ERASMUS MUNDUS, Clustering Erasmus Mundus Masters Courses and Attractiveness Projects. LOT 2: EMPLOYABILITY SURVEY RESULTS.
Enquête sur l'insertion professionnelle des étudiants Erasmus Mundus – rapport et recommandations, réalisée par MKW et le Céreq
Dans le cadre d'un appel d'offres, la Commission européenne a financé en 2010 et 2011 une enquête menée par MKW et le Céreq sur l'insertion professionnelle des étudiants en masters Erasmus Mundus. Les résultats, analyses et recommandations émanant de cette enquête sont désormais publiés. Téléchargez le rapport de l'enquête. Téléchargez les recommandations de l'enquête.
The Erasmus Mundus programme (EM) aims to promote European higher education, to help improve and enhance the career prospects of students and to promote intercultural understanding through cooperation with third countries, in accordance with EU external policy objectives, in order to contribute to the sustainable development of third countries in the field of higher education. For this purpose the Education, Audiovisual and Culture Executive Agency commissioned an in-depth quality assessment of Erasmus Mundus Masters Courses (EMMCs) and related projects to enhance its attractiveness, among which the present study on employability of Erasmus Mundus students and graduates.
Erasmus Mundus, actually, can be regarded as an educational programme to meet the challenges arisen from dynamic and international oriented labour markets. In the framework of Europe 2020’s aim “to enhance the performance and international attractiveness of Europe's higher education institutions and raise the overall quality of […] education and training […], combining both excellence and equity”1 Erasmus Mundus can be seen as one important measure, providing high level education for mobile and high skilled students from all over the world in trans-national learning environments covering leading faculties of all academic disciplines offering European double, multiple or joint degrees. Simultaneously, the programme poses high requirements, comprising a highly selective quality recruitment procedure, a time-intensive curriculum, a multitude of educational systems and languages, which demands students’ adaptability.
The present Guidelines offer a means to explore, individually or collaboratively, the challenges Erasmus Mundus Masters Courses have to deal with in bringing their approved excellence in research and teaching in accordance with improving their students’ position on the labour market. Moreover, discovered examples of good practice can lead to practical recommendations of concrete measures how to provide students with prerequisites and resources that make them “employable”. The Practical Guidelines should thus enable Erasmus Mundus Masters Courses as well as universities willing to start a EM programme to reappraise existing course designs in order to develop intrinsic and selfcontained strategies enhancing employability.
Nevertheless, this publication is in no ways foreseen to outline a tailor-made approach to enhance employability, nor as an exhaustive “to-do-list”. Due to the high diversity of the Masters programmes, not every measure can be applied according to the same logic. Notwithstanding the remarkable level that many EMMCs already exhibit, they have been launched at disparate times and to different preconditions and some measures are still “under construction”. Future progress in the area of employability will therefore be exciting to be monitored and continuously updated.
To base the practical guidelines on a scientific point of view, the present document starts with introducing the undertaken quantitative and qualitative survey methods and its most important results. For each of the topics treated, the major findings are summarized and strengthened by a related graph or chart. Afterwards, every topic is illustrated by an example of good practice from one EMMC, which have been gathered during the qualitative interviews and the Erasmus Mundus Employability Workshop, identifying recommendable strategies and solutions. It has to be mentioned that this good practice neither depicts the entire scope of activities of each EMMC, nor is exhaustive for the whole topic. Therefore, each section ends with recommendations drawn from the entire sample of interviews. Finally, a section of general recommendations will conclude these guidelines.
Téléchargez le rapport de l'enquête. Téléchargez les recommandations de l'enquête.
El encuentro de lema "Educación continua de alto impacto. Un puente al desarrollo económico y social" pretende ser un foro de reunión de los centros de educación continua de las universidades de latinoamérica y Europa para intercambiar experiencias y buenas prácticas.
The Age Action Alliance is committed to:
- engaging older people to find out what matters to them and act on it;
- working with Alliance partners to improve the lives of older people;
- building on what already works well; and
- developing realistic and measurable goals and demonstrating the difference it is making.
For many years, NIACE has worked to improve the quality, range and accessibility of learning for older people. For the last five years it has convened the National Older Learners Group, which brings together the national agencies with direct interests in older people's learning.
NIACE's paper Choice and Opportunity (published in 2010) also highlights how adult learning can contribute to all the five ‘ways to wellbeing', identified in the Government's 2010 Foresight report:
- Connect with other people.
- Be active in some form.
- Take notice of the world and be curious.
- Keep learning.
- Give to others.
Stephen McNair, NIACE Research Associate, said:
"The benefits of learning for older people, their communities and the public purse, are great and we welcome the growth in recent years of self-organised learning activities for older people, through organisations like the University of the Third Age and Learning for the Fourth Age. However, we badly need to stop the continuing decline in publicly funded courses for older people, where course closures and higher fees have led to a drop in the numbers of older people in learning."
"Critically, we need closer working between agencies, to share resources and ideas, and especially to reach those who think learning is irrelevant, too expensive or too inaccessible. The Alliance is a key way to help this process."
The video clips on this page are in Windows Media Video format (wmv). If the videos do not start to play when you click on them, right-click and save them to your computer and then play them back through your usual media player. Video: Informal Adult Education in Care Settings. Extra link: 'Social value of adult learning for adult social care'.
Présidant une séance intitulée ‘Internationalization of higher education: who benefits who is at risk?’ le 14 mars, la Secrétaire générale de l’AIU coordonnera aussi les discussions de six groupes de travail, lesquels adresseront une série de questions portant sur divers aspects de l’internationalisation de l’enseignement supérieur tels que:
- le concept en lui-même;
- les moteurs de l’internationalisation;
- le rôle de la mobilité étudiante dans les efforts d’internationalisation entrepris;
- l'internationalisation et la responsabilité de l’enseignement supérieur au niveau mondial;
- l’internationalisation en tant que catalyseur de réformes plus générales aux niveaux institutionnel et systémique;
- quelles pourraient être quelques unes des caractéristiques d’une université internationalisée.
Les présidents de ces groupes de travail rapporteront les résultats des échanges lors de la dernière séance plénière de la conférence le 15 mars. Les groupes de travail se réuniront deux fois lors de la conférence afin de préparer des réponses pratiques aux points précédemment mentionnés.
Cet évènement offre à l’AIU une occasion propice de présenter et faire avancer les délibérations de son Groupe international ad-hoc d’experts, qui eux aussi planchent sur la question de l’internationalisation puisque plusieurs membres de ce groupe prendront par au GG2012 et contribueront substantiellement aux discussions. Tous les participants du GG2012 auront, par ailleurs, l’opportunité de contribuer aux débats en tant qu’invités lors d’une réception offerte par le British Council le 14 mars. A cette occasion, ils seront invités à offrir leur point de vue sur les six questions mentionnées plus haut.
Going Global est en passe de devenir un rendez vous annuel apprécié et l’édition 2012 sera un jalon important dans la réflexion de l’AIU portant sur l’internationalisation.
Pour de plus amples informations au sujet des divers évènements relatifs à ces questions lors du GG2012, n’hésitez pas à visiter le site internet de la conférence. Pour accéder à la liste complète des questions qui seront abordées par les groupes de travail cliquez ici (en anglais seulement), et accédez également à une description détaillée (en anglais) du travail mené par le Groupe international ad-hoc d’experts coordonné par l’AIU. Les actions de l’AIU se poursuivent car l’Association prépare sa 14e Conférence Générale (27-30 Novembre, 2012) au cours de laquelle la question ‘Is globalization setting a new agenda for internationalization of higher education?’ occupera une place centrale au sein du programme et le fruit des efforts du Groupe international ad hoc d’experts y sera présenté et largement débattu. Pour plus d'information:email@example.com.
IAU, working in partnership with the British Council’s Going Global Steering Committee, is coordinating the debate on internationalization that forms a central part of this Going Global 2012 (GG2012) (13-15 March, 2012, London, UK).
Chairing a Plenary session entitled: ‘Internationalization of higher education: who benefits who is at risk?’ on March 14, the IAU Secretary General will coordinate the deliberations of six Working Groups which will each address a set of questions on various aspects of internationalization such as:
- the concept itself;
- what is driving internationalization;
- the role of student mobility in the internationalization efforts;
- the extent to which internationalization is conducted in ways that are mindful of higher education’s global responsibility;
- whether and how the process has acted as a catalyst for wider reforms at institutional and systemic levels;
- what may be some of the features of an internationalized university.
The Chairs of each these Working Groups will report back on the outcomes at the final substantive plenary of the conference on March 15. The Working Groups will meet twice during the conference and are expected to prepare practical responses to these challenges.
For IAU, this event offers a timely opportunity to showcase and further the deliberations of the Rethinking Internationalization Ad hoc Experts Group since many members of this Ad hoc Group will take part in the GG2012 and will contribute substantively to the process described above. All GG2012 participants will also have an opportunity to contribute in the debate, as guests at a Reception offered by the British Council on March 14. During this social gathering they will also be invited to offer their views on the six questions mentioned above.
Going Global is growing into an annual international event of some importance and this conference will be an important milestone in the work of the IAU on re-thinking internationalization.
For more information about the Re-thinking Internationalization series of events at GG2012 please visit their website. For the complete set of questions to be addressed by the Working Groups see here and also read a fuller description of the work of the international Ad hoc Group whose efforts are being coordinated by IAU too. The work will carry on even afterwards as IAU prepares for its 14th General Conference where the question ‘Is globalization setting a new agenda for internationalization of higher education?’ forms a central part of the programme. For more information: firstname.lastname@example.org.
Higher Education in the World 4, Higher Education’s Commitment to Sustainability: from Understanding to Action
In terms of social value, higher education’s greatest challenge in the coming years is to materialize the contribution made by knowledge to build a sustainable future for society. Sustainability involves the development of a new culture, encompassing an analysis of knowledge itself, reviewing the assumptions that sustain our understanding of the world and the human dynamics within it.
Our newest report, titled Higher Education in the world 4 - Higher Education’s Commitment to Sustainability: from Understanding to Action represents the next step in the GUNi series of reports on the social commitment of universities, with its aim to explore the commitment of higher education (HE) to sustainability. For this we have brought together 85 authors, representing 38 countries from around the world, working on sustainability in HE. We wish to note that 32% of developing states are represented and 45% of the authors are women.
The report is structured into four parts; the first analyzes the current context, as an awareness of the state of the world is what justifies the need for this transformation to sustainability. Lester Brown, in The World on the Edge, notes an increase in worrisome signs for our society. No civilization can survive the ongoing destruction of its natural resources, yet the economists look at the future differently. Modern economic policies have created an economy that is so out of sync with the ecosystem upon which it depends, that it is approaching collapse. If we continue down this path, how much time do we have before we see serious breakdowns in the global economy? Lester Brown proposes to save civilization, but do we need to save or reform it? The first thing we need is a contemporary economy, where the market tells us the ecological truth. The overarching question is: Can we change fast enough? Paul Raskin presents different scenarios of time, level of commitment, and the degree of the transformation.
HE plays a leading role in the domains of education, understanding and action. A university embracing the mission of transition to sustainability must center on the cultivation of informed and thoughtful global citizens; building foundations of knowledge for the transition, assessment of global dynamics, cultural change and institutional design. It is time to make a choice. Daniella Tilbury provides a global overview on the progress to this point. There is evidence suggesting that higher education doesn’t understand the true nature of the challenges to ESD. Sustainability challenges current paradigms and structures, as well as predominant practices in higher education. Though international declarations provide visible commitment encouraging progress, they are not sufficient to change institutional and disciplinary practices in HE. Achievements have been random, and mostly disconnected from the core business of HE, usually engaging minority groups, failing to reach the core of staff, students and stakeholders or influence the culture of institutions.
The majority of the universities engaged in sustainability are preoccupied with the greening of the campus through efforts such as minimizing waste and energy consumption, developing low carbon buildings, and modeling sustainability to influence the behavior of students and staff. Examples of initiatives influencing core university personnel are rare, and seldom impact students’ formal learning opportunities.
In the last decade we have seen a rise in more complicated research methods. We have seen the investigator become both expert and partner, with research both on and with people. Research that is inter- and multidisciplinary while discipline-focused, with academic and social impacts, that both informs and transforms, focusing on technological, behavioral, social and structural change.
Partnership platforms bring together universities committed to this agenda. Their annual meetings confirm that universities are increasingly recognizing the need to work together to share common issues but also learn from best practices. These initiatives represent tangible transitions towards ESD in core areas such as curriculum integration, changing views on how we work to solve these issues and moving from isolation in our approach to collaboration.
The second section presents the regional perspectives of how sustainable education has been incorporated into HE up to now, starting with overviews as in-depth analyses of the work accomplished towards the goal of global sustainability throughout each area of our world. The regional chapters also each include a detailed sub-regional analysis, spotlights on important issues pertaining to the individual regions and information on networks and organizations dedicated to sustainability in HE within each region.
The regional analysis is structured into four areas: management, research, education and learning and community engagement. As shown in Figure 1, Asia and the Pacific is the region which is involved in every subject. Latin America and the Caribbean lacks in education and learning and in community engagement. Canada and USA is the leading region in HE sustainable management. Europe focuses on management, research, and teaching and learning. The transition in Africa has been slow and we are just now seeing efforts in community engagement and bottom-up initiatives in education and learning. In the case of the Arab States we can affirm their transition is still to come.
In Part III, the reader will also find our study: Sustainability in Higher Education, Moving from Understanding to Action: Breaking Barriers for Transformation.
This part of the report represents a schism from simply reporting attained knowledge; it emphasizes the move from the simple generation of information to its utilization towards a specific goal. Part III is a study on the barriers currently in place which are preventing the advancement of sustainability in HE, as well as possible solutions to these barriers towards the implementation of these sustainable initiatives. The barriers identified in the report are those voted on in two separate polls conducted by GUNi, the first being a prioritization of a list of the specific difficulties faced by these institutions in implementing education for sustainability by 200 institutions which participated.
The second being used to gauge the degree to which each of these barriers affect the transition of the 201 institutions who participated in the second poll. Also of paramount importance to the work of this section was the input from the 115 expert participants of the parallel workshops at the 5th International Barcelona Conference on Higher Education, hosted by GUNi. There seemed to be a general consensus among participants on the relevance of ESD, as well as the most urgent barriers, which are:
- Difficulties in acquiring integrative thinking, transdisciplinary learning and interdisciplinary cooperation in universities;
- Sustainable development is felt as an add-on to education, not a built-in aspect of HE;
- Lack of vision and prioritization of sustainable development at the leadership level of HE;
- Lack of a common understanding of ESD in HE.
The solutions seen as priorities are:
- Developing an institutional understanding, vision and mission on sustainable development in HEIs, taking into account faculty, students, and external parties, and engaging in open dialogues with all of them.
- Changing the incentive system and quality indicators for encouraging and promoting multidisciplinary work, interdisciplinary teaching, theses and projects.
- Building a culture of sustainability by involving and engaging the local community, universities, families, schools and other stakeholders in sustainability issues and projects. Including active learning courses and action research with local community projects that take students out of the classroom.
- Involving internal stakeholders in such a way that leads to ownership, empowerment, participation and willingness to contribute to, and be responsible for change. Communicating and sharing more information through team-building, awareness-raising of ESD issues, etc.
- Monitoring the design and implementation of sustainable development contents in curricula, offering awareness-raising and/or training programs on ESD for all university academic and administrative staff.
The fourth part of the Report, Visions for transformation, aims to shed new light on the current paradigm and to propose a different perspective on it, where alternative ideas can be raised. Within this section of the Report we would like to make a breakthrough on the established paradigms; renovating and adjusting them into the current realities in which we live. We have encouraged authors to move away from the normal and conventional way of thinking and suggest innovative ideas that can offer new future perspectives and give new horizons for academia and policymakers working in the field of HE. We expect readers to find different proposals for acting in alternative and creative pathways.
The Report ends with an extensive statistical appendix on HE, painting a global picture of enrollment rates, public spending on HE, and the Human Development Index (HDI), among other numerical representations of where HE stands today. Last section is a bibliographic compilation of publications dealing with sustainability in HE.
This report presents an exciting series of ideas, options, visions and specific challenges for the commitment of HE towards sustainability. The final goal of this Report is to stimulate debate among all those whose different links with the world of HE could contribute to enriching the discussion. We aim to stimulate serious and profound thought, which will open opportunities that should be jointly analyzed, discussed and hopefully used by academics, university leaders, policymakers and members of civil society and the business community. Thus, we invite everyone to follow the discussion in the GUNi knowledge Community, a new collaborative network initiative by GUNi.
About the author
Jesus Granados holds a PhD in Education from the Universitat Autònoma de Barcelona (UAB) with a thesis on Education for Sustainability and Teaching Geography. Graduated in Geography (UAB), he holds a Master in Social Sciences Education (UAB) and a Master in Environmental Education and Communication (ISEMA). Granados worked at Universidad de la Rioja and in 2004 moved to the UAB to teach and research at the Faculty of Education, where he implemented, amongst others, the subject of Education for sustainability that was an optional campus subject available for all the degrees at the UAB. His main fields of interest are the building of a knowledge society; Education for Sustainable Development; Higher Education institutional change; Post-cosmopolitan citizenship; innovative participatory approaches to learning; the change of social structures, and the re-conceptualization of personal agency.
Jonathan Fredi holds a Master of Arts degree in International Relations while specializing in Peace and Security Studies from the Institut Barcelona d’Estudis Internacionals, as well as a Bachelor of Arts degree in Psychology and one in Spanish Studies from Louisiana State University. After University he spent a year as a learning specialist and studies coordinator for athletes at Louisiana State University before coming to Spain to pursue his Masters Degree.
The organisers outline that Europe has a vibrant and exciting science and technology culture and offers excellent and generous career and funding opportunities for researchers and innovators, no matter where they come from in the world. The objective of this conference is to raise awareness of these opportunities and to promote Europe as a research and innovation destination.
Presentations by high-level speakers, representing major funding organizations and research intensive industries in Europe, will be illustrated by testimonials from researchers who have taken advantage of the opportunities offered to develop their careers in Europe. EUA Secretary General Lesley Wilson will be a chair and moderator at the conference.
The conference will be of particular interest to researchers interested in new options for developing their careers by moving to or returning to Europe. It will be an opportunity to engage in and contribute to the discussion with high-level policy makers, top researchers and business leaders. It will also be an opportunity to network and to exchange experiences with European researchers, with people who have already moved to/ returned to Europe and with major research funding organizations and employers. For European research funders and employers it will be an opportunity to promote the opportunities they offer and to meet prospective applicants. To find out more please visit the conference website.
Europe has a vibrant and exciting science and technology culture and offers many excellent and generous career and funding opportunities for researchers and innovators, no matter where they come from in the world. The objective of this conference is to raise awareness of these opportunities and to promote Europe as a research and innovation destination.
Presentations by high-level speakers, representing some of the major funding organizations and research intensive industries in Europe, will be illustrated by testimonials from researchers who have taken advantage of the opportunities offered to develop their careers in Europe.
The Conference is the first of a series of events planned for the USA and has been organized by the European Commission and the European Research Council in consultation with EU Member States and the Strategic Forum for International Cooperation.
Why you should register.
The Conference will be of particular interest to researchers interested in new options for developing their careers by moving to or returning to Europe. It will be an opportunity to engage in and contribute to the discussion with high-level policy makers, top researchers and business leaders. It will also be an opportunity to network and to exchange experiences with European researchers, with people who have already moved to/ returned to Europe and with major research funding organizations and employers.
For European research funders and employers it will be an opportunity to promote the opportunities they offer and to meet prospective applicants.
The University of Gdanks in Poland has organised its 7th conference to assist attaining academic objectives and contribute to the development of the University. The full name of the initiative is: RHEA (Redesigning of Higher Education and Academy).
The 7th conference has been organised in the context of the changes currently occurring in Polish higher education system. The new Polish Higher Education Act adopted in March 2011 works on the introduction of National Qualifications Framework, to create a challenge for Polish higher education institutions to modernize teaching and learning processes related to recognition of prior learning (RPL) and validation of non-formal and informal learning. However, this is also a chance for Polish higher education sector because experience of other countries shows that proper implementation of RPL broadens access to higher education and leads to an increase in the number of students.
The aim of the conference was to present solutions adopted in countries such as Estonia, France and the UK and discuss how Polish HE institutions can draw on their experiences in order to create a more open and efficient system of education that would best meet expectations and ambitions of Polish students. The keynote speakers were EUCEN members, experts in the discussed area: Ülle Kesli (University of Tatu), Jean-Marie Filloque (University of Brest) and Peter Lassey (University of Bradford).
You can visit the conference pages following this links: Conference page, Programme. Congratulations to the University of Gdanks for their initiatives!
RHEA [Redesigning of Higher Education and Academy]
Conference: RECOGNITION OF PRIOR LEARNING AND VALIDATION OF NON-FORMAL AND INFORMAL LEARNING. A CHALLENGE FOR POLISH HIGHER EDUCATION SYSTEM, Gdańsk, 9th December 2011.
The conference is organized in the context of changes currently occurring in Polish higher education system. The new Polish Higher Education Act adopted in March 2011 and works on the introduction of National Qualifications Framework create a challenge for Polish higher education institutions to modernize teaching and learning processes related to recognition of prior learning (RPL) and validation of non-formal and informal learning. However, this is also a chance for Polish higher education sector because experience of other countries shows that proper implementation of RPL broadens access to higher education and leads to an increase in the number of students.
The aim of the conference is to present solutions adopted in countries such as Estonia, France and the UK and discuss how Polish HE institutions can draw on their experiences in order to create a more open and efficient system of education that would best meet expectations and ambitions of Polish students.
This initiative of the University of Gdańsk is to assist in attaining academic objectives and contribute to the development of the University. The full name of the initiative is: RHEA (Redesigning of Higher Education and Academy).
Lets us start the information about the conferences with a brief reference to the ancient times. Rea (or Latin: Rhea) is a mythological Titanide, mother of gods, inter alia, Zeus and Hera, the so called “Great Mother”.
The acronym referring to her name links the title of the initiative with its objectives and the expected results. As it is about enabling a certain birth. Maybe RHEA, as a series of conferences, will be a solution and – supporting dealing with the everyday problems of academic life – will both produce generalities in thinking about higher education in the years to come and set directions for the development of education at the University of Gdańsk and other schools of higher education.
RHEA conferences are to provide an opportunity for creative redesigning of the existing reality and to contribute to creating such conditions of work for academic staff and students in which both groups will be able to develop freely, serving people (as the oath they take says) wherever they are.
This pointing out to the place is not insignificant in describing the objectives of RHEA conferences. It can constitute a kind of direct reference to the Bologna Process and the idea of learning without borders it implements; borders of any kind – cultural, age, economic, social or geographical.
According to the directions set Bologna, within RHEA conferences we want to enable coherent and fruitful scientific research and educational work of our academics and fully satisfactory, promising in terms of future, learning of our students in Europe. We want to make their development plans realistic and their dreams come true. We want to create a learning academic community.
Its European dimension is reflected by one of the powerful slogans of the Bologna Process: European Higher Education Area.
The tasks described here are also dealt with by the Polish Bologna Experts Team , which supports Polish academic community and – inter alia, through RHEA conferences, in cooperation with the University of Gdańsk – performs its functions.
They concentrate on providing conditions in which the quality of life of the Europeans – through all their lives long – will be able to improve due to education, and the borders between the countries eliminated by the system of studies will make studying a really independent, long-lasting, wonderful intellectual adventure.
RHEA conferences involve academic staff (research-teaching employees of various Polish schools of higher education, form the University of Gdańsk, in particular) and visitors – in the role of experts, discussion participants and speakers – invited, depending on the subject matter of the conference, from Poland and abroad. They started from the debate about the problems at the meeting point of school and academic education, participated by the Minister of Education -Katarzyna Hall and GraŜyna Prawelska-Skrzypek (Ministry of Science and Higher Education).
 Teams of Bologna Experts appointed in individual countries by the minister responsible for higher education. With the funds allocated by the European Commission under the programme “Lifelong learning” they promote the solutions developed under the Bologna Process and help introduce them to programme and structural solutions in national higher educational systems. Foundation for the Development of Educational System, playing the role of National Agency for “Lifelong learning” programme, is an organizational support for the Polish Team of Bologna Experts. All the conferences of RHEA series are co-organized by that Foundation and the University of Gdańsk and have the status of the conferences approved by the Ministry of Science and Higher Education, the so called Bologna Conferences.
The themes of the seven RHEA conferences held so far:
I. “School and Academic Education in Poland. Flexibility and Rigidity of the Educational System in the Light of Lifelong Learning and Availability of Higher Education”, 28 November, 2008
II. “Significance of Internal Quality Assurance Systems in the Light of New Approach to Accrediting. Study Programmes”, 13 March 2009.
III. “Effects of Learning – Opportunities and Challenges for Higher Education in Poland”, 26 June 2009
IV. “History of Life Is a History of Learning. Open University and Non-Traditional Students in Polish Higher Education System”, 11 December 2009.
V. “EducationalObligations of University in a Society without Elites”, 25 June 2010
VI. “Problem Based Learning(PBL) vs. Qualifications Framework”, 25 March 2011
VII. “ Recognition of prior learning and validation of non-formal and informal learning.
Die Fachhochschule Münster schneidet besser ab als die LMU München – wenn es um die Zufriedenheit der Studenten geht. Die Universität Erlangen-Nürnberg gehört zu den Spitzenuniversitäten des Landes – betrachtet man den Anwendungsbezug ihrer Forschung. Diese überraschenden Ergebnisse fördert das neue Ranking "Vielfältige Exzellenz" des Centrums für Hochschulentwicklung (CHE) zu Tage.
In diesem Jahr wirft das CHE einen Blick auf die größte Stärke der deutschen Hochschulen: ihre Vielfalt. Bislang hat die Denkfabrik aus Gütersloh neben dem allgemeinen Hochschulranking zur Studienorientierung regelmäßig nur die besten Universitäten in der Forschung gesondert ausgewiesen. Eine hohe Qualität in der Forschung allein wird den unterschiedlichen Aufgaben von Universitäten und Fachhochschulen jedoch kaum gerecht. Gerade kleinere Hochschulen beklagen deshalb zurecht, dass in den vergangenen Jahren – bedingt durch die große Aufmerksamkeit, welche die Exzellenzinitiative auf sich gezogen hat – andere Stärken ignoriert wurden. Nur weil eine Universität im Wettbewerb um die Weltspitze in der Grundlagenforschung nicht mithalten kann, ist sie schließlich noch lange nicht zweitklassig.
In dem neuen Ranking des CHE kommen deshalb drei weitere Gütekriterien hinzu: die "Studentenorientierung", die "Internationalität" und der "Anwendungsbezug". Dabei zeigt sich klarer als je zuvor: Keine einzige Universität ist in allen Belangen Spitze, aber fast jede hat das Potential für Spitzenleistungen in bestimmten Fächern oder Kategorien. Während die einen also in vielen Disziplinen überragende Forschung betreiben, punkten andere in der Lehre oder der internationalen Ausrichtung. "Wir wollen die Hochschulen mit der Studie anregen, sich ihrer besonderen Stärken bewusst zu werden, diese offensiv zu vertreten und weiter auszubauen", erklärt Frank Ziegele vom CHE, das von der Bertelsmann Stiftung und der Hochschulrektorenkonferenz getragen wird.
Die Gesamtbewertung in den vier Kategorien setzt sich stets aus mehreren Indikatoren zusammen. In der Kategorie "Internationalität" fragte das CHE zum Beispiel, ob obligatorische Auslandsaufenthalte im Studium vorgesehen sind. Es zählt den Anteil der ausländischen Studierenden und die Zahl ausländischer Professoren am Fachbereich. Ebenso fließt das Urteil der Studierenden über die Beratung vor einem Auslandsaufenthalt in das Urteil ein. Wer bei den verschiedenen Indikatoren gute Werte erreicht, schafft mit seiner Universität in dem entsprechenden Fach den Sprung in die Spitzengruppe. Insgesamt elf Fächer werden in diesem Jahr analysiert, von der Anglistik bis zur Wirtschaftsinformatik, die Naturwissenschaften sind noch nicht dabei.
Dabei wird deutlich, dass einige Hochschulen in bestimmten Fächern in allen Kategorien glänzen. So kann die Volkswirtschaft in Mannheim für sich beanspruchen sowohl forschungsstark, international und anwendungsorientiert zu sein als auch im Urteil der Studierenden sehr gut abzuschneiden. Andere Hochschulen wie etwa die FH Südwestfalen haben ihre Stärke nur in einer Kategorie ("Studentenorientierung") – dafür aber in vier Fächern. Die LMU München dagegen gehört gleich in fünf untersuchten Disziplinen zu den forschungsstärksten Universitäten: in Anglistik/Amerikanistik, BWL, Erziehungswissenschaft, Psychologie und VWL.
Eine solche bunte Landkarte der Exzellenz kann dazu beitragen, die Profile der Hochschulen stärker herauszuarbeiten. Denn je facettenreicher die Hochschullandschaft eines Landes ist, desto besser kann die Wissenschaft ihre Kraft entfalten.
Das CHE und DIE ZEIT
Das Centrum für Hochschulentwicklung (CHE), getragen von der Bertelsmann Stiftung und der Hochschulrektorenkonferenz, veröffentlicht einmal jährlich mit der ZEIT als Medienpartner das Hochschulranking. Konzeption, Datenerhebung und Auswertung liegen dabei in der Verantwortung des CHE. DIE ZEIT veröffentlicht die Daten unter anderem im ZEIT-Studienführer.