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Higher Education and Research: Mission and Interaction. David Crosier CONFERENCE TO LAUNCH WORK ON A MASTER PLAN FOR HIGHER EDUCATION IN ALBANIA Tirana, March 22 - 23, 2006. European University Association (EUA): Mission and Interaction.

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higher education and research mission and interaction

Higher Education and Research: Mission and Interaction

David Crosier


Tirana, March 22 - 23, 2006

european university association eua mission and interaction
European University Association (EUA): Mission and Interaction
  • EUA: main representative organisation of universities (c750) and their national Rectors’ Conferences (34) in 45 countries across Europe
  • Mission: to promote coherence in European higher education and research
  • Interaction: through
    • Policy development
    • Support to members (projects & services)
increasing demands on higher education institutions
Increasing demands on higher education institutions

- Increase participation & widen access but cut costs

- be more competitive / be more socially inclusive

- be more local, more regional, more European, more global

- increase mobility within Europe / attract more students and scholars from outside Europe

- improve academic quality / be more responsive to labour market providing graduates with more employable skills

- provide compatible curricula across Europe / maintain cultural diversity & be more learner-centred

- be more autonomous / conform to set framework

- concentrate research / respond to regional needs

- do it all with decreasing public funding...

bologna and lisbon
Bologna and Lisbon
  • The Bologna Process: Governmental push for convergence in 1999 legislative reform and implementation in universities across Europe.

EHEA by 2010. 45 countries

  • The Lisbon strategy: -> to make Europe the most competitive knowledge based society also by 2010: shared expertise, knowledge and resources with priority on research training, through FP7 - including ERC & now EIT. EU 25 countries
  • HEIs increasingly recognised as central actors if the Lisbon & EHEA goals are to be reached
a changing higher education landscape
A changing higher education landscape
  • Every institution cannot do everything
  • Need for re-thinking and refocusing HEI missions around societal needs and institutional strengths
  • Maintain commitment to research-based higher education, but...
  • Recognise and value excellence in all aspects of institutional missions – teaching, services to society, as well as research
  • How to do it?
reforming higher education and research at the same time
Reforming higher education and research at the same time

Step 1: Societal / stakeholder debate about higher education system: recognise the need for multiple institutional missions

Step 2: Encourage institutions to differentiate their profile and missions:

Some competitive output-based funding incentives can help

Step 3: Rethink governance: To whom are higher education institutions accountable? How? What kind of governance structures best support institutions? Role of leadership & effective management…

doctoral studies at the crossroads of higher education and research
Doctoral studies – at the crossroads of higher education and research
  • Berlin Communiqué: Doctoral Programmes as the third cycle
  • EUA Doctoral Programmes Project 2004-2005: aim to link its activities to policy debate and to feed into the preparation of recommendations for Bergen 2005

- Maastricht conference on research training

- Salzburg Bologna Seminar and the Salzburg priniciples

- Final project report

  • Bergen Communiqué: BFUG asked to invite EUA and its partners to prepare a report on the further development of the Salzburg principles, to be presented to Ministers in London 2007.
eua project on doctoral studies 2004 5
EUA Project on doctoral studies (2004/5)


Need for stronger institutional involvement in organisation of doctoral programmes built on closer collaboration with partners (education and research, industry/ employers, students, governments)

other cross cutting issues
Other cross-cutting issues
  • Mobility as a part of doctoral programmes and a recognised added value (important for career development)
  • European dimension in doctoral programmes – more joint programmes needed built on high quality standards and mutual trust
  • Funding – diversity of financial sources, new ways of collaboration with other partners (e.g. industry), employment contracts etc.
some open questions
Some open questions
  • How to make doctoral education a part of institutional policies and strategies?
  • How to support new structures of doctoral programmes offering wider generic skills training or cross-disciplinary training linked to further career prospects in all sectors?
  • What should graduate (postgraduate) education cover?
  • What is the role and link with Masters in this context?
  • Supervision: how to persuade universities (and supervisors) about the importance of further training of supervisors or new models of supervision?
new eua bfug doctoral programmes project
New EUA-BFUG Doctoral Programmes Project
  • Objective: to prepare the report and recommendations on doctoral programmes for the ministerial meeting in London 2007
  • Activities:
    • 2 workshops focused on specific aspects of doctoral programmes (23-24 March and 12-13 October 2006)
    • WG on doctoral programmes at the conference « A Researchers’ Labour Market – a Pole of Attarction », Vienna,

1-2 June 2006

    • Final Bologna Seminar, December 2006, France
    • Final report – beginning of 2007
some issues to consider in addressing reform
Some issues to consider in addressing reform
  • Reform doesn’t begin at point zero: need to take account of current environment, socio-economic situation, culture etc
  • Much to learn from the experience of others: all countries/institutions are in a process of (permanent) reform and innovation, and there is no need for everyone to make the same mistakes...
  • Body of European experience to draw upon – through CoE/EUA/ESIB/EURASHE/ENQA etc
  • Some clear evidence in Europe: quality and effectiveness of reforms enhanced when institutions are empowered (effective autonomy), and when all who should be involved are properly consulted (cf Trends IV)