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| Academic education (139) | |
| Higher education (2258) | |
This action focuses on higher education and research, research evaluation criteria, university ranking, knowledge alliances and e-skills;
the Plan of Future Investments of €35 billion was launched in 2010 and centered on higher education, research and industries of tomorrow.
ANR has also been the principal operator of the Investments for the Future program in the field of higher education and research.
Higher education and Research. The role of the ADEME is to provide businesses, local governments, public authorities and the general public with their expertise and advisory capabilities.
et Chaussées (LCPC) under the joint supervision of the ministry of ecology, sustainable development and energy and the ministry of higher education and research.
but it may be important to still be able to use his high school marks and know what other courses he failed.
and innovation infrastructure, improve the facilities of higher education institutes To motivate the cooperation of companies through clusters To support joint innovation investments of clusters To accredit innovative clusters ICELAND Regional Growth Agreements (Vaxtarsamningur
andstrengthen the Intellectual Property/Commercialisation functions within Higher education Institutes and provide them with expertise to translate research into applications.
Higher education Industry linkages We are supporting a number of specific initiatives to develop these vital links between higher education and enterprise.
The provision of Innovation Vouchers that enable businesses to collaborate with higher education‘knowledge providers'to obtain an innovative solution to an enterprise need these vouchers offer SMES the opportunity to forge new relationships with higher education institutions and, ultimately,
Close linkages between industry and higher education; Effective knowledge flows between suppliers and customers; and Collaborative, focused attention to common problems.
Enterprise Ireland's Intellectual Property Fund for the Higher education Sector and the Intellectual Property Assistance Scheme provide advice
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
Implications for Innovation Policy, Report to the European commission, Directorate General Science, Research and development, Brussels. Malecki, E. 2008), Higher education, Knowledge Transfer Mechanisms and the Promotion of SME Innovation
, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234. Mansfield, E. 1995), Academic Research Underlying Industrial Innovations:
Mcnaughton, R. 2008), Technology Commercialisation and Universities in Canada, in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 11, pp. 255-234-269, OECD, Paris
Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris. Potter, J. and G. Miranda (eds.
me from. reland from aden the ed as a es. They ng and ich was advisory HEI gy agen
innovators and researchers in the higher education sector bringing together research capability and business acumen-with the aim of generating new ideas with commercialisation potential.
through the Competitive Start programme and through spin outs from higher education institutes. An improved focus of the HPSU feeder programmes should also assist this target.
Enterprise Ireland is charged also with increasing the number of investments in Inward Entrepreneurial Start up Projects by 50 per cent. 54 The RD&I suite of programmes include a number of initiatives that focus on commercialisation of HEI research
and knowhow being generated in higher education institutes. In more recent times, as Ireland faces very challenging economic conditions, the Government's Building the Smart Economy,
Partner HEI contribution. Outputs Number of participants industry and academic, Sectors and technology areas covered aligned to enterprise and research base,
and involves focused three hour networking and information sessions between entrepreneurs, innovators and researchers in the higher education sector.
and higher education institutes (on a regional scale) in order to develop innovative products and services. The pilot for Ideagen was launched in the South East region in 2009
significant investments were being made to commercialise research outputs from the higher education sector and there was an increasing amount of research being generated that had commercial potential.
It reaffirms the importance of driving innovation in the indigenous company base and on increasing commercialisation of the R&d activity within the HEI's. In particular,
and innovations from the higher education sector to promote economic growth, it states that we will promote
for instance utilising space in the HEIS to host the events. These figures cover all direct input costs such as advertising, venue hire, catering,
They arrange the speakers and facilitators for each of the events and work with the Higher education Institutes
What did ger term out ty one particip sity Hospital G LUATION OF ded all three d to gain a b e ideas. m the partici HEIS in 2012,
. me is designe nd HEIS to co and network and enterprise d d networking most about de:
an increasing amount of research with commercial potential is emerging from the higher education sector and a number of Irish entrepreneurs are looking for next generation business opportunities.
and know-how being generated in higher education institutes, and to forge new partnerships between these institutions and enterprise.
Costs and Inflation Forfás February 2014 State Investment in Research and development 2012 2013 Forfás December 2013 Survey of Research and development in the Higher education Sector 2010/2011 Forfás
Higher education Institutes which includes Public Research Organisations Provide a source of graduates and postgraduates. Offer a portal to the global pool of academics and stock of knowledge.
Overview of the industrial base in Ireland, Northern ireland and the EU-27 Policy makers/Regulators set Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services
However, Northern ireland compares better to Ireland in relation to higher education R&d expenditure (HERD. Most notably, innovative SMES in Ireland and Northern ireland engage in much less collaboration with others
when compared to UK firms (see Figure 4). In the metrics associated with higher education institutes, such as numbers of international scientific co-publications,
and both were better than the UK in numbers completing tertiary education and in the workforce (see Figures 3 and 4),
and the UK (see Figure 3). Innovation Ecosystem Actors Firms Financial services Orgs Higher education Institutes Innovation Support Agencies Business Services Orgs Intermediary Bodies Policy makers
-Intensive Activities SMES Introducing Marketing/Organisational Innovations Population Completed Tertiary education SMES Introducing Product or Process Innovations SMES Innovating In-House Innovative SMES Collaborating with others 400 300 200 1000 Ireland UK EU-27 Ireland Northern ireland UK Patent Applicationssales
or Process Innovations Higher education R&d Expenditure Innovative SMES Collaborating with others Employment in Knowledge-Intensive Activities SMES Innovating In-House Employment Medium-High tech Manufacturing Population Completed
Tertiary education 160 120 80 400 13 3. Firm perspectives on the All-Island Innovation Ecosystem 3. 1 Introduction The Intertradeireland Business Monitor was used as the method of reaching a sample of 1,
Innovation support agencies, business services organisations and higher education institutes emerged as the least important partners,
Clients/Customers Suppliers Intermediary Bodies Financial services Organisations Innovation Support Agencies Business Services Organisations Higher education Institutes%0 20 40 60 80
whether that was intermediary bodies or higher education institutes. However, the level of internationalisation makes little difference
Manufacturing and agriculture businesses rate innovation support agencies and higher education institutes as being more important innovation partners than do other sectors.
Ranking of the effectiveness of external partners by innovative businesses Clients/Customers Suppliers Financial services Organisations Innovation Support Agencies Intermediary Bodies Business Services Organisations Higher education
Large firms regard higher education institutes and financial services organisations as more effective than small firms. When it comes to export orientation,
Overall, international partnerships are reported more widely than crossborder ones for links with suppliers, higher education institutes, intermediaries and business services.
International Cross-Border Local%025 50 75 100 Clients Suppliers Intermediary Bodies Business Services Organisations Higher education Institutes Financial services Organisations Innovation
A notable aspect of the ecosystem is held the view by firms that higher education institutes are not so important in the working of their ecosystem.
whether firms were considering the role of higher education institutes in relation to a particular contribution to innovation or at a more holistic level.
Nonetheless it should be noted that higher education institutes contribute to innovation in a number of ways:
While higher education institutes are making strides to reach out and engage with business and the wider community, there is clearly a perception issue among firms
which are less than positive about the role performed by higher education institutes in the wider ecosystem.
‘quite important'1. 3-2. 3 and‘very important'>2. 3. Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations
effective 22 A separate analysis (Figure 15) of firms with more than 50 employees (described as large firms in the report) indicates a more positive view in relation to the importance of intermediary bodies and higher education institutes.
and less effective while higher education institutes and financial services organisations are reported also as less effective. Figure 14 on page 21 indicates the firms'view of an innovation ecosystem that operates quite effectively
A notable opportunity for this is to foster a better understanding amongst small firms of how higher education institutes can contribute to supporting innovation.
Rag analysis of innovation ecosystem large firms Framework Conditions Market Conditions Intermediary Bodies Higher education Institutes Business Services Organisations Financial services Organisations Innovation Support
Other innovation partners, such as higher education institutes, financial service organisations, innovation support agencies or intermediary bodies, are regarded as less important and effective partners.
Foster better understanding of the role higher education institutes can play in supporting innovation in small companies.
Despite the fact that higher education institutes provide a skilled and talented workforce perform research that government and industry commission
it is interesting to note the view of business that linkages with higher education institutes are not important in their view of the ecosystem.
and higher education institutes. 24 The use of cross-border and international partners is limited. Just under a fifth (19%)of innovative firms are working with cross-border innovation partners and under a quarter (24%)with international partners.
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions HEIS)
the reduction in state funding for HEIS has required academic institutions to source a greater amount of their funding from industry (e g. provision of training programmes, undertaking research, donations, etc.
To date, however our Higher education Institutes (HEIS) have not been a big factor in developing and supporting startup activity.
A new mindset has been developing in the HEIS, Science Foundation Ireland (SFI), and Enterprise Ireland community recently:
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
and industry people moving into HEIS to undertake research. The irish Research Council also offer the very successful Enterprise Partnership Scheme
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions (HEIS)
Introduce a de minimus level of HEI/startup collaboration investment (up to €25k), below which IP contracting
Higher education Authority HEI: Higher education institutions ICT: Information and Communications technology IIA: Irish Internet Association IP: Intellectual Property IRC:
European commission Reports Entrepreneurship in Higher education, especially within non Business studies (2008) Eurobarometer Survey on Entrepreneurship (2012) Entrepreneurship Action Plan (2012) Entrepreneurship Determinants:
The Higher education Authority (HEA) is developing an enterprise engagement strategy, within which entrepreneurial education will be an important part.
This strategy will set out performance indicators and measures to benchmark entrepreneurial activity in Irish higher education.
A range of modules in commercialisation are now being offered across Higher education Institutes (HELS) at undergraduate and postgraduate levels,
Enterprise needs to play a more central role in education to help HEIS provide an environment supportive of entrepreneurship.
For example, Accelerated Campus Entrepreneurship (ACE) has supported eight HEIS embed entrepreneurship within their curriculums, and develop an extensive range of programmes to promote entrepreneurship education.
CEEN is available to all HEIS interested in developing entrepreneurship education9. The evolution of this programme will be vital in developing future entrepreneurship education in Ireland.
EI, LEOS, DES, Únag) Map relevant entrepreneurship activities in higher education institutions as part of the overall strategy for higher education engagement with enterprise and embed entrepreneurship support within the HEI System Performance Framework.
DES) Develop an enterprise engagement strategy for higher education to include entrepreneurial education as an important part of the national framework for enterprise engagement.
HEA) Set out performance indicators and measures to benchmark entrepreneurial activity in Irish higher education. DES, HEA) Develop an Entrepreneurial Phd programme with a view to training more scientists in SFI supported research teams to launch their own businesses.
and researchers in HEIS by facilitating smaller‘right-sized'projects for companies to address specific individual industry needs. 3. 2 High Potential Startups High Potential Startups,
these should help companies enter into appropriate forms of contract with HEIS more easily and accelerate the transaction process.
There is clearly a benefit in making contracting between companies and HEIS as swift and easy as possible.
and supporting guidance notes for business including specific‘HEI/Startup guidelines'to facilitate the interaction between industry and HEIS, for inclusion in the IP Protocol.
Participation and progression rates in entrepreneurship modules in HEIS will be tracked to ensure best practice and to support the expansion of successful programmes.
across HEIS DES Unavailable at date of publication Performance across STEM DES Unavailable at date of publication National Policy Statement on Entrepreneurship in Ireland 57 Business Environment & Supports A wide range
Drives the commercialisation of research from higher education research institutions by supporting the development of innovations at all stages of the commercial pipeline to the point where they can be commercialised as new products, services and companies. 2011: 79 Projects 2011:
Risk Acceptance Business Risk Start-up Skills Skill Perception Tertiary education Opportunity Perception Opportunity Market Agglomeration Note:
Employment and Investment Incentive scheme GEDI Global Entrepreneurship Development Index GEM Global Entrepreneurship Monitor HEA Higher education Authority HEI Higher education institutions HBAP Halo Business
Sequestration impacting U s. universities Strong Position Masks Emerging Concerns The Times Higher education (THE) World University rankings reflect continued leadership of U s. educational institutions
Times Higher education rankings Despite this positive track record, the U s. academic research enterprise faces challenges, many of which were expressed as concerns by researchers responding to the survey on
European universities place second only to U s. universities in the latest Times Higher education World Rankings,
2005 2006 2007 2008 2009 2010 2011 Higher education R&d(%GDP) HU22 HU EU27 0. 00%0. 10%0. 20%0
of the region's higher education and research facilities; and of innovation services providers still figure high among the policy objectives.
)‘ Support to ICT-based research and higher education'(number of regional beneficiaries: 2). Some policy measures targeted human resources development:‘
This initiative received support from the Social Renewal Operational Programme in 2013 under the programme (Support to regional and sectoral collaboration involving higher education.
'A third measure targeted industry university innovation collaboration (Support to regional and sectoral collaboration involving higher education.
In 2013 for example, support was allocated within the framework of this latter measure (Support to regional and sectoral collaboration involving higher education) among others to a machinery
One exception is the previously detailed call (Support to regional and sectoral collaboration involving higher education)
At the national level, only aggregate evaluations are investigated available that the‘impact'of policy interventions along broad thematic priorities (e g. evaluation of programmes that supported higher education;
2013) addressed support programmes that targeted higher education, including measures that supported the enhancement of these institutions'services;
In summary, the Hungarian higher education could benefit from complex infrastructural renewal. The impact of organisational capacity building is reflected by the diffusion of strategic planning practices,
Despite a range of policy instruments and programmes targeting the improvement of the infrastructural conditions of higher education, especially in engineering and natural sciences,
2013) Evaluation of programmes targeting higher education. In Hungarian, Available at: http://palyazat. gov. hu/a felsooktatast celzo programok ertekelese 13.
Higher education/Training and Lifelong Learning 69,00 67,86 70,07 2010 RCI 98,5 101,7 Labour market efficiency 47,00 40,86 55,03 2010 RCI 85,4 115,0
, 03 0, 19 0, 25 2011 Eurostat 12,0 15,8 Higher education R&d(%GDP) 0, 25 0, 25 0, 48 2011 Eurostat 52
We will increase higher education ICT graduates by 60 per cent between 2015 and 2018, commensurate with resourcing, meeting 74 per cent of demand through domestic supply in 2018.
with the target set for 2018 of having 74 per cent of the supply needs of the sector being met through increased output from our higher education sector.
and need for extra provision in a number of areas that will be the focus of engagement between the HEA and higher education institutes.
and work. 60 per cent increase in higher education ICT graduates, meeting 74 per cent of demand through domestic supply in 2018.
in the six years to 2014, the higher education system delivered 25,000 extra places. There is strong alignment of mainstream education
or 29 per cent of higher education students are enrolled in Science and Engineering courses and over 50,000 higher education students are enrolled in Social sciences,
including Business and Law, equating to 25 per cent of total student enrolments. The system has responded also to emerging skills needs in high-growth sectors,
Since 2008, there has been a 50 per cent increase in annual graduate output on ICT programmes from the higher education system.
We will increase higher education ICT graduates by 60 per cent between 2015 and 2018 commensurate with resourcing.
The Higher education Authority is examining issues related to retention on ICT courses, and the National Forum for Enhancement of Teaching and Learning in higher education is funding a research project in this area. 30 A key goal is to enhance awareness of ICT careers to prospective students.
Significant progress has been made in raising STEM participation in schools notably a 74 per cent increase in higher level maths take-up in Leaving certificate since 2011.
The Department of education and Skills and the Higher education Authority are co-funding a promotional campaign centred on a new website www. ictworks. ie
DES) 2 Implement Cycle 2 of the Strategic Dialogue process for 2015 under the higher education performance framework 2014-2016, including monitoring of performance metrics for skills including those identified by the EGFSN
HEA, HEIS, Employers) 4 Incentivise 1, 250 additional places in 2015 on Level 8 ICT programmes.
DES, HEA, HEIS) 5 Devise and implement a programme around a single website portal, through industry and agencies working together,
and engagement between enterprise and higher education providers to roll out Level 8 ICT Conversion programmes as part of the Springboard 2015 programme.
HEIS, HEA, Employers) 7 Enhance industry input to programme content, provision of work placements and promotion of ICT programmes as part of the implementation of Skillnets ICT Conversion Programmes.
HEA, HEIS, Employers) 12 Increase the pool of researchers strongly positioned to take up employment in industry in Ireland.
HEIS, HEA, Employers) 14 Publish an integrated 2015 Further Education and Training (FET) Services Plan that includes provision to meet the FET skills needs identified in various published EGFSN reports and sectoral studies.
SOLAS, ETBS, HEIS) 16 Develop new Apprenticeships in response to proposals from key sectors of the economy.
SOLAS, ETBS HEIS) 38 Support for Local and Rural Development 48 Each Local authority will make an integrated Plan, for the promotion of economic development and local and community development in its area.
Major HEI/Industry research partnerships using, e g.,, SFI's Partnership and Spokes schemes programmes; International collaborative research applications through Horizon 2020 and US Ireland schemes;
Recruitment of leading energy researchers to Irish HEIS, using, e g.,, SFI's Research Professorship scheme;
Placement of HEI researchers in relevant energy industries using e g. SFI Industrial Fellowship scheme; and Development of at least one large bid in the Energy field to Horizon 2020 e g. for infrastructure/test bed/demonstrator that would be used nationally and internationally.
SFI, HEIS, EI, IDA, SEAI) 2015 ACTION PLAN FOR JOBS 43 58 Accelerate commercialisation of research and technologies through greater linkages with enterprise and entrepreneurs.
SFI) 185 Map relevant entrepreneurship activities in higher education institutions as part of the overall strategy for higher education engagement with enterprise and embed entrepreneurship support within the HEI System Performance Framework.
DES, HEA) 2015 ACTION PLAN FOR JOBS 87 186 Develop an enterprise engagement strategy for higher education to include entrepreneurial education as an important part of the national framework for enterprise engagement.
HEA) 187 Set out performance indicators and measures to benchmark entrepreneurial activity in Irish higher education. DES, HEA) 188 Work with the Department of Social Protection to promote the Back to Work Enterprise Allowance,
000 second level students and the advancement of a range of projects in the higher education sector, including the DIT Grangegorman project.
Gross domestic product GNP Gross national product H2020 Horizon 2020 HAP Housing Assistance Payment HEA Higher education Authority HEI Higher education institutions HOOW Harnessing Our Ocean Wealth HRB Health
In 2007, he received a high distinction from The french Higher education Ministry, Chevalier dans l'Ordre des Palmes Académiques.
a cleaner printed cicruit board Crawford Hansford & Kimber developed a cleaner printed circuit board (PCB) that is incorporated into equipment that interfaces with data loggers that is now in use in higher education around the world.
The EIT is the first European initiative to integrate fully the three sides of the‘knowledge triangle'(higher education,
The EIT is the first European initiative to integrate fully the three sides of the‘knowledge triangle'(Higher education,
Today, 33 countries have some form of ranking system operated by government and accreditation agencies, higher education, research and commercial organisations,
In addition, if higher education is one of the engines of the economy and a key point on the‘knowledge triangle',
the term‘university'refers to all higher education institutions (HEIS), irrespective of the name and status in national law. 10 diverse and complex organisations on the basis of aggregated scores.
and resources of Europe's universities and higher education systems; Take into consideration, as appropriate, research tailored to specific local,
Decision-makers in higher education, encouraging them to reflect on the unintended consequences that decisions solely based on research assessment might have;
higher education is an important focal point for European union and national government policy-making. It plays a critical role in the research-innovation ecosystem,
Thus, the status, quality and productivity of higher education have become a national strategic objective and an indicator of global competitiveness.
and assess the activity and outcomes of higher education, with particular emphasis on the assessment of university-based research (AUBR).
A new Start for the Lisbon Strategy (European commission 2005, p. 9) says that European universities‘must be able to compete with the best in the world through the completion of the European Higher education Area'.
'In its resolution‘Modernising Universities for Europe‘s Competitiveness in a Global Knowledge Economy',the Council (2007, p. 3) expressed the view that the‘challenges posed by globalisation require that the European Higher education Area
Classifying European Institutions of Higher education, a pilot project funded, beginning 2004, by DG Education and Culture,
The European Association for Quality assurance in Higher education (ENQA) was established to disseminate information, experiences and good practices in the field of quality assurance (QA) in higher education to European QA agencies, public authorities and higher education institutions.
The OECD AHELO (Assessment of Higher education Learning outcomes) project aims to assess learning outcomes on an international scale by establishing the validity of measures which cross cultures and languages. 20 2. 3 Measuring
University rankings have become an increasing influence on the higher education landscape since US News and World Report began providing consumer-type information about US universities in 1983.
The Shanghai Jiao Tong Academic ranking of World HEIS was published first in 2003 and become immediately popular
Rankings compare higher education institutions (HEIS) using a range of indicators, which are weighted differently by each ranking system.
other aspects of higher education, such as teaching and learning, community engagement, and third mission and innovation are ignored.
and influence on research, researchers and higher education. Various working papers were prepared on the following issues: Identification of the range of users and uses of rankings and research assessment exercises;
and influence on research and disciplines, researchers and higher education; Preparation of a new framework for assessment of university-based research.
Because higher education is both a generator and user of the data, its position is different than the other users. o Governing Bodies
to inform decisions about the higher education structure and the role of individual institutions, to ensure the HE system functions effectively and efficiently and in line with other government objectives.
If local/regional governments are a financial contributor to higher education they will be interested in issues of value-for-money and efficiency,
etc. o EU and Member Governments o Ministries of Education/Higher education or Enterprise and Employment o Local and Regional Authorities o HE Agencies Other Government agencies require good comparative
Peer HEIS As international partnerships grow in prominence and strategic importance, HEIS are turning to rankings
and other comparative information to help identify appropriate academic and research partners. But HEIS also use the information for strategic development purposes,
helping to benchmark performance against appropriate peer institutions worldwide in order to learn and share experience, and improve performance.
and return-on-investment. o Benefactors/Philanthropists o Alumni Ministries of Higher education in Developing Countries A growing number of countries use rankings to award scholarships for overseas studies
For higher education, the better informed the public is about such issues, the more likely the public will be to support higher education. 30 Table 2 Summary of User Groups
and Uses of Research Assessment Data User Group Why Research Assessment Data Is required? What Research Assessment Data Is required?
and HEIS Determine national/international competitiveness Quality, sustainability, relevance and impact of research activity System and institutional data re level of intensity, expertise,
level of use and efficiency Ministries of Education/Higher education or Enterprise and Employment policy and planning Strategic positioning of HE institutions Quality, sustainability, relevance and impact of research activity Research strategy
and inform decisions about HE system and HEIS Quality, sustainability, relevance and impact of research activity Determine national/international competitiveness Investor confidence/value-for-money
Staff/student ratio Institutional research support Students Inform choice of HEI Identify career opportunities Institutional and field data re level of intensity, expertise, quality,
and support Graduate career and employment trends Quality of the research infrastructure Staff/student ratio PEER HEIS Identify peer HEIS
quality and competence Peer esteem indicators MINISTRIES OF HIGHER EDUCATION IN DEVELOPING COUNTRIES To help determine which foreign higher education institutions are applicable for overseas scholarships studies.
which transparency and accountability of publicly-funded university-based research have become core requirements on higher education.
Many governments and universities strongly support the interconnection between teaching and research as one of the core principles of higher education.
They illustrate the risk of aligning higher education priorities and resources to match indicators. Simple ranking of universities on the basis of bibliometrics or citations can ignore differences between disciplines and between university missions, resources and context.
Decision-makers in higher education, encouraging them to take the assessment of research seriously, but at the same time keeping an eye on the other functions of their institution teaching and learning, and community engagement;
I. Activities and Membership of Expert Group on Assessment of University-Based Research The members of the Expert Group were selected on the basis of their experience and knowledge of research assessment and higher education,
she also leads the Higher education Policy Research Unit. She is a Consultant to the OECD Programme on Institutional Management of Higher education (IMHE),
and is associated also with the International Association of Universities (IAU). Ellen is Rapporteur for the EU Expert Group on Assessment of University-based Research,
and the Editorial Boards of Higher education Management and Policy (OECD) and Higher education Policy (IAU). Professor Hazelkorn has published articles and books on Irish politics and society;
and higher education policy. Her study, Developing Research in New Institutions, was published by OECD (September, 2005.
She is studying the Impact and Influence of Rankings on Higher education Decision-making and Academic Behaviour in association with IMHE and IAU http://www. oecd. org/edu/imhe/rankings,
and working with the Institute for Higher education Policy (USA) on a‘New Agenda for College and University ranking'.
'Her book, Rankings and the Reshaping Higher education: The Battle for World-Class Excellence, will be published by Palgrave in 2010.
Hazelkorn@dit. ie BERGHOFF, Sonja (Rapporteur) Sonja is a project manager at the German CHE Centre for Higher education Development.
She is involved also in developing international relations between Europe and Latin america in Higher education and Research.
Sir Howard was previously Vice-chancellor of the University of the West of England (UWE) in Bristol having previously spent five years as the Chief executive of the Higher education Funding Council for England (HEFCE.
He was made a CBE in 1995 for services to social science and a knighthood in 2000 for services to higher education.
Jamil, a Moroccan education economist, is the World bank's tertiary education coordinator. Mr. Salmi is the principal author of the Bank's new Tertiary education Strategy entitled Constructing Knowledge Societies:
New Challenges for Tertiary education. In the past sixteen years, Mr. Salmi has provided policy and technical advice on tertiary education reform to the governments of more than 40 countries in Europe, Asia, Africa, and South america.
Mr. Salmi has guided also the strategic planning efforts of several public and private universities in China, Colombia, Kazakhstan, Kenya, Madagascar, Mexico and Peru.
Mr. Salmi is a member of the Governing board of the International Institute for Educational planning, the International Rankings Expert Group,
OECD's expert group on Assessing Higher education Learning outcomes, the International Advisory Network of the UK Leadership Foundation for Higher education,
and the Editorial Committee of OECD's Journal of Higher education Management and Policy Mr. Salmi is a graduate of The french Grande Ecole ESSEC.
) He is the author of six books and numerous articles on higher education and development issues.
and it was supported not by influential groupings within the higher education sector. Although it was abandoned, the ground-breaking RQF was on the threshold of implementation,
However, in the context of internationalisation of higher education, the Université libre de Bruxelles (ULB) decided to initiate, in 2008-9, a process of systematic assessment of its research.
http://www. aka. fi/Tiedostot/Tiedostot/Julkaisut/Biotechnology%20in%20finland. pdf The Finnish Higher education Evaluation Council (FINHEEC, an independent expert body nominated by the Ministry
AERES (Agence d'evaluation de la recherche et de l'enseignement superieur) National Agency for Evaluation of Research and Higher education Policy Context, incl
The french Ministry of Higher education and Research established the AERES National Agency two years ago to undertake, at national level, the evaluation of research in both research organisaitons and universities.
The main consequence of this evaluation system is the allocation of funding to the research teams by the Ministry of Higher education and Research and by the research organisations.
At the request of the German federal government and the state (Länder) governments, the Wissenschaftsrat (German Science and Humanities Council) has analyzed the methods and use of rankings in the higher education and research system.
In its Recommendations for rankings in the system of higher education and research, the Council has established standards of good practice for rankings.
107 10.9 HUNGARY Executive Summary The research assessment related exercise is based on the Act on Higher education (2005) and its complementary law (2007.
Maintainer Agreement between Hungarian Ministry of Education and Culture and HEIS took effect from first of January 2008
This Agreement specified indicative indicators to assess efficiency of HEI's research activity among other assessment purposes.
In the early 1990s, the Hungarian higher education system faced the challenges of double transformation. It had to,
on the other hand, catch up to the wave of modernisation of European higher education. The adjustment and modernisation of Hungarian HE have been ongoing processes since the initial years of transition,
which have led to enormous changes both within institutions and in the environment of higher education. Hungary has joined to Bologna process
and wishes to become a remarkable actor in the European Higher education Area. The general assessment exercise that includes research assessment is based on the Act CXXXIX on Higher education was passed in 2005
and its complementary law CIV was enacted in 2007. According to these laws a HEI can benefit from public financing
if it has a three-year agreement on performing its strategy with the Ministry of Education and Culture.
The management of HEIS has remained in the hands of academicians. The halfhearted revamping of higher educational governance structures leaves plenty of potential for further improvements and legislation.
that has a key role in financing of higher education introduced the Maintainer Agreement system. The Ministry wishes to help the institutes to elaborate
and to promote the activity of HEIS in the European Higher education Area. Policy Objective (s:
The main policy objectives are the improvements in quality, competitiveness and efficiency of HEIS. There are two levels of policy objectives:
(and assess) capabilities of HEIS for setting and performing strategic targets in various fields during the contracted 3 years.
Following this pilot phase Ministry wishes to use the (revised) indicators for comparing HEIS and link stronger the changing part of government subsidy of HEIS to output and outcome indicators.
The state subsidy should be fit to the real performance of HEIS. 2) The Agreement provides a new frame to improve the management and governance of HEIS.
With the help of self-selected indicators HEIS can monitor how they are performing their own strategic targets.
They can back up put their own strategy-on the base of the facts. By the idea the fact based analysis can significantly improve the management culture and governance of HEIS to coop with changing world.
Methodology, incl. time-frame, resources, costs, technologies: On the basis of CIV. 2007 (Paragraph 30), public HE institutes
which each HEI has to select 3-4 indicators by their own strategic plan. Theoretically the institutes could select the best indicators suit to their strategy plan.
However the aim was making the capabilities and performances of Hungarian HEIS more visible internationally.
However the indicators that are representing less important output activities can slowly support to upgrade the performance of HEIS.
109 Both, the list of indicative indicators and selected indicators for monitoring and assessment by HEIS are still being debated.
In the preparatory phase of Agreement HEIS'selection criteria for indicators was to reach easily good performance
The HEIS were interested much less to select indicators for themselves as a managerial tool. Their preference was to choose‘good bargaining'indicator.
According to the future plans Hungarian HEIS will employ the same research assessment exercise (output and outcome indicators) for both individual and institutional assessment as the institutes of the Hungarian Academy of Sciences (HAS) are employing.
Its draws on information provided by HEIS and publicly available data. While its principal aim has been to assist third level entrants and their parents
Individual colleges extracted from latest available Higher education Authority (HEA) data. Firsts/2: 1s The percentage of highest quality degrees in 2007.
In the absence of other public benchmarking of higher education performance, the Sunday Times has filled a gap.
(and feared) within the higher education community, and it 112 has introduced a new competitive dynamic into the system despite concern about the indicators and data.
the results of various national competitions can be interpreted as an assessment of research performance, most notably the Higher education Authority's Programme for Research in Third-level Institutions (PRTLI) and Science Foundation Ireland (SFI).
to improve scientific quality within the Norwegian higher education system. Despite arguments to the contrary, unintended consequences may be incentives to prioritize certain science fields over others because of the differences in the way the design of the GUF model works for different science fields.
'Statistics on higher education seem, however, to indicate that different research areas get relatively similar impact in the research component,
‘The higher education sector has experienced great changes during the past 10-15 years. A challenge is increased the international competition with new requirements on concentration and prioritization in order to keep a high and competitive scientific quality'.‘
although not explicitly stated, that the incentives and resources generated will initiate processes leading to a restructuring of the Swedish higher education system (including possible mergers or alliances between higher education institutions),
The new model for allocating GUF in the Swedish higher education system can be expected to generate strong restructuring impacts on the system.
This assessment informs the selective distribution of funds by the UK higher education funding bodies Policy Objective (s:
The four higher education funding bodies in the UK intend to use the quality profiles to determine the grant for research for each higher education institution with effect from 2009-10.
and then linking that quality judgement to funding in a way that commands the confidence of the higher education sector.
The Higher education Funding Council for England is working to develop new arrangements for the assessment and funding of research.
Starting in 2001, researchers in the Institute of Higher education at Shanghai Jiao Tong University (SJTU) were compelled to develop a quantitative mechanism for comparing Chinese higher education,
As part of a comprehensive public agenda for development within in higher education sector, China was committed to promoting world-class standards among at least its best institutions.
According to SJTU's Academic ranking of world universities website, the objective of their ranking is to fill a gap in the global information on higher education.
Given the expansive range of stakeholders in higher education, including students and their families, academic staff, institutions, governments,
and the taxpaying public that has a form of investment in their government-funded higher education opportunities;
and the scholarly capacity of academic staff works toward giving ARWU a relatively solid level of credibility among a broad array of higher education stakeholders, in particular, researchers and policymakers.
Liu, Nian Cai and Cheng, Ying (2005)‘ The Academic ranking of world universities',Higher education in Europe, vol. 30, no. 2, pp. 127-135.137 10.19 GLOBAL-THE-QS WORLD UNIVERSITIES
RANKING Executive Summary In November 2004, the Times Higher education Supplement published its first World University ranking (WUR), a listing of the top 200 institutions across the globe.
The Times (London) and its allied publication The Times Higher education Supplement (THES)( now just the Times Higher education, THE) developed basic subject-based reviews of UK institutions during the 1980s.
Universities (PRSP) was developed by the Higher education Evaluation and Accreditation Council of Taiwan to gauge the research productivity of the best universities in the world.
Performance Ranking of Scientific Papers for Research Universities Higher education Evaluation and Accreditation Council of Taiwan Policy Context, incl. circumstances under which the exercise came about:
The Experience of Institutional Leaders',Higher education Policy, vol. 21, no. 2, pp. 195-215. Hazelkorn, E. 2009)‘ The Impact of Global Rankings on Higher education Research and the Production of Knowledge',UNESCO Forum on Higher education, Research and Knowledge Occasional Paper N°16, Paris
. Hirsch, J. E. 2005)‘ An Index to quantify an Individual's Scientific research Output',Proceedings of the National Academy of Sciences (PNAS), vol. 102, no. 46, pp. 16569-16572.
A Media View',Higher education in Europe, vol. 30, no. 2, pp. 137-145. Locke, W. D.,Verbik, L.,Richardson, J. T. E. and King, R. 2008) Counting what is measured
Higher education Funding Council for England. Retrieved 11 august 2009, from http://www. hefce. ac. uk/pubs/hefce/2008/08 14/.
from http://www. arwu. org/rank/2007/ranking2007. htm. Classifying European Universities, Centre for Higher education Policy Studies,
from http://www. cwts. nl/ranking/Leidenrankingwebsite. html. OECD Feasibility Study for the International Assessment of Higher education Learning outcomes (AHELO), Retrieved 22 july 2009, from http://www. oecd
Higher education Evaluation and Accreditation Council of Taiwan, Retrieved 22 july 2009, from http://ranking. heeact. edu. tw/en-us/2008/page/Background QS World Universities (2008) Retrieved 12 august 2009,
/Ranking System Clearing house, Institute of Higher education Policy, Retrieved 22 july 2009, from http://www. ihep. org/Research/rankingsystemsclearinghouse. cfm.
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