1. haphe.eurashe.eu 1 Presenter NameEvent Name HAPHE Survey Results First results – 03-08-2013 EU Level versus Denmark HEI All Perspectives Prepared by Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany HAPHE SURVEY Results Perceptions of PHE in Denmark

2. 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

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

4. haphe.eurashe.eu 4 Statistics – HE Institutions

5. haphe.eurashe.eu 5 Key Findings (1) Compared to the EU average the term “Professional Higher Education” (PHE) is very clear in Denmark. Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are showing strong evidence in Denmark. There is lower evidence found of PHE in economical policies from government ministries in Denmark. More than 80% of the survey participants agree that there is a growing demand for well profiled PHE in Denmark. The demand from employers, professional bodies, organisations or industry representatives are important and the key main driver for PHE compared to the EU average. Financial benefits in cooperation with industry, as well as market demands for LLL are less important, but higher than the EU average data. The employability of graduates is not a main driver for PHE and lower than the EU average. Educational policies are seen as the key main drivers for PHE and are showing a high variance to the EU data. Meaning and Forms of Professional Higher Education

6. haphe.eurashe.eu 6 Q3: In your understanding: Is the term “Professional Higher Education” clear? Meaning and Forms of Professional Higher Education

7. haphe.eurashe.eu 7 Meaning and 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? Educational policies, i.e. relevant government ministries

8. 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? Economical policies, i.e. relevant government ministries

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

10. haphe.eurashe.eu 10 Economic policies Type of Main Drivers Educational policies Demands from employers, professional bodies, organisations or industry representatives 1-Not important at all 234 5-Very important PHE best practices at other institutions (competitiveness among institutions) Denmark 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

11. haphe.eurashe.eu 11 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 Denmark HEI-AllEU HEI-All Employability of graduates 1-Not important at all 234 5-Very important

12. haphe.eurashe.eu 12 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

13. haphe.eurashe.eu 13 Key Findings (2) A significant number of participants perceive that the cooperation between higher education and professional sphere is frequently occuring and used practice. All data from Denmark are higher 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 higher level of collaboration in delivery of study programs / teaching than the EU average. Also the involvement of companies in the evaluation / accreditation is a common practice in Denmark. The provision of internships is frequently occuring and much higher than the EU average The participants state that the importance of PHE in the labour market is very high in Denmark. The data is higher than in other EU countries…. … and the rate of the current offer / fulfilment is seen as much higher in Denmark compared to the EU average. State of Implementation of Professional Higher Education

14. haphe.eurashe.eu 14 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 Denmark 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?

15. haphe.eurashe.eu 15 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 Denmark 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?

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

17. 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 your institutions current offer / fulfillment in PHE programmes

18. haphe.eurashe.eu 18 Key Findings (3) The main drivers in pursuing quality management are accreditation requirements and continuous improvement. The Denmark data is higher than the EU average. Institutions´ internal policies are also seen as a main driver stimulating quality, and is also higher compared to other EU countries National or regional programs stimulating quality requirements for HE is higher than the EU average. Overall all data points pursuing quality requirements from Denmark are showing higher ratings compared to the EU data average Quality Delivery of PHE

19. haphe.eurashe.eu 19 Accreditation requirements and continuous improvement Type of Main Drivers Institutions’ internal developments and policies Competition for students 1-Completely disagree 234 5-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 Denmark HEI-AllEU HEI-All

20. haphe.eurashe.eu 20 Key Findings (4) The international policies, trends or benchmarks are supporting the development of PHE in Denmark and… …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are very explicit and are showing 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 higher in Denmark than in other EU countries. The data shows the highest awareness among all countries. The majority of higher-education institutions are interested in developing and implementing PHE in Denmark. The data is higher than the EU average. The integrated model for PHE is mainly implemented in the HE institutions in Denmark. Development of Professional Higher Education

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

25. haphe.eurashe.eu 25 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 Denmark HEI-AllEU HEI-All Q23. Which of the following models does your institution use when providing professional higher education?

26. haphe.eurashe.eu 26 Key Findings (5) A significant difference to the EU average data is seen in the explicit PHE policy guidelines at the institutions, which are mostly clearly defined in Denmark. A mission statement is defined and refers to higher education and research. The collaboration with private sector companies and organisations is well established. The curricula are focused on professional or practical-oriented education and research. More than 80% of the survey participants from Denmark 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 Denmark. Also financial motivators and the image are important to implement PHE in Denmark. Compared to the EU data the stakeholders from Denmark state that PHE graduates have improved career prospects. Overall the participants from Denmark state that the outcome and benefits of PHE are very high. Trends and Drivers for Professional Higher Education

27. haphe.eurashe.eu 27 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 234 5-Clearly defined A part of academic staff are assigned to specific classes or specific level in practical-oriented learning Denmark 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

28. haphe.eurashe.eu 28 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

29. haphe.eurashe.eu 29 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 234 5-Very important Industry provision / funds of extra-Institutional collaborative teaching/learning Available research funds from industry Denmark 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

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

31. haphe.eurashe.eu 31 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 234 5-Fully agree PHE graduates have better income prospects PHE graduates have improved career prospects Denmark 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

32. haphe.eurashe.eu 32 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 234 5-Fully agree PHE gives graduates a wider range of employment opportunities Denmark 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

33. haphe.eurashe.eu 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 for Professional Higher Education PHE graduates have better opportunities in the market

34. 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 Practical use of knowledge and academic ability enhance career development