The role of Universities in
shaping the future of Europe
K. Atakan
Vice-Rector for Education
University of Bergen
EC-Communication: Supporting growth and jobs
• The Europe 2020 strategy, its Flagship Initiatives and the new Integrated Guidelines
put knowledge at the heart of the Union’s efforts for achieving smart, sustainable and
inclusive growth.
• The potential of European higher education institutions to fulfil their role in
society and contribute to Europe's prosperity remains underexploited.
• Only 26% of the workforce currently has a higher education qualification.
• Europe needs a wide diversity of higher education institutions.
• The main responsibility for delivering reforms in higher education rests with Member
States and education institutions themselves.
Reforms are needed in key areas:
• to increase the quantity
• to enhance the quality and relevance
• to create effective governance and funding mechanisms
• to strengthen the knowledge triangle
• internationalisation of higher education
Background, purpose and expectations
Economic
crisis
Bologna
process
Modernising
the higher
education in
Europe
Economic
growth
However, our reality is different
• No economic crisis. Stable and low unemployment rate (3,2%; ref. SSB):
” Norwegian Government expects that the employment market will be relatively stable in
the future. The situation in Norway therefore seems to be different than the majority of the
European countries which still have significant unemployment problem following the
economic crisis.”
(ref. Goverment press release November 16, 2011)
• Positive balance in the budget (NOK 153 billion)
• Growth is 1.7 % in 2011 (estimated growth of 3.1% in 2012).
(Photo: Esben Johansen)
• Growing savings (state pension fund international has grown NOK 437 billion in 2010
the total amount has reached NOK 3 077 billion).
• Most of the reforms in higher education are already implemented or underway
(Bologna process).
• But this does not mean that there are no concerns for the future!
• It is quite uncertain on how the current economic crisis will effect Norway.
Key issues
Increasing
attaintment levels:
quantity
Improving
governence
and funding
Making the
knowledge triangle
work
Improving the quality and
relevance of the higher
education
Strengthening the quality
through mobility and
cross-border cooperation
Education
Research
Business
QUANTITY
Increasing attainment levels to
provide the graduates and
researchers Europe needs
• By 2020, 40% of young people should
successfully complete higher education or
equivalent studies
• Europe needs to attract a broader crosssection of society into higher education
• Success also depends upon policies to improve
earlier educational outcomes and reduce
school drop-out
UiB
• Focusing on quantity may have a negative
effect on the ”quality” of the higher education.
• Maintaining quality with increased number
of students is a challenge.
• Manouvering capability of the Universities
will be further reduced if the resources are not
adjusted up in line with increasing numbers.
• Europe also needs more researchers, to
prepare the ground for the industries of tomorrow
• Until now, the universities have been
accommodating more students than they
have full financing for.
In short more quantity!
• This imbalance is not sustainable in the
long run.
QUALITY and RELEVANCE
Improving the quality and relevance
in higher education
UiB
• Focusing on quality assurance. This has
• Use of skills and growth projections and
graduate employment data, adapting quality
assurance and funding mechanisms.
• Encourage a greater variety of study modes
by adapting funding mechanisms.
• Better exploit the potential of ICTs.
• Develop active labour market policies to
promote graduate employment.
• Introduce incentives to invest in continuous
professional development, and reward
excellence in teaching.
• Link funding for doctoral programmes to the
Principles for Innovative Doctoral Training.
In short quality and relevance!
been on the national agenda through the
Qualification Framework, learning outcomes, etc.
• Flexibility in the study modes and a focus on
the relevance has synergies also for the lifelong-learning.
• UiB has launched in 2010 ”DigUiB” for
promoting use of digital technology in
education.
• UiB launched a survey in 2010 ”Kompetanse
2020” to understand the societal needs.
• Staff training programmes (UniPed), PEKincentives for promoting quality in education.
• Implementation of dedicated guidelines and an
action plan for the doctoral training.
Expectations of the Society
Our own analysis of the relevance of
higher education and needs of the
society – Competence 2020, reveals
very clear conclusions.
Society needs candidates with:
• Ability to collaborate
• Ability to gain new knowledge
• Independent and critical thinking
• Presentation skills
• Ability to adopt to new challenges
• Solid knowledge base
Perceptions of quality in education
Student
Teacher
Regulatory
agencies
Society
Common understanding of
education quality
Joint goals and expectations
Different perceptions
Different goals
and expectations
Different perceptions
Different goals and expectations
Joint experience of
quality in education
?
=
Experienced
quality in education
?
=
Experienced
quality in education
Quality in education
Lifelong
learning
(LLL)
Ownership
Quality in
education
Focus on
the
processes
Dynamic
developmen
t
Mobility
Strengthening quality through mobility
and cross-border cooperation
UiB
• Action plan for internationalisation is
• The ministers of the European Higher Education
Area (EHEA) have agreed to double the
proportion of students completing a study or
training period abroad to 20% by 2020.
• The development of the European Research
Area (ERA) is increasing complementarity
between national systems.
• Attracting the best students, academics and
researchers from outside the EU and
developing new forms of cross-border
cooperation are key drivers of quality.
• Encourage institutions to build learning
mobility more systematically into curricula,
and eliminate unnecessary barriers. Ensure the
efficient recognition of credits gained abroad.
In short mobility contributes to quality!
endorsed in 2011. A dedicated Vice-Rector post
at the university leadership.
• UiB has already reached the goal of 20%
outgoing student mobility abroad.
• Aims to connect research priorities with
mobility, through clear administrative routines
and quality assurance systems.
• Largest incoming mobility is from Europe
(Germany is leading).
• UiB is establishing a service senter for
international mobility.
• UiB develops strategic partnerships and
recruitment plans.
• Use of EQF, ECTS and diploma supplement.
Courses and study programmes in English.
Knowledge triangle
Making the knowledge triangle work
Education, research and business
• Close, effective links between education,
research and business.
• Public policies which encourage partnership
between professional institutions, research
universities, business and high-tech centres.
• As centres of knowledge, expertise and
learning, higher education institutions can
drive economic development in the territories
where they are located
• Stimulate the development of entrepreneurial,
creative and innovation skills in all disciplines
and in all three cycles, and promote innovation
in higher education.
In short promoting growth and jobs!
UiB
• Focusing on knowledge triangle, through
facilitating interaction between education,
research and business.
• Action plan for the interaction with the
society including business and industry
launched in 2009.
• UiB holds an annual conference
(Christiekonferansen) to bring together the
business and industry stakeholders together
with the academia.
• Opened a dedicated office for contact with
various stakeholders in the society.
• Established Bergen Technology Transfer to
facilitate product development based on
research.
• Strategic partnership with major industry
partners.
Improving
governence and funding
• The total investment in higher education in
Europe is too low: 1.3% of GDP on average,
compared with 2.7% in the US and 1.5% in
Japan.
• Looking to diversify funding sources, using
public investment to lever funds from elsewhere
and drawing to a larger extent on private funding.
• The challenges faced by higher education
require more flexible governance and funding
Systems.
• Investment in professional management can
provide strategic vision and leadership while
allowing teachers and researchers the necessary
academic freedom to concentrate on their core
tasks.
UiB
• National funding schemes for centres of
excellence in research is already established.
Centres of excellence in education is the
most recent development.
• In principle all education is free in Norway,
including the higher education.
• Regional collaboration, division of
responsibilities at a national level, and
concentration of resources are promoted
nationally (SAK).UiB has already established a
collaboration partnership (UH-nett Vest).
• Most of the research activites are financed
by external funding, whereas the education is
mainly supported by the public funds.
• Academic freedom is an integrated part of
the strategy and vision of UiB.
EU Support
mechanisms
Next steps towards
smart, sustainable
and inclusive
European
Supporting reform through
evidence based policy
Higher Education
Promoting
mobility
Supporting
internationalisation
Putting higher education
at the centre
Strengthening the long term
impact and the complementarity
of the EU funding
We welcome the initiative!
It is a correct investment, because knowledge based economic growth can only be
achived if there is enough investment in higher education and basic research.
We also welcome the initiative because the communication proposes a substantial
increase in the funding mechanisms for education.
However, there is no quick fix to the problem.
Long-term investment in education and in basic research will pay off in the longrun, but expecting products that will increase the efficiency of the economy in the
short-term is an illusion.
Focusing on innovation is important, but a clear definition is needed.
Research is by definition innovative! Long-term basic research is the key element.
The product development however is a joint venture where all three elements in the
knowledge triangle, education, research and business works equally well.
Final remarks
The cause of the problem:
The EC’s communication:
Poor management and controll in the
global financial institutions and markets.
”Smart, sustainable and inclusive
growth.”
Analysing the problem:
The way out of this economic crisis is
not necessarily on the stock markets.
Solution to the problem:
Investments for the future are needed
and the best bet is on the human capital.
Modernising the Higher Education in
Europe
”The main responsibility for delivering
reforms in higher education rests with
Member States and education
institutions themselves.”
Universities will continue to follow up their role in developing our society!
Thank you for your attention!
Photo: Tom Jarane, 2008