Introduction of Center for International
Higher Education Studies
Classification of higher education institutions
– the case of Hungary
Prof. Dr. Ildikó Hrubos
Executive director
ildiko.hrubos@uni-corvinus.hu
Workshop on The Bologna process and graduate career tracking system
Budapest, 19th October, 2011
I. Introduction of the Center for
International Higher Education Studies
• The Center for International Higher Education Studies
(CIHES) was established in May 2008 by the resolution of
the Council of the Faculty of Economics at Corvinus
University of Budapest (CUB).
• The Center is an umbrella organization for those
researchers who are teaching and pursuing research in
various fields of higher education at different faculties of
CUB. Other researchers from Hungarian universities can
join to the Center, too. One of the goals of the Center is to
join European research consortia and to contribute to their
results in the analysis of the educational processes with
suggestions and proposals.
• Research topics include:
• analysis of the implementation of European higher
education reform
• internationalization of higher education
• mobility in higher education
• funding reforms in higher education
• social dimension of higher education
• pedagogical methods, quality assurance
The struture of the Center
• 11 members from the Corvinus Universtity of Budapest
• 11 members with other affiliation
• 6 partner institutions
• http://uni-corvinus.hu/ubdex.php?id=24848&L=1
Partner institutions
•
Center for Higher Education Policy Studies (CHEPS), University of
Twente, Enschede
CHEPS is a leading research center in Europe in the areas of international
higher education. Part of their comparative studies have been published on
the reforms and development of the European Higher Education Area.
•
Debrecen University, Center for Higher Education Research and
Development(CHERD)
The Center was stablished in 2007. Their mission is to analyze research and
development problems at the University and in the region.
•
ELTE Center for Higher Education Management
The Center organizes workshops in various topics of higher education
management monthly.
•
Institute for Research and Development in Education
The Institute offers its services in the areas of public and higher education.
•
Educatio Non-Profit Llc.
• Educatio
This interdisciplinary scientific journal publishes results in
several educational areas
• Higher Education Review
This periodical is published by the Educatio Ltd. providing
relevant information about the recent development of
Hungarian higher education.
Activities of the Center
•
The most important annual event of the Center is the "Hungarian
Higher Education" conference.
•
Other conferences are also organized on various topics of international
higher education. Some of these are co-organized by our partner
institutions.
•
Recently published books on higher education research and development
are exhibited and discussed in a series of book reviews.
•
Center for International Higher Education Studies » NFKK
Periodicals. Our publications include conference documents, research
papers and other materials connected to the activities of the Center.
•
Tutoring students research activity (in Master and PhD programs)
Research projects
• Tempus Foundation research project
On internationalization of the Hungarian higher education
2009-2010
• EU supported projects in consortia led by the Center for
Higher Education Policy Studies – Twente
The Bologna Process independent assessment
2010 Contract-2008-3112/001-001 ERA-ERPROG
• CIHES is an independent research unit in the university
project TÁMOP 4.2.1.: Research, Development and
Innovation. 2010-2012
II. Classification of higher education
institutons: U-Map
• Classifying European Institutions for Higher Education
(CEIHE) project – Centre for Higher Education Policy
Studies (CHEPS), University of Twente – The Netherlands
(2004 – 2010)
• The project aimed to develop a field-based classification
system, not a typology (the latter would imply theoretical
classification). A set of criteria was developed along which
different groups of institutions could be identified.
Classification reveals similarities and differences thus it
helps to understand phenomena and to improve
transparency. A fundamental feature that characterizes the
system is its user-friendliness; the system is suitable for
the widest range of users.
Principles of the U-Map
-
The system should be built upon empirical data; institutions should be
classified upon their actual characteristics and not on previous regulatory
distinction of various types (e.g. universities, colleges).
-
The classification should apply a multi-dimensional approach and should
reflect the views of various stakeholders that are allowed to use the
system in their best interest.
-
The classification should be non-hierarchical both in terms of dimensions
and sub-categories.
-
The classification should be relevant to all higher education institutions
(including only accredited institutions).
-
The classification should be descriptive, and not prescriptive. It should not
evaluate or judge institutions neither on dimensions, nor on indicators.
-
The classification should use reliable and verifiable data.
-
The classification should be based upon existing data; no additional data
collection is needed.
TÁMOP-4.2.1/B-09/1/KMR-2010-0005
An overview of U-Map
dimensions and indicators
An overview of dimensions and
indicators in the Hungarian model
The structure of higher education
institutions in Hungary
Table 1: Distribution of higher education institutions by status,
founder and size of institution (2009/2010)
The structure of higher education
institutions in Hungary
Table 2: Distribution of students by founder and status of institution (%) (2009/2010)
Source: Database of the Ministry of National Resources, calculated data
The results of the cluster analyses
1. Cluster
16 institutions, all in church college status: operate
exlusively in one field – theology; small student number
– all under 1 thousand, the majority under 500
2. Cluster
7 institutions, all private colleges – relatively small size;
mostly business administration and communication
profile
3. Cluster
10 relatively large colleges (state and private) – wider
subject areas
4. Cluster
11 institutions (1 university and 11 collages) – state,
church, private; special professional orientation:theology,
business administration, social service, military sciences,
dance
5. Cluster
11 universities and 1 college (state and church) – wide but
not „classical” professional and research orientation, big size
6. Cluster
7 special, relatively small elite universities (state and
church) - theology, music, film, fine arts
7. Cluster
2 private, international universities (English and German) –
mostly graduate programs in social sciences and
humanities
8. Cluster
4 large, traditional (state) universities (over 30 thousand
students) – a whole spectrum of teaching and research
activities
References
•
Hrubos Ildikó: Régi-új megközelítések a felsőoktatási intézmények sokféleségének és
teljesítményének értelmezésében. (Old and new approaches in the interpretation of
the diversity and the performance of the higher education institutions) Felsőoktatási
Műhely, 2011. 1. sz. p. 15-24.
•
Rauhvargers, A. (2011): Global University Rankings and their Impact. European
University Association, Brussels
•
www.eua.be
•
U-Multirank: a multi-dimensional global university ranking
•
www.u-multirank.eu
•
Vught van, F. – Kaiser, F. – File, J.M. – Goethgens, C. – Peter, R. – Westheiden,
D.F.(2010) The European Classification of Higher Education Institutions
•
http://www.u-map.org/U-MAP_report.pdf.