2015 ACTION PLAN FOR JOBS 11 National Talent Drive This reform will focus on strengthening employability of learners
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.
We will provide technology summer camps and 1, 250 extra ICT places for students in 2015.
We will target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10
and increase the numbers of graduates on the International Growth programme. We will sustain a focus on monitoring
Introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector;
Target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10,200 in 2011;
Target of 4, 500 Erasmus students per annum by 2020(+50 per cent; EU lifelong learning target of 2020 target of 15 per cent;
and work. 60 per cent increase in higher education ICT graduates, meeting 74 per cent of demand through domestic supply in 2018.
Provide 1, 250 extra ICT places for students in 2015. Target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10,200 in 2011.
Ireland's competitive advantage in international markets, as well as the competitiveness of our regions, will increasingly be driven by the availability of world class skills at all levels.
enhanced employability of learners, and strong engagement between the education and training system and employers.
including over 211,000 students enrolled in third-level courses across Ireland's universities and institutes of technology.
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,
28 including achieving 50 per cent increase in graduate output from high-level ICT programmes between 2008 and 2013.
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.
We will also target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10
There are strong employment rates for graduates of these programmes (67 per cent of graduates in employment within 6 months),
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.
which will highlight job opportunities and available ICT programmes throughout Ireland to students and their families in advance of the 2015 CAO deadline.
Strengthen the employability of learners and enhancing engagement between the education and training system and employers to deliver high quality skills;
industry and education through Smart Futures to raise awareness of STEM career opportunities for post-primary students, in line with the agreed 2014-16 strategy.
SFI) 9 Provide support to institutions in delivering Summer Computing Camps to encourage secondlevel students to consider ICT careers.
and Phd students to undertake a‘coeducational'experience in research and skills development while employed
Irish Research Council) 11 Continue to implement the pilot phase of the Post Graduate programme of Professional Practice to provide graduates with opportunities to develop cross disciplinary skills in STEM based sectors with enhanced engagement
by employers to progress graduates to employment. HEA, HEIS, Employers) 12 Increase the pool of researchers strongly positioned to take up employment in industry in Ireland.
EI/LEOS) 182 Student Enterprise Award: Building on the successful 3rd Level Student Enterprise Award Programme target a greater number of student participants (Target 500)
and enhance the quality of the applications contributing to a greater Entrepreneurial spirit in this student cohort.
EI) 183 Support entrepreneurship by training more scientists in SFI supported research teams to launch their own businesses and supporting translation of research to commercial opportunities.
A key event of the week will be‘The Entrepreneur in Your Community'visits by role models to classrooms across the country.
To create culture change by providing the opportunity for students to learn by doing by participating in relevant events and meeting international entrepreneurs;
HSA) 231 Extend the number of HSA health and safety e-learning modules and increase user numbers, providing more cost effective solutions to the training of employees, managers and students.
which includes the delivery of an additional 16,000 permanent school places for primary students and 3, 000 permanent school places for second level students.
The investment will also support the provision of enhanced or replacement facilities for 2, 000 primary school students and 4,
000 second level students and the advancement of a range of projects in the higher education sector, including the DIT Grangegorman project.
EI) 254 Embed graduates in international markets for Enterprise Ireland clients to help them to internationalise
and grow their business in new or existing markets through the Graduates 4 International Growth Programme (G4ig).(
and graduates increasingly cite a company's CSR policy as a factor in determining their employer of choice.
EI) 2015 ACTION PLAN FOR JOBS 117 296 Enterprise Ireland to introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector to improve company
In addition to this, extra funding was provided in Budget 2015 to allow for the recruitment of 1, 700 new teachers and special needs assistants for the classroom,
of which will be FDI projects Introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector Construct new social housing units Intake
Current Performance 2015 Targets Relevant APJ Sections 3. 1 Proportion of students taking STEM related disciplines 23%26%Provide places under the second iteration
250 extra places p. a. to achieve target to meet 78%of demand with domestic supply by 2018 Target 13,800 annual science, technology, engineering and maths graduates by 2018
10,200 in 2011) Target for 30%of students to take 2. 1-National Talent Drive 3. 2 Domestic supply meeting demand for highend ICT skills 42%of demand in 2012
57%of demand in 2014 3. 3 Students taking higherlevel maths 8, 235 in 2012 14
326 in 2014(+74%),accounting for 27.8%of total 3. 4 Students on Erasmus to boost language, tech and business skills 2, 511 in 2010/11 3, 000
Target of 4, 500 Erasmus students per annum by 2020(+50%)EU lifelong learning target of 2020 target of 15%EI and IDA programmes for training and upskilling New
The Transition concept emerged from the work of permaculture11 designer Rob Hopkins with his students of Kinsale Further Education College.
The example we are showcasing here is the famous experience of the Grameen Bank started by university professor Muhammad Yunus in 1976,
After returning from his graduate studies in the US to be a university professor in Bangladesh
Components Analysis PISA Programme for International Student Assessment (OECD) R&d Research and development RMS Residual Mean Square SEM Structural Equation Modelling SII Summary
i) mean years of schooling and (ii) gross enrolment ratio of tertiary students in science, mathematics and engineering.
where that number is a quantile of Student's t-distribution with degrees of freedom:
the variable (1 2)/(2)= n t has a Student's t-distribution under the null hypothesis (absence of correlation)
if citizens'statistical and economic literacy could be increased. Amartya Sen remarks that: the ability to exercise freedom may to a considerable extent, be directly dependent on the education we have received,
OECD (2004), Learning for Tomorrow's World-First Results from PISA 2003, Programme for International Student Assessment, http://www. pisa. oecd. org/dataoecd/1
which represents the basic education needed to develop cognitive skills (2000) UNIVERSITY%Gross enrolment ratio of tertiary students enrolled in science, mathematics and engineering,
4 JULY/AUGUST 2012 A Comparison of Smart Grid Technologies and Progresses in Europe and the U s. Marcelo Godoy Simões, Senior Member, IEEE, Robin Roche, Student Member, IEEE
He was distinguished also as an Honorary Professor by the Transylvania University of Brasov, Brasov, Romania
000 members and 424,000 students in 170 countries, helping them to develop successful careers in accounting and business,
In order to upskill the business the Creative Director attended a masters degree course in ecoinnovative building technologies and processes.
the availability of skills should not be seen as limited to improving the attractiveness of Europe to highly qualified European students and researchers;
Andrea Renda Massimiliano Granieri Senior Research Fellow Professor CEPS University of Foggia andrea. renda@ceps. eu mgranieri@luiss. it Mr. Hasan Alkas
. nl Mr. Bruno van Pottelsberghe Professor Senior Fellow Economics & Management of Innovation ULB and Bruegel bruno. vanpottelsberghe@ulb. ac. be Mrs. Renate Weissenhorn Head of Unit DG ENTR European commission renate
Ph d. Daniela MITRAN Nicolae Titulescu University Athenaeum University Ph d. Student Adrian NICOLAU Bucharest SC Avangarde Technologies Consulting Abstract:
and status. Students use rankings to choose their potential place of study and research. Public and private stakeholders use rankings to guide their decisions about funding allocations.
What started out as a consumer product aimed at undergraduate domestic students has now become both a manifestation and a driver of global competition and a battle for excellence in itself.
For example, a prospective student might look for information on a specific discipline on future employability, or on the fees associated with the university of their choice.
A ranking system of this kind does exist for students, but at the moment only in Germany.
students are becoming more conscious of the value of their education and its impact on their career opportunities,
‘Users'include policymakers and government agencies, universities, public or private research organisations (PROS), researchers or graduate students, employers, civil society and the media.
HE management is likely to use the information for publicity purposes help student and academic recruitment, aid research partnerships (with other academic institutions or with public/private organizations),
but they are also the primary professional academic body responsible for the‘accreditation'and valorisation of scientific quality. 28 Individuals Graduate students,
especially international Phd students, are increasingly a keen user of cross-national comparisons, including rankings.
and visiting scholars) o Students most likely Phd students Other Possible Users and Uses, includes:
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
how much output vis-á-vis funding Quality of academic staff and Phd students Attraction capacity:
recruitment of students, academics and researchers from outside region and internationally HE Executives/Management Policy and planning Strategic positioning Research strategy development/management Investor confidence/value-for-money
and efficiency Quality assurance Publicity Student and academic recruitment Improve and benchmark performance and quality Institutional and discipline/field data re. level of intensity, expertise,
how much output vis-a-vis funding Quality of academic staff and Phd students Attraction capacity: recruitment of students, academics and researchers from outside region and internationally Identification of Partnerships (academic, public/private sector, NGOS, research organisations, etc.
HE Research Groups Strategic positioning Research strategy development/management Investor confidence/value-for-money and efficiency Student and academic recruitment Discipline data re. level of intensity, expertise,
quality and competence benchmarked against peer institutions Quality of academic staff and Phd students Attraction capacity:
recruitment of students, academics and researchers from outside region and internationally Identification of Partnerships (academic, public/private sector, NGOS, research organisations, etc.
GOVERNMENTS AND GOVERNMENT AGENCIES EU and National Governments Define policy and inform decisions about HE system
recruitment of students, academics and researchers from outside region and internationally Quality of academic staff and Phd students Efficiency level:
recruitment of students, academics and researchers from outside region and internationally Efficiency level: how much output vis-a-vis funding Research infrastructure:
recruitment of students, academics and researchers from outside region and internationally Efficiency level: how much output vis-a-vis funding HE Agencies Define policy
recruitment of students, academics and researchers from outside region and internationally Quality of academic staff and Phd students Efficiency level:
quality and competence 32 Student and Academic Recruitment Benchmarking against peer institutions, nationally and worldwide Quality of academic staff and Phd students INDIVIDUALS Academics and Researchers Identify career opportunities Identify research partners Identify best research infrastructure and support for research Institutional and field data re level of intensity,
expertise, quality, competence and sustainability Performance of individual institution benchmarked against peers in field of interest Employment conditions Impact of research on teaching,
Staff/student ratio Institutional research support Students Inform choice of HEI Identify career opportunities Institutional and field data re level of intensity, expertise, quality,
competence and sustainability Performance of individual institution benchmarked against peers in field of interest Research capacity of institution and research team, e g. graduate students/academic ratio, age of Phd students,
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.
quality and competence Competitive positioning of institution and researchers Trends in graduate employment and competence Quality of academic staff and Phd students SPONSORS AND PRIVATE INVESTORS Benefactors/Philanthropists
relevance and impact of research activity Quality of academic staff and Phd student Contributor to own brand image Institutional data re level of quality and international competitiveness
and worldwide Quality of academic staff and Phd students Alumni Determine institutional performance vis-a-vis national and international competitors Institutional data re level of quality and international competitiveness
sustainability, relevance and impact of research activity Quality of academic staff and Phd student Reflect pride
and worldwide Quality of academic staff and Phd students PUBLIC OPINION Determine institutional performance vis-a-vis national and international competitors Quality, sustainability, relevance and impact of research activity Student
graduate employment is a proxy for the adequacy of graduates for labour market requirements; budget and research expenditure is a proxy for the quality of the infrastructure;
and ensuring professional behaviour between supervisor and research students. Today, completion of an ethical statement or formal ethical approval by a university or national Research Ethics committee is required by most funding organisations,
Publishing is vital for progress in science scholarship. Different disciplines produce different types of research outputs.
Employability of Phd graduates Industry employment of Phd graduates can be an indicator of the contribution of research to the highly Used to measure the quality of the graduates,
Harmonise the stage (s) post-graduation at 46 INDICATORS DESCRIPTION PRO/POTENTIALITIES CON/LIMITATIONS WHAT DEVELOPMENT IS REQUIRED educated & skilled workforce. teaching.
SUSTAINABILITY AND SCALE Postgraduate Research Student Load The ratio of research students (or Phd students) per academic staff or per‘Research Active'staff.
as appropriate, research Masters degree completions. Data is verifiable by universities although there can be a time lag.
master/phd students Increase Regional/Community Engagement Publications, Policy Reports, etc. End user Reviews Keynote, Media Awards, etc.
cultural and environmental impact/benefits indicators External research income Employability of Phd graduates Number of collaborations and partnerships Encourage International Co-operation Research Output/Bibliometric
Libraries, equipment, postgraduate student numbers, etc,‘Esteem'factors e g. prizes, research income etc. IF you want to use research assessment to DRIVE RESEARCH MISSION DIFFERENTIATION,
teaching income Data on ratio of undergraduate students: master & doctorate research students Peer review Panels Self evaluation Reports
IF you want to use research assessment to INCREASE REGIONAL/COMMUNITY ENGAGEMENT, then what is required is:
Data on employability of Phd graduates; Data on collaborations and partnerships. IF you want to use research assessment to ENCOURAGE INTERNATIONAL COOPERATION,
providing better and more transparent information to students, potential students and the public; providing the basis for evidence-based policy-making;
Because the results of research assessment can carry great significance for university, researcher and student reputation and status,
Wolfgang is director of the Language Centre and Honorary Professor of English Philology at the Freie Universität Berlin (FUB.
Professor Hazelkorn is the Director of research and Enterprise, and Dean of the Graduate Research School, Dublin Institute of technology, Ireland;
she also leads the Higher education Policy Research Unit. She is a Consultant to the OECD Programme on Institutional Management of Higher education (IMHE),
She is a member of the Executive Committee of the Dean and European Academic Network (DEAN),
Professor Hazelkorn has published articles and books on Irish politics and society; digital technologies, gender, work practices and the cultural industries;
She was responsible for the students'survey till 2006 and from 2002 leader of the CHE Researchranking of German universities.
Andrea is Professor of Economics and Management at the University of Pisa. He is author of papers in the most important journals in economics and policy of science, technology and innovation,
Philippe is director of the Service OPERA-Photonics and Professor of Physics at the Université Libre de Bruxelles (ULB), in the Engineering science and Human sciences faculties.
She is member of Economic Advisory Council of Budapest Business school, prime member of doctoral school at the University of Szeged and private professor at Budapest Corvinus University.
Arto is Professor of Russian Language at the University of Helsinki (UH. He has been involved in assessments and evaluations in different capacities.
Arto Mustajoki took his master's degree in German philology and Phd in Russian language at the UH.
Sir Howard was formerly a Professor of Sociology in both the UK and USA and has published a large number of books and articles on social change in rural England.
Alain is currently Directeur de Recherche at the Centre National de la Recherche Scientifique (CNRS, Paris, France), Chair Professor of Chinese Linguistics at the Ecole des Hautes
He has been a corresponding member of the Academia Sinica of Taiwan since 2002, Adjunct Professor at the University of Science and Technology of Hong kong since 2005, Honorary Professor at the University of Beijing since 2007,
Professor Rowley is Deputy Vice-chancellor Research (DVCR) at the University of Technology, Sydney, Australia. Prior to her appointment in 2004, she was the Australian Research Council's Executive director for Humanities and Creative Arts.
and was appointed UNSW Foundation Professor of Contemporary Australian Art and Head of the School of art History and Theory in 1995.
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 also holds a Master's degree In public and International affairs from the University of Pittsburgh (USA) and a Ph d. in Development Studies from the University of Sussex (UK).
Paloma is a Phd in Economics and Professor of Applied Economics at the Autonomous University of Madrid (UAM.
or clinical and classroom practice. It involves an integration of theory and practice to enhance understanding of the issues.
In fields with a moderate ISI coverage, language or national barriers play a much greater role than they do in other domains of science and scholarship.
as appropriate, Research Masters degree Completions Universities and, in some cases, government agencies, collect data for this indicator.
This indicator is focused on quantity, e g. the number of graduates. The quality of Phds is probably not comparable across countries;
Who is counted depends on the type of output e g. the number of Phd graduates should be related to the number of professors
student fees, training, commercialisation and philanthropic donations. Universities collect data for this indicator and self-nominate levels of funding for research from consolidated revenues.
Moreover, it excludes the move towards open science or open source IT software or the embodied expertise of the social sciences. 9. 10.2 EMPLOYABILITY OF PHD GRADUATES Description:
Industry Employment of Phd Graduates Universities track the career destinations of their Phd graduates and alumni via postgraduation Career Destination Surveys and Alumni Databases.
85 support for early career researchers and postgraduate research students; and evidence of scholarly esteem and reputation. citations, number of publications in highly-ranked journals and other relevant indicators to be included In evidence Portfolios to inform expert peer assessments;
scholarships etc) within universities in areas of recognised research strength and strategic fit with university profiles.
Are the doctoral graduates of the Unit hired by the leading universities across the globe?
Due to the scope of the evaluation the societal impact of teaching as well as the societal impact of the production of Bachelor-and Master-level graduates fell outside the scope of this assessment.
and the staff-student ratio. Future Potential. While it is impossible to assess the future,
and the ability to attract high-quality international doctoral students and researchers played a role here. Other important indicators of future research potential included the ability to secure competitive funding, the capacity to focus the Unit's research on topical issues,
multidimensional system aimed at providing information for students. Its main emphasis is on teaching, where national comparisons are made.
Most prospective students use it as one source of information when deciding on where to study.
The CHE University ranking is designed to help prospective students make an informed choice of study program and university,
publication databases (Web of Science and national databases of scientific-scholarly publications) and a survey conducted among professors.
There are additional costs for the poll conducted among students and for the analyses of publications.
Intended consequences The ranking has had some influence on the choice of university made by specific groups of students;
most prospective students use it as one of a number of sources of information when deciding where to study.
Initially, the assessment of research output was distorted by the fact that only publications authored by professors were selected for analysis. This has
The majority of its readers are graduates. There is some career guidance information provided in the national press and by Guidance Counsellors,
The median Leaving certificate points obtained by honours degree course entrants, weighted by the latest data on the number of students on each course.
The percentage of graduates known to be seeking employment nine months after graduation. Subtracted from 100 to produce the league table score.
Student-staff ratio. Full-time and part-time undergraduate students (weighted), divided by full-time equivalent teaching staff. A ratio of 10:1 as a benchmark for excellence, worthy of 100pts in the league table.
Source: Calculated from: Universities HEA 2007 data; institutes 2006 Department of education and Science data. Completion rates.
Mature/overseas students Those over 23; those not from Republic of ireland. Source: HEA 2007 data, universities only.
Sports facilities Assessment by The Sunday Times in consultation with students unions. From one star (poor) to five stars (excellent.
and students'unions in April/May. Guide published in late September. Resources: One part-time Irish researcher.
which the information is informing student choice. However, because of the absence of good verifiable and comparable data
and Irish Independent provide significant information for prospective students on the application process, comparison between programmes, entry level qualifications,
40%number of students at 2nd year with at least 2/3 of CFU in exams of the 1st year;
20%employment of students after 3 years from graduation; 20%use of internal academic staff for teaching 20%adoption of student satisfaction surveys for the evaluation of teaching activities.
-research (2/3 of total: 50%in proportion to the grade received by the University from CIVR in 2006 30%according to share of EU funding (VI and VII Framework programmes) 20%share of funding from Ministry of Research in competitive grant
nominated by the Ministry of Research, the Secretary general of OECD, the President of Accademia Italiana dei Lincei, the European Research Council and the National Council of University students.
as a consequence, the attractiveness of Swedish research environments in terms of external research funding, research cooperation and talented researcher and student inflow.
as many other activities of professors and researchers are showed by their web presence. The Web covers not only formal (e-journals, repositories) but also informal scholarly communication.
Given the expansive range of stakeholders in higher education, including students and their families, academic staff, institutions, governments,
Instead, the ARWU ranking focuses specifically on the academic outputs (scholarly works and awards for high quality scholarship and research.
The most obvious bias in this ranking is toward research outputs and not teaching quality and student outputs.
One final bias that deserves mention is that related to the use of English as the language of international scholarship.
As citations depend on having access to published scholarship, and the preponderance of published scholarship occurs in English,
an unfortunate outcome of this use of citation is the bias against institutions which operate outside English-language countries or areas.
such as the numbers of international students and faculty, and the influence of the faculty, as represented by research citations,
the WUR intends to meet the needs of consumers (students, academic staff, researchers, policy makers) seeking reliable information about universities around the world.
The expansion from producing national rankings to developing an international one resulted from the recognition that student mobility was on the rise at a time
The competition for international students was going to surge as a result, and these students would need a mechanism to inform their choices for international study.
The WUR was developed specifically to fill this niche consumer market. Methodology incl. time-frame, resources, costs, technologies:
such as the numbers of international students and faculty and the influence of the faculty, as represented by research citations,
339 responses in 2008.10%Faculty Student Ratio Score based on student faculty ratio 20%Citations per Faculty Score based on research performance factored against the size of the research
body 20%International Faculty Score based on proportion of international faculty 5%International Students Score based on proportion of international students 5%Source:
At a global level universities increasingly compete to attract the best students and research workers, and the European commission launched the concept of a European Research Area.
While commercial rankings have positive and negative impacts onto the institutions, the students and other users,
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