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Management in
Higher
Institutional
Education
Programme on Institutional Management in Higher Education
2011
OECD
ABOUT IMHE
3OECD
© OECD 2011
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Institutional Management in Higher Education
ABOUT IMHE
Higher education has become a critical element in economic growth and innovation in OECD countries and beyond. It is a complex sector involving multiple actors with interlocking roles.
With the competing demands of government policy and market forces, institutions need to defi ne their role and mission both locally and globally. The challenge remains to maintain both the quality and quantity of instruction provided and motivate quality teachers, researchers and administrators. Institutional governance and management strategies need to be informed by strategic thinking on the latest developments in the higher education sector.
IMHE has established a permanent forum for education professionals to exchange experiences and benefi t from shared refl ection, thought and analysis in order to address these issues.
GOVERNANCE AND STRATEGIC MANAGEMENT
IMHE’s work has global reach and includes monitoring and analysing policy making; gathering data; and sharing new ideas, as well as refl ecting on past experience. These activities assist members in contributing to the development of higher education internationally, nationally and locally. IMHE’s strategic position within the OECD provides members with a recognised international network drawing together these higher education professionals, leaders, policy makers, managers and researchers.
• Created in 1969, the IMHE Programme, dedicated to the management of higher education institutions, is the only OECD forum open to such educational institutions.• 250 members in over 50 countries
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INTERNATIONAL CONFERENCES, STUDIES AND EVENTS IMHE-organised seminars, conferences, and workshops provide IMHE members with a real network of education specialists. Professionals attending these events have the opportunity to share and compare various policies and practices governing the management of their institution within an international and interactive setting.
The analyses of both case studies and political views presented at IMHE conferences provide participants with a broader perspective of the current and future trends.
The Biennial IMHE General ConferenceThe IMHE biennial General Conference is our standout event, attracting approximately 500 participants comprised of higher education policy makers, institutional leaders and academic experts. Notable speakers and stimulating sessions provide an opportunity for members and non-members to share their views and ideas, discuss relevant topics and forthcoming trends, as well as network. In 2010, the Conference, Higher Education in a World Changed Utterly: Doing More with Less, focused on how the higher education sector, including
governments, institutions and individuals, can lead the way to sustainable recovery. It examined ways in which effective and efficient results may be achieved at a time of greater demand with fewer resources.
For more information, see:www.oecd.org/edu/imhe/generalconferenceContact: [email protected]
The Higher Education Management and Policy journal (HEMP)The Higher Education Management and Policy journal is addressed to leaders, managers, researchers and policy makers involved in higher education institutional management and policy. Compiled of articles and reports on research projects with an international view, it focuses on the practice and policy of educational systems and institutional management. The Journal is published three times per year and accepts contributions that are carefully selected by the editor, Vin Massaro, in collaboration with the Editorial Advisory Group chaired by Elaine El-Khawas.
For more information, see:www.oecd.org/edu/imhe/journalContact: [email protected]
5OECD
© OECD 2011
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Institutional Management in Higher Education
QUALITY TEACHING: IMPROVING THE LEARNING EXPERIENCE Why and how do higher education institutions ensure and improve the quality of their teaching personnel and of the instruction they provide? To answer these questions, IMHE has developed a two-phase study on quality teaching. A review of a number of institutions is underway.
The review explores institution-wide support to improve, reward and evaluate quality teaching, while focusing on the institutional capacity to design, implement and monitor support. Through dialogue and close partnership with the institutions, the review aims to:
• analyse current quality-led initiatives on teaching improvement
• investigate faculty and student perceptions of the institution’s support of quality teaching
• further explore the link between teaching and learning
• investigate ways to evaluate the impact of teaching.
Benefi ts for the participating institution:
• stimulate and enhance internal strategic thinking
• gain insights from an external viewpoint on the progress of institutional engagement in quality teaching
• explore the various points of view within the institution
• share experiences with other institutions and showcase successful teaching approaches in an international context.
Participating institutions include: University of Campinas (Brazil), Université Laval (Canada), Laurea University of Applied Sciences (Finland), Eötvös Loránd University (Hungary), Catholic Portuguese University (Portugal), Higher School of Economics (Russia), Cape Peninsula University of Technology (South Africa), Open University of Catalonia (Spain).
Learning our Lesson - Review of Quality Teaching in Higher Education, by Fabrice Hénard [email protected] more information, see:www.oecd.org/edu/imhe/qualityteaching
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HIGHER EDUCATION IN REGIONAL AND CITY DEVELOPMENT: BUILDING PARTNERSHIPS
How can relationships between higher education institutions and the cities and regions in which they exist be optimised so that they may support each other? To answer this question, IMHE, in collaboration with international organisations, is evaluating the relationship between regional stakeholders, higher education and development.
Since 2005, IMHE has reviewed 28 cities and regions in 18 countries throughout the world and engaged thousands of stakeholders in the partnership-building process.
Expected results:
• regional self-evaluation reports prepared by regional authorities and higher education institutions
• external analytical reports on the regions, prepared by the OECD and international experts
• comparative analytical reports on an international scale covering specifi c questions.
For more information see:www.oecd.org/edu/imhe/regionaldevelopmentContact:[email protected]
“The review process has been worthwhile. In bringing everyone together in the three communities of our region we have discovered that there are many positive things happening that we were not aware of. The OECD recommendations are the framework for rebuilding the Paso del Norte region as a sustainable resilient community. The outcomes of the review are helping us to develop a regional strategic plan that will outline the scope of work for the next three years. Insight and feedback from the OECD has provided us with a powerful tool to drive this change. The OECD report is defi nitely not another report that sits on the shelf.”
Lisa Colquitt-Muñoz, Deputy Chief of Operations for the Paso del Norte group, regional Co-ordinator of the Paso Norte region, the largest metropolitan area on between the United States and Mexico and one of the largest cross-border regions in the world.
7OECD
© OECD 2011
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Institutional Management in Higher Education
MANAGING INTERNATIONALISATION Globalisation is bringing new significance to the international dimension of higher education. Rankings have focused attention on the international status of institutions. As the labour market is placing ever more importance on the language and inter-cultural skills that enable graduates to interact well in a global setting, internationalisation provides new and exciting opportunities for all types of higher education institutions. It also challenges their governance structures and managerial practices. More and more institutions are including their internationalisation strategy as part of a broader institutional strategy while others are seeking guidance. In collaboration with other partners, IMHE will analyse approaches to internationalisation and their implications for strategic management and institutional practice. Based on existing research and building on accumulated knowledge and the experience of several volunteer IMHE members, this activity will identify the factors, instruments, approaches and reference points to assist institutions to efficiently plan and manage the internationalisation of their institutions.
The project takes a broad view of internationalisation including:
marketing and branding; mobility of teachers and researchers
international students and their needs internationalisation of programme content and
delivery, as well as the development of offshore campuses
quality assurance and degree recognition research collaboration and management; global
consortia and partnerships and regional analyses.
Work under this activity will reflect members’ needs and priorities. They will include conceptual and synthetic
work, as well as practical “how to” issues to equip participants with useful advice and a clear vision on policies, process and practice in internationalisation. For more information see: www.oecd.org/edu/imhe/intl Contact: [email protected]
MANAGING INTERNATIONALISATION
Globalisation is bringing new significance to the international dimension of higher education. Rankings have focused attention on the international status of institutions. As the labour market is placing ever more importance on the language and inter-cultural skills that enable graduates to interact well in a global setting, internationalisation provides new and exciting opportunities for all types of higher education institutions. It also challenges their governance structures and managerial practices. More and more institutions are including their internationalisation strategy within their broader institutional strategy, while others are seeking guidance.
In collaboration with other partners, IMHE will analyse approaches to internationalisation and their implications for strategic management and institutional practice. Based on existing research and building on accumulated knowledge and the experience of several volunteer IMHE members, this activity will identify the factors, instruments, approaches and reference points to assist institutions to efficiently plan and manage the internationalisation of their institutions.
The project takes a broad view of internationalisation including: • marketing and branding • mobility of teachers and researchers • international students and their needs • internationalisation of programme content and
delivery, as well as the development of offshore campuses
• quality assurance and degree recognition • research collaboration and management • global consortia and partnerships • and regional analyses.
Work under this activity will reflect members’ needs and priorities. They will include conceptual and synthetic work, as well as practical “how to” issues to equip participants with useful advice and a clear vision on policies, process and practice in internationalisation.
For more information see:www.oecd.org/edu/imhe/intlContact: [email protected]
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THE ASSESSMENT OF HIGHER EDUCATION LEARNING OUTCOMES (AHELO)
A degree holder today will probably change jobs 10 times during their career.
Each year, OECD governments invest an average of USD 15 800/student and the number of students is increasing by 4.5% every year.
Companies now hire applicants from all over the world who have little or no idea of the value added of their respective diplomas.
THE ASSESSMENT OF HIGHER EDUCATION LEARNING OUTCOMES (AHELO) The OECD has launched a feasibility study for the fi rst international evaluation of knowledge gained by students at the end of their education. This study will take place in 16 countries, and involves the development and testing of assessment instruments in three areas, as well as the collection of contextual data.
More information:www.oecd.org/edu/ahelo Contact: [email protected]
Why is this so important? • A degree holder today will probably change jobs 10 times
during their career.
• Each year, OECD governments invest an average of USD 15 800/student and the number of students is increasing by 4.5% every year.
• Companies now hire applicants from all over the world who have little or no idea of the value added of their respective diplomas.
9OECD
© OECD 2011
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Institutional Management in Higher Education
• The most recent research and activity reports relating to higher education management.
• Three subscriptions to the Higher Education Management and Policy journal.
, or contact us at the following
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WHO CAN JOIN IMHE? All higher education institutions, government departments, agencies and non-profit organisations can join IMHE, pending approval by the Governing Board.
The annual membership fee is 3 450€/ calendar year. A reduced rate is available for higher education institutions for an initial two-year period.
Other membership benefits Members are entitled to take part in all or some of the activities that are offered.
• free access to all of the OECD’s online publications on education, for personal use only
• the most recent research and activity reports relating to higher education management
• three subscriptions to the Higher Education Management and Policy journal
• IMHE Info published three times per year• the opportunity to be elected to IMHE’s Governing Board
and thereby fully participate in IMHE’s decision making process
• the opportunity to be part of a strong network of education experts and professionals.
Please fill out the membership application form at:www.oecd.org/edu/imhe/join.Your registration request will be sent to the IMHE Governing Board and evaluated within three weeks.
For more information, please see our website:www.oecd.org/edu/imhe/joinor contact us at the following address:[email protected] us on Twitter: OECD_EDUAnd check out our content using hashtag #OECDHE
© OECD 2011
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My IMHE
“The value added benefits of IMHE is that it provides direct access to the latest thinking on higher education from around the world. It enables us to develop good contacts with other policy makers and to track latest developments. We have also found IMHE useful in addressing particular issues, e.g. financial management and governance.”Steve Egan, HEFCE, United Kingdom
“The IMHE provides a valuable forum where the policies and practices underlying vibrant higher education systems can be identified, discussed and widely disseminated. This is of immediate direct benefit to participating agencies, and institutions and their students. In the long run it is of benefit to all humankind.”Tom Boland, Higher Education Authority, Ireland
“For the University of Iceland, the membership of IMHE is very valuable as it makes it possible to follow what innovations are happening in the university world. It also makes it possible to participate in research projects that encourage self-evaluation and provide benchmarks with other universities.”Ingjaldur Hannibalsson, University of Iceland
“For our university, the participation in OECD IMHE stands for operative access to high-class expertise, data and colleagues – experts in the field – all around the world. The University of Latvia considers that being among members of OECD IMHE is a prestigious opportunity.”Janis Stonis, Latvija Universitate, Latvia
“IMHE programmes and publications are some of the most valuable sources of information and research for keeping up
the pace with the truly relevant developments of higher education on the global scene. The biennial General Conference is a thought-provoking event and a unique opportunity for networking,”Dr. Jocelyn Gacel-Ávila, Universidad de Guadalajara, Mexico
“The IMHE provides policy studies and sponsors projects and forums that are invaluable to OECD leaders in higher education who are confronted daily by an ever-changing and often volatile global environment. These services help higher education leaders around the world build a solid foundation for informed decision-making and benchmarking best practice.”Molly Corbett Broad, President, American Council on Education
Photo credits: OECD (page 2) – Antoninho Mormo Perri, Unicamp (page 6) – OECD
(page 8) – Université de Sherbrooke (page 9)
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT www.oecd.org
Become an IMHE member
Find more information at
www.oecd.org/edu/imhe/join
or contact
www.oecd.org/edu/imhe
