Enhancing the quality of higher education governance and funding challenges
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Enhancing the quality of higher education: governance and funding challenges. Stéphan VINCENT-LANCRIN OECD Centre for Educational Research and Innovation (CERI). Outline. Tertiary education and economic performance Enhancing the quality of: Teaching Research

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Enhancing the quality of higher education governance and funding challenges

Enhancing the quality of higher education: governance and funding challenges

Stéphan VINCENT-LANCRIN

OECD

Centre for EducationalResearch and Innovation (CERI)


Outline

Outline

  • Tertiary education and economic performance

  • Enhancing the quality of:

    • Teaching

    • Research

  • Funding and governance implications


Tertiary education and economic performance

Tertiary education and economic performance

  • Labour productivity

  • Innovation in the economy

    • Researchers and R&D

    • Absorption of innovation

  • Lifelong learning

    • Absorption of innovation


New demands of the modern economy

New demands of the modern economy

  • Technology-bias towards highly skilled people

  • Increasing need for non-routine cognitive skills in advanced economies

    • Interactive

    • analytical


Enhancing the quality of higher education governance and funding challenges

How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)

Mean task input as percentiles of the 1960 task distribution

Source: Levy and Murnane


Missions of higher education

Missions of higher education

  • Teaching

  • Research

  • Community services

  • Production of new knowledge

  • Transmission of knowledge

  • Transmission of critical thinking

  • Maintaining of old knowledge (culture, scholarship, libraries)


Education teaching

Education / Teaching


Eu countries tend to invest less than oecd average as a of gdp 2004

EU countries tend to invest less than OECD average as a % of GDP (2004)


The us and korea invest about twice as much in education per se as most eu countries gdp 2004

The US and Korea invest about twice as much in education per se as most EU countries (% GDP) (2004)


Annual expenditures per student on tertiary education constant us dollars ppps

Annual expenditures per student on tertiary education (Constant US dollars, PPPs)


Change in expenditures on tertiary education 1995 2003

Change in expenditures on tertiary education (1995-2003)


Household contribution to tertiary education expenditures 2003

Household contribution to tertiary education expenditures (2003)


Enhancing the quality of higher education governance and funding challenges

The expansion in numbers may continue and put pressure on quality: projected tertiary enrolments in 2025 under recent trends (2005=100)

Source: OECD, Higher Education 2030, Vol. 1 Demography (forthcoming)


Enhancing the quality of higher education governance and funding challenges

How much additional public budget (% of GDP) will be needed to keep current “quality” conditions in 2025(scenario 2, no productivity enhancement, current cost-sharing)


Evolution of student staff ratio according to recent trends in access if staff stay at 2004 level

Evolution of student/staff ratio according to recent trends in access (if staff stay at 2004 level)


Changes in the number of 25 44 tertiary graduates relative to the us

Changes in the number of 25-44 tertiary graduates relative to the US


Tertiary educational attainment of the 25 44 population 2005 and 2025 trends of past 10 years

Tertiary Educational Attainment of the 25-44 population2005 and 2025 (trends of past 10 years)


Quality of education

Quality of education

  • Teaching is the first and main function of Higher Education

  • BUT little incentives for teaching: bad teaching is often unnoticed, and good teaching, unrewarded


Quality of education1

Quality of education

  • Change the incentive structures

    • Reward and value good teaching as much as research

    • Assessment of tertiaryeducationlearningoutcomes

  • Differentiatedtertiaryeducationsector

    • Avoidacademic drift

  • Develop soft skillsduring first years of university

    • Impliesbetterstudent/staff ratio for the undergraduateyears (funding)

    • New pedagogies and productivityenhancements (e-learning?)

  • Internationalisation

    • Encourage outward and inwardstudentmobility


Quality of education2

Quality of education

  • Autonomy and accountability

    • Lift administrative burdens of public accountancy

    • Autonomy to hire and to someextent set wages

  • Quality assurance mechanisms

    • Risks: costly and burdensome

    • Objective: shoulddevelopquality culture

  • Performance-basedfunding

    • Important to have agreedtargets

    • Mix of input- and output-basedfundingworkswell

  • Importance of lifelonglearning

    • Not necessarily in tertiaryeducation

    • Examples: communitycolleges in the US


Research

Research


Share of students enrolled in advanced research programmes isced 6 2005

Share of students enrolled in advanced research programmes (ISCED 6) (2005)


Research1

Research


Public research expenditures as a percentage of gdp 2005

« Public » research expenditures as a percentage of GDP (2005)

Lisbon agenda target


Number of isi articles per million inhabitant

Number of (ISI) articles per million inhabitant


Relative public research productivity

Relative public research productivity

Scientific articles per million inhabitants

Public research as % of GDP


Relative public research productivity1

Relative public research productivity

Scientific articles per million inhabitants

Public research as % of GDP


Quality of research

Quality of research

  • Concentrate the funding?

    • A question of balance: project-basedfunding and block grants

    • Avoid short termfunding and « research to the assessment »

  • Relocate the excellent research?

    • World class universities, mergers, centres of excellence

    • To bebalancedagainstregional innovation

  • Avoidacademic drift


Conclusions

Conclusions


Conclusion

Conclusion

  • Researchis important, but educationeven more so

  • Fundingis important: level and type of allocation

    • More funding for tertiaryeducation(new cost sharing?)

    • Balance in fundingmechanisms, based on inputs and outputs

    • In research, beready to « lose » money

    • Competingwith Harvard willbedifficult…

  • But qualityis not just about money

    • Education: innovation in teaching, focus on graduation and not just entry

    • Research: beready to lose and waste money by fundingcontroversialresearch and researchers

  • Internationalisation contributes to qualityenhancement


Thank you

[email protected]

Thank You

www.oecd.org/edu/universityfutures


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