Trends 2015The implementation of the European Higher Education Area – 15 years on. Presentation and discussion on what the impact has been for European universities and learning and teaching. Bologna Lab Berlin 5 December 2013 Hanne Smidt European University Association
TRENDS method • Questionaire to • Higher education institutions (800-900 responses) • National Rectors’ conferences • Focus groups, visits to institutions, interviews
University staff • Is the role of teaching staff changing? • Academic freedom • Workload • New profiles? Teacher as coach? More/less academic? • Teaching as teamwork (co-teaching, collaboration on curricula) • Does the changes mean? • New pedagogicsand didactics in HE? • Use of technology • Focus on professional development / CPD • Does a teacher need a license to teach? • Has status and salaries been affected by the economic crisis? • How does QA affect learning and teaching? • Has the division between teaching, research and the third mission changed?
Learning and teaching - more important than ever (for the academic staff)? • But does everybody believe this? • University staff? • Leadership? • Ministries? • Public reputation of HE learning and teaching? • Important - compared to what? • Teaching vs. research? • Career development - acknowledgement? • How does this translate in concrete support measures? Policies, funding? • National level • Institutional level
Quality teaching – teaching innovation • New rhetoric: high quality, world class, excellence in teaching • Are there things to be improved? What are they? • How does internal/external QA impact? • Better student-teacher interaction? How? • Ratio student teacher? • “Teaching innovation” (flipped classroom) • student services, in particular career guidance • Drop out, retention • Employability • Incentives? • Means to know and improve?
Students • Is the student body diversifying (national/international, young/mature/older, social backgrounds)? • More part-time students (work, family) • More lifelong learning? (e.g. students do a bachelor, leave and return later)? • Do they learn different? Digital natives? Less well prepared for HE?
Student learning in 2013 • What has been implemented – what not, why? • Degree system • Learning outcomes and revised curricula • Student centred - assessment • Skills orientation • Flexibilisation of study paths • Mobility – international experience – language learning • Practical and professional experience internships • Is teaching (re-)organised in a meaningful way? • Amount of lectures, seminars, working groups, peer groups • Student workload • Problem / project based • Blended learning – elearning • Flipping the class room • Teaching means and environments
Bologna Process – deadman walking or BP2.0 • What describes it best: • Mission accomplished – it is over • It is over, but nothing has much improved • Structural reforms accomplished, but the major developments ahead • National and institutional reform processes are still ‘Bologna guided’ • Other?