EURASHE / SPACE 23MARCH 07, CYPRUS Yves Beernaert - Magda Kirsch 1 Findings of the SEPHE II- study Sustainable entrepreneurship in Professional Higher

EURASHE / SPACE 23MAEURASHE / SPACE 23MARCH 07, CYPRUSRCH 07, CYPRUS

Yves Beernaert - Magda KirschYves Beernaert - Magda Kirsch 11

Findings of the SEPHE II-Findings of the SEPHE II-studystudy

Sustainable Sustainable entrepreneurship in entrepreneurship in Professional Higher Professional Higher Education in EuropeEducation in Europe



Objectives of the studyObjectives of the study Make a Make a comparative descriptioncomparative description of of

contribution of PHE as contribution of PHE as corporate and corporate and educational organisationseducational organisations in Austria, in Austria, Finland, France, Germany, Ireland, Finland, France, Germany, Ireland, Lithuania, the Netherlands, Poland, Portugal, Lithuania, the Netherlands, Poland, Portugal, Romania to sustainable entrepreneurship Romania to sustainable entrepreneurship (SE) or corporate social responsibility (CSR);(SE) or corporate social responsibility (CSR);

Contribution of Eurashe to the discussion on Contribution of Eurashe to the discussion on ESD and Copernicus Guidelines during ESD and Copernicus Guidelines during Bologna meeting in London.Bologna meeting in London.



Objectives of the study

Make analysis of: Mission, vision and strategy on SD Activities in the field of SD, SE and CSR Strengths and weaknesses in the field of

SD Involvement of stakeholders



Objectives of the studyObjectives of the study

Give :Give : Examples of good practice in the field Examples of good practice in the field

of ESDof ESD Recommendations Recommendations Lists of organisations active in the field Lists of organisations active in the field

of ESDof ESD Evaluation tools for SDEEvaluation tools for SDE



Background to the studyBackground to the study

Key definitions for SD, SE, CSR Key definitions for SD, SE, CSR Context of the study:Context of the study:

– Brundtland report (1987)Brundtland report (1987)– Rio Conference: Agenda 21 (1992)Rio Conference: Agenda 21 (1992)– World Conference on SD in Johannesburg World Conference on SD in Johannesburg

(2002)(2002)– UN decade for ESD (2005-2014)UN decade for ESD (2005-2014)– SD in the EUSD in the EU– Copernicus Guidelines for the European Copernicus Guidelines for the European

Higher Education AreaHigher Education Area



MethodologyMethodology Questionnaires in English, French and Questionnaires in English, French and

German sent to 429 (P)HEd.Institutions German sent to 429 (P)HEd.Institutions and 355 departments;and 355 departments;

Repeat mails to institutions and Repeat mails to institutions and departments;departments;

Separate mailings to members of Businet Separate mailings to members of Businet and SPACE and several networks for SD;and SPACE and several networks for SD;

Telephone interviews and desktop Telephone interviews and desktop research for examples of good practice.research for examples of good practice.



MethodologyMethodology Questionnaires along the lines of the Questionnaires along the lines of the

Deming Quality Cycle: Plan, DO, Check, Deming Quality Cycle: Plan, DO, Check, Act.Act.

Focusing on elements of Planet, People, Focusing on elements of Planet, People, Profit (Triple P);Profit (Triple P);

Institutional level: focusing on Institutional level: focusing on institutions as business organisations; institutions as business organisations;

Departmental level: focusing on Departmental level: focusing on institutions as education providersinstitutions as education providers



Difficulties metDifficulties met Insufficient response rate due to:Insufficient response rate due to:

– Difficulties to contact correct people;Difficulties to contact correct people;– Aversion to filling in questionnaires;Aversion to filling in questionnaires;– Apparent apathy concerning SD in certain Apparent apathy concerning SD in certain

countries, especially France, Germany and countries, especially France, Germany and Poland;Poland;

Biased sample:Biased sample:– Responses from the majority of countries Responses from the majority of countries

are not representative (except Finland, are not representative (except Finland, Portugal, Ireland and the Netherlands).Portugal, Ireland and the Netherlands).



Findings of the questionnairesFindings of the questionnaires1. At institutional level1. At institutional level

Much more interest at institutional Much more interest at institutional level than in SEPHE-1 study;level than in SEPHE-1 study;

PLAN: PLAN: – Nearly 90 % of respondents have SD in Nearly 90 % of respondents have SD in

their educational mission and more than their educational mission and more than 80% in their corporate mission. (Nearly 80% in their corporate mission. (Nearly half explicitly in their pedagogical mission)half explicitly in their pedagogical mission)

– More than 97% focus on People aspect, More than 97% focus on People aspect, 60% on Planet aspect and 45% on Profit in 60% on Planet aspect and 45% on Profit in corporateMission. corporateMission.




DO: DO: – 95% of respondents claim to do sth. In 95% of respondents claim to do sth. In

field of SD field of SD – Mainly Planet – aspect (nearly 95%)Mainly Planet – aspect (nearly 95%)

85% of respondents take actions in the field of 85% of respondents take actions in the field of sustainable energy!sustainable energy!

– People aspect (87%)People aspect (87%)– Profit aspect (75%)Profit aspect (75%)




CHECK:CHECK:- Institutions are aware of strengths and Institutions are aware of strengths and

weaknessesweaknesses- More than half of respondents assess their More than half of respondents assess their

efforts in the field of SD, SE or CSRefforts in the field of SD, SE or CSR- 80% of Finnish and Romanian respondents80% of Finnish and Romanian respondents

- Half of the respondent (P)HEI integrate Half of the respondent (P)HEI integrate efforts in the field of SD in their QMefforts in the field of SD in their QM

- Nearly 60% are familiar with assessment Nearly 60% are familiar with assessment toolstools- Nearly 80% in the Netherlands Nearly 80% in the Netherlands



Findings of the questionnairesFindings of the questionnaires2. At departmental level2. At departmental level

PLAN:PLAN:- Virtually all respondent (P)HEI think they have a role Virtually all respondent (P)HEI think they have a role

to play in promoting SD, SE or CSR to play in promoting SD, SE or CSR - Most focus is on changing ways of thinking and development of Most focus is on changing ways of thinking and development of

new coursesnew courses

- Nearly 75% of departments surveyed mention SD in Nearly 75% of departments surveyed mention SD in mission or visionmission or vision- More involvement of stakeholders (65%)than at institutional More involvement of stakeholders (65%)than at institutional

level level

- More than half of respondents have strategic plan More than half of respondents have strategic plan - mostly medium or long-term, 46% bottom-up, 38% explicitmostly medium or long-term, 46% bottom-up, 38% explicit

- Funding for SD activities is available (only 8% external)Funding for SD activities is available (only 8% external)




DO:DO:- 90% of all respondent (P)HEI offer courses 90% of all respondent (P)HEI offer courses

or programmes in the field of SD, SE or or programmes in the field of SD, SE or CSR. CSR.

- Subjects vary according to the Subjects vary according to the departmentsdepartments- 92% address global problems, 84% CSR, 70% 92% address global problems, 84% CSR, 70%

management systems, 65% legislationmanagement systems, 65% legislation

- Less than 30% organise specialisationsLess than 30% organise specialisations




DO:DO:- In 86% of respondent institutions SD has its In 86% of respondent institutions SD has its

own positionown position- 70% make these courses compulsory70% make these courses compulsory- 80% integrate SD in several courses80% integrate SD in several courses- 50% organise special modules 50% organise special modules

- Limited offering for third parties (only 30%)Limited offering for third parties (only 30%)- But nearly half of Dutch institutions do soBut nearly half of Dutch institutions do so




DO:DO:- Elements of SD, SE or CSR are present in Elements of SD, SE or CSR are present in

profile of the graduates (80%) and also in profile of the graduates (80%) and also in cases and in industrial visits or placements cases and in industrial visits or placements (67%)(67%)

- 67% examine achievements of students on 67% examine achievements of students on SDSD

- Nearly 80% expect teachers to act as role Nearly 80% expect teachers to act as role modelsmodels

- More than 60% involve guests lecturersMore than 60% involve guests lecturers




CHECK:CHECK:- Departments are aware of strengths and Departments are aware of strengths and

weaknesses weaknesses - Strength: involvement of motivated and Strength: involvement of motivated and

experienced staffexperienced staff- Weakness: lack of corporate strategy or policyWeakness: lack of corporate strategy or policy

- Nearly half of respondents assess their Nearly half of respondents assess their efforts in the field of SD, SE or CSRefforts in the field of SD, SE or CSR

- Majority does not know specific assessment tools Majority does not know specific assessment tools (60%)(60%)



Overall conclusionsOverall conclusions

Compared to SEPHE-1 results are Compared to SEPHE-1 results are much more positive;much more positive;

Low response rate (especially for PL, F Low response rate (especially for PL, F and D) might point to a biased sample;and D) might point to a biased sample;

SD, SE and CSR have found their SD, SE and CSR have found their rightful place in PHEI surveyed;rightful place in PHEI surveyed;

SD is integrated in mission and vision SD is integrated in mission and vision but also in actions as well at but also in actions as well at institutional as at departmental level;institutional as at departmental level;




Policy documents seem to be mainly Policy documents seem to be mainly developed at institutional level;developed at institutional level;

Implementation mainly at departmental Implementation mainly at departmental level;level;

There is a budget (mainly internal) for There is a budget (mainly internal) for actions in the field of SD: 50% at actions in the field of SD: 50% at institutional level 2/3 at departmental level. institutional level 2/3 at departmental level.

Stakeholder involvement is stronger at Stakeholder involvement is stronger at departmental level than at institutional departmental level than at institutional level; level;




Virtually all (P)HEI surveyed think they have Virtually all (P)HEI surveyed think they have a role to play in the promotion of SD;a role to play in the promotion of SD;

Departments focus mainly on awareness Departments focus mainly on awareness raising and transfer of skills as far as SD and raising and transfer of skills as far as SD and their main beneficiaries are their their main beneficiaries are their students;students;

Institutions at corporate level also refer to Institutions at corporate level also refer to the the local (business) communitylocal (business) community and and future generations as the beneficiaries of future generations as the beneficiaries of the actions on SD;the actions on SD;

Efforts in the field of SD are measured but Efforts in the field of SD are measured but specific assessment tools are not known. specific assessment tools are not known.



RecommendationsRecommendations

To PHEITo PHEI– Institutions with expertise in the field of SD Institutions with expertise in the field of SD

should actively disseminate towards others should actively disseminate towards others and team up with them;and team up with them;

– Individual institutions should submit reports of Individual institutions should submit reports of their activities to EURASHE;their activities to EURASHE;

– Stakeholder involvement should be increased;Stakeholder involvement should be increased;– Courses should be organised for third parties;Courses should be organised for third parties;– More external sources of funding should be More external sources of funding should be

found.found.




To Ministries of EducationTo Ministries of Education– To collect examples of good practice and To collect examples of good practice and

disseminate them;disseminate them;– Efforts in the field of SD should be taken Efforts in the field of SD should be taken

into account in the national or regional QA into account in the national or regional QA systems;systems;

– Integration of SD into corporate policy or Integration of SD into corporate policy or strategy of HEI should be supported by strategy of HEI should be supported by legislation. legislation.




To the Commission To the Commission – To support more European projects in the

field of SD; – To promote projects which link up

universities and PHEI or university colleges with experience in SD, SE or CSR;

– To give special support to projects in the field of teacher training.




To EURASHETo EURASHE– Set up a WG in the field of SD, SE or CSR;Set up a WG in the field of SD, SE or CSR;– Play an active role in Copernicus network and Play an active role in Copernicus network and

promote Copernicus guidelines;promote Copernicus guidelines;– Incite member institutions to introduce projects Incite member institutions to introduce projects

in the field of SD, SE or CSR;in the field of SD, SE or CSR;– Make a compendium of sources of funding in the Make a compendium of sources of funding in the

field of SD, SE or CS;field of SD, SE or CS;– Promote existing assessment tools on SD, SE or Promote existing assessment tools on SD, SE or

CSR;CSR;– Open a website page on SD.Open a website page on SD.



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

Documents

EURASHE / SPACE 23MARCH 07, CYPRUS Yves Beernaert - Magda Kirsch 1 Findings of the SEPHE II- study Sustainable entrepreneurship in Professional Higher