1. Institutional Diversity in European Higher Education - Different aspects and models Thomas Estermann Head of Unit Governance, Autonomy & Funding National Higher Education Conference Ljubljana, Slovenia 15 February 2012

2. Structure Diversity Terminology challenges Key concepts Examples of vertical and horizontal differentiation Drivers of diversity Two country examples External versus internal diversity Role of authorities

3. External or internal diversity? Diversity at system level, between universities: different institutional profiles External diversityInternal diversity Diversity at institutional level: different missions, activities etc within the institution

4. External diversity: horizontal vs. vertical Equal value is attributed to different types of institutional profiles (non-hierarchical set of values) Horizontal diversity One type of institutional profile is clearly favoured over others (hierarchical set of values) Vertical diversity

5. Students Target communities Programmes Staff Funds Missions Terminology challenge What kind of diversity?

6. Aspects of diversity Focus of activities Programme diversity Profiles National/international backgrounds Socio-economic backgrounds Qualifications Gender diversity Students Engagement in activities Academic/professional backgrounds Gender diversity Staff Regional, national and international target communities Academic/professional communities Target communities

7. 7 Examples Vertical or horizontal differentiation England: Internally conflicted case of vertical diff: explicit diversity policy but strong emphasis on research quality and volume in funding differentiation France: shift from professional excellence to research as principle of vertical differentiation in elite part of system Norway: Traditionally more horizontally differentiated (strong emphasis on regional diversity) becoming more vertically differentiated along research performance measures

8. 8 Examples Vertical or horizontal differentiation Switzerland: values, laws, funding and regional influences support more horizontal differentiation (high level vocational/ professional training highly regarded) Slovak Rep.: vertical differentiation through inst. typology

9. Key drivers for convergence or diversification 1.Regulatory framework 2.National higher education policies 3.Funding instruments 4.Quality and accreditation 5.Regional policies and influences 6.Stakeholder values 7.Academic values 8.International developments

10. Relative strengths of diversification and convergence forces shaping institutional profiles Norway

11. 11 Switzerland Relative strengths of diversification and convergence forces shaping institutional profiles

12. External vs. internal diversity Institutional diversity is broader than just external diversity which only looks at institutional profiles Mission mixes and strategic orientations diverge considerably within institutions (among faculties/ departments/schools) and are greater than assumed among institutions of the same regulatory type In many systems internal diversity is greater than external diversity Internal diversity is not necessarily less efficient than external diversity

13. The difference between dual systems and integrated systems is not as large as assumed Rankings drive vertical differentiation Missions and reward structures at institutional level are often undermined by reward structures at system level Autonomy may lead to diversity but only if financial incentives, career patterns and values support this Diversity – some aspects

14. The role of authorities Not explicit diversity policies but all drivers together are decisive The quest for flexible and diverse HE systems will have to confront the whole complexity of forces, designing: Diverse funding regimes (performance indicators and specific schemes) Accreditation criteria Fit-for-purpose quality assurance Diverse concepts and rewards of excellence Diverse academic career paths (hiring and promotion criteria)

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