HAPHE Survey Results

1. HAPHE SURVEY Results Perceptionsof PHE in Slovenia HAPHE Survey Results Preparedby Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany First results – 03-08-2013 EU Level versus Slovenia HEI All Perspectives

2. Demographics of Stakeholders • The folIowing stakeholder groups are part of this survey analyses report: • University (academic) • University of Applied Sciences / University College • Higher Education College / Further Education College • Post-secondary / Tertiary Vocational Education • Association / Representation of HEIs • Governmental Institution / Ministry

3. Statistics EU – Slovenia Active participation of 18 European countries

4. Statistics – HE Institutions

5. Key Findings (1) Meaningand Forms of Professional Higher Education • Compared to the EU average the term “Professional Higher Education” (PHE) is less clear in Slovenia. • Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are showing lower evidence in Slovenia. • There is also a very low evidence of PHE in economical policies from government ministries in Slovenia. • Half of the survey participants agree that there is a growing demand for well profiled PHE in Slovenia which is less than the EU average. • The demand from employers, professional bodies, organisations or industry representatives are less important and a main driver for PHE compared to the EU average. • Financial benefits in cooperation with industry are less important • Also the market demand for Lifelong Learning are less important in Slovenia compared to the EU average.

6. Q3: In your understanding: Is the term “Professional Higher Education” clear? Meaningand Forms of Professional Higher Education

7. Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Meaningand Forms of Professional Higher Education Educational policies, i.e. relevant government ministries 7

8. Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Meaningand Forms of Professional Higher Education Economical policies, i.e. relevant government ministries 8

9. Q9: Do you agree that there is a growing demand for well profiled PHE in your country? Meaningand Forms of Professional Higher Education

10. Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education EU HEI-All Slovenia HEI-All Type of Main Drivers 1-Not important at all 2 3 4 5-Very important Economic policies Educational policies Demands from employers, professional bodies, organisations or industry representatives Student demands for job-related education PHE best practices at other institutions (competitiveness among institutions)

11. Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education EU HEI-All Slovenia HEI-All Type of Main Drivers 1-Not important at all 2 3 4 5-Very important Financial benefits in cooperation with industry Skills shortage in the market Market demands for job profile upgrading (e.g. health sector) Market demands for LLL (Lifelong Learning) Employability of graduates

12. Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education Demands from employers, professional bodies or industry representatives

13. Key Findings (2) State ofImplementation of Professional Higher Education • A significant number of participants perceive that the cooperation between higher education and professional sphere is not frequently occuring and used practice. • There is a low involvement of employers in the policy development. • Also the collaboration with employers in defining new study programs or setting learning outcomes and the curriculum design is not a common practice in Slovenia. • The participants state that the importance of PHE in the labour market is not high in Slovenia…. • … and the rate of the current offer / fulfilment is rather medium.

14. Meaningand Forms of Professional Higher Education Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? EU HEI-All Slovenia HEI-All Limkages 1-Not existent 2 3-Frequently occuring 4 5-Used practice Involvement of employers in policy development Involvement of employers in the QA procedures of higher education institutions Involvement of employers in setting learning outcomes / curriculum design Involvement of companies in evaluation / accreditation

15. Meaningand Forms of Professional Higher Education Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? EU HEI-All Slovenia HEI-All Type of Main Drivers 1-Not existent 2 3-Frequently occuring 4 5-Used practice Collaboration with employers in defining new study programs Collaboration with employers in delivery of study programs / teaching Provision ofinternships

16. Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State ofImplementation of Professional Higher Education Rate the importance of PHE in your labour market

17. Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State ofImplementation of Professional Higher Education Rate your institutions current offer / fulfillment in PHE programmes

18. Key Findings (3) Quality Delivery of PHE • The main drivers in pursuing quality management are accreditation requirements and continuous improvement • Less than 50% of the participants state that national or regional programs are stimulating quality • The demands from private sector in pursuing quality requirements for HE is rather low

19. Q15:What are the main drivers in pursuing quality requirements for HE in your country? Quality Delivery of PHE EU HEI-All Slovenia HEI-All Type of Main Drivers 1-Completely disagree 2 3 4 5-Fully agree Accreditation requirements and continuous improvement Institutions’ internal developments and policies Competition for students Demands from private sector National or regional programs stimulating quality

20. Key Findings (4) Development of Professional Higher Education • The international policies, trends or benchmarks are not strongly supporting the development of PHE and… • …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not very explicit. • The awareness of any policy recommendations for PHE from their national ministry of higher education is very low. • The majority of higher-education institutions are not fully interested in developing and implementing PHE in Slovenia. • Models for PHE are more or less in the planning phase and not fully implemented in the HE institutions in Slovenia.

21. Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)? Development of Professional Higher Education

22. Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country? Development of Professional Higher Education

23. Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education? Development of Professional Higher Education

24. Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country? Development of Professional Higher Education

25. Q23. Which of the following models does your institution use when providing professional higher education? Meaningand Forms of Professional Higher Education EU HEI-All Slovenia HEI-All Models for Professional Higher Education 1-Not used 2-Not planningtouse 3-Planning touse 4-Being implemented 5-Fully implemented Integrated model (study and practice phases alternate) Enriched model (study phase is enriched through practice phases, like internships) Academic models (primarily study phases with curricula which integrate practical skills and aspects from professional field in form of case studies)

26. Key Findings (5) Trends and Drivers forProfessional Higher Education • The policy guidelines for PHE at the institutions are not clearly defined in Slovenia. • More than 80% of the survey participants from Slovenia comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. • The primary motivator to PHE for the professional sphere is the need for qualified employees. • Compared to the EU data the stakeholders rate lower benefits graduates have with PHE.

27. Trends and Drivers forProfessional Higher Education • Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? EU HEI-All Slovenia HEI-All Clear guidelines in PHE 1-Does not exist 2 3 4 5-Clearly defined A mission statement is defined and explicitly refers to professional higher education and research The curricula are focused on professional or practical-oriented education and research Collaboration with private sector companies and organisations is established A part of academic staff are assigned to specific classes or specific level in practical-oriented learning

28. Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. Trends and Drivers forProfessional Higher Education

29. Trends and Drivers forProfessional Higher Education Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future? EU HEI-All Slovenia HEI-All Primary motivators to PHE in the future 1-Not importantat all 2 3 4 5-Very important Need for qualified employees Financial motivators (e.g. state, private or other funding) Image Available research funds from industry Industry provision / funds of extra-Institutional collaborative teaching/learning

30. Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future? Trends and Drivers forProfessional Higher Education Need for qualified employees

31. Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education EU HEI-All Slovenia HEI-All Outcome and benefits 1-Completely disagree 2 3 4 5-Fully agree Student retention and completion rates increase PHE lowers the unemployment rate PHE graduates have better opportunities in the market PHE graduates have improved career prospects PHE graduates have better income prospects

32. Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education EU HEI-All Slovenia HEI-All Outcome and benefits 1-Completely disagree 2 3 4 5-Fully agree Practical-orientation in education increases dedication to study. Practical-orientation in education is seen as a prerequisite for success Practical use of knowledge and academic ability enhance career development PHE gives graduates a wider range of employment opportunities

33. Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education PHE graduates have better opportunities in the market