haphe.eurashe.eu 1 Presenter NameEvent Name HAPHE Survey Results First results – EU Level versus Czech Republic HEI All Perspectives Prepared by Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany HAPHE SURVEY Results Perceptions of PHE in Czech Republic

haphe.eurashe.eu 2 Demographics of Stakeholders The folIowing stakeholder groups participated in the survey: –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

haphe.eurashe.eu 3 Active participation of 18 European countries Statistics EU – Czech Republic

haphe.eurashe.eu 4 Statistics – HE Institutions

haphe.eurashe.eu 5 Key Findings (1) Compared to the EU average the term “Professional Higher Education” (PHE) is equaly clear in Czech Republic. Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are not showing a high evidence in Czech Republic. The data is lower than the EU average and is showing the highest level of no evidence form all countries Economical policies from government ministries in Czech Republic are rarely to not evident. The data is showing the lowest evidence level found in the EU data Only 58% of the survey participants agree that there is a growing demand for well profiled PHE in Czech Republic. This is the lowest data level in the EU data set. The demand from employers, professional bodies, organisations or industry representatives are important and the key main driver for PHE in Czech Republic. The data is low compared to the EU average. Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 6 Key Findings (1) cont. Financial benefits in cooperation with industry, as well as market demands for LLL are less important and lower than the EU average data. The employability of graduates is a main driver for PHE in Czech Republic, but lower than the EU average. Educational policies are not seen as the key main drivers for PHE and are showing a lower importance a high variance to the EU data. Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 7 Q3: In your understanding: Is the term “Professional Higher Education” clear? Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 8 Meaning and Forms of Professional Higher Education 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? Educational policies, i.e. relevant government ministries

haphe.eurashe.eu 9 Meaning and Forms of Professional Higher Education 9 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? Economical policies, i.e. relevant government ministries

haphe.eurashe.eu 10 Q9: Do you agree that there is a growing demand for well profiled PHE in your country? Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 11 Economic policies Type of Main Drivers Educational policies Demands from employers, professional bodies, organisations or industry representatives 1-Not important at all Very important PHE best practices at other institutions (competitiveness among institutions) Czech Republic HEI-AllEU HEI-All Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Student demands for job-related education

haphe.eurashe.eu 12 Financial benefits in cooperation with industry Type of Main Drivers Skills shortage in the market Market demands for job profile upgrading (e.g. health sector) Market demands for LLL (Lifelong Learning) Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Czech Republic HEI-AllEU HEI-All Employability of graduates 1-Not important at all Very important

haphe.eurashe.eu 13 Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Demands from employers, professional bodies or industry representatives

haphe.eurashe.eu 14 Key Findings (2) A significant number of participants perceive that the cooperation between higher education and professional sphere is not frequently occuring and used practice. All data from Czech Republic are lower than the EU average data. There is a higher level of involvement of employers in policy development. The data shows a high variance to the EU average. There is a very low level of involvement of companies in the evaluation / accreditation in Czech Republic. The data is the lowest level and shows a high variance to the EU average. The provision of internships is frequently occuring, but lower than the EU average The participants state that the importance of PHE in the labour market is not very high in Czech Republic. The data is the lowest compared to other EU countries…. … and the rate of the current offer / fulfilment is seen as low in Czech Republic compared to the EU average. State of Implementation of Professional Higher Education

haphe.eurashe.eu 15 Involvement of employers in policy development Limkages Involvement of employers in the QA procedures of higher education institutions Involvement of employers in setting learning outcomes / curriculum design 1-Not existent 2 3-Frequently occuring 4 5-Used practice Involvement of companies in evaluation / accreditation Meaning and Forms of Professional Higher Education Czech Republic HEI-AllEU HEI-All 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?

haphe.eurashe.eu 16 Collaboration with employers in defining new study programs Type of Main Drivers Collaboration with employers in delivery of study programs / teaching Provision of internships 1-Not existent 2 3-Frequently occuring 4 5-Used practice Meaning and Forms of Professional Higher Education Czech Republic HEI-AllEU HEI-All 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?

haphe.eurashe.eu 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 of Implementation of Professional Higher Education Rate the importance of PHE in your labour market

haphe.eurashe.eu 18 Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State of Implementation of Professional Higher Education Rate your institutions current offer / fulfillment in PHE programmes

haphe.eurashe.eu 19 Key Findings (3) The main drivers in pursuing quality management are accreditation requirements and continuous improvement. The Czech Republic data is lower than the EU average. Institutions´ internal policies are also seen as a main driver stimulating quality, but less compared to other EU countries National or regional programs stimulating quality requirements for HE is no key drivers for quality requirements. Overall most of data points pursuing quality requirements from Czech Republic are showing lower ratings compared to the EU data average Quality Delivery of PHE

haphe.eurashe.eu 20 Accreditation requirements and continuous improvement Type of Main Drivers Institutions’ internal developments and policies Competition for students 1-Completely disagree Fully agree National or regional programs stimulating quality Q15: What are the main drivers in pursuing quality requirements for HE in your country? Demands from private sector Quality Delivery of PHE Czech Republic HEI-AllEU HEI-All

haphe.eurashe.eu 21 Key Findings (4) The international policies, trends or benchmarks are not fully supporting the development of PHE in Czech Republic and… …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not explicit at all and are showing the lowest data and a very high variance to the EU data. The awareness of any policy recommendations for PHE from their national ministry of higher education is much lower in Czech Republic than in other EU countries. The data shows the lowest awareness among all countries. The majority of higher-education institutions are not interested in developing and implementing PHE in Czech Republic. The data is the lowest in the EU data set. The enriched model for PHE is mainly implemented in the HE institutions in Czech Republic. Development of Professional Higher Education

haphe.eurashe.eu 22 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

haphe.eurashe.eu 23 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

haphe.eurashe.eu 24 Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education? Development of Professional Higher Education

haphe.eurashe.eu 25 Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country? Development of Professional Higher Education

haphe.eurashe.eu 26 Integrated model (study and practice phases alternate) Models for Professional Higher Education 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) 1-Not used 2-Not planning to use 3-Planning to use 4-Being implemented 5-Fully implemented Meaning and Forms of Professional Higher Education Czech Republic HEI-AllEU HEI-All Q23. Which of the following models does your institution use when providing professional higher education?

haphe.eurashe.eu 27 Key Findings (5) A significant difference to the EU average data is seen in the explicit PHE policy guidelines at the institutions, which are lessy clearly defined in Czech Republic. The collaboration with private sector companies and organisations is not fully established. The curricula are less focused on professional or practical-oriented education and research compared to other EU countries. More than 80% of the survey participants from Czech Republic 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 in Czech Republic. Also financial motivators and the image are important to implement PHE in Czech Republic. Compared to the EU data the stakeholders from Czech Republic state that PHE graduates have no improved career prospects and practical-orientation in education is not really seen as a prerequisite for success. Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 28 A mission statement is defined and explicitly refers to professional higher education and research Clear guidelines in PHE The curricula are focused on professional or practical-oriented education and research Collaboration with private sector companies and organisations is established 1-Does not exist Clearly defined A part of academic staff are assigned to specific classes or specific level in practical-oriented learning Czech Republic HEI-AllEU HEI-All Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 29 Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 30 Need for qualified employees Primary motivators to PHE in the future Financial motivators (e.g. state, private or other funding) Image 1-Not important at all Very important Industry provision / funds of extra-Institutional collaborative teaching/learning Available research funds from industry Czech Republic HEI-AllEU HEI-All 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 for Professional Higher Education

haphe.eurashe.eu 31 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? Need for qualified employees Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 32 Student retention and completion rates increase Outcome and benefits PHE lowers the unemployment rate PHE graduates have better opportunities in the market 1-Completely disagree Fully agree PHE graduates have better income prospects PHE graduates have improved career prospects Czech Republic HEI-AllEU HEI-All Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 33 Practical-orientation in education increases dedication to study. Outcome and benefits Practical-orientation in education is seen as a prerequisite for success Practical use of knowledge and academic ability enhance career development 1-Completely disagree Fully agree PHE gives graduates a wider range of employment opportunities Czech Republic HEI-AllEU HEI-All Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 34 Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers for Professional Higher Education PHE graduates have better opportunities in the market