European Tertiary Education Register [Contract No. EAC-2015-0280]

1. EuropeanTertiary Education Register[Contract No. EAC-2015-0280] The European Tertiary Education Register Results on European higher education Andrea Bonaccorsi Athens, 16 January 2017

2. Examples of use • Data at the level of individualHEIs • As comparedwith EUROSTAT national aggregates • Allowproviding a fine-grainedanalysis of HEI characteristics • Diversity of HEIs in terms of size, functions, subject, etc. accross the whole Europe • Differencesbetween countries in this respect (as associated to national policies) • Relative importance of differencesbetween countries and betweenHEIs in the samecountry • Statisticalinference on HEI characteristics

3. Whatishighereducation?

4. Policy issues History and territorialdistribution of HEIs Do wehavetoomanyuniversities? Are theytoodispersedgeographically? Shouldwehaveless/ more geographicallyconcentrateduniversities? Indicators • Number of HEIs per 000 populations, billion € or $ GDP, km square • Age profile of HEIs • HEI demography (mergers)

5. Distribution of HEIs per year of foundation

6. Types of mergers in ETER • University mergers: critical mass (rare) • College mergers: consolidation of the sector • Specialized schools: achieving critical mass or integrating in generalist schools (take-over)

7. Demography highlights • European higher education is the sum of different historical layers (from the middle-ages to the more recent HEIs) with very different characteristics. • High stability in the core of large universities, frequent change in the “periphery”. • On-going consolidation process mostly for small HEIs, education oriented. • Private HEIs have a more competitive dynamics. • The number of HEIs and the structure of higher education are strongly influenced by history. Read the policy brief on HEI historypublished in June 2016.

8. Policy issues Size of HEIs Are ouruniversitiestoo small? Too large? Do we miss a core of large universities? Are studentsconcentrated in a small number of institutions? Isthisbad or good? Shouldwe concentrate resources in a small number of institutions? Indicators • Distribution of sizeindicators (number of students, degrees, academic staff, total staff) • In total and by categories (universities vs non-universities, by discipline, by generalist vs specialistorientation) Read the policy brief on HEI size to be published in January 2017.

9. HEIs by size • Many small HEIs (private, specialized) • The core of the system is composed by large generalist universities

10. Policy issues Subject mix Do wehavetoomanystudents in, say, Law? Do wehavetoofewstudents in, say, Engineering? Do weneed more specialistuniversities in dedicatedfields? Indicators • Distribution by Fields of education of students and degrees • % of degrees in selectedFoE from generalist vs specialistuniversities

11. Subject mix highlights • The core of the European higher education landscape, both of education and research, is dominated by generalist institutions. • The emergence of specialized institutions and their patterns differ substantially between countries, depending on specific national conditions. • Specialized institutions especially cover Arts and Humanities, Engineering, Social Sciences and Business and Law. • The main subject of specialized institutions is strongly correlated with the legal status of an institution. Read the policy brief on subject mix published in June 2016.

12. Geographicaldistribution of specializedHEIs

13. Policy issues Differentiation of highereducation: (a) degreedifferentiation Dual or college systems (Phdgrantinginstitutions + non-PhDgranting) vs unitarysystems Debate on convergence vs diversity Indicators • % of studentsenrolled in non-PhDinstitutions (e.g. colleges, Fachochschules) • averagesize of non PhDinstitutionscompared with universities Analysis by discipline and by regions

14. Policy issues Differentiation of highereducation: (b) researchintensitydifferentiation Isthere a differentiationamonguniversities in the intensity of researchactivities? Do weneedsuchdifferentiation? Indicators • Ratio PhDstudents/allstudents (or degrees) as an indicator of researchintensity • Average/mediannumber of publications per FTE academic staff

15. PhD intensity by country

16. Policy issues Internationalization Are ouruniversitiesgood in attractinginternationalstudents? International academic staff? Indicators • % of studentscoming from abroad (undergraduate, postgraduate) • % of academic staff coming from abroad

17. Internationalization of academic staff • Large differences between countries • But also between HEIs within countries

18. Internationalization of student body • Mobility increases strongly by educational level • As well as differences between HEIs • High internationalization at the bachelor and master level is exceptional

19. Internationalizationhighlights • Permanent and degree mobility at the bachelor level remains concentrated in few HEIs (foreign campuses, foreigners’ HEIs). • Mobility at the master level is concentrated in the UK. • Mobility at the PhD level targets highly reputed countries. • Erasmus students’ mobility is complementary to degree mobility (more focus on the bachelor level, less internationalized countries). Read the policy brief on internationalization of students to be published in November 2016.

20. Policy issues Fundingsystem Are ouruniversitiestoomuchdependent on governmentfunding? Are theyfunded with an appropriate funding mix whencompared to othercountries? Indicators • % university budget covered by core funding, third parties, and studentfees

21. Fundingsystem • Most HEIs are mainly financed by the State core budget • Exception of private HEIs (student fees)

22. Policy issues Researchproductivity of universities Are ouruniversitiesproductive with respect to scientificpublications? Indicators Controlling for otherfactors (subject mix, size, studentload) - Averagenumber of scientificpublications per FTE academic staff in relevantfields

23. Policy issues Teachingproductivity of universities Are ouruniversitiesproductive with respect to teaching? Indicators Controlling for otherfactors (subject mix, size, researchintensity) • Averagenumber of degrees per FTE academic staff • Completionrates

24. Policy issues Gender gap Are ouruniversitiesgood in achieving gender balance? Indicators • % of femalestudents (undergraduate, postgraduate) • % of femaleacademic staff (by academiclevel, if data available) • Ratio % female staff/% femalestudents Read the policy brief on gender gap to be published in December 2016.

25. Policy issues Efficiency of universities Are our universities efficient in producing multiple outputs? How distant are they from the frontier? Indicators Nonparametric efficiency scores Stochastic frontier efficiency scores

26. Policy issues Universities and regionaldevelopment Are ouruniversitiescontributing to growth and regionaldevelopment? Indicators Regionalcovariates(GDP, grossvalueadded, employment, share of employment in high techsectors, new firmcreationrates, New Technology BasedFirms, etc.) Allocation of covariates to universitiesaccording to the NUTS 2 and NUTS 3-level georeferentiation Urban area geo-referentiation Read the policy brief on regionaldevelopment to be published in January 2017.

27. Statistical inference • ETER sample is large enough to allow for statisticalinference • Currentlymostly cross-sectional • In future alsousing panel data • Examples • Factorsassociated with internationalization of HEIs • Factorsassociated with participations to EU-FPs • Analysis of types of HEIs in Europe • Growthprocess of HEIs (Gibrat’s law) • ETER (+other data) allowanswering some debatedquestions on EuropeanHigherEducation

28. References ETER I final report Benedetto Lepori, Andrea Bonaccorsi, Alessandro Daraio, Cinzia Daraio, HebeGunnes, ElisabethHovdhaugen, Michael Ploder, Monica Scannapieco, Daniel Wagner-Schuster (2016), Establishing a European Tertiary Education Register, EuropeanCommission, NC-01-15-791-EN-N, Brussels. Books BonaccorsiA. (ed.) 2014, Knowledge, Diversity and Performance in European Higher Education, London, Edward Elgar. BonaccorsiA. and Daraio C. (eds., 2007), Universities And Strategic Knowledge Creation, Edward Elgar.

29. Articles • Daraio C. et al. (2011), The European university landscape: a micro characterization based on evidence from the Aquameth project, Research Policy, 40(1). • Lepori B., Bonaccorsi A. (2013), The socio‐political construction of a European census of higher education institutions. Design, methodological and comparability issues, Minerva, 51(3), 271‐293. • Bonaccorsi A., Colombo M.G., Guerini M., Rossi Lamastra C. (2013) Universityspecialization and new firmcreationacrossindustries. Small Business EconomicsDOI 10.1007/s11187-013-9509-5. • Bonaccorsi A., Colombo M.G., Guerini M., Rossi Lamastra C. (2014) The impact of local and externaluniversityknowledge on the creation of knowledge-intensive firms: evidence from the Italian case. Small Business Economics, DOI 10.1007/s11187-013-9536-2 • Lepori B., Veglio V., Heller‐Schuh B., Scherngell Th., Barber M. (2015), Participations to European Framework Programs of higher education institutions and their association with organizational characteristics, Scientometrics 105 (3), 2149‐2178. • Lepori B., Seeber M., Bonaccorsi A. (2015), Competition for talent. Country and organizational‐level effects in the internationalization of European Higher Education Institutions, Research Policy, 44(3), 789‐802. • Bonaccorsi A. (2016) Addressing the disenchantment. Universities and regional development. Journal of Economic Policy Reform, online August 2016 • Vieira E., Lepori B. (2016) The growth process of higher education institutions and public policies, Journal of Informetrics, 10, 286-298. • Bonaccorsi A., Haddawy P. Cicero T., Saeed H. (2016a) Explaining the transatlantic gap. Scientometrics, online November 2016

30. Work in progress on additional data • Additional data on publications (Scopus 2007-2010) • Europe, USA and Canada, Asia Pacific • 251 SubjectCategories • Number of publications • Number of citations • % publications in top 10% SNIP journals • % publications in top 25% SNIP journals • % citationsin top 10% SNIP journals • % citationsin top 10% SNIP journals • H-index • Number of publications with international co-authorship • Originallyavailable in the Global ResearchBenchmarking System (GRBS), nowterminated

31. (personal addendum) Work in progress Bonaccorsi A., Secondi L. (2016a) The determinants of research performance in European universities.A large scale multilevel analysis, Submitted for publication Bonaccorsi A., Haddawy P., Cicero T., Saeed H. (2106b) The solitude of stars. The European model of academic excellence facing the input competition. Submitted for publication Bonaccorsi A., Secondi L. (2016b) Field of science differences in research performance. In preparation Bonaccorsi A., Secondi L. (2016c) Are there economies of scale in research? In preparation

32. Work in progress/2 On the relationship between research and growth of firms Bonaccorsi A., Colombo M.G., Guerini M., Rossi Lamastra C. (2016a) Estimating the impact of public research on the post-entry growth of firms. In preparation Bonaccorsi A., Colombo M.G., Guerini M., Rossi Lamastra C. (2016b) Quality of research and firm growth. In preparation

33. Questions?