1. Inclusive and responsive universities in Europe Michael H örig EUA Programme Manager Malaga, Spain 25 May 2010

2. …2… I. Introduction to EUA Membership organisation of 850 members: universities and national rectors’ conferences in 46 countries Mission: To ensure that universities have the means to fulfill their three-fold public mission (research, teaching and service to society) Activities: Policy development, projects, research and publication Active in EU and in a wider Europe: Unique overview of different processes that take place at different levels

3. EUA Membership as of 10.4.2009 « The voice of European Universities » 800 university members 34 National Rectors’ Conferences 46 European countries

4. Source: Patrick Sanders, 2009

5. Trends 2010 Methodology 28 Institutional site visits in 16 countries (incl. Russia) HEI questionnaire: N=831 NRC questionnaire: N=27 2 Focus groups Interviews with regulated professions Bologna reports: Stocktaking, Eurydice, ESU EUA studies: Masters, autonomy, diversity …5…

6. Context setting: A decade of change Shape and size of systems are changing: Significant rise in number of enrolled students Significant increase in the number of institutions Mergers or federated structures Social dimension: Increased awareness Most countries have a LLL strategy. Definitions & parameters vary, but there is general agreement that the imperative is to ensure that HE is available to citizens throughout their lifetimes and not just to school- leavers on a full-time basis National strategy for widening participation in 14 countries …6…

7. The metamorphosis of European HE More competition: Brain wars Rankings Marketing  More cooperation: With other HEIs With stakeholders  More responsiveness: LLL agenda Access

8. EUA Prague declaration (2009) For inclusive and responsive universities pursuing their primary tasks of teaching and research this requires: 1. Widening opportunities for participation and completion 2. Improving researcher careers 3. Providing relevant and innovative study programmes 4. Developing distinctive institutional research profiles …8…

9. EUA Prague declaration (2009) For strong and flexible universities pursuing excellence in their different missions this also requires: 5. Shaping, reinforcing, and implementing autonomy 6. Increasing and diversifying income 7. Enhancing quality and improving transparency 8. Promoting internationalisation 9. Increasing and improving the quality of mobility 10. Developing partnerships …9…

10. Inclusive and Responsive universities Conclusions EUA Rotterdam conference 2008: An inclusive and responsive university: -Knows its audience -Cooperates with stakeholders -Provides incentives for reaching new audiences -Creates communities of learners -Supports diversity of practices -Enhances quality and competitiveness -Supports interaction between education, research and innovation Reflected in the EUA LLL Charter …10…

11. …11… European Universities’ Charter on Lifelong Learning European Universities commit to… 1.Embedding concepts of widening access & LLL in their strategies 2.Providing education & learning to a diversified student population 3.Adapting study programmes to enhance widening participation 4.Providing appropriate guidance & counselling service 5.Recognising prior learning 6.Embracing LLL in quality culture 7.Strengthening the research/teaching links in a perspective of LLL 8.Consolidating Bologna reforms designed to promote flexible learning environments 9.Developing partnerships at all levels to provide relevant programmes 10. Acting as role models of LLL institutions

12. Responding to the challenges of LLL  Lifelong learning is regarded either  as a strategy within which all education is provided in a lifelong perspective (five countries subscribe to this concept)  as providing of a series of activities outside mainstream education(can be found in nearly all European HEIs) Little growth in LLL institutional strategies Renewed challenge to ensure that the introduction of student-centred learning facilitate European citizens access to higher education In cooperation with other stakeholders Autonomy to rise to the challenge …12…

13. Do universities value (student) diversity? Student diversity perceived as imposed reality (Diversity study) Exception: United Kingdom Contrast with debate in USA Not part of institutional identity Related to institutional autonomy discussion (selection + recognition) Different perceptions between and within countries …13…

15. Student services Services are difficult to define and compare, because responsibility lies with different agencies in different countries. Career guidance is the fastest growing area, followed by growth in psychological counselling services. Clear evidence in Trends & through FEDORA network that guidance and counselling are inadequate for the challenges of greater and more diversified student profiles It is a necessity... but often overlooked. …15…

16. Shaping Inclusive and Responsive University Strategies (SIRUS) Project Aims: Supporting universities in developing and enhancing lifelong learning strategies Implementing and testing the commitments adopted in the European Universities’ Charter on Lifelong Learning Ensuring the wide dissemination of existing best practices in the field to universities, governments and stakeholders Contributing to the further development of policy recommendations. …16…

17. SIRUS (cont.) 29 selected universities will: perform a SWOT analysis, using the LLL Charter as a framework for discussion design and adapt their institutional LLL strategy Based on the SWOT analysis results In consultation with their institutional leadership And benefiting from the peer review in the thematic working groups Outcomes are expected in September 2011: publication and dissemination conference …17…

18. …18… European Universities’ Charter on Lifelong Learning Universities call on governments to commit to: 1.Recognising the university contribution to LLL as a major benefit to individuals & society 2.Promoting social equity & an inclusive learning society 3.Including LLL objectives in their national QA systems 4.Supporting the development of appropriate guidance/counselling 5.Recognising prior learning 6.Removing legal obstacles that prevent potential learners from responding to LLL opportunities 7.Ensuring the necessary autonomy & incentives 8.Encouraging partnerships, especially at regional level 9.Informing and encouraging citizens to take advantage of LLL opportunities offered by universities 10.Similarly acting as role models in relation to their own employees.

19. Widening participation in HE needs... A targeted effort to reduce inequity in the education system Cooperation at the European level Raising aspirations and educational attainment Better information provision A lifelong learning culture Data monitoring to identify underrepresented groups Incentives and means for universities to Offer flexible curricula and learning paths Enhance access, retention and employability Select students according to their abilities …19…

20. What kind of citizens does Europe need for the 21 st century? They don’t fall out of the sky Diversity will increase => How can this become an asset? What are the cultural implications? What is needed? Lifelong access to learning Student-centred learning Diversification of institutional missions and profiles Institutional autonomy, a condition for responsiveness A partnership to support quality, creativity & innovation A European higher education identity in the world The European Knowledge Area Refocus on wider goals, not technicalities …20…

21. Thank you! Michael Hörig EUA Progamme Manager Michael.horig@eua.be www.eua.be