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Contains the first presentation of a new higher education tool in Europe
Relates to world-wide discussions about rankings and offers an alternative
Opens up a new debate about international quality of European higher education
Highly relevant in the Bologna process, which includes 46 European and other countries
Relates to international activities in ranking in Asia, Australia and the United States
Relates to the further development of the European Higher Education Area and the European Research Area, as well as the general EU innovation policy (Lisbon agenda)
An important contribution to the international discussion on higher education globalization and worldwide rankings of higher education institutions, this volume criticizes the existing one-dimensional and aggregated international ranking models and suggests an interesting and exciting new approach of multi-dimensional mapping of higher education institutions.
The text gives readers a window on the unique process of developing a new approach to creating effective transparency in the diversity of higher education systems. It describes the conceptual, practical and methodological frameworks relevant to this new approach, whose development was based on theoretical and empirical literature on diversity in higher education. The authors report on the design methodology and research that were applied to develop the new instrument and also place it in the context of current supranational and national higher education policies.
The new system emerged from a top-level EU project to design the first European classification of higher education institutions as a tool for mapping the diversity of the higher education landscape. The editor and chapter authors are all international leaders in the field who took part in the multi-year project. They also explore the potential application of the classification in the contexts of the Bologna Process and the European Higher Education and Research Areas (EHEA and ERA). The book analyzes, too, how the system can be used at the level of individual higher education institutions, where the classification is shown to be a useful instrument for strategic institutional profiling.
This volume will be of interest to politicians and policy-makers in higher education at the supranational, national and sub-national levels, and to leaders and managers of higher education institutions and associations. It is also highly relevant to staff members and advisors at different policy levels, to higher education researchers and students, and to all who are interested in the further development of higher education systems and institutions.
Content Level »Research
Keywords »Bologna - Bologna process - European higher education - diversity - education - educational research - higher education - higher education classification - higher education ranking - transparency - university
1 Diversity and differentiation in higher education. Frans van Vught. 1.1 Introduction. 1.2 Classical studies. 1.3 Recent perspectives. 1.4 Arguments in favour of diversity. 1.5 Studies on differentiation and diversity in higher education. 1.6 A theoretical framework for explaining differentiation and diversity in higher education systems. 1.7 Higher education research outcomes. 1.8 Conclusion. 2 Diversity in European higher education:historical trends and current policies. Jeroen Huisman & Frans van Vught. 2.1 Introduction. 2.2 A history of diversity in European higher education. 2.3 Emerging European policy contexts. 2.4 Diversity in the Bologna Process. 2.5 Diversity effects of EU policies. 2.6 Diversity in national higher education systems. 2.6.1 France. 2.6.2 Germany. 2.6.3 The Netherlands. 2.6.4 Norway. 2.6.5 United Kingdom. 2.7 Conclusion. 3 The search for transparency:convergence and diversity in the Bologna Process. Dirk Van Damme. 3.1 Introduction. 3.2 Convergence in the Bologna Process. 3.3 Convergence as similarity. 3.4 The risks of convergence. 3.5 The need for transparency. 3.6 Conclusion. 4 The European higher education classification:objectives and concepts. Jeroen Bartelse & Frans van Vught. 4.1 Introduction. 4.2 Objectives. 4.3 Classifications and typologies. 4.4 The Carnegie classification of higher education institutions. 4.5 Design principles. 4.6 The components of the European classification. 4.7 Conclusion: institutional profiles. 5 Rankings and classifications:the need for a multidimensional approach. Marijk van der Wende & Don Westerheijden. 5.1 Introduction. 5.2 Global competition, rankings and diversity. 5.3 A closer look at university rankings. 5.4 Limitations and methodological issues. 5.5 The impact of rankings on institutional and governmental policies. 5.6 Alternative approaches to ranking: best practice from Europe. 5.7 The Dutch-Flemish pilot with the CHE ranking. 5.8 Rankings, stratification and diversity. 5.9 Conclusion. 6 The European higher education classification: the design process. Frans Kaiser & Frans van Vught. 6.1 Introduction. 6.2 How to design a classification. 6.3 Designing the European classification of higher education institutions. 6.3.1 Phase 1: breaking the ground. 6.3.2 Phase 2: testing the ideas. 184.108.40.206 Exploring existing sources. 220.127.116.11 Case studies and pilot survey. 18.104.22.168 The classification survey. 22.214.171.124 Survey outcomes. 126.96.36.199 Using the survey data. 188.8.131.52 Interim conclusions. 6.3.3 Phase 3: crafting the tools. 6.4 Conclusion. 7 Using the classification in the European Higher Education Area. Sybille Reichert. 7.1 Introduction. 7.2 Institutional diversity: a challenge for the intertwined European higher education landscape. 7.3 The European Higher Education Area. 7.4 Potential use of the European higher education classification. 7.5 Conclusion. 8 Using the classification in the European Research Area. Christiane Gaehtgens & Rolf Peter. 8.1 Introduction. 8.2 Institutional diversity: feature of the integrating European research landscape. 8.3 The European Research Area. 8.4 Potential impact of the European higher education classification. 8.5 Conclusion. 9 Using the classification for institutional profiling:the Norwegian University of Science and Technology. Astrid Lægreid & Julie Feilberg. 9.1 Introduction. 9.2 NTNU — A complex institution. 9.3 NTNU’s ambitions and strategy. 9.3.1 Why a new strategy? 9.3.2 NTNU’s strategy to 2020. 9.4 Profiling NTNU as a new type of university. 9.5 The problem of rankings. 9.6 The European higher education classification and NTNU’s strategic work. 9.7 NTNU’s engagement in the classification project. 9.8 Conclusion. 10 Using the classification for institutional profiling: the University of Strathclyde. Peter West & Saskia Hansen. 10.1 Introduction. 10.2 Why