12 août 2010

Universities Implementing Full Costing

strong universities for europeAnkara University, Turkey, 27 September 2010.
To become financially sustainable, universities need to be able to identify the full costs of all their activities. EUA’s continuing work on full costing is now taken up by the EUIMA – Full Costing project (“European Universities Implementing the Modernisation Agenda”), which will organise a series of events around Europe, one of which is the country workshop in Turkey.
The workshop will bring together international experts to work with the leadership and management of Turkish universities, as well as with responsible government ministries and funding bodies. The leadership of some of the biggest Turkish universities as well as the Turkish State planning Organisation (DPT), Scientific and Technological Research Council (TUBITAK), Ministry of Finance, Ministry of Industry and Commerce and the Turkish Technology Development Fund (TTGV) have already confirmed their attendance at the workshop.
The aim of the workshop is to contribute to the development of a coordinated approach to the implementation of full costing among Turkish universities, and to discuss strategic issues such as how to ensure external support to the project. The workshop will also strive to define a roadmap for the implementation of full costing in Turkey, inviting interested institutions to join the follow-up activities.
The format of the workshop will be very practical and will draw on examples of best practice in the implementation of full costing in Europe which will be carefully selected to suit the specific needs and conditions in Turkey. It will provide a forum for debate, giving participants the opportunity to discuss the framework conditions needed to implement full costing in Turkish universities and to establish a network for cooperation between institutions.
Working Group A: Leadership and support for the implementation of full costing
The working group will address the role of university leadership in the implementation of full costing. Two case studies will be presented giving specific attention to the Turkish context. The session will first address the role of leadership in ensuring the support and coordination of external stakeholders. The following questions will be discussed: i) how to establish continuing cooperation among universities; ii) how to foster support from the government; and iii) how to work together with funding bodies towards more coherent funding rules. Secondly, it will also look at the leadership’s role in the implementation of full costing within a university context, focusing on practical questions such as: i) how to ensure commitment to the process at all institutional levels; ii) how to facilitate the internal process of coordination; and iii) how to use full costing as an efficient tool in strategic decision making.
Working Group B: Operational aspects of implementing full costing
This working group will address operational aspects of the implementation of full costing within a university setting. Two examples of best practice from advanced European universities will be presented, describing the different full costing methodologies in use in those institutions and focusing in particular on issues of relevance to the Turkish context. These will provide an outline of the different steps in the implementation process and focus in particular on the following key issues: i) the identification of university activities and cost drivers; ii) the identification of direct and indirect costs; iii) choices of time allocation mechanisms and other data collection procedures; and iv) data management and use of IT systems in the process.

Posté par pcassuto à 01:59 - - Permalien [#]

Quality Assurance and Learning Outcomes

http://www.cti-commission.fr/local/cache-vignettes/L100xH58/siteon19-6fce1.jpgENQA, in cooperation with FHR - Fachhochschulrat, is organising a workshop on quality assurance and learning outcomes which will be held on 9-10 September 2010 in Vienna, Austria.
Learning outcomes are described as written statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning. At the beginning of the 90s, a EU pilot project on ECTS showed that study programmes were much easier to compare if they were described in terms of outcomes, instead of inputs. Learning outcomes started to gain importance at policy level and have been then supported by the development of national qualifications frameworks (Berlin Communiqué), the adoption of the ESG, the overarching outcomes-focused Framework for Qualifications of the European Higher Education Area (FQEHEA) (Bergen Communiqué) and the European Qualifications Frameworks for Lifelong Learning. The ESG and Qualifications Frameworks are having an increasing influence on quality assurance procedures.
The results of an ENQA survey on quality procedures of quality assurance agencies across Europe and beyond (2008) witnessed the education’s shift from a teaching to a learning focus and the methods of agencies are more and more based on learning outcomes. This survey revealed that learning outcomes only start to be addressed in external QA at programme and institutional level procedures.
QA agencies cannot ignore student centered learning and learning outcomes, which are part of the Bologna reform agenda. The importance of learning outcomes will increase for several reasons. Firstly, learning outcomes make qualifications more transparent for students. Then, the range of graduates is becoming wider and thanks to learning outcomes, employers may have a better understanding of the acquired knowledge, skills and competences in order to recruit the most suitable candidate. Learning outcomes benefit for quality assurance as they increase transparency and comparability between qualifications standards. Learning outcomes are also valuable in terms of course design.
Naturally, objections have also been expressed with regard to student-centred learning and learning outcomes. They mainly question the focus on the individual learner, the difficulties in the formulation and implementation, and the inappropriate approach to higher education and academic study.
The workshop will address the question of what stakeholders expect from quality assurance agencies in connection with learning outcome orientation. The opportunities and challenges of the learning outcome orientation in the higher education sector will be discussed from different perspectives. The workshop will try to define the role that learning outcomes should play in external quality assurance and how they can or should be considered within the scope of external quality assurance.
Background/motives, opportunities and challenges of the shift towards “learning outcomes” and the possible impact on quality assurance agencies.
The programme is available here:
The Students’ Perspective: Pros and cons of “learning outcomes”. Expectations towards quality assurance agencies.
Perspective of the higher education institutions: Challenges of “learning outcome orientation” for quality assurance of higher education institutions. Interaction between internal and external quality assurance.
Perspective of the business world/employers: What is expected from the higher education institutions and quality assurance agencies?

Posté par pcassuto à 01:46 - - Permalien [#]

Inclusion through Education and Culture

http://www.tu-dortmund.de/2010/de/Home/Aktuelles/09-07-24-Uneecc/logo.jpg„Inclusion through Education and Culture”
Joint Conference of the The University Network  of the European Capitals of Culture and the Compostela Group of Universities.
14-15 October 2010
University of Pécs
Pécs, European Capital of Culture 2010.
The University Network of the European Capitals of Culture (UNeECC), an international non-profit association, was founded in Pécs Hungary in December 2006, by 15 founding members. The creation of UNeECC originates from the idea that it would be useful for Universities and establishments of Higher Education based in European Capitals of Culture to use this well known and prestigious European institution to stimulate new forms of academic and educational institutional collaboration.
The Compostela Group of Universities (CGU) is a large, prominent, open and inclusive non-profit worldwide network whose overarching goal is to facilitate and promote cooperation in Higher Education, in both the public and private sectors. It achieves this by acting as platform to foster and support projects among its members as well as by participating in activities as an entity in its own right. 

Posté par pcassuto à 00:00 - - Permalien [#]