In the context of the ever growing use of technology through e-learning and open-courseware, this project sets out to examine the evolution of the innovative modes of HE provision in teaching and learning across Europe, the motivations for their emergence as well as the ways in which higher education management and governance have responded and adapted to such new modes of provision. In the highly competitive sector of HE, while attempting to enhance the quality of teaching and learning, the increasing range of teaching and learning providers (encouraging both new delivery models and the ‘unbundling of delivery’ through partnerships, spin-out organisations, franchising, etc.), has challenged the ‘traditional’ model of university and stimulated changes in the provision and management of higher education.
The project identifies and analyzes the landscape of these changes in the governance of higher education and provides the first European-wide analysis of these innovative modes of provision in Europe, contributing relevant policy recommendations to all stakeholders and actors in higher education.
The project is carried out by a consortium of twelve university partners and is coordinated by the University of Maastricht and RAND Europe.
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Gaihe project presentation
1. governance and adaptation to innovative
modes of higher education provision
GAIHE Consortium Partners
2. Education, Audiovisual and Culture Executive Agency
Lifelong Learning Programme
Erasmus Multilateral Project
Governance and Adaptation to Innovative Modes of
Higher Education Provision
• Project Acronym: GAIHE
• Project Reference: 539628-LLP-1-2013-1-NL-ERASMUS-EIGF
• Duration: 01.10. 2013 to 31.03.2016 (36 months)
• Project Co-management and coordination:
University of Maastricht, Netherlands and RAND Europe, UK
3. 12 Consortium Partners
•Maastricht School of Governance (Netherlands)
•RAND Europe
•Ecole Normale Supérieure de Lyon (France)
•Lucian Blaga University of Sibiu (Romania)
•Higher Education Policy Research Unit of Dublin Institute of Technology
(Ireland)
•Academic Unit of the University of Latvia (Latvia)
•Comenius University (Slovak Republic)
•University of Ss. Cyril and Methodius (Slovak Republic)
•University of Maribor (Slovenia)
•University of Salamanca (Spain)
•University of Alicante (Spain)
•University of Strasbourg (France)
4. To MOOC or not to MOOC…
• ‘unbundling’, fragmentation of the
traditional educational offer
• Massive Online Open Courses (MOOCs)
• Coursera
• learning channels: Apple’s online
university, Wikipedia, Youtube, etc.
Emerging managerial types:
‘Amazon university’
on-demand university
learning hotel
umbrella university
Corporate University,, etc.
5. Aims:
What is the impact of innovative modes of provision on the management and
governance of higher education?
Identify educational innovations
Analyse the motivations, drivers and barriers to innovative education
Examine the impact of innovative provision on the management and
governance of higher education
Understand how the management of higher education institutions adapts to
innovative provision
Make recommendations and disseminate findings
6. Workplan
• Desk research
LR on university governance and management
LR on innovations in the provisions of higher education (innovative
modes, managerial changes, discernable barriers, drivers, etc)
• Fact finding
Exploratory survey design, administration and analysis
Case study analysis
• Interim and Final reports
self-assessment toolkit for higher education institutions
final policy recommendations
final case study reports
7. Dissemination
• Workshop to exchange best practices
• Training course for university managers and teachers on
innovative modes of provision in teaching and learning
• 5 visits to institutions
• Presentation of results to 3 international level conferences
• Project website: http://www.he-governance-of-innovation.esen.education.fr/
8. In 2016,
the first European-wide analysis
of the innovative modes of
provision
in teaching and learning
in Europe