The role of Universities in shaping the future of Europe

1. The role of Universities in shaping the future of Europe K. Atakan Vice-Rector for Education University of Bergen

2. EC-Communication: Supporting growth and jobs • The Europe 2020 strategy, its Flagship Initiatives and the new Integrated Guidelines put knowledge at the heart of the Union’s efforts for achieving smart, sustainable and inclusive growth. • The potential of European higher education institutions to fulfil their role in society and contribute to Europe's prosperity remains underexploited. • Only 26% of the workforce currently has a higher education qualification. • Europe needs a wide diversity of higher education institutions. • The main responsibility for delivering reforms in higher education rests with Member States and education institutions themselves. • Reforms are needed in key areas: • to increase the quantity • to enhance the quality and relevance • to create effective governance and funding mechanisms • to strengthen the knowledge triangle • internationalisation of higher education

3. Economic crisis Bologna process Modernising the higher education in Europe Economic growth Background, purpose and expectations

4. However, our reality is different • No economic crisis. Stable and low unemployment rate (3,2%; ref. SSB): • ” Norwegian Government expects that the employment market will be relatively stable in the future. The situation in Norway therefore seems to be different than the majority of the European countries which still have significant unemployment problem following the economic crisis.” • (ref. Goverment press release November 16, 2011) • Positive balance in the budget (NOK 153 billion) • Growth is 1.7 % in 2011 (estimated growth of 3.1% in 2012). • Growing savings (state pension fund international has grown NOK 437 billion in 2010 the total amount has reached NOK 3 077 billion). • Most of the reforms in higher education are already implemented or underway (Bologna process). • But this does not mean that there are no concerns for the future! • It is quite uncertain on how the current economic crisis will effect Norway. (Photo: Esben Johansen)

5. Key issues Increasing attaintment levels: quantity Improving governence and funding Making the knowledge triangle work Improving the quality and relevance of the higher education Strengthening the quality through mobility and cross-border cooperation Education Research Business

6. QUANTITY Increasing attainment levels to provide the graduates and researchers Europe needs UiB • • Focusing on quantity may have a negative effect on the ”quality” of the higher education. • Maintaining quality with increased number of students is a challenge. • Manouvering capability of the Universities will be further reduced if the resources are not adjusted up in line with increasing numbers. • Until now, the universities have been accommodating more students than they have full financing for. • This imbalance is not sustainable in the long run. • By 2020, 40% of young people should successfully complete higher education or equivalent studies • Europe needs to attract a broader cross-section of society into higher education • Success also depends upon policies to improve earlier educational outcomes and reduce school drop-out • Europe also needs more researchers, to prepare the ground for the industries of tomorrow • In short more quantity!

7. QUALITY and RELEVANCE Improving the quality and relevance in higher education UiB • • Focusing on quality assurance. This has been on the national agenda through the Qualification Framework, learning outcomes, etc. • Flexibility in the study modes and a focus on the relevance has synergies also for the life-long-learning. • UiB has launched in 2010 ”DigUiB” for promoting use of digital technology in education. • UiB launched a survey in 2010 ”Kompetanse 2020” to understand the societal needs. • Staff training programmes (UniPed), PEK-incentives for promoting quality in education. • Implementation of dedicated guidelines and an action plan for the doctoral training. • Use of skills and growth projections and graduate employment data, adapting quality assurance and funding mechanisms. • Encourage a greater variety of study modes by adapting funding mechanisms. • • Better exploit the potential of ICTs. • Develop active labour market policies to promote graduate employment. • • Introduce incentives to invest in continuous professional development, and reward excellence in teaching. • • Link funding for doctoral programmes to the Principles for Innovative Doctoral Training. • In short quality and relevance!

8. Expectations of the Society • Our own analysis of the relevance of higher education and needs of the society – Competence 2020, reveals very clear conclusions. • Society needs candidates with: • Ability to collaborate • Ability to gain new knowledge • Independent and critical thinking • Presentation skills • Ability to adopt to new challenges • Solid knowledge base

9. Student Teacher Regulatory agencies Society Common understanding of education quality Joint goals and expectations Different perceptions Different goals and expectations Different perceptions Different goals and expectations ? ? Joint experience of quality in education Experienced quality in education Experienced quality in education = = Perceptions of quality in education

10. Lifelong learning (LLL) Dynamic development Ownership Quality in education Focus on the processes Quality in education

11. Mobility Strengthening quality through mobility and cross-border cooperation UiB • • Action plan for internationalisation is endorsed in 2011. A dedicated Vice-Rector post at the university leadership. • UiB has already reached the goal of 20% outgoingstudent mobility abroad. • Aims to connect research priorities with mobility, through clear administrative routines and quality assurance systems. • Largest incoming mobility is from Europe (Germany is leading). • UiB is establishing a service senter for international mobility. • UiB develops strategic partnerships and recruitment plans. • Use of EQF, ECTS and diploma supplement. Courses and study programmes in English. • The ministers of the European Higher Education Area (EHEA) have agreed to double the proportion of students completing a study or training period abroad to 20% by 2020. • The development of the European Research Area (ERA) is increasing complementarity between national systems. • Attracting the best students, academics and researchers from outside the EU and developing new forms of cross-border cooperation are key drivers of quality. • Encourage institutions to build learning mobility more systematically into curricula, and eliminate unnecessary barriers. Ensure the efficient recognition of credits gained abroad. • In short mobility contributes to quality!

12. Knowledge triangle Making the knowledge triangle work Education, research and business UiB • • Focusing on knowledge triangle, through facilitating interaction between education, research and business. • Action plan for the interaction with the society including business and industry launched in 2009. • UiB holds an annual conference (Christiekonferansen) to bring together the business and industry stakeholders together with the academia. • Opened a dedicated office for contact with various stakeholders in the society. • Established Bergen Technology Transfer to facilitate product development based on research. • Strategic partnership with major industry partners. • Close, effective links between education, research and business. • Public policies which encourage partnership between professional institutions, research universities, business and high-tech centres. • As centres of knowledge, expertise and learning, higher education institutions can drive economic development in the territories where they are located • Stimulate the development of entrepreneurial, creative and innovation skills in all disciplines and in all three cycles, and promote innovation in higher education. • In short promoting growth and jobs!

13. Improving governence and funding UiB • • National funding schemes for centres of excellence in research is already established. Centres of excellence in education is the most recent development. • In principle all education is free in Norway, including the higher education. • Regional collaboration, division of responsibilities at a national level, and concentration of resources are promoted nationally (SAK).UiB has already established a collaboration partnership (UH-nett Vest). • Most of the research activites are financed by external funding, whereas the education is mainly supported by the public funds. • Academic freedom is an integrated part of the strategy and vision of UiB. • The total investment in higher education in Europe is too low: 1.3% of GDP on average, compared with 2.7% in the US and 1.5% in Japan. • Looking to diversify funding sources, using public investment to lever funds from elsewhere and drawing to a larger extent on private funding. • The challenges faced by higher education require more flexible governance and funding • Systems. • Investment in professional management can • provide strategic vision and leadership while allowing teachers and researchers the necessary • academic freedom to concentrate on their core tasks.

14. EU Support mechanisms Supporting reform through evidence based policy Next steps towards smart, sustainable and inclusive European Higher Education Putting higher education at the centre Promoting mobility Strengthening the long term impact and the complementarity of the EU funding Supporting internationalisation

15. We welcome the initiative! It is a correct investment, because knowledge based economic growth can only be achived if there is enough investment in higher education and basic research. We also welcome the initiative because the communication proposes a substantial increase in the funding mechanisms for education. However, there is no quick fix to the problem. Long-term investment in education and in basic research will pay off in the long-run, but expecting products that will increase the efficiency of the economy in the short-term is an illusion. Focusing on innovation is important, but a clear definition is needed. Research is by definition innovative! Long-term basic research is the key element. The product development however is a joint venture where all three elements in the knowledge triangle, education, research and business works equally well.

16. Final remarks The cause of the problem: Poor management and controll in the global financial institutions and markets. Analysing the problem: The way out of this economic crisis is not necessarily on the stock markets. Solution to the problem: Investments for the future are needed and the best bet is on the human capital. The EC’s communication: ”Smart, sustainable and inclusive growth.” Modernising the Higher Education in Europe ”The main responsibility for delivering reforms in higher education rests with Member States and education institutions themselves.” Universities will continue to follow up their role in developing our society!

17. Thank you for your attention! Photo: Tom Jarane, 2008