2/9/2014
VLHORA conferentie
Hogescholen in beweging
10.02.2014
HAPHE– project : Resultaten van het onderzoek
1 consortium & expert group
HAPHE
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Professional Higher Education in Europe
Oct/12 – Sep/14 – 2 years
11 consortium partners
Presenter Name
Event Name
Stefan Delplace
haphe.eurashe.eu
Secretaris‐Generaal EURASHE
Defining
Characteristics
of
Professional Higher Education
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EURASHE
Duale Hochschule Baden-Württemberg (DHBW)
KIC-Malta (consultant in higher education)
Association of Slovene Higher Vocational Colleges (ASHVC)
Czech Association of Schools of Professional Higher Education (CASPHE)
Tallinna Tehnikakõrgkool - TTK University of Applied Sciences
VLHORA
Assemblée des Directeurs d’Instituts Universitaires de Technologie (ADIUT)
Portuguese Polytechnics Coordinating Council (CCISP)
State Higher Vocational School in Tarnow (University of Applied Sciences)
(PWSZ TAR)
– Croatian Council of Universities and University Colleges of Applied Sciences
(VVIVŠ)
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Resultaten van een bevraging op Europees niveau:
• Landprofielen “PHE” in “Austria, Belgium (Flemish Community,
French Community), Croatia, the Czech Republic, Denmark,
Estonia, Finland, France, Germany, Ireland, Lithuania, the
Netherlands, Malta, Poland, Portugal, Slovenia and the United
Kingdom (England)”.
• Brede bevraging d.m.v. een enquête en uitgebreide vragenlijst
Gerichte reeks interviews met stakeholders: bedrijven, kamers
van koophandel, studentenverenigingen, afgestudeerden,
alumni;
• Consultatie met experten van en buiten de opleidingen, op basis
van bevindingen uit de bevraging, interviews.
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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%
4
10%
20%
30%
40%
50%
60%
70%
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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
10%
20%
30%
40%
Universities of Applied Science / University colleges
50%
60%
70%
80%
90%
100%
Tertiary vocational schools and colleges
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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
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Focus on practice relevant knowledge and
applied research mainly
Education focuses primarily on employability in a
wider meaning (ability of employment over a
lifetime)
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EQF levels of PHE by country
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Q10: IF ANY - What are the main drivers for PHE in your
country?
HE Institutions
Type of Main Drivers
1-Completely
disagree
System Level
2
3
Meaning and Forms of
Professional Higher Education
External Level
4
5-Fully
agree
Employability of graduates
Demands from employers, professional bodies, industry representatives Skills shortage in the market
Student demands for job‐related education
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DEFINITIE & EIGENSCHAPPEN
VAN PROFESSIONEEL HOGER
ONDERWIJS (PHE)
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Definition of PHE
haphe.eurashe.eu
Definition
of
Professional Higher Education
Professional Higher Education is a distinct form of Higher
Education that offers a particularly intense integration with
the world of work in all its aspects (including teaching,
learning, research and governance) and at all levels of the
overarching Qualifications Framework of the European
Higher Education Area.
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Definition
of
Professional Higher Education
Definition of PHE
Its function is to diversify learning opportunities, enhance
employability, offer qualifications and stimulate innovation, for the
benefit of learners and society.
The world of work includes all enterprise, civil society organisations,
and the public sector. The intensity of integration with the world of
work is manifested by a strong focus on application of learning. This
approach involves combining phases of work and study, a concern for
employability, cooperation with employers, the use of practice-relevant
knowledge and use-inspired research.
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PHE KADER MET EIGENSCHAPPEN
Defining
Characteristics
of
Professional Higher Education
• Strategie en Beleid:
• Op welke manier is PHO ingebed en vertegenwoordigd
in het algehele strategisch kader en het beleid van de HO instellingen
– Onderwijs‐ en Leerproces: • Welke specifieke kenmerken van het PHO beïnvloeden
het onderwijs‐ en leerproces? – Onderzoek & Innovatie:
• Op welke manier kan onderzoek geïntegreerd worden in een duurzaam PHO,afhankelijk van het EKK niveau.
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PHE Characteristics Framework
Characteristics
Description
Core Criteria
Policy and Strategy
How is PHE embedded and represented in the overall strategic policies and framework of higher education
institutions.
Policy and Strategy
Integration of the world of work
Institutional policies and strategies are defined
Integration
into policy and strategic
in collaboration with the world of work.
frameworks
Objectives and Outcomes
Main objectives in relation to the
outcome of PHE
PHE specifically focuses on enhancing job
related skills and competencies with a view to
raising employability of students.
The emphasis is on learning outcomes and
profession-oriented research.
Regional Integration
Engagement with its regions
PHE is strongly embedded in regional
partnerships with the world of work.
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Characteristics
Description
Core Criteria
Teaching and Learning
How is teaching, learning and research influenced through the specific characteristics of PHE.
Methods of
Curriculum
Development
Curriculum development refers to
- methods of learning
- design and development of curricula
- learning objectives and outcomes.
Curricula are developed by academia in collaboration
with stakeholders, in particular with the world of work.
Curricula are aligned to the future needs of the
practice and employment context based on evidence.
The Content for
Teaching and
Learning
The content comprises
- working methods,
- a syllabus and other materials,
- assignments and assessments given
to the students in their study
programs.
The learning content is productively integrating theory
and practice through examples, case studies,
problem- & project-based learning, latest research or
trends and references from both perspectives, the
world of work and the academia.
The Learning
Methodology
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The learning methodology comprises
- the learning design
- the assessments
needed to achieve the learning
outcomes.
The world of work is strongly represented in the
learning design through reflection of theory on the
practice, the creation of situated learning
environments, e.g. through simulation-based
learning, case studies and scenario-based learning.
Both formative and summative assessments should
reflect the nature and methodology of the specific
PHE learning environment.
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Characteristics
Description
Core Criteria
Teaching and Learning
How is teaching, learning and research influenced through the specific characteristics of PHE.
Learning
Environment
The learning environment refers to the
surroundings and conditions in which
learning takes place
The learning environment includes experience within
Institution as well as outside, in the world of work.
Significant practice phases and/or job experiences
serve to reflect theory in a practical context.
Programme Team
The programme team refers to all
persons involved in the design,
delivery and assessment of learning,
including visiting lecturers,
professionals and support staff
At the programme level, the team shows appropriate
balance of academic background and relevant
experience from the world of work.
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Characteristics
Description
Core Criteria
Research and Development
How is Research integrated as part of a sustainable PHE, recognising that it might differ from level to level and is not
implemented in all institutions yet?
Research Agenda
The research agenda is the scope of
the research activity
The research agenda is informed by the world of
work in order to meet the needs of society and of
enterprise.
Research Process
Evidence-based and applied research
Researchers seek input from the world of work and
value stakeholders’ requests and contributions.
The research process respects the nature of the
inputs and can include various types of research
activities and scholarship, as appropriate to the EQF
level.
Research Outputs
and Outcomes
The expected result of research
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Research outcomes aim to be relevant to the world
of work.
The research outputs are likely to include licenses,
patents, publlications, professional masters and
professional doctorates.
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EURASHE 24th Annual Conference
“Qualifications for the Labour Market”
15-16 May 2014, Yerevan (Armenia)
• Keynote speech Rolf vander Velden/Jim Allan,
Univ. Maastricht (ROA), “What is expected of
graduates in the 21st century? The employers’
perspective on graduate employability”.
• Response European Commission, DG
Employment.
• Workshops with SH on HE systems and tools
supporting employability of graduates.
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