| Higher education (54) |  |
| Higher education sector (6) | |
A review of recent works on the future of higher education shows that the starting point in these exercises is either an existing or an abstract university.
and thus neither the potential changes in these broader settings, nor their impacts on higher education can be explored;(
ii) the huge diversity of higher education systems and individual universities cannot be reflected;(iii) the role of other research actors,
demographic changes,‘massification'of higher education, and student‘consumerrism'technological development (offering new opportunities, and in the meantime putting extra burdens on the already tight budgets of universities);
tensions in the national/regional budgets financing higher educations, and the concomitant requirements of the so-called new public management (accountability, transparency, efficiency and effectiveness, responsiveness, as well as forward looking);
and Cassingena Harper 9 have reviewed recent works on the future of higher education, and found extensive discussion and study of this topic,
Second, a huge diversity can be observed among continents (note the differences among the broad models of higher education e g. in the US, Asia and Europe), across countries on the same continent,
funding and governance models of their higher education organisations, as well as their efficiency (whatever metrics is used). When a particular or an‘abstract'university is taken as a unit of analysis,
Also indirectly and less manifestly the various EC funded projects and expert groups on higher education can also shape these policies. 5 ERIA is understood throughout this paper as the set of all relevant actors of RTDI processes in the EU
as it is composed of all other EU, national and regional policies affecting RTDI processes and performance, the activities of firms, various types of R&d units and institutes, higher education organisations, financial intermediaries,
see e g. 18 20 the ones developed in this paper follow a different logic. 9 The term‘universities'is used as shorthand for all sorts of higher education organisations. 10 The first attempt to do so can be found in a previous
and the UK the regional authorities have competences to devise policies on higher education, as well as to fund higher education organisations. 14 11 The role of inventors is not to be discussed here,
although they have advanced technologies to a very significant extent, and several major inventions have preceded long the proper theories of their underpinning scientific principles,
the significant differences in the responsibilities of national and regional governments in funding and regulating higher education have to be taken into account
From a different angle, this consensus suggests a very close link between higher education and research.
i) only the elite of a given age cohort was offered higher education; 16 and (ii) the‘output'was the next generation of the elite:
higher education meant to reproduce academic staff and societal leadership. It was important, therefore, to offer the highest possible level of education, which, in turn, required high quality research.
assuming a unity of teaching and research, based on the idea of higher education through exposure to,
with 30 48%of the relevant age cohort attending tertiary education in most OECD countries, we cannot speak of the same‘higher'education (HE) system.
A recent, major attempt to analyse the performance of EU universities is 32.16 The term itself higher education clearly reflects this feature.
higher education and‘basic'science are not that closely interconnected nowadays as they used to be, partly because of the changing nature of higher education,
the relative weight of higher education, and especially that of the government sector, is higher in the less developed countries (Figs. 1 2). Third, output indicators, such as publications, citations,
Tighter funding opportunities lead to increased competition among higher education and other public research organisations for restricted funds.
The Humboldtian model of universities higher education and basic research as almost inseparable‘Siamese twins'is still a prevailing notion in many professors'and policy-makers'mindsets.
Further, as nowadays 30 40%of the relevant age group attend higher education courses, an ever larger number of higher education organisations offer mainly or only teaching.
Given the fact that higher education and‘basic research'are not that closely interconnected as they used to be,
how to respond to intensifying and globalising competition in research and higher education. Prospective analyses can be conducted at various levels:
ii) the observed diversity of higher education systems and individual universities can be reflected by identifying appropriate ideal types (which,
new perspectives, Green Paper, COM (2007) 161,4 April 2007.4 OECD, Four Futures scenarios for Higher education, OECD CERI, presented at the meeting of OECD Education Ministers, Athens
http://www. bruegel. org. 7 STRATA-ETAN EXPERT group, Higher education and Research for the ERA:
Contested Visions of Higher education in Society. A. Smith and F. Webster eds. Open University Press, Buckingham;
Techno-scientific competence (pages 17 19 in Technology barometer 2007,7) includes the demographic group of people aged 25 64 with higher education qualifications, the share of new graduates in techno
the Ministry of Culture, Higher education and Research (MCHER) as the key policy centre with respect to Luxembourg research;
The University has been created by merging three existing higher education institutes and its remit has been shifted from an almost purely educational role to one that has a stronger focus on research.
etc. and structuura priorities concerned with issues such as research infrastructures, higher education teaching programmes, innovation promotion initiatives, venture capital markets,
but crossed this with an interest in the evaluation of impacts and in the use of FTA in two domains, business and higher education 9, 10.
higher education and innovation. From a forward looking perspective, special emphasis should be given to the combination of quantitative
The conference will seek to understand further how far the institutionalisation (i e. embeddedness) of FTA supports both the achievement of measurable impacts and the strengthening of interaction s between research, higher education and innovation.
At one stage in the UK it was proposed that university block funding for research (QR) from the Higher education Funding Councils should be allocated differentially between fields according to their correspondence with priorities emerging from the foresight programmes.
investment Smart travel Carbon taxes Transport market liberalisation versus environmental regulation Education and skills The knowledge economy ICT in education Social mobility and higher education Social
mobility and higher education Learning as a lifelong behaviour Vocational skills gaps Technological development Converging technologies The increasing pace of technological change Technology platforms Open innovation models Death of intellectual property?
The two issues are FTA in a business context and FTA on Higher education. The objective of the first was to collect knowledge,
For FTA on Higher education, the objective was to stimulate forwardlookking strategic reflections and vision-building on universities.
a methodological experiment'by Havas, is a contribution to the Higher education theme. The paper starts with the assumption that global drivers
However, a review of recent works on the future of higher education shows that the approaches implemented present three major shortcomings:(
(ii) the huge diversity of higher education systems and individual universities cannot be reflected;(iii) the role of other research actors,
nor the shaping of a shared vision to be developed. 3. 2. An example from the higher education sector 3. 2. 1. Rationale The second case focused on a higher education institution that was pursuing a management model focused on efficiency standards for sustainability and continuity in the long run.
if the social responsibility indicators used by a higher education institution were aligned sufficiently to its strategic objectives.
Each KIC had to bring together three independent partners from at least three different EU member states, with at least one partner from higher education and one private company 53.
and higher education. 4. 3. 2. Process model In the innovation framework instruments for sharing, exchanging and developing knowledge were created,
is to strengthen China's higher education system by funding around 40 universities out of a total of around 2, 000 regular institutions of higher education in China (Marginson 2006).
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