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Where would higher education be without Erasmus? AEF Europe- Focus sur les IP 14 mai 2009

Where would higher education be without Erasmus? AEF Europe- Focus sur les IP 14 mai 2009 Patricia De Smet Unit Higher Education; « Erasmus » European Commission. Policy priorities in Higher Education. the modernisation agenda for universities new skills for new jobs.

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Where would higher education be without Erasmus? AEF Europe- Focus sur les IP 14 mai 2009

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  1. Where would higher education be without Erasmus? AEF Europe- Focus sur les IP 14 mai 2009 Patricia De Smet Unit Higher Education; « Erasmus » European Commission

  2. Policy priorities in Higher Education • the modernisation agenda for universities • new skills for new jobs ….. to support the Lisbon Strategy and the Bologna process • ERASMUS • studies and papers

  3. New skills for new jobs What jobs will be available in about 10 years ? Is the training provided now useful to find a job tomorrow ? Are skills needs and jobs changing all over the EU ?

  4. Erasmus – a European Success Story (II) • 3 700 HEIs and still expanding – 31 countries and more • 180 000 Erasmus students per year and still increasing 2007/08: ~162 000 students (studies) ~18 000 students (placements) • At the end of 2008: in total 2 million students (over 21 years) • By 2012: in total 3 million students! 6

  5. Impact of ERASMUS on European Higher Education Quality, Openness and Internationalisation

  6. Overview of the presentation • Conceptual framework: impact levels and indicators • Study design: literature, surveys, case studies • ERASMUS’ impact at system & institutional level • Recommendations (system and institutional levels)

  7. Study design • Literature review • Surveys in 30 countries • 2283 Central ERASMUS coordinators, 951 responses (42%) • 2157 Institutional leaders, 752 responses (35%) • 1747 Decentral ERASMUS coordinators at 547 institutions • 903 responses from 328 institutions (15% resp. 60%) • 20 Case studies • (extent of progress in quality improvement, geographical spread, types of activities, types of institutions, …)

  8. Excellence versus Quality Narrow versus inclusive concept • Two ways to understand an “excellent university”: • an excellent university is in the top 10% or 25% of institutions or programmes on the basis of indicators (e.g. research qualifications) • an excellent university maximises its potential to fully contribute to academic, economic and social development Excellenceas an inclusive concept: all institutions can find themselves based on their own specific characteristics and qualities Quality Improvement

  9. Conceptual Framework Impact levels of ERASMUS

  10. Conceptual Framework Activity areas by level

  11. Activity areas & Indicators System level

  12. Impact at individual level Upgrading skills Promoting European citizenship Stimulating self reliance Enhancing employability

  13. ERASMUS’ impact Institutional level • ERASMUS impact at different levels • Central management • Internationalisation (92 % top mgnt) • Modernisation of management • University – Enterprise relationships • Academic departments • Teaching • Research • Student services

  14. Impact at institutional level introduction of international offices and support services modernisation and internationalisation of curricula new teaching methods and exchange of good practices transparency and transferability of qualifications active participation in international research projects ( networks,joint publication,benchmarks,..) Internationalisation strategy University-Enterprise cooperation

  15. ERASMUS’ impact System level • No Bologna without ERASMUS ! • Bologna process: 5 out of 6 action lines direct from ERASMUS: transparency&recognition( DS, ECTS), mobility, QA and European Dimension; joint degrees • Quality assurance: pilot projects, ENQA, QA Standards & Guidelines, EQAR, Qrossroads database, EQF (Sectoral QFs), Tuning, AHELO, … • Wider impact: Classification, Lisbon Strategy, Modernisation Agenda, ‘clones’ eg Erasmus Belgica, Asian counterpart programme, …

  16. Main Recommendations Institutional level • Central Management Level: • Policy emphasis on internationalisation and recognition • Leadership commitment • Carefully select ERASMUS partners (more selective) • Develop service infrastructure (information, accommodation) • Language training, scholarship funds • Intensify cooperation with enterprises • Internationalisation at home with international staff • Reward active staff

  17. Main Recommendations Institutional level • Academic department level: • Positively inform students on mobility in an early stage • Organise mobile students’ feedback • Increase awareness about centralised actions • Remove mobstacles (recognition, language, academic calendars, …) • Reduce internal bureaucracy around mobility • Involve more staff in internationalisation: e.g. special rewards • Intensify “internationalisation at home” • Use international staff experiences • Better integrate foreign students in lectures & social activities (give presentations) • Stimulate “soft skills” and intercultural cooperation in curricula

  18. Further information ec.europa.eu/education/erasmus

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