Introduction of Center for International Higher Education Studies Classification of higher education institutions – the

1. Introduction of Center for International Higher Education Studies Classification of higher education institutions – the case of Hungary Prof. Dr. Ildikó Hrubos Executive director ildiko.hrubos@uni-corvinus.hu Workshop on The Bologna process and graduate career tracking system Budapest, 19th October, 2011

2. The Center for International Higher Education Studies (CIHES) was established in May 2008 by the resolution of the Council of the Faculty of Economics at Corvinus University of Budapest (CUB). The Center is an umbrella organization for those researchers who are teaching and pursuing research in various fields of higher education at different faculties of CUB. Other researchers from Hungarian universities can join to the Center, too. One of the goals of the Center is to join European research consortia and to contribute to their results in the analysis of the educational processes with suggestions and proposals. I. Introduction of the Center forInternational Higher Education Studies

3. Research topics include: analysis of the implementation of European higher education reform internationalization of higher education mobility in higher education funding reforms in higher education social dimension of higher education pedagogical methods, quality assurance

4. 11 members from the Corvinus Universtity of Budapest 11 members with other affiliation 6 partner institutions http://uni-corvinus.hu/ubdex.php?id=24848&L=1 The struture of the Center

5. Center for Higher Education Policy Studies (CHEPS), University of Twente, Enschede CHEPS is a leading research center in Europe in the areas of international higher education. Part of their comparative studies have been published on the reforms and development of the European Higher Education Area. Debrecen University, Center for Higher Education Research and Development(CHERD) The Center was stablished in 2007. Their mission is to analyze research and development problems at the University and in the region. ELTE Center for Higher Education Management The Center organizes workshops in various topics of higher education management monthly. Institute for Research and Development in Education The Institute offers its services in the areas of public and higher education. Educatio Non-Profit Llc. Partner institutions

6. Educatio This interdisciplinary scientific journal publishes results in several educational areas Higher Education Review This periodical is published by the Educatio Ltd. providing relevant information about the recent development of Hungarian higher education.

7. Activities of the Center • The most important annual event of the Center is the "Hungarian Higher Education" conference. • Other conferences are also organized on various topics of international higher education. Some of these are co-organized by our partner institutions. • Recently published books on higher education research and development are exhibited and discussed in a series of book reviews. • Center for International Higher Education Studies » NFKK Periodicals. Our publications include conference documents, research papers and other materials connected to the activities of the Center. • Tutoring students research activity (in Master and PhD programs)

8. Tempus Foundation research project On internationalization of the Hungarian higher education 2009-2010 EU supported projects in consortia led by the Center for Higher Education Policy Studies – Twente The Bologna Process independent assessment 2010 Contract-2008-3112/001-001 ERA-ERPROG CIHES is an independent research unit in the university project TÁMOP 4.2.1.: Research, Development and Innovation. 2010-2012 Research projects

9. Classifying European Institutions for Higher Education (CEIHE) project – Centre for Higher Education Policy Studies (CHEPS), University of Twente – The Netherlands (2004 – 2010) The project aimed to develop a field-based classification system, not a typology (the latter would imply theoretical classification). A set of criteria was developed along which different groups of institutions could be identified. Classification reveals similarities and differences thus it helps to understand phenomena and to improve transparency. A fundamental feature that characterizes the system is its user-friendliness; the system is suitable for the widest range of users. II. Classification of higher educationinstitutons: U-Map

10. The system should be built upon empirical data; institutions should be classified upon their actual characteristics and not on previous regulatory distinction of various types (e.g. universities, colleges). The classification should apply a multi-dimensional approach and should reflect the views of various stakeholders that are allowed to use the system in their best interest. The classification should be non-hierarchical both in terms of dimensions and sub-categories. The classification should be relevant to all higher education institutions (including only accredited institutions). The classification should be descriptive, and not prescriptive. It should not evaluate or judge institutions neither on dimensions, nor on indicators. The classification should use reliable and verifiable data. The classification should be based upon existing data; no additional data collection is needed. Principles of the U-Map TÁMOP-4.2.1/B-09/1/KMR-2010-0005

11. An overview of U-Map dimensions and indicators

12. An overview of dimensions and indicators in the Hungarian model

14. Table 1: Distribution of higher education institutions by status, founder and size of institution (2009/2010) The structure of higher educationinstitutions in Hungary

15. The structure of higher educationinstitutions in Hungary Table 2: Distribution of students by founder and status of institution (%)(2009/2010) Source: Database of the Ministry of National Resources, calculated data

16. 1. Cluster 16 institutions, all in church college status: operate exlusively in one field – theology; small student number – all under 1 thousand, the majority under 500 2. Cluster 7 institutions, all private colleges – relatively small size; mostly business administration and communication profile The results of the cluster analyses

17. 3. Cluster 10 relatively large colleges (state and private) – wider subject areas 4. Cluster 11 institutions (1 university and 11 collages) – state, church, private; special professional orientation:theology, business administration, social service, military sciences, dance

18. 5. Cluster 11 universities and 1 college (state and church) – wide but not „classical” professional and research orientation, big size 6. Cluster 7 special, relatively small elite universities (state and church) - theology, music, film, fine arts

19. 7. Cluster 2 private, international universities (English and German) – mostly graduate programs in social sciences and humanities 8. Cluster 4 large, traditional (state) universities (over 30 thousand students) – a whole spectrum of teaching and research activities

20. Hrubos Ildikó: Régi-új megközelítések a felsőoktatási intézmények sokféleségének és teljesítményének értelmezésében. (Old and new approaches in the interpretation of the diversity and the performance of the higher education institutions) Felsőoktatási Műhely, 2011. 1. sz. p. 15-24. Rauhvargers, A. (2011): Global University Rankings and their Impact. European University Association, Brussels www.eua.be U-Multirank: a multi-dimensional global university ranking www.u-multirank.eu Vught van, F. – Kaiser, F. – File, J.M. – Goethgens, C. – Peter, R. – Westheiden, D.F.(2010)The European Classification of Higher Education Institutions http://www.u-map.org/U-MAP_report.pdf. References