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AARHUS UNIVERSITY

AARHUS UNIVERSITY. A Global market for education and research European Higher Education Area (EHEA) Denmark’s policy Aarhus University’s strategy. A global market for education and research.

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AARHUS UNIVERSITY

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  1. AARHUS UNIVERSITY

  2. A Global market for education and research • European Higher Education Area (EHEA) • Denmark’s policy • Aarhus University’s strategy

  3. A global market for education and research Distance has disappeared and now the challenge is for universities to stay competitive in a developing global market for higher education and research

  4. Global challenges for universities Increased mobility and competition to attract the best Increased convergence of national higher education systems (Bologna, ECTS, EULAC etc.) Increased liberalization and trading in educational programs (WTO-GATS) Increased competition for research funding

  5. Exchange students to and from Denmark

  6. Destination choices of Danish exchange students Destinations and Origins Origin of international students in DK

  7. Good Reasons for Brain Circulation

  8. Positioning Denmark

  9. Positioning Denmark

  10. Global Rankings • Subjective Well-Being Index:Denmark no. 1 (Source: World Values Survey, 2008) • Global Competitiveness Index: Denmark no. 3 (Source: WEF, 2009) • Innovative capacity: Denmark number 5 in the world (Source: DIW, Deutsche Telecom Stiftung) • University systems ranking: Denmark number 3, with only UK and Australia in front (see Table 1) (Source: The Lisbon Council, Policy Brief)

  11. Regions in the Rankings

  12. Rankings controlled for population size Countries in the Rankings Times Higher top100 2008 • 2 Danish Universities (1 : 2.5 mio.) • 17 UK Universities (1 : 3.5 mio.) • 4 Dutch Universities (1 : 4 mio.) • 2 SwedishUniversities ( 1 : 4,5 mio.) • 37 US Universities (1 : 8 mio.) • 3 German Universities (1 : 27 mio.) Shanghai top100 2008 • 4 Swedish Universities (1 : 2.3 mio.) • 2 Danish Universities (1 : 2.5 mio.) • 11 UK Universities (1:5.5 mio.) • 54 US Universities (1: 5.5 mio.) • 2 Dutch Universities (1 : 8 mio.) • 6 German Universities (1 : 14 mio.)

  13. A Global market for education and research • European Higher Education Area (EHEA) • Denmark’s policy • Aarhus University’s strategy

  14. Key principles of the Bologna declaration Key principles adopted by Ministers of Education of 29 European countries in Bologna, June 19, 1999: • Adoption of a system of readable and comparable degrees • Adoption of a system based on 2 cycles, undergraduate and graduate • Establishment of a system of credits (ECTS) • Promotion of mobility • Promotion of European co-operation in quality assurance

  15. Years

  16. 2009 Leuven Communiqué • The 46 countries participating in the Bologna Process have adopted the Leuven/Louvain-la-Neuve Communiqué, setting out the priorities for the European Higher Education Area (EHEA) for the next decade • Excerpts from the communiqué: • Learning for the future: European higher education priorities for the decade to come: • Social dimension: equitable access and completion • Mobility: by 2020 20% of all students should have a study period abroad • Mobility: facilitate mobility of early stage researchers • Lifelong Learning • International Openness • The organisational structure • Interaction with experts and policy makers from other policy areas - e.g. research, immigration, social security, employment

  17. A Global market for education and research • European Higher Education Area (EHEA) • Denmark’s policy • Aarhus University’s strategy

  18. Denmark’s policy The Globalisation Council (2005) Members Chaired by the Danish Prime Minister Ministers of Finance, Trade & Industry, Science & Technology and Education Representatives from the key sections of the Danish Society (from trade unions, industrial organisations, companies, the education and research community, and the Danish Government) Function Advisory Council to the Danish Government Answer the question: How does Denmark maintain it’s position as one of the wealthiest countries in the world and a country with strong social cohesion?

  19. The Government’s objectives Progress, Innovation and Cohesion • Denmark shall stay among the most attractive countries in the world to live and work in – also in 10 and 20 years from now. • Denmark shall remain a country where everyone is optimally equipped to unfold their abilities and create prosperity for themselves and for others • A country that has a global outlook and plays an active role in the world community. • A country where everyone participates in the renewal process and where everyone shares in progress and cohesion.

  20. World top level universities The Government’s objectives • Danish universities should be comparable to global top performing universities. • Universities should develop attractive academic environments and hereby contribute to attracting and retaining highly qualified labour and companies in Denmark. Three steps to reach the objectives • Professionalising universities • Reorganising HE&R institutions • Modernising the funding compact

  21. Key principles for research and education • Fewer and stronger regional university colleges (8) • Fewer and stronger internationally competitive research universities (8) • 50% of the population in higher education • New education programmes combining theory and practice • Support for elite study programmes • Concentration of the elite science • Better use of infrastructure, laboratories, equipment etc. • Closer cooperation between science and industry

  22. New governance and legal framework The research universities in Denmark: • Are self-governing institutions with small external Boards • Have new management structure with a Vice-Chancellor being CEO-like • Merged with national institutions and laboratories on Jan. 1, 2007 • New University Act (2003, revised 07, ”midterm” evaluation 09) • New Accreditation Act (2007)

  23. A new funding compact • New funding compact (reaching the Barcelona Target in 2010 – 3% of GDP) • Public funding for education follows productivity (quality and quantity). New resources for increased enrollment. • Public funding for research: 50% direct, 50% in competition • Funding of demand and supply in knowledge transfer system: - private: proof of concept, innovation, joint ventures - public: monitoring, analysing, strategic research • Each funding element will aim at full cost financing with overhead, and at larger, multi-year grants or contracts

  24. Consolidation of HE and Research Danish universities and research institutions were reorganized in order to: • Engage more of the researchers in education and enable new study programmes • Consolidate the national innovation system • Strengthen applied (government) research • Increase international visibility, research impact and competitiveness

  25. A Global market for education and research • European Higher Education Area (EHEA) • Denmark’s policy • Aarhus University’s strategy

  26. AU reaches all sectors of society

  27. Two University Structures Training of researchers Education Research Research Education Outreach Outreach

  28. Modern University of Knowledge Society

  29. This is how AU looks at the beginning of 2009 • 25% of the combined public research • 9,500 publications (80% original research and 20% dissemination) • 35,500 students (14,500 BA; 19;500 MA; 1,500 PhD) • Graduation per year: 2,750 BA; 3100 MA; 250 PhD • 80 Bachelor’s and 120 Master’s degree programmes • 4,000 subject modules and individual courses • More than 10,000 members of staff • Budget USD 1 billion; liquidity USD 250 million – Accumulated external grants USD 350 million Equity USD 200 million (non infrastructure)

  30. Income and expenditures at AU Other 12% Interest 1% Education 27% Education 22% Buildings 19% Overhead for external funds & research 5% Research- based advice 6% Administration 9% Other 3% Competitve research funds 22% Basic research 32% Research 42%

  31. Main Academic areas (%) ASB 10% NERI 7% SAM 10% DJF 15% DPU 7% TEO 1% HUM 8% NAT 23% SUN 19%

  32. The vision of Aarhus University is to belong to the elite of universities and to contribute to the development of national and global welfare

  33. Strategy 2008-2012 for Aarhus University

  34. Concluding Remarks • Interacting in the same global market – El Mundo es un pañuelo • Drastic measures must be taken to meet the challenges of the globalisation • Educate more PhD’s • Language and Culture • Attract international talent • National and International Innovation Systems • Improve infrastructure • Which are the most urgent challenges for Colombia?

  35. Muchas Gracias! Rektor@au.dk • Aarhus University Publications: • http://www.au.dk/en/policy/strategy • http://www.au.dk/en/0809/order • http://www.au.dk/en/key_figures

  36. Vice-Chancellor Lauritz B. Holm-Nielsen Selected boards and councils 2008- Board member EUA 2008- Commisioner of the Prime Ministers Africa Commission 2008- Chairman, Nordic University Collaboration 2006- Vice-Chairman, Danish Rectors Conference 2000-01 Vice-Chairman, Danish Research Commission 1989-93 Chairman, Nordic Academy for Advanced Study 1985-87 Chairman, Danish Science Research Council Positions 2005- Vice-Chancellor, Aarhus University 1993-05 Lead Higher Education Specialist, World Bank, 1986-93 Rector, Danish Research Academy 1983-85 Director, Botanical Institute, Aarhus University 1976-79 Dean, Faculty of Sciences, Aarhus University 1979-81 Professor, P. Universidad Católica, Quito, Ecuador 1972-86 Associate Professor of Botany, Aarhus University

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