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HAPHE SURVEY Results Perceptions of PHE in Denmark. HAPHE Survey Results. Prepared by Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany. First results – 03-08-2013 EU Level versus Denmark HEI All Perspectives. Demographics of Stakeholders.

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Haphe survey results

HAPHE SURVEY Results

Perceptionsof PHE in Denmark

HAPHE Survey Results

Preparedby Prof. Dr. Nicole Graf, Raimund Hudak

DHBW Stuttgart, Germany

First results – 03-08-2013

EU Level versus Denmark HEI All Perspectives


Demographics of stakeholders

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 survey results

Statistics EU – Denmark

Active participation of 18 European countries


Haphe survey results

Statistics – HE Institutions


Key findings 1

Key Findings (1)

Meaningand Forms

of

Professional Higher

Education

  • 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.


Q3 in your understanding is the term professional higher education clear

Q3: In your understanding: Is the term “Professional Higher Education” clear?

Meaningand Forms

of

Professional Higher

Education


Haphe survey results

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


Haphe survey results

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


Q9 do you agree that there is a growing demand for well profiled phe in your country

Q9: Do you agree that there is a growing demand for well profiled PHE in your country?

Meaningand Forms

of

Professional Higher

Education


Q10 if any what are the main drivers for phe in your country

Q10: IF ANY - What are the main drivers for PHE in your country?

Meaningand Forms

of

Professional Higher

Education

EU HEI-All

Denmark 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)


Q10 if any what are the main drivers for phe in your country1

Q10: IF ANY - What are the main drivers for PHE in your country?

Meaningand Forms

of

Professional Higher

Education

EU HEI-All

Denmark 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


Q10 if any what are the main drivers for phe in your country2

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


Key findings 2

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 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.


Haphe survey results

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

Denmark 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


Haphe survey results

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

Denmark 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


Haphe survey results

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


Haphe survey results

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


Key findings 3

Key Findings (3)

Quality Delivery

of PHE

  • 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


Q15 what are the main drivers in pursuing quality requirements for he in your country

Q15:What are the main drivers in pursuing quality requirements for HE in your country?

Quality Delivery

of PHE

EU HEI-All

Denmark 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


Key findings 4

Key Findings (4)

Development of

Professional Higher

Education

  • 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.


Haphe survey results

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 survey results

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 survey results

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 survey results

Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country?

Development of

Professional Higher

Education


Haphe survey results

Q23. Which of the following models does your institution use when providing professional higher education?

Meaningand Forms

of

Professional Higher

Education

EU HEI-All

Denmark 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)


Key findings 5

Key Findings (5)

Trends and Drivers forProfessional Higher

Education

  • 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.


Haphe survey results

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

Denmark 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


Haphe survey results

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


Haphe survey results

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

Denmark 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


Haphe survey results

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


Haphe survey results

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

Denmark 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


Haphe survey results

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

Denmark 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


Haphe survey results

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


Haphe survey results

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

Practical use of knowledge and academic ability enhance career development


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