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Building a European Building a European Classification of Classification of Higher Education Higher Education InstitutionsInstitutions
Workshop ‘New challenges in higher education research and Workshop ‘New challenges in higher education research and policy in Europe and in CR’, Prague 27-28 November 2008policy in Europe and in CR’, Prague 27-28 November 2008
Fra
ns
Kai
ser
Fra
ns
Kai
ser
RationaleRationale
European Classification of HEIsEuropean Classification of HEIsEuropean Classification of HEIsEuropean Classification of HEIs
The project so farThe project so far
The next steps; U-MapThe next steps; U-Map
CEIHE I; breaking the groundCEIHE I; breaking the ground
CEIHE II; the surveyCEIHE II; the survey
Profiles European higher education at Profiles European higher education at a global scalea global scale
Functions of European ClassificationFunctions of European ClassificationFunctions of European ClassificationFunctions of European Classification
Provides basis for effective policies and Provides basis for effective policies and investment strategiesinvestment strategies
Allows institutional development Allows institutional development strategiesstrategies
Facilities benchmarking, networking and Facilities benchmarking, networking and partnershipspartnerships
Is a prerequisite for rankingsIs a prerequisite for rankings
stakeholders approach: exploration stakeholders approach: exploration and discussionsand discussions
first phasefirst phase: basic design principles & : basic design principles & first set of dimensions and indicatorsfirst set of dimensions and indicators
The Classification Project The Classification Project The Classification Project The Classification Project
third phasethird phase: reduced set of dimensions; : reduced set of dimensions; first version of on-line toolfirst version of on-line tool
second phasesecond phase: adapted set of : adapted set of dimensions and indicatorsdimensions and indicators
inclusive for all European HEIsinclusive for all European HEIs
a posteriori informationa posteriori information
Design principles Design principles Design principles Design principles
multi-dimensionalmulti-dimensional
focus on ‘objective’ datafocus on ‘objective’ data
non-hierarchicalnon-hierarchical
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non-prescriptivenon-prescriptive
flexibleflexible
parsimonious regarding extra data-parsimonious regarding extra data-needsneeds
related to European Register of related to European Register of Quality Assurance AgenciesQuality Assurance Agencies
DesignDesign principles principles (2) (2) DesignDesign principles principles (2) (2) 11
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First Version of a European First Version of a European ClassificationClassificationFirst Version of a European First Version of a European ClassificationClassification
Methods used:
• interaction with stakeholders
• analysis of existing data sources
• in-depth case studies
• survey, to access relevance, validity, reliability and feasibility of dimensions and indicators
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
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
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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 enrollmentof total enrollment
Ed
ucatio
nE
du
cation
Ed
ucatio
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du
cation
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
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
Research
and
inn
ovatio
nR
esearch an
d in
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vation
Research
and
inn
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esearch an
d in
no
vation
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
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
Intern
ation
al orien
tation
Intern
ation
al orien
tation
Intern
ation
al orien
tation
Intern
ation
al orien
tation
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
Intern
ation
al orien
tation
Intern
ation
al orien
tation
Intern
ation
al orien
tation
Intern
ation
al orien
tation
ResearchResearch
Financial turnover in EU research programmes Financial turnover in EU research programmes as % of total financial research volumeas % of total financial research volume
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
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 % Part-time students as %Part-time students as %
Public/private characterPublic/private characterIncome from government sources as % of total Income from government sources as % of total
incomeincomeLegal statusLegal status
size and
setting
ssize an
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gs
size and
setting
ssize an
d settin
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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
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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Dimensions and indicatorsDimensions and indicators Dimensions and indicatorsDimensions and indicators
Phase II: the surveyPhase II: the survey22
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The questionnairesThe questionnaires
The sampleThe sample
Setup of the SurveySetup of the SurveySetup of the SurveySetup of the Survey
Sampling methodsSampling methods Stratification criteriaStratification criteria The strata in the responseThe strata in the response
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Based on CEIHE IBased on CEIHE I
Two separate questionnairesTwo separate questionnaires
The QuestionnairesThe QuestionnairesThe QuestionnairesThe Questionnaires
on-lineon-line
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The QuestionnaireThe QuestionnaireThe QuestionnaireThe Questionnaire22
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Sampling methodsSampling methods
Sample size and criteriaSample size and criteria
The SampleThe SampleThe SampleThe Sample
Age, size, regionAge, size, region
Sample and responseSample and response
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Age of institutionAge of institution
The SampleThe SampleThe SampleThe Sample
IAU based classes
Older than 190 91-190 35-90 Younger than 35
survey based classes
Older than 95 41-95 20-40 Younger than 20
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Size Size (enrolment)(enrolment)
The SampleThe SampleThe SampleThe Sample
IAU based classes
Less than 1573 1573-64006401-15539 More than 15540
survey based classes
Less than 7500 7500-1500015000-25000 More than 25000
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Region Region (UN definitions)(UN definitions)
The SampleThe SampleThe SampleThe Sample
IAU sample
East North South West
survey sample
East North South West
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Assessment of the dimensionsAssessment of the dimensionsAssessment of the dimensionsAssessment of the dimensions
‘‘This dimension is essential for This dimension is essential for the profile of our institution’the profile of our institution’
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‘‘This dimension is essential for the profile of This dimension is essential for the profile of our institution’our institution’
0% 20% 40% 60% 80% 100%
1; types of degrees offered
2: range of subjects
3: orientation of progr
4: life long learning
5: research intensiveness
6: innovation intensiveness
7: international orientation
8: European research profile
9: size
10: mode of delivery
11: public private
12: legal status
13: cult engagement
14: regional engagement
strongly disagree disagree agree strongly agree
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ValidityValidity
ReliabilityReliability
Assessment of the IndicatorsAssessment of the IndicatorsAssessment of the IndicatorsAssessment of the Indicators
FeasibilityFeasibility
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Validity; Validity; not problematicnot problematicValidity; Validity; not problematicnot problematic
0% 20% 40% 60% 80% 100%
1a
2a
7a
7b
7c
7d
9a
9b
strongly disagree disagree agree strongly agree
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Validity; Validity; some doubtssome doubtsValidity; Validity; some doubtssome doubts
0% 20% 40% 60% 80% 100%
1b
3a
5a
5b
8a
10a
10b
10c
11a
11b
12a
strongly disagree disagree agree strongly agree
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Validity; Validity; potentially challengingpotentially challengingValidity; Validity; potentially challengingpotentially challenging
0% 20% 40% 60% 80% 100%
3b
4a
6a
6b
6c
6d
7e
13a
13b
14a
14b
14c
strongly disagree disagree agree strongly agree
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Reliability; Reliability; not problematicnot problematicReliability; Reliability; not problematicnot problematic
0% 20% 40% 60% 80% 100%
1a
1b
2a
6c
6d
7d
9a
10b
10c
11a
11b
12a
13a
13b
14a
strongly disagree disagree agree strongly agree
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Reliability; Reliability; some doubtssome doubtsReliability; Reliability; some doubtssome doubts
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
3a
3b
4a
5a
6a
6b
7a
7b
7e
8a
9b
10a
14b
14c
14d
strongly disagree disagree agree strongly agree
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Time on collecting informationTime on collecting information
‘‘Easy to collect’Easy to collect’
FeasibilityFeasibilityFeasibilityFeasibility
Existing sourcesExisting sources
Number of valid casesNumber of valid cases
Overall scoreOverall score
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FeasibilityFeasibilityFeasibilityFeasibility
0 5 10 15 20 25 30 35 40 45
7b
7c
7d
8a
6d
14b
4a
Weighted rankscore
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Calculate indicators
Assess feasibility
Identify and stress conceptual and definition issues
Rethinking the role of indicators in institutional strategies
What are the data used for?What are the data used for? What are the data used for?What are the data used for? 22
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Next stepsNext steps Next stepsNext steps
reduce number of dimensions/classesreduce number of dimensions/classes
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Classification is about grouping Classification is about grouping entities as a way to reduce entities as a way to reduce complexitycomplexity
A limited number of dimensions
A limited number of classes per dimension and per indicator
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Next stepsNext steps Next stepsNext steps
Reduce the number of dimensionsReduce the number of dimensions
Using conceptual considerations
Using empirical considerations
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Next stepsNext steps Next stepsNext steps
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Reduce the number of dimensionsReduce the number of dimensions
Reduce the number of classes per Reduce the number of classes per dimensiondimension
Next stepsNext steps Next stepsNext steps
% international academic staff% international academic staff% international academic staff% international academic staff
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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% tuition fee income% tuition fee income% tuition fee income% tuition fee income
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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Size; enrolmentSize; enrolmentSize; enrolmentSize; enrolment
0
10000
20000
30000
40000
50000
60000
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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Licensing income (as % of total income)Licensing income (as % of total income)Licensing income (as % of total income)Licensing income (as % of total income)
0,0%
0,1%
0,2%
0,3%
0,4%
0,5%
0,6%
0,7%
0,8%
0,9%
1,0%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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Size; academic staffSize; academic staffSize; academic staffSize; academic staff
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
0% 25% 50% 75% 100%
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Next stepsNext steps Next stepsNext steps
develop on-line tooldevelop on-line tool
reduce number of dimensions/classesreduce number of dimensions/classes
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Future use of the ClassificationFuture use of the ClassificationFuture use of the ClassificationFuture use of the ClassificationE
xam
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s E
xam
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s E
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s E
xam
ple
s
providing information to providing information to stakeholders and clients about stakeholders and clients about characteristics of a higher education characteristics of a higher education institutioninstitution
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Future use of the ClassificationFuture use of the Classification Future use of the ClassificationFuture use of the Classification
0
0,2
0,4
0,6
0,8
1S1 highest degree
S2 size
S3 international orientation
S4 research intensityS5 innovation intensity
S6 mode of delivery
S7 regional engagement
institution A
institution BExa
mp
les
Exa
mp
les
Exa
mp
les
Exa
mp
les
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Future use of the ClassificationFuture use of the Classification Future use of the ClassificationFuture use of the Classification E
xam
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s E
xam
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s E
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s E
xam
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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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Future use of the Classification Future use of the Classification Future use of the Classification Future use of the Classification E
xam
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s E
xam
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s E
xam
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s E
xam
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s 33
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Next stepsNext steps Next stepsNext steps
develop on-line tooldevelop on-line tool
reduce number of dimensions/classesreduce number of dimensions/classes
communication process with communication process with stakeholders and previewstakeholders and preview
institutionalisation and ownershipinstitutionalisation and ownership
‘‘communities’ for special dimensions; communities’ for special dimensions; www.u-map.eu
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rethink indicatorsrethink indicators
A European Classification of A European Classification of Higher Education InstitutionsHigher Education Institutions A European Classification of A 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
