Post on 13-Dec-2015
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1Presenter Name Event Name
HAPHE Survey ResultsFirst results – 03-08-2013EU Level versus Germany HEI All Perspectives
Prepared by Prof. Dr. Nicole Graf, Raimund HudakDHBW Stuttgart, Germany
HAPHE SURVEY ResultsPerceptions of PHE in Germany
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Demographics of Stakeholders• The folIowing stakeholder groups participated in the
survey:
– University (academic) – University of Applied Sciences / University College– Higher Education College / Further Education College – Post-secondary / Tertiary Vocational Education – Association / Representation of HEIs– Governmental Institution / Ministry
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Type of Survey Participants Participated
EU-HEI All: Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education) System Level Stakeholders (Associations of HEI , Ministry of Education, National Education Councils
472
Germany HEI -All Institutions (Academic Universities, Universities of Applied Sciences, HE Colleges, Tertiary Vocational Education)
33
Active participation of 18 European countries
Statistics EU - Germany
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Type of HE I nstitutions Participated
Academic Universities 165
PHE Institutions (Universities of Applied Sciences, Post-secondary / Tertiary Vocational Education, Higher-education College)
250
TOTAL
415
Statistics – HE Institutions
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Key Findings (1) • Compared to the EU average the term “Professional Higher Education” (PHE) is not very clear in
Germany.
• Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are not showing a strong evidence in Germany.
• The evidence found of PHE in economical policies from government ministries in Germany is higher than the EU average.
• More than 75% of the survey participants agree that there is a growing demand for well profiled PHE in Germany.
• The demand from employers, professional bodies, organisations or industry representatives are most important and the key main driver for PHE compared to the EU average.
• Financial benefits in cooperation with industry are also more important than in other EU countries.
• Another main driver for PHE is the employability of graduates.
Meaning and Forms of
Professional Higher Education
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Q3: In your understanding: Is the term “Professional Higher Education” clear?
EU HEI All Germany HEI All
3% 6%12%
27%23%
21%
35%
36%
26%
9%5 - Very clear
4
3
2
1 - Not clear at all
Meaning and Forms of
Professional Higher Education
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EU HEI-All Germany HEI-All
3% 3%
12%6%
26%30%
32% 33%
24% 24%
5 - Strong evidence 4 3 2
1 - No evidence
Meaning and Forms of
Professional Higher Education
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Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Educational policies, i.e. relevant government ministries
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EU HEI-All Germany HEI-All
5% 3%
20%
6%
36%
36%
25%
33%
10%18%
5 - Strong evidence 4 3 2
1 - No evidence
Meaning and Forms of
Professional Higher Education
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Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources?Economical policies, i.e. relevant government ministries
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Q9: Do you agree that there is a growing demand for well profiled PHE in your country?
EU HEI-All Germany HEI-All2% 3%5% 8%
18%18%
40% 24%
35%52% 5 - Fully agree 4
3 2
1 - Completely disagree
Meaning and Forms of
Professional Higher Education
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Economic policies
Type of Main Drivers
Educational policies
Demands from employers, professional bodies, organisations or industry representatives
PHE best practices at other institutions (competitiveness among institutions)
Germany HEI-AllEU HEI-All
Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms
of Professional Higher
Education
Student demands for job-related education
1-Not importantat all
2 3 45-Very
important
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Financial benefits in cooperation with industry
Type of Main Drivers
Skills shortage in the market
Market demands for job profile upgrading (e.g. health sector)
Market demands for LLL (Lifelong Learning)
Q10: IF ANY - What are the main drivers for PHE in your country?Meaning and Forms
of Professional Higher
Education
Germany HEI-AllEU HEI-All
Employability of graduates
1-Not importantat all
2 3 45-Very
important
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Q10: IF ANY - What are the main drivers for PHE in your country?
EU HEI-All Germany HEI-All1% 3%
10% 6%
19% 18%
36%
15%
30%
55%
5 - Very important 4
3 2
1 - Not important at all
Meaning and Forms of
Professional Higher Education
Demands from employers, professional bodies or industry representatives
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Key Findings (2)• A significant number of participants perceive that the cooperation between higher education and
professional sphere is somewhat occuring but not a used practice at all instututions.
• There is a high involvement of employers in the policy development.
• Also the involvement of companies in the evaluation / accreditation is a common practice in Germany.
• The provision of internships is showing a high level of cooperation
• The participants state that the importance of PHE in the labour market is higher in Germany than in other EU countries….
• … and the rate of the current offer / fulfilment is slightly higher in Germany than the EU average
State of Implementationof
Professional Higher Education
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Involvement of employers in policy development
Limkages
Involvement of employers in the QA procedures of higher education institutions
Involvement of employers in setting learning outcomes / curriculum design
1-Notexistent
23-Frequently
occuring4
5-Usedpractice
Involvement of companies in evaluation / accreditation
Meaning and Forms of
Professional Higher Education
Germany HEI-AllEU HEI-All
Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?
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Collaboration with employers in defining new study programs
Type of Main Drivers
Collaboration with employers in delivery of study programs / teaching
Provision of internships
1-Not existent
23-Frequently
occuring4
5-Usedpractice
Meaning and Forms of
Professional Higher Education
Germany HEI-AllEU HEI-All
Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country?
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Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.
EU HEI-All Germany HEI-All1% 3%
10% 3%
29%
21%
37%
45%
17%21%
5 - Very high 4 - High
3 -Medium 2 - Low
1 - Very low
State of Implementationof
Professional Higher Education
Rate the importance of PHE in your labour market
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Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country.
EU HEI-All Germany HEI-All2% 3%
10% 9%
33% 30%
33% 33%
14% 24%
5 - Very high 4 - High
3 -Medium 2 - Low
1 - Very low
State of Implementationof
Professional Higher Education
Rate your institutions current offer / fulfillment in PHE programmes
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Key Findings (3)• The main drivers in pursuing quality management are accreditation requirements and
continuous improvement
• Institutions´ internal policies are also seen as a main driver stimulating quality, but lower than in other EU countries
• The demands from private sector in pursuing quality requirements for HE is rather low, but still higher than the EU average
Quality Delivery of PHE
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Accreditation requirements and continuous improvement
Type of Main Drivers
Institutions’ internal developments and policies
Competition for students
1-Completelydisagree
2 3 45-Fullyagree
National or regional programs stimulating quality
Q15: What are the main drivers in pursuing quality requirements for HE in your country?
Demands from private sector
Quality Delivery of PHE
Germany HEI-AllEU HEI-All
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Key Findings (4)• The international policies, trends or benchmarks are not strongly supporting the
development of PHE and…
• …and also the existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not very explicit.
• The awareness of any policy recommendations for PHE from their national ministry of higher education is much lower in Germany than in other EU countries
• The majority of higher-education institutions are interested in developing and implementing PHE in Germany.
• The integrated model for PHE is mainly implemented in the HE institutions in Germany.
Development of
Professional Higher Education
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Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)?
EU HEI-All Germany HEI-All
3% 6%10%
12%
34%33%
35%
39%
14%6%
5 - Very strong support 4
3 2
1 - No support at all
Development of
Professional Higher Education
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Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country?
EU HEI-All Germany HEI-All
6% 6%
12%24%
32%
39%
28%
27%20%
3%
5 - Very explicitly 4
3 2
1 - Not explicitly at all
Development of
Professional Higher Education
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Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education?
EU HEI-All Germany HEI-All
7% 9%
16%24%
19%
30%
30%
21%
24%12%
5 - Fully aware 4
3 2
1 - Not aware at all
Development of
Professional Higher Education
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Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country?
EU HEI-All Germany HEI-All
3% 3%
15% 15%
25%18%
39% 45%
15% 18%
5 - Very interested 4 3 2
1 - Not at all
Development of
Professional Higher Education
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Integrated model (study and practice phases alternate)
Models for Professional Higher Education
Enriched model (study phase is enriched through practice
phases, like internships)Academic models (primarily study
phases with curricula which integrate practical skills and aspects from
professional field in form of case studies)
1-Not used
2-NotPlanning to use
3-Planningto use
4-Being implemented
5-Fullyimlemented
Meaning and Forms of
Professional Higher Education
Germany HEI-AllEU HEI-All
Q23. Which of the following models does your institution use when providing professional higher education?
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Key Findings (5)• The policy guidelines for PHE at the institutions are not clearly defined in Germany.
• A mission statement is less defined and refers to higher education and research than in other EU countries.
• The collaboration with private sector companies and organisations is not well established for all institutions.
• More than 90 % of the survey participants from Germany comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.
• The primary motivator to PHE for the professional sphere is the need for qualified employees.
• Compared to the EU data the stakeholders from Germany state that PHE graduates have better opportunities in the market and other benefits.
Trends and Drivers for
Professional Higher Education
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A mission statement is defined and explicitly refers to professional higher education and research
Clear guidelines in PHE
The curricula are focused on professional or practical-oriented
education and researchCollaboration with private sector companies
and organisations is established
1-Doesnot exist
2 3 45-Clearlydefined
A part of academic staff are assigned to specific classes or specific level in
practical-oriented learning
Germany HEI-AllEU HEI-All
Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent?
Trends and Drivers for
Professional Higher Education
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Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase.
EU HEI-All Germany HEI-All1% 6%2%
0%10% 3%
39%33%
46%58%
5 - Strongly agree 4
3 2
1 - Strongly disagree
Trends and Drivers for
Professional Higher Education
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Need for qualified employees
Primary motivators to PHE in the future
Financial motivators (e.g. state, private or other funding)
Image
1-Not Important at all
2 3 45-Very
important
Industry provision / funds of extra-Institutional collaborative
teaching/learning
Available research fundsfrom industry
Germany HEI-AllEU HEI-All
Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?
Trends and Drivers for
Professional Higher Education
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Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future?
EU HEI-All Germany HEI-All1% 3%1% 0%8%
0%
33%
30%
55%67%
5 - Very important 4
3 2
1 - Not important at all
Need for qualified employees
Trends and Drivers for
Professional Higher Education
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Student retention and completion rates increase
Outcome and benefits
PHE lowers the unemployment rate
PHE graduates have better opportunities in the market
1-Completelydisagree
2 3 45-Fullyagree
PHE graduates have better income prospects
PHE graduates have improved career prospects
Germany HEI-AllEU HEI-All
Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE?
Trends and Drivers for
Professional Higher Education
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Practical-orientation in education increases dedication to study.
Outcome and benefits
Practical-orientation in education is seen as a prerequisite for success
Practical use of knowledge and academic ability enhance career development
1-Completelydisagree
2 3 45-Fullyagree
PHE gives graduates a wider range of employment opportunities
Germany HEI-AllEU HEI-All
Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE?
Trends and Drivers for
Professional Higher Education
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Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE?
EU HEI-All Germany HEI-All1% 3%4% 3%
18% 12%
41%36%
30%42%
5 - Fully agree 4
3 2
1 - Completely disagree
Trends and Drivers for
Professional Higher Education
PHE graduates have better opportunities in the market