- Page 1 and 2: Mapping Diversity Developing a Euro
- Page 4 and 5: Mapping Diversity Contents Developi
- 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 54 and 55: 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
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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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Figure 37: Higher education institu
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Indicator 13b: Exhibitions 105 The
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Figure 44: Higher education institu
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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