Characterising Professional Higher Education in Europe

Anthony
Profiling and Quality Assuring Presenter Name F. Camilleri
Event Name
http://haphe.eurashe.eu
1
Professional Higher Education
Knowledge Innovation Centre

EURASHE QA Seminar, Bucharest, 25th October 2013

Is this PHE?

2


Is this PHE?

3


Is this PHE?

4


Survey responses
Q3: In your understanding:
Is the term “Professional Higher Education” clear?

27%

18%

28%

5 - Very clear
4

39%
33%

29%

3
2

23%

12%
2%
HE Institutions

5

25%

25%

11%

16%

5%

3%

System Level

1 - Not clear at all

External Level


6

Presenter Name

Event Name

Introducing HAPHE

• 11 partners from 10 countries representing a cross-section of
European PHE
• 0,5 million EUR of funding, over 24 months
• activities include research, consultation and piloting
• supported by the Lifelong Learning Programme of the European
Commission
7


HAPHE Aims to

8

Define and Characterise
‘PHE’

Determine Quality
Elements of PHE

Create Basis for
Harmonising Approaches
to PHE

Map PHE Sector in Europe

Consult, Discuss, Improve


First Results

Download Now at:
http://goo.gl/57FhZ3
9


Methodology
• 15 Countries surveyed:
BE(FL), CZ, DE, DK
EE, FI, FR, HR, IE, LT, MT, NL, PL, PT SI
• ‗ID Cards‘ built and verified for every
country by professionals in PHE Sector
• 2 Stakeholder surveys covering internal
and external stakeholders – 671
responses across 18 countries
10


What is PHE?
Characteristics of Professional Higher Education
Strong focus on practical application of research
Strong focus on practical application of study

The study programme is focused on practical aspects of the specific job profile
The study program includes extended phases of practical experiences in form of
internships and/or work experiences
The curriculum emphasises practical aspects and elements for development of skills
and competence
Collaboration between higher education institutions and the industry going beyond
higher education provision but also covering research and education
Higher education providing qualifications to non-traditional groups (adult learners
disadvantaged groups) with flexible arrangements
Higher education providing education and training for update/upgrade of
qualifications of students with working experience (e.g. in-service training)
The combining of academic and professional elements
0%

11

10%

20%

30%

40%

50%

60%

70%


Differences between PHEI & AHEI
Which institution is best suited to provide?
Education focuses on knowledge and its development
Focus on fundamental research
Profession-oriented education and training
Alternating phases of work and study
Education focuses primarily on employability in a wider meaning (ability of
employment over a lifetime)
Programme delivery includes cooperation with employers
Focus on practice relevant knowledge and applied research
Clear focus on academic knowledge and fundamental research
0%
Classical/academic universities

12

10%

20%

30%

Universities of Applied Science / University colleges

40%

50%

60%

70%

80%

90%

100%

Tertiary vocational schools and colleges


Differences between PHEI & AHEI
What institutions think of themselves
University (academic)

PHE Institutions

Clear focus on academic-related knowledge and
fundamental research
80%
70%
Education focuses on knowledge and its
development

60%

Clear focus on academic and profession-related
knowledge and research

50%
40%
30%
20%
10%
Focus on groundbreaking research (fundamental
research)

0%

Programme delivery includes cooperation with
employers

Profession-oriented education and training

13

Focus on practice relevant knowledge and
applied research mainly

Education focuses primarily on employability in a
wider meaning (ability of employment over a
lifetime)


Classification of
PHE Systems
System

Definition

Unitary

all types of Higher Education are offered by
the same institutions, with significant
crossover between ‘professional’ and
‘academic’ activities

PartialUnitary

professional HE is provided within specialized
institutions located within universities

France and Slovenia

Binary /
Dual

academic HE is provided by universities, and
professional HE is provided by specialist
institutions

Lithuania, Estonia, Czech
Republic, Malta,
Netherlands, Finland,
Portugal, Denmark and
Germany

Mixed

dual systems which do not have a clear-cut
distinction between universities and other
institutions

Flanders and Poland

14

Countries


What level?
Country
EQF5
BE(FL)
CZ
DE
DK
EE
FI
FR
HR
IE
LT
MT
NL
PL
PT
SI
15

PHE
EQF6

level
EQF7

EQF8

EQF 5 = Tertiary Vocational
Schools / Colleges
EQF 6 = hybrid
EQF 7 = Universities of
Applied Science


Conclusions
PHE is characterised by:
• professionally-oriented education & training
• practical experiences as part of studies
• focuses on practice-relevant knowledge
• is formulated & delivered with cooperation
from employers
• Must include delivery at EQF 6, but often
includes EQF 5-7
16


PHE & Research
• There are no restrictions on research funding in DK, IE,
LT, MT, NL
• There are difficulties in obtaining research funding in
BE(FL), DE, EE, FI, PT, SI
• Research isn‘t considered as part of the default role of
PHE Institutions in CZ, HR* & PL*
* = an institution may apply for research funding if it
applies for the status of a ‗research institution‘

17


PHE & Research
• We observed a trend towards
increased research involvement by
Institutions
• Research focuses on Innovation,
Technology Transfer, Applied
Research & Development
defining characteristic?
18


Is PHE & AHE equivalent?
• Full equivalence of PHE and AHE, with automatic transition
between cycles and profiles
• Easy transition between profiles and cycles, with bridging
programmes used to prepare students for access
• Difficult transition between profiles and levels – while
bridging programmes exist they are extremely
demanding, and form a considerable barrier to access to the
next cycle.
• No transition possible – in some countries it is not possible
to transfer between profile and cycle, particularly from Level 7
to Level 8 of the EQF.
19


Defining
Professional
Higher Education
20


An Important Distinction

Education with a
Professional Orientation

21

Institutions specialising in
Education with a
Professional Orientation


A definitional attempt
PHE is (a form of education) offering a particularly
intense integration with the world of work in all

aspects (including teaching, learning, research and
governance) at all levels of the EQF for higher
education and lifelong learning. It thus creates a

greater diversity of opportunities, qualifications and
innovation paths for the benefit learners and society.

22


Possible Differentiators
• curriculum
development

• learning context
• staff

• content

• research

• learning

• governance

methodology

23


Questions
• How does PHE differentiate itself in each of
these areas?

• What is the most and least ‗professionalised‘
nature of these characteristics?
• Can we use them to create a diversity model?

24


Diversity Model for PHE
Example of Characteristic Mapped to our Diversity Model:
EARLY STAGES
AWARENESS
Methods of
curriculum
development

The Content for
learning and study

25

DEVELOPING
COMMITMENT

ESTABLISHED

EMBEDDED
ADVANCED

Curriculum
development takes
place from academic
perspective

Curriculum has been
developed through
taking into account
results of surveys,
reports and
observations but lack
‘interactivity’ with
external stakeholders

Curriculum has been
developed through
taking into account
results of surveys,
reports and
observations, and
consultation with
practice stakeholders
has been carried out.

Curriculum
development takes
places in full
collaboration under
equal participation
between academia and
practice representatives

The learning material is
somewhat related to
the practice context

The learning material is
sufficiently related to
the practice context and
integrates examples.

The learning materials
are productively
integrating theory and
practice through
examples, case studies
and references from
both perspectives.

The learning materials
do not refer to practice


Next Steps
• Finalise definition, characteristics, maturity
matrix
• Embark upon wide consultation with
stakeholders
– National seminars
– European policy seminars
– Final Conference
26


Quality Assuring
Professional
Higher Education
27


Does this reflect Quality?

28

source: http://one-europe.info/in-brief/infographic-eu-youth-unemployment


Introducing PHExcel
―Testing the Feasibility of a Quality
Label for Professional Higher
Education Excellence‖
• 6 partners from 5 countries representing expertise in quality
system design and implementation
• 0,5 million EUR of funding, over 24 months
• activities include definition, piloting and sustainability activities
• supported by the Lifelong Learning Programme of the European
Commission
29


Rationale
• The ‘professional’ nature define in HAPHE is
distinct from the ‘academic’ nature of HE
• This professional nature addresses an
important and current societal need
• If its important, then we should assure its
quality
• We need to provide a tool to help providers
ensure quality of their PHE offerings

30


PHExcel aims to
Define Quality
Criteria for PHE

Test validity of
Quality Criteria

Determine
methods of
testing

Launch Service

Design a pilot
service based
on model

Pilot Testing
Model

(assuming demand &
success)

31


Acknowledgements
Research Leaders
Raimund Hudak – DHBW
Marek Frankowicz – PWSZTAR
Project Leaders
Stefan Delplace
Iva Voldanova, Marko
Grdosic, Alexandre Wipf

HAPHE Consortium
•
•
•
•
•
•
•
•
•
•
•

32

European Association of Institutions in Higher
Education (EURASHE)
Cooperative State University Baden Wurttemberg
Knowledge Innovation Centre
Skupnost Višjih Strokovnih Šol
Czech Association of Schools of Professional
Higher Education
Tallinna Tehnikakõrgkool University of Applied
Science
Vlaamse Hogescholenraad (Vlhora)
Association of University Institutes of Technology
Directors
Conselho Coordenador dos Institutos Superiores
Politécnicos
Paostwowa Wyższa Szkoła Zawodowa w
Tarnowie
Vijede veleučilišta i visokih škola

Thank-You for your Attention

Questions?
anthony@camilleri.com
Presentation from: www.slideshare.net/anthonycamilleri

33

This project has been funded with support
from the European Commission. This
publication reflects the views only of the
authors, and the Commission cannot be held
responsible for any use which may be made
of the information contained therein.

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Characterising Professional Higher Education in Europe

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