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

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Indicator 1.3.2.: number of programmes considered by the institution to be professional programmes • data will be diffi cult to compare; 53 Dimension 4: European educational profi le This dimension is incorporated in ‘International Orientation’. Dimension 5: research intensiveness Indicator 2.2.1.: number of peer reviewed publications (per fte staff? Per number of staff?). • important indicator; • The project team should be very clear in defi ning academic staff. In the RAE work teaching staff and research staff are separated from staff involved in teaching and research. It was debated whether the traditional academic staff (combining research and teaching) should be counted only or whether teaching assistants and research assistants should be counted as well. Given the international practice, the latter is the preferred way • An additional indicator for this dimension was suggested: 2.2.1a: CWTS crown indicator. Dimension 6: innovation intensiveness research It was suggested that the indicator for the innovativeness of research (number of contracts with business and industry) could be refi ned. Looking at the number of new contract partners is a more telling indicator for innovativeness. It takes a more dynamic view on innovation. Whether this information will be readily available for all UK higher education institutions can be questioned. The university uses four indicators or instruments for the commercialisation of research activities: patents, licensing, royalties and spin out companies. It has also information on the interaction of the university with SME. Indicator 2.2.2a.: number of start-ups • important indicator; • data can be provided. Indicator 2.2.2b.: number of patents applied for • important indicator; • data can be provided. Indicator 2.2.3.: fi nancial volume of privately funded research contracts as % of total research revenues. • important indicator but should be broadened to all research related revenues; • data can be provided. • attention was focused on the way resources and costs are accounted for. The principle of full academic costing is relatively new to the university and it has raised the overall costs. When fi nancial data on resources or turn-over are used in an international comparative way, it has to be clear that the same price method is used in all countries Indicator 2.2.4.: turnover from licensing agreements • data can be provided. • It was furthermore suggested to expand the indicator on the innovativeness of research. In MAPPING DIVERSITY
54 addition to the volume of the contracts with industry, the institution should indicate to what extent the contracts are with local, national or international industry Dimension 7: European research profi le Indicator 2.3.1.: fi nancial turnover in EU research programmes as % of total fi nancial turnover • important indicator; • data available; • it was suggested to add an indicator or expand the indicator on the European research profi le. The new or expanded indicator should refer to international research income (not limited to European). Dimension 8: international orientation Indicator 3.1.1.: number of international students as % of total number enrolled • data can be easily provided. Indicator 3.1.2a.: number of European students as % of total enrolment • data available. Indicator 3.1.2b.: number of programmes offered abroad • data can be provided. Indicator 3.1.3.: number of international staff as % of total staff • data on nationality is not readily available. Dimension 9: involvement in lifelong learning Indicator 3.2.1.: number of mature students (> 30 years) as % of total enrolment • unclear indicator; • data on age of students available. Dimension 10: Size MAPPING DIVERSITY Indicator 4.1.1.: enrolment • important indicator; • data available. Indicator 4.1.2.1: staff (number? fte?) • important indicator; • data available. Dimension 11: mode of delivery Indicator 4.2.1.: campus vs. distance
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 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
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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