haphe.eurashe.eu 1 Presenter NameEvent Name HAPHE Survey Results First results – EU Level versus Belgium HEI All Perspectives Prepared by Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany HAPHE SURVEY Results Perceptions of PHE in Belgium

haphe.eurashe.eu 2 Demographics of Stakeholders The folIowing stakeholder groups participated in the survey: –University (academic) –University of Applied Sciences / University College –Higher Education College / Further Education College –Post-secondary / Tertiary Vocational Education –Association / Representation of HEIs –Governmental Institution / Ministry

haphe.eurashe.eu 3 Active participation of 18 European countries Statistics EU - Belgium

haphe.eurashe.eu 4 Statistics – HE Institutions

haphe.eurashe.eu 5 Key Findings For most stakeholders the term “Professional Higher Education” (PHE) is clear. According to the Belgium stakeholders there is low focus on groundbreaking research and a higher focus on practice relevant knowledge and applied research at the HE institutions. Belgium PHE institutions cooperate closely with companies and the Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime). More than 70% of the survey participants in Belgium state that profession-oriented education and training represent their institutions. There is a clear evidence regarding the scope and scale of PHE in their country based on Educational policies, i.e. relevant government ministries Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 6 Key Findings (1) cont. There is a clear evidence regarding the scope and scale of PHE in their country based on Educational policies, i.e. relevant government ministries More than 90% of the survey participants in Belgium state that there is a growing demand for well profiled PHE in their country. The demands from employers, professional bodies, industry representatives as well as the employability of graduates are the key drivers towards PHE. Financial benefits in cooperation with industry are less important Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 7 Q3: In your understanding: Is the term “Professional Higher Education” clear? Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 8 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Focus on groundbreaking research (fundamental research)

haphe.eurashe.eu 9 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Clear focus on academic-related knowledge and fundamental research

haphe.eurashe.eu 10 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Clear focus on academic and profession-related knowledge and research

haphe.eurashe.eu 11 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Focus on practice relevant knowledge and applied research mainly

haphe.eurashe.eu 12 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Focus on practice relevant knowledge and applied research mainly

haphe.eurashe.eu 13 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Programme delivery includes cooperation with employers

haphe.eurashe.eu 14 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Programme delivery includes cooperation with employers

haphe.eurashe.eu 15 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime)

haphe.eurashe.eu 16 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Education focuses primarily on employability in a wider meaning (ability of employment over a lifetime)

haphe.eurashe.eu 17 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Profession-oriented education and training

haphe.eurashe.eu 18 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Profession-oriented education and training

haphe.eurashe.eu 19 Q7: To what extent do you think the following statements represent your institution? Meaning and Forms of Professional Higher Education Education focuses on knowledge and its development

haphe.eurashe.eu 20 Meaning and Forms of Professional Higher Education 20 Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Educational policies, i.e. relevant government ministries

haphe.eurashe.eu 21 Meaning and Forms of Professional Higher Education 21 Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Economical policies, i.e. relevant government ministries

haphe.eurashe.eu 22 Q9: Do you agree that there is a growing demand for well profiled PHE in your country? Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 23 Q9: Do you agree that there is a growing demand for well profiled PHE in your country? Meaning and Forms of Professional Higher Education

haphe.eurashe.eu 24 Economic policies Type of Main Drivers Educational policies Demands from employers, professional bodies, organisations or industry representatives PHE best practices at other institutions (competitiveness among institutions) Belgium HEI-AllEU HEI-All Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Student demands for job-related education 1-Not important at all Very important

haphe.eurashe.eu 25 Financial benefits in cooperation with industry Type of Main Drivers Skills shortage in the market Market demands for job profile upgrading (e.g. health sector) Market demands for LLL (Lifelong Learning) Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Belgium HEI-AllEU HEI-All Employability of graduates 1-Not important at all Very important

haphe.eurashe.eu 26 Q10: IF ANY - What are the main drivers for PHE in your country? Meaning and Forms of Professional Higher Education Employability of graduates

haphe.eurashe.eu 27 Key Findings (2) The Involvement of employers in policy development and the collaboration with employers in defining new study programs is higher than the EU average but still below 50% There is more Involvement of employers in setting learning outcomes / curriculum design in Belgium. More than 90% of all participants stated that the importance of PHE in the labour market in Belgium is high…. … and also the rate of the current offer / fulfilment is rather medium is higher than the EU average State of Implementation of Professional Higher Education

haphe.eurashe.eu 28 Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? State of Implementation of Professional Higher Education Involvement of employers in policy development

haphe.eurashe.eu 29 Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? State of Implementation of Professional Higher Education Collaboration with employers in defining new study programs

haphe.eurashe.eu 30 Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? State of Implementation of Professional Higher Education Involvement of employers in setting learning outcomes / curriculum design

haphe.eurashe.eu 31 Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? State of Implementation of Professional Higher Education Collaboration with employers in delivery of study programs / teaching

haphe.eurashe.eu 32 Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? State of Implementation of Professional Higher Education Provision of internships

haphe.eurashe.eu 33 Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State of Implementation of Professional Higher Education Rate the importance of PHE in your labour market

haphe.eurashe.eu 34 Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State of Implementation of Professional Higher Education Rate your institutions current offer / fulfillment in PHE programmes

haphe.eurashe.eu 35 Key Findings (3) There are strong drivers in pursuing quality management are accreditation requirements and continuous improvement in Belgium The present level of quality assurance at the institutions are strongly supporting student learning initiatives and helping students to work efficiently. Quality Delivery of PHE

haphe.eurashe.eu 36 Key Findings (3) cont. More than 70% of all participants from the Belgium institutions believe that quality management will lead to better teaching and learning methods Also more than 60% survey participants in Belgium perceive that QM will increase the employability of the graduates Quality Delivery of PHE

haphe.eurashe.eu 37 Accreditation requirements and continuous improvement Type of Main Drivers Institutions’ internal developments and policies Competition for students 1-Completely disagree Fully agree National or regional programs stimulating quality Q15: What are the main drivers in pursuing quality requirements for HE in your country? Demands from private sector Quality Delivery of PHE Belgium HEI-AllEU HEI-All

haphe.eurashe.eu 38 Q16: Please qualify the present level of quality assurance at the institutions you are most familiar with. Support for student learning (initiatives helping students to work efficiently) Quality Delivery of PHE

haphe.eurashe.eu 39 Q17: Please quantify the importance of the following drivers for quality assurance at HEIs in your country? Meaning and Forms of Professional Higher Education 39 Higher satisfaction and motivation of students

haphe.eurashe.eu 40 Q17: Please quantify the importance of the following drivers for quality assurance at HEIs in your country? Meaning and Forms of Professional Higher Education 40 Improvement in employability of graduates

haphe.eurashe.eu 41 Q17: Please quantify the importance of the following drivers for quality assurance at HEIs in your country? Meaning and Forms of Professional Higher Education Better teaching and learning methods

haphe.eurashe.eu 42 Key Findings (4) The international policies, trends or benchmarks are strongly supporting the development of PHE and… …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are very explicit in Belgium. About 80 % of the Belgium survey participants are aware of policy recommendations for PHE from their national ministry of higher education. The majority of higher-education institutions are fully interested in developing and implementing PHE in their country Development of Professional Higher Education

haphe.eurashe.eu 43 Key Findings (4) cont. PHE institutions very often use the integrated model (study and practice phases alternate) and the enriched model when providing professional higher education HE institutions in Belgium clearly defined a mission statement which explicitly refers to professional higher education and research PHE institutions strongly collaborate with private sector companies and organisations A part of academic staff are assigned to specific classes or specific level in practical-oriented learning at PHE institutions Development of Professional Higher Education

haphe.eurashe.eu 44 Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)? Development of Professional Higher Education

haphe.eurashe.eu 45 Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country? Development of Professional Higher Education

haphe.eurashe.eu 46 Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education? Development of Professional Higher Education

haphe.eurashe.eu 47 Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country? Development of Professional Higher Education

haphe.eurashe.eu 48 Q23. Which of the following models does your institution use when providing professional higher education? Integrated model (study and practice phases alternate) Development of Professional Higher Education

haphe.eurashe.eu 49 Q23. Which of the following models does your institution use when providing professional higher education? Enriched model (study phase is enriched through practice phases, like internships) Development of Professional Higher Education

haphe.eurashe.eu 50 Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? A mission statement is defined and explicitly refers to professional higher education and research Development of Professional Higher Education

haphe.eurashe.eu 51 Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? The curricula are focused on professional or practical-oriented education and research Development of Professional Higher Education

haphe.eurashe.eu 52 Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? Collaboration with private sector companies and organisations is established Development of Professional Higher Education

haphe.eurashe.eu 53 Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? A part of academic staff are assigned to specific classes or specific level in practical-oriented learning Development of Professional Higher Education

haphe.eurashe.eu 54 Key Findings (5) More than 90% of all participants comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. And more than 90% are stating that the need for qualified employees is the primary motivator for professional sphere. More than 80% of all participants state that PHE graduates have better opportunities in the market Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 55 Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 56 Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future? Need for qualified employees Trends and Drivers for Professional Higher Education

haphe.eurashe.eu 57 Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers for Professional Higher Education PHE graduates have better opportunities in the market

haphe.eurashe.eu 58 Q28. How do you see the balance of different stakeholders’ interests within PHE? Trends and Drivers for Professional Higher Education Fulfill industry demands

haphe.eurashe.eu 59 Q28. How do you see the balance of different stakeholders’ interests within PHE? Trends and Drivers for Professional Higher Education Protect & develop the culture/heritage of free academic research at the universities (e.g. focus on fundamental research)