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Mapping Diversity Contents Developing a European Classifi cation of Higher Education Institutions 1 contents introduction 3 4 2 3 4 part i building a european classifi cation of higher education institutions: concepts and approach analyzing the results of the classifi cation survey conclusions 6 7 16 21 5 part ii operational implementation 28 29 references 36 annex i: annex ii: annex iii: annex iv: exploratory analysis of existing data sources the case studies the pilot survey The CEICHE II survey 39 45 56 64 COLOFON Enschede, 2008 CHEPS (Center for Higher Education Policy Studies) University of Twente p.o. box 217 7500 AE Enschede The Netherlands Design & production: VMMP
4 1. Introduction In August 2005 the report ‘Institutional Profi les, towards a Typology of Higher Education Institutions in Europe’ was published. This report was the result of the fi rst phase of a research project on the development of a European classifi cation of higher education institutions. In general terms, the objectives of this fi rst project were: • to assess the need for a European classifi cation of higher education institutions; • to develop a conceptual model upon which such a classifi cation could be based; • to propose an appropriate set of dimensions and indicators for such a classifi cation. The fi rst phase of the research project resulted in a set of principles for designing a classifi cation as well as a fi rst draft of the components of such a classifi cation (the draft-classifi cation). Both were produced in an elaborate process of consultation with identifi ed stakeholders. A wide range of stakeholders showed interest in the project and contributed to a constructive and fruitful exchange of ideas and views regarding the classifi cation. This report ‘Mapping Diversity: Developing a European Classifi cation of Higher Education Institutions’ is an output of the second phase of the research project. The overall objectives of this second phase were: • to test the draft-classifi cation developed in phase I and to adapt it to the realities and needs of the various stakeholders; • to explore and enhance the legitimacy of a European classifi cation of higher education institutions. This report addresses these objectives. The fi rst part discusses the research instruments used to test the draft-classifi cation and presents their outcomes. It also presents the adapted second draft of the classifi cation. The second part discusses the process followed to explore and enhance the legitimacy of the classifi cation and makes a number of suggestions regarding its possible operational introduction. As in the fi rst phase, the second phase of this research project was granted funding in the framework of the EU Socrates programme. It should be pointed out however that the research was carried out by an independent team of researchers. MAPPING DIVERSITY The second phase of the project was carried out by the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands in partnership with the University of Strathclyde, Glasgow, Scotland; The University of Aveiro, Portugal; and the German Rectors Conference (HRK).
Page 1 and 2: Mapping Diversity Developing a Euro
Page 6 and 7: The research project team consisted
Page 8 and 9: 2. Building a European Classificati
Page 10 and 11: with university rankings, rankings
Page 12 and 13: Classifi cations use the principles
Page 14 and 15: Table 1: Draft and classifi cation
Page 16 and 17: • Fontys Hogescholen, the Netherl
Page 18 and 19: 3.1.2 Response to the survey 67 Res
Page 20 and 21: The question ‘this dimension is e
Page 22 and 23: 4. Conclusions 21 In this chapter w
Page 24 and 25: of information on non-degree offeri
Page 26 and 27: 4.3 Reduction of the number of dime
Page 28 and 29: Dimension Indicator new and suggest
Page 30 and 31: 5. Operational implementation Part
Page 32 and 33: etter world’ from 19 th to 20 th
Page 34 and 35: Government model In this model gove
Page 36 and 37: also underline the need for coopera
Page 38 and 39: Bailey, K. D. (1994) Typologies and
Page 40 and 41: Annex I: Exploratory analysis of ex
Page 42 and 43: EU The Rebaspinoff projects (part o
Page 44 and 45: World of Learning. If a further bre
Page 46 and 47: Annex II: The case studies 45 Case
Page 48 and 49: Indicator 1.3.1.: number of program
Page 50 and 51: Indicator 3.1.2a.: number of Europe
Page 52 and 53: Case Study: University of Strathcly
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Indicator 1.3.2.: number of program
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Indicator 4.2.2.: number of part ti
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The dimension ‘cultural engagemen
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Figure 4: Institutional profi les b
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and life long learning. Feasibility
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Conclusions The pilot survey showed
Page 66 and 67:
Indicator 10b: The percentage of pr
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Figure 32: Higher education institu
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Introduction 69 Rationale for the s
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Table 2: Age strata IAU based strat
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What is more problematic (or more d
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Table 5: Overview of indicators and
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Figure 3: Opinions regarding the st
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Figure 4: Opinions on the statement
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enrolment and 12a: legal status) or
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Data from existing sources The ques
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Valid cases The fourth indication o
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ate (3r d doctor cycle) or (1st bac
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If 40% is used as a cutoff point, t
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doct er mast Figure 16: Higher educ
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As a result of the discussion on th
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Indicator 6d: Financial volume of p
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doctorate er mast or bachel or +mas
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Indicator 9a: Enrolment The number
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er mast or bachel er mast or bachel
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Indicator 13b: Exhibitions 105 The
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The clustering is based on the corr
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as well as dimension 4 (involvement
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Appendix 1: Comments 113 Dimension
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7e number of program offered abroad
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