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Madrid Territorial Review

February 6-9, 2007. Madrid Territorial Review. Higher Education & Competitivity. Factores de Crecimiento urbano. Antonio Pulido. UAM Universidad Autónoma de Madrid. Dimension of the HE in Madrid Quality of higher education Contribution to the regional development

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Madrid Territorial Review

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  1. February 6-9, 2007 Madrid Territorial Review Higher Education & Competitivity Factores de Crecimiento urbano Antonio Pulido UAMUniversidad Autónoma de Madrid

  2. Dimension of the HE in Madrid • Quality of higher education • Contribution to the regional development • Incentives for the innovation

  3. Dimension of higher education in Madrid • 6 public Universities + UNED (of 48 in Spain). • 8 private Universities (18 in Spain). • 225,000 registered students (80% in public universities). • More than 500 programs of PhD and more than 600 own titles (17% respect to total of Spain). • More than 13,000 PDI full time only in public universities (17% in Spain) and 8,000 PAS (19% in Spain). • About 30,000 bachelors (17%) and 2,500 doctors (23%). • Legend: The region of Madrid contributes 17.7% of the GDP of Spain (CRE, estimation for 2005) and Madrid-City contributes 63% of the GDP of the region. In population, the region is 13.6% of Spain and Madrid concentrates 53% of the region.

  4. Quality of higher education: image (ANECA, 2004. The Spanish people and the university. First national survey on the public image of the Spanish university system). Sample: 6.229 older people of 16 years • Average valuation = 3.9 (3 = Average, 4 = High, 5 = Very high) • Respect to universities of the rest of Spain = 3.5 (3 = Similar, 4 = Better, 5 = Far better) • Respect to European universities = 2,9 • Respect to EE.UU. universities = 3,0 ...

  5. ... Quality of superior education: image • Evolution of quality in the last 10 años= 55% “has improved” (67% for Spain). • Preference by the public university versus private: 83/17 (in Spain 79/21). • Have you listened about European Space of Higher Education (EEES in spanish)? Yes = 15%. NO =85% • Opinions on operation (by direct feeling): There is university autonomy: 29.9% Objective selection of professors: 32.6% Suitable supply of degrees: 43.8% Update in scientific advances: 66.3%

  6. Quality of superior education: complementary data • Proportion of students of others countries*: 1.2% in 1st and 2nd level (1.1% in Spain); 14% in PhD (12% in Spain). (*Only data available for public universities) • ESADE, IESE and IE between the 15 first schools of businesses in 2006 for The Wall Street Journal. • Only 3 Spanish universities are between the 100 first European of the Academy Ranking of World Universities elaborated by Shanghai Jiao Tong University. 2 are in Madrid. ...

  7. Quality of superior education: complementary data ... • With cybernetic indicators (www.webindicators.org), 4 of the 10 first spanish universities are in Madrid, although they are up to 297, in the World Ranking. • According to the report of the Sociological Research Center on quality of the spanish universities, a combined indicator that values the supply of studies, the resources in teaching staff and books of the library, the granted titles of doctor and the students who finish their studies in the programmed years: Quality index of Univ. in Madrid= 109(Spain avg. =100) Public Univ. in Madrid = 117 Private Univ. in Madrid = 90

  8. OECD Supporting the contribution of HE to regional development. Review and reports • Contribution to regional innovation. • Contribution of teaching and learning to labour market and skills. • Contribution to social, cultural and environmental development. • Contribution to capacity building for regional cooperation.

  9. Determinants of urban competitiveness Source: Van Winden, W. (2006) Globalisation and urban competitiveness: challenges for different types of urban region En OECD Territorial Reviews: Competitive cities in the global economy-OECD 2006

  10. A personal opinion on contribution to the development of the Madrilenian universities: Main limitations. • Its effective contribution is very below its potentiality. • The impulses to the teaching staff mainly value the production of “codified” academic knowledge (general rule in Spain). • Low flexibility in the incorporation of new degrees, in general, and interdisciplinary in particular. • Rupture of PhD programs and indecision in new masters. • Very reduced collaboration between professors of the different Madrid universities. ...

  11. A personal opinion on contribution to the development of the Madrilenian universities: Main limitations. ... • Reduced operational results and monitored of the strategic plans. • Difficulties in gobernance of public university (general in Spain). • Limitations to a joint operation in subjects of e-learning with a global vision of long term. • Low attention to the long-life formation. • Limited cooperation with public and private institutions.

  12. Incentives for the innovation in the Madrilenian universities • Active policies that support the main relevance of the knowlegde updating adults and intellectual abilities of the increasing number of pensioners. • To stimulate the flexibility in election of training program (curriculum), and in the way to follow the learning process (in situ/on line; at home/in the office/in classroom). • To promote an increasing cooperation between universities in a regional, national and international scale to offer prestige products taking advantage of the best thing each university. • To prioritize the beginning of interdisciplinary programs and collaboration with extra-universities institutions (companies, foundations, centers public and private of education and investigation). ...

  13. Incentives for the innovation in the Madrilenian universities ... • A specialization for each university is very necessary by increasing competence with other centers of higher education (public universities, private ones, corporatives,…, international or nationals). • To advance in a deep organizational change to respond to these news changes. • Priority to the mobility of professors and students, as well as the studies of languages (specially in English). • To adapt the regional incentives to the development contribution, with a clear increased, in general, of the educative function above investigation and cooperative investigation (with other national or international universities or centers of investigation).

  14. February 6-9, 2007 Madrid Territorial Review Higher Education & Competitivity Factores de Crecimiento urbano Antonio Pulido UAMUniversidad Autónoma de Madrid

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