scaleglobal scale

Functions of European Classification Functions of European Classification of Higher Education Institutionsof Higher Education InstitutionsFunctions of European Classification Functions of European Classification of Higher Education Institutionsof Higher Education Institutions

Provides basis for effective policies and Provides basis for effective policies and investment strategiesinvestment strategies

Offers relevant information to stakeholders Offers relevant information to stakeholders and clientsand clients

Allows institutional development strategiesAllows institutional development strategies Facilitates benchmarking, networking and Facilitates benchmarking, networking and partnershipspartnerships Is a prerequisite for rankingsIs a prerequisite for rankings

the methodologies of ranking are judged to be the methodologies of ranking are judged to be ‘simplistic and lacking transparency’. ‘simplistic and lacking transparency’. (Hazelkorn, 2007)(Hazelkorn, 2007)

‘‘with increasing competition between institutions, with increasing competition between institutions, … it is likely that … it is likely that rankings will continue rankings will continue to grow in to grow in importance … Further consideration and importance … Further consideration and acknowledgement of wider factors (than in a acknowledgement of wider factors (than in a single league table only) should be considered so single league table only) should be considered so that the that the diversitydiversity of institutional mission and focus of institutional mission and focus is taken into account’. (HEFCE, 2008)is taken into account’. (HEFCE, 2008)

Classification and RankingsClassification and RankingsClassification and RankingsClassification and Rankings

Stakeholder approach: exploration Stakeholder approach: exploration and discussionsand discussions

First phase: basic design principlesFirst phase: basic design principles

The Classification Project The Classification Project The Classification Project The Classification Project

First phase: first set of dimensions First phase: first set of dimensions and indicatorsand indicators

Second phase: second adapted set Second phase: second adapted set of dimensions and indicatorsof dimensions and indicators

Inclusive for all European HEIsInclusive for all European HEIs

A posteriori informationA posteriori information

Design principlesDesign principles Design principlesDesign principles

Multi-dimensionalMulti-dimensional

Focus on ‘objective’ dataFocus on ‘objective’ data

Non-hierarchicalNon-hierarchical

Non-prescriptiveNon-prescriptive

FlexibleFlexible

Parsimonious regarding additional Parsimonious regarding additional data needsdata needs

Related to European Register of Related to European Register of Quality Assurance Agencies Quality Assurance Agencies (EQAR)(EQAR)

Design principlesDesign principles Design principlesDesign principles

First Version of a European First Version of a European ClassificationClassificationFirst Version of a European First Version of a European ClassificationClassification

Based on:Based on:

• interaction with stakeholdersinteraction with stakeholders

• analysis of existing data sourcesanalysis of existing data sources

• in-depth case studiesin-depth case studies

• survey to assess relevance, validity, survey to assess relevance, validity, reliability and feasibilityreliability and feasibility

First Version of a European First Version of a European Classification of HEIsClassification of HEIs First Version of a European First Version of a European Classification of HEIsClassification of HEIs

EducationEducationEducationEducation Research and Research and innovationinnovation

Research and Research and innovationinnovation

International International orientationorientation

International International orientationorientation

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Size and Size and settingsetting

Size and Size and settingsetting

Highest degree offered (degree level)Highest degree offered (degree level)degrees/diplomas granted per leveldegrees/diplomas granted per level

Subject mixSubject mix

Orientation of programmesOrientation of programmesnumber of programmes offered for licensed number of programmes offered for licensed professionsprofessions

Involvement in LLLInvolvement in LLLnumber of mature (> 30 years) students as % number of mature (> 30 years) students as % of total enrolmentof total enrolment

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Research intensivenessResearch intensiveness

peer reviewed publications per academic staffpeer reviewed publications per academic staffscientometric ‘crown’ indicatorscientometric ‘crown’ indicator

Innovation intensivenessInnovation intensiveness

Financial volume privately funded research as Financial volume privately funded research as % of total financial volume% of total financial volume

Number of start-upsNumber of start-upsNumber of filed patentsNumber of filed patentsIncome from licensingIncome from licensing

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First Version of a European First Version of a European Classification of HEIs Classification of HEIs First Version of a European First Version of a European Classification of HEIs Classification of HEIs

Teaching and staffTeaching and staff

international degree seeking students as % of international degree seeking students as % of total number of studentstotal number of students

incoming international/European exchange incoming international/European exchange students as % of total number of studentsstudents as % of total number of students

outgoing international/European exchange outgoing international/European exchange students as % of total number of studentsstudents as % of total number of students

joint international programmes as % of total joint international programmes as % of total number of programmes offerednumber of programmes offered

programmes offered abroadprogrammes offered abroadfte international academic staff as % of total fte international academic staff as % of total

academic staffacademic staff

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Intern

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ResearchResearch

Financial turnover in EU research programmes Financial turnover in EU research programmes as % of total financial research volumeas % of total financial research volume


SizeSizeTotal number of students (per degree level)Total number of students (per degree level)Total number of fte’s academic staffTotal number of fte’s academic staffTotal financial turn over per yearTotal financial turn over per year

Mode of deliveryMode of deliverydistance learning programmes as % distance learning programmes as % Part-time programmes as %Part-time programmes as %

Public/private characterPublic/private characterIncome from government sources as % of total Income from government sources as % of total

incomeincome

Legal statusLegal status

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Cultural engagementCultural engagementNumber of concertsNumber of concertsNumber of exhibitionsNumber of exhibitions

Regional engagementRegional engagementGraduates in the regionGraduates in the regionTurnover in EU structural fundsTurnover in EU structural fundsExtra-curricula courses for regionExtra-curricula courses for regionImportance of regional incomeImportance of regional income

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work in progresswork in progress further statistical analysesfurther statistical analyses

Next stepsNext steps Next stepsNext steps

develop on-line tooldevelop on-line tool

reduce number of dimensionsreduce number of dimensions

communication process with communication process with stakeholders and previewstakeholders and preview

institutionalisation and ownershipinstitutionalisation and ownership

‘‘communities’ for special dimensionscommunities’ for special dimensions

Future use of the ClassificationFuture use of the ClassificationFuture use of the ClassificationFuture use of the ClassificationE

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Providing information to stakeholders and Providing information to stakeholders and clients about characteristics of a higher clients about characteristics of a higher education institutionseducation institutions

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1S1 highest degree

S2 size

S3 international orientation

S4 research intensityS5 innovation intensity

S6 mode of delivery

S7 regional engagement

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Future use of the ClassificationFuture use of the ClassificationFuture use of the ClassificationFuture use of the Classification

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Providing assistance to institutional Providing assistance to institutional strategies and inter-institutional strategies and inter-institutional partnerships, benchmarking, and partnerships, benchmarking, and networkingnetworking


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The European Classification of The European Classification of Higher Education Institutions Higher Education Institutions The European Classification of The European Classification of Higher Education Institutions Higher Education Institutions

Is about ‘mapping’ the field of higher Is about ‘mapping’ the field of higher education in Europeeducation in Europe

Join the further development of this Join the further development of this instrumentinstrument

see: www.u-map.eusee: www.u-map.eu

The European Classification of The European Classification of Higher Education InstitutionsHigher Education Institutions The European Classification of The European Classification of Higher Education InstitutionsHigher Education Institutions

Thank you for your attention!Thank you for your attention!

This project has been funded with support from the European Commission. This presentation content reflects the views only of the author. The Commission cannot be held responsible for any use which may be made of the information contained therein.

www.u-map.euwww.u-map.eu

http://www.u-map.eu/

Documents

Building a European Classification of Higher Education Institutions Ideas, Concepts, Goals Frans van Vught, Frans Kaiser & Don F. Westerheijden