Mapping Diversity: Developing a European Classification of ... - U-Map

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World of Learning. If a further breakdown by level of program, discipline or mode of enrolment is required we shall have to turn to national sources. 43 Indicator 9b: number of staff (fte) International data sources again fall short of information on staff. World of Learning provides information on numbers of teachers but it is not clear whether all academic staff refers to teaching staff only. If it is teaching staff only the information needs to be complemented with data on other, non-teaching academic staff. There is also the issue of headcount data versus fte. With the rise of part-time professors, there may be signifi cant differences between the two. Dimension 10: Mode of delivery Indicator 10a: number of distance learning programmes as % of total number of programmes We have not come across international or national databases comprising information broken down along this dimension. Indicator 10b: number of part-time programmes as % of total number of programmes - Indicator 10c: number of part-time students as a percentage of total number of students - Dimension 11: Public/private character Indicator 11a: income from (competitive and non-competitive) government funding as a % of total revenues International databases have some information on this indicator but again it is not broken down by individual institution. The data from the CHINC project may prove to be valuable in obtaining data on some countries and identifying major obstacles in working with national databases. Indicator 11b: income from tuition fees as % of total income - Dimension 12: Legal status Indicator 12a: Legal status (private or public) Information on this indicator is available in international databases (World of learning) and national databases. MAPPING DIVERSITY
44 Dimension 13: Cultural engagement Indicator 13a: number of official concerts and performances (co)-organised by the institution - Indicator13b: number of official exhibitions (co)-organised by the institution - Dimension 14: Regional engagement 14a: annual turnover in EU structural funds as % of total turnover - 14b: number of graduates remaining in the region as % of total number of graduates - 14c: number of extracurricular courses offered for the regional labour market - 14d: importance of local/regional income sources - MAPPING DIVERSITY
Page 1 and 2: Mapping Diversity Developing a Euro
Page 4 and 5: Mapping Diversity Contents Developi
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 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
Page 54 and 55: Indicator 1.3.2.: number of program
Page 56 and 57: Indicator 4.2.2.: number of part ti
Page 58 and 59: The dimension ‘cultural engagemen
Page 60 and 61: Figure 4: Institutional profi les b
Page 62 and 63: and life long learning. Feasibility
Page 64 and 65: Conclusions The pilot survey showed
Page 66 and 67: Indicator 10b: The percentage of pr
Page 68 and 69: Figure 32: Higher education institu
Page 70 and 71: Introduction 69 Rationale for the s
Page 72 and 73: Table 2: Age strata IAU based strat
Page 74 and 75: What is more problematic (or more d
Page 76 and 77: Table 5: Overview of indicators and
Page 78 and 79: Figure 3: Opinions regarding the st
Page 80 and 81: Figure 4: Opinions on the statement
Page 82 and 83: enrolment and 12a: legal status) or
Page 84 and 85: Data from existing sources The ques
Page 86 and 87: Valid cases The fourth indication o
Page 88 and 89: ate (3r d doctor cycle) or (1st bac
Page 90 and 91: If 40% is used as a cutoff point, t
Page 92 and 93: doct er mast Figure 16: Higher educ
Page 94 and 95:
As a result of the discussion on th
Page 96 and 97:
Indicator 6d: Financial volume of p
Page 98 and 99:
doctorate er mast or bachel or +mas
Page 100 and 101:
Indicator 9a: Enrolment The number
Page 102 and 103:
er mast or bachel er mast or bachel
Page 104 and 105:
Figure 37: Higher education institu
Page 106 and 107:
Indicator 13b: Exhibitions 105 The
Page 108 and 109:
Figure 44: Higher education institu
Page 110 and 111:
The clustering is based on the corr
Page 112 and 113:
as well as dimension 4 (involvement
Page 114 and 115:
Appendix 1: Comments 113 Dimension
Page 116 and 117:
7e number of program offered abroad
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