Presentation on theme: "How quality and competitiveness of European universities are reflected in global academic rankings a Bologna perspective on competitiveness: it can help."— Presentation transcript:
How quality and competitiveness of European universities are reflected in global academic rankings a Bologna perspective on competitiveness: it can help to identify problems; can it help to alleviate them? Nick Harris UK Bologna Expert and HE consultant
the ‘subplot’ do global rankings really matter ? what aspects of quality are we talking about ? who/what is in competition.. – against... ? – for... ? through a period of rapid change – but starting from ‘different places’ – and working in different contexts at a time of financial crisis (for some)
Bologna.. the ‘action lines’ and the early years from Bologna (1999) adoption of a system of easily readable /comparable degrees adoption of a system essentially based on 2 – now 3 - cycles establishment of a system of credits promotion of mobility promotion of European co-operation in quality assurance promotion of the European dimension in higher education added in Prague (2001) focus on lifelong learning inclusion of higher education institutions and students promotion of the attractiveness of European higher education added in Berlin (2003).. doctoral studies and EHEA /ERA links
Bologna.. achievements on the ‘action lines’ from Bologna (1999) adoption of a system of easily readable /comparable degrees adoption of a system essentially based on 3 cycles establishment of a system of credits promotion of European co-operation in quality assurance by Bergen (2005) the Framework for Qualifications of the EHEA – and the ‘Dublin Descriptors’..( generic, end of cycle ) – ECTS the European Standards and Guidelines.. – for quality assurance IN HEIs, OF HEIs, of the QA agencies
Bologna.. a VERY rapid and widespread impact but.... it created new problems So.. in just 5 years European higher education.. agreed to embark on major reforms started into a period of enormous change – affecting EVERY academic – EVERY study programme – – EVERY HEI.. and eventually EVERY employer of graduates with a shared vision for HE – at least at a political level But.. therein lie some of the (new) problems !! 1)the shared vision concerns increased competitiveness.. but.. who shared in developing the vision ? what do they mean by competitiveness ?
an academic’s view of Bologna ?! Warsaw learning outcomes ??!! ECTS !? those xxx ! quality people ‘ I’ve got to ‘split’ my course into... two ?!
but... different starting points and different contexts Red Square
where now ? are current global rankings really important ?! a new approach to ranking.. – the EC’s multi-dimensional transparency instrument [!?] U-multirank.. YOU MAKE YOUR OWN RANKING THROUGH YOUR CHOICE /PRIORITY OF CRITERIA !! quality labels..... celebrating diversity (flexibility) mutual recognition agreements (but mutual recognition of ??) National Student Survey.. (UK).. ALL graduates on all programmes rate their programme.. coordinated and published nationally see: http://www.thestudentsurvey.com/.. for the survey http://unistats.direct.gov.uk/... for the results !!! http://www.thestudentsurvey.com/ http://unistats.direct.gov.uk/