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Institutional Diversity in European Higher Education - Different aspects and models

This presentation by Thomas Estermann delves into the various aspects and models of institutional diversity in European higher education, ranging from terminology challenges to examples of horizontal and vertical differentiation. It explores the drivers of diversity, role of authorities, and external vs. internal diversity within institutions and systems. Key drivers for convergence or diversification are discussed, along with the relative strengths shaping institutional profiles in countries like Norway and Switzerland. The role of authorities in shaping diverse higher education systems is highlighted, emphasizing the need for flexible funding regimes, accreditation criteria, and diverse academic career paths.

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Institutional Diversity in European Higher Education - Different aspects and models

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  1. Institutional Diversity in European Higher Education - Different aspects and models Thomas Estermann Head of Unit Governance, Autonomy & Funding National Higher Education ConferenceLjubljana, Slovenia15 February 2012

  2. Structure Diversity • Terminology challenges • Key concepts • Examples of vertical and horizontal differentiation • Drivers of diversity • Two country examples • External versus internal diversity • Role of authorities

  3. External or internal diversity? External diversity Internal diversity Diversity at institutional level: different missions, activities etc within the institution Diversity at system level, between universities: different institutional profiles

  4. External diversity: horizontal vs. vertical Horizontal diversity Vertical diversity Equal value is attributed to different types of institutional profiles (non-hierarchical set of values) One type of institutional profile is clearly favoured over others (hierarchical set of values)

  5. Terminology challenge What kind of diversity? Missions Students Programmes Funds Staff Target communities

  6. Aspects of diversity

  7. Examples Vertical or horizontal differentiation • England: Internally conflicted case of vertical diff: explicit diversity policy but strong emphasis on research quality and volume in funding differentiation • France: shift from professional excellence to research as principle of vertical differentiation in elite part of system • Norway: Traditionally more horizontally differentiated (strong emphasis on regional diversity) becoming more vertically differentiated along research performance measures

  8. Examples Vertical or horizontal differentiation • Switzerland: values, laws, funding and regional influences support more horizontal differentiation (high level vocational/ professional training highly regarded) • Slovak Rep.: vertical differentiation through inst. typology

  9. Key drivers for convergence or diversification • Regulatory framework • National higher education policies • Funding instruments • Quality and accreditation • Regional policies and influences • Stakeholder values • Academic values • International developments

  10. Relative strengths of diversification and convergence forces shaping institutional profilesNorway

  11. Switzerland Relative strengths of diversification and convergence forces shaping institutional profiles

  12. External vs. internal diversity • Institutional diversity is broader than just external diversity which only looks at institutional profiles • Mission mixes and strategic orientations diverge considerably within institutions (among faculties/ departments/schools) and are greater than assumed among institutions of the same regulatory type • In many systems internal diversity is greater than external diversity • Internal diversity is not necessarily less efficient than external diversity

  13. Diversity – some aspects • The difference between dual systems and integrated systems is not as large as assumed • Rankings drive vertical differentiation • Missions and reward structures at institutional level are often undermined by reward structures at system level • Autonomy may lead to diversity but only if financial incentives, career patterns and values support this

  14. The role of authorities • Not explicit diversity policies but all drivers together are decisive • The quest for flexible and diverse HE systems will have to confront the whole complexity of forces, designing: • Diverse funding regimes (performance indicators and specific schemes) • Accreditation criteria • Fit-for-purpose quality assurance • Diverse concepts and rewards of excellence • Diverse academic career paths (hiring and promotion criteria)

  15. Follow on twitter: @thomasestermannContact: thomas.estermann@eua.be

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