a comprehensive approach to investigating the social dimension in european higher education systems...
DESCRIPTION
Whilst the social dimension has been a main focus for the Bologna Process, at least since it was expressly defined as objective for the European Higher Education Area in 2007, it has been difficult to translate it into a manageable policy agenda. As recently stated in an analysis of this policy: “the social dimension is a policy item that found a way into the Bologna Process agenda, but could not grow into an implementable policy” (Yagci, 2014). Using findings from surveys of students from the EUROSTUDENT project and the analyses of policy interventions within higher education systems carried out as part of the project Peer Learning for the Social Dimension (PL4SD), the authors of this contribution have tried to seek solutions to this quandary of inaction by taking a different approach.TRANSCRIPT
A comprehensive approach to investigating the social dimension in European higher education systems –EUROSTUDENT and the PL4SD Country Reviews
Future of Higher Education – Bologna Process Researchers’ Conference FOHE-BPRC24 – 26 November 2014, National Library, Bucharest, Romania
Dr. Dominic Orr ([email protected]) and Shweta Mishra, PhD ([email protected]) DZHW Hannover
2Higher education from the social dimension perspective
The social dimension’s character of uniqueness
‘participative equity’ “the student body entering, participating in and completing higher education at all levels [reflects] the diversity of (…) populations” in the European Higher Education Area (EHEA) (London communiqué 2007).
…as implementation policy?• “the social dimension is a policy item that found a way into the Bologna
Process agenda, but could not grow into an implementable policy” (Yagci2014)
• “the [social] dimension’s limited success (and more recent displacement from policy, if not rhetoric) can be put down in large part to the difficulties of encapsulating complex and contested social priorities in internationally acceptable indicators (…).” (Holford 2014)
3Higher education from the social dimension perspective
Three problems
• Indicators related to social dimension of higher education call for data on students’ (and potential students’) character and biography
• To ensure that higher education students represent the diversity in the student population, changes are needed at multiple levels – the school system, admission policies, entry routes, flexible study structures and provision for student support and counselling services; but first you must understand how a specific national system “works” (normal system plus interventions)
• Still, it remains difficult to set clear overarching goals, which are appropriate for all countries and across topic areas.
EUROSTUDENT
PL4SD
4Higher education from the social dimension perspective
Collecting data for the Social Dimension: EUROSTUDENT
www.eurostudent.eu
5Higher education from the social dimension perspective
EUROSTUDENT: data set of student life
6Higher education from the social dimension perspective
Collecting good examples: Peer Learning for the Social Dimension
www.pl4sd.eu
7Higher education from the social dimension perspective
2. At entry to higher education
3. Studyframework
4. Graduation & transition
Participative equity – 4 “moments” in a HE system1
. Bef
ore
en
try
to h
igh
er
ed
uca
tio
n
Qualification anddecision-making
=> raising aspirations
Selection=> widening access study progression and
completion, study-work-life balance
=>(i) to ensure students’ learning progress and (ii) to reduce impact of students’
need to balance the resources of time and money on
students’ success
transition into labour market or further educational training=> secure a successful transition (and perhaps to raise aspirations)
8Higher education from the social dimension perspective
Access Study conditions Successful completion
Challenges
1. Facilitate participation in HE
2. Facilitate participation in the best courses at the best colleges / universities
3. Facilitate participation in supplementary experiences, esp. mobility programmes
4. Support prospective students in making the ‘right’ choices
5. Flexible provision for variable study intensity
6. Assure the commitment of new types of students to their programmes
7. Provide teaching and learning according to new pedagogical concepts
8. Provide incentives for colleges / universities to retain students and increase completion rates
9. Provide counselling and advice during study period
10. Facilitate the transition of graduates to the labour market
10 challenges for higher education provision based on policy discussions and measures in various countries
9Higher education from the social dimension perspective
EUROSTUDENT: Irish study shows that diverse bodymeans new needs
Having just filled out the EUROSTUDENT survey, I realise that I am a non-traditional student twitter user
10Higher education from the social dimension perspective
Formative evaluations as the basis for peer learning (and some summative evaluations)
Student groups – regular and new
Study frameworkStudents’ abilities and characteristics
Higher education systems
DifferentiationRemedial
People
Processes
(Photo from Xosé Castro Roig CC BY-NC-ND 2.0)