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Contextualizing BEPIQUA: EHEA, ERA & the changing role of universities

Contextualizing BEPIQUA: EHEA, ERA & the changing role of universities. Arthur Mettinger UNICA IRO Meeting Tallin 29.04.05. Changes in focus in connection with the Bologna Process. Type 1: Additions

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Contextualizing BEPIQUA: EHEA, ERA & the changing role of universities

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  1. Contextualizing BEPIQUA:EHEA, ERA & the changing role of universities Arthur MettingerUNICA IRO Meeting Tallin 29.04.05

  2. Changes in focus in connection with the Bologna Process • Type 1: Additions • Prague 2001:- lifelong learning- social dimension, student needs- attractiveness of European HE system • Berlin 2003:- quality assurance- Bakk/Mag-system

  3. Bergen 2005:- improving the articulation between the EHEA and the ERA- full recognition of the link between teaching and research through the inclusion of doctoral studies in the Bologna Process

  4. Type 2: „Profiling the actors“ • European level- research strategies & funding- reshaping education/mobility programs • National governments- legal frameworks- funding policies

  5. Universities (1) • Important role in the Europe of knowledge • Important role in the promotion of European values • Promoting cultural and social innovation alongside scientific & technical progress

  6. Universities as institutions • strategic long term thinking which needs- reflection on institutional mission, strategic management and efficient use of resources while ensuring sufficient internal communication and dialogue- definition of appropriate internal governance and management structures- strengthening internal quality culture (including human resource development)

  7. Latest Developments: Glasgow Declaration (1) • „STRONG UNIVERSITIES FOR A STRONG EUROPE“ • Missions and values for strong institutions:- multiple missions- strong academic and social values- differentiated missions & profiles- commitment to access and social cohesion- interinstiutional cooperation

  8. Glasgow Declaration (2) • Refocusing the Bologna Process midway to 2010:- urge governments to accept that the process needs time, financial and human resources- urge governments to take the lead in enhancing the acceptance of first cycle qualifications by restructuring public sector career paths accordingly

  9. Glasgow Declaration (3) • Enhancing research and innovation- provide a broad research-based education to students at all levels- optimal use of resources and development of institutional research strategies • Research training and researcher careers- appropriate design of doctoral programmes

  10. Glasgow Declaration (4) • Quality for strong institutions:- link between a systematic quality culture, the scope of autonomy and funding levels- balance between autonomy and accountability through institutional audit procedures

  11. Glasgow Declaration (5) • Funding for strong institutions:- no sufficient funding at present- governments must ensure levels of funding appropriate to maintain and raise the quality of institutions- diversification of funding streams

  12. Dangers • ‚Political creativity‘ at ministerial level • Underestimation of transition cost(curriculum development, quality improvement, changes in admin. & staff, …) • Institutional profiling vs. Comparability • Burocracy, over-technologisation, incommunicability, …

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