HAPHE Survey Results

HAPHE SURVEY Results Perceptionsof PHE in Czech Republic HAPHE Survey Results Preparedby Prof. Dr. Nicole Graf, Raimund Hudak DHBW Stuttgart, Germany First results – 03-08-2013 EU Level versus Czech Republic HEI All Perspectives

Demographics of Stakeholders • The folIowing stakeholder groups participated in the survey: • University (academic) • University of Applied Sciences / University College • Higher Education College / Further Education College • Post-secondary / Tertiary Vocational Education • Association / Representation of HEIs • Governmental Institution / Ministry

Statistics EU – Czech Republic Active participation of 18 European countries

Statistics – HE Institutions

Key Findings (1) Meaningand Forms of Professional Higher Education • Compared to the EU average the term “Professional Higher Education” (PHE) is equalyclear in Czech Republic. • Educational policies, i.e. from relevant government ministries regarding the scope and scale of PHE are not showing a high evidence in Czech Republic. The data is lower than the EU average and is showing the highest level of no evidence form all countries • Economical policies from government ministries in Czech Republic are rarely to not evident. The data is showing the lowest evidence level found in the EU data • Only 58% of the survey participants agree that there is a growing demand for well profiled PHE in Czech Republic. This is the lowest data level in the EU data set. • The demand from employers, professional bodies, organisations or industry representatives are important and the key main driver for PHE in Czech Republic. The data is low compared to the EU average.

Key Findings (1) cont. Meaningand Forms of Professional Higher Education • Financial benefits in cooperation with industry, as well as market demands for LLL are less important and lower than the EU average data. • The employability of graduates is a main driver for PHE in Czech Republic, but lower than the EU average. • Educational policies are not seen as the key main drivers for PHE and are showing a lower importance a high variance to the EU data.

Q3: In your understanding: Is the term “Professional Higher Education” clear? Meaningand Forms of Professional Higher Education

Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Meaningand Forms of Professional Higher Education Educational policies, i.e. relevant government ministries 8

Q8: In your country – where would you seek evidence regarding the scope and scale of PHE? Is PHE mentioned or discussed in one or more of the below mentioned sources? Meaningand Forms of Professional Higher Education Economical policies, i.e. relevant government ministries 9

Q9: Do you agree that there is a growing demand for well profiled PHE in your country? Meaningand Forms of Professional Higher Education

Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education EU HEI-All Czech Republic HEI-All Type of Main Drivers 1-Not important at all 2 3 4 5-Very important Economic policies Educational policies Demands from employers, professional bodies, organisations or industry representatives Student demands for job-related education PHE best practices at other institutions (competitiveness among institutions)

Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education EU HEI-All Czech Republic HEI-All Type of Main Drivers 1-Not important at all 2 3 4 5-Very important Financial benefits in cooperation with industry Skills shortage in the market Market demands for job profile upgrading (e.g. health sector) Market demands for LLL (Lifelong Learning) Employability of graduates

Q10: IF ANY - What are the main drivers for PHE in your country? Meaningand Forms of Professional Higher Education Demands from employers, professional bodies or industry representatives

Key Findings (2) State ofImplementation of Professional Higher Education • A significant number of participants perceive that the cooperation between higher education and professional sphere is not frequently occuring and used practice. All data from Czech Republic are lower than the EU average data. • There is a higher level of involvement of employers in policy development. The data shows a high variance to the EU average. • There is a very low level of involvement of companies in the evaluation / accreditation in Czech Republic. The data is the lowest level and shows a high variance to the EU average. • The provision of internships is frequently occuring, but lower than the EU average • The participants state that the importance of PHE in the labour market is not very high in Czech Republic. The data is the lowest compared to other EU countries…. • … and the rate of the current offer / fulfilment is seen as low in Czech Republic compared to the EU average.

Meaningand Forms of Professional Higher Education Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? EU HEI-All Czech Republic HEI-All Limkages 1-Not existent 2 3-Frequently occuring 4 5-Used practice Involvement of employers in policy development Involvement of employers in the QA procedures of higher education institutions Involvement of employers in setting learning outcomes / curriculum design Involvement of companies in evaluation / accreditation

Meaningand Forms of Professional Higher Education Q12: One important aspect of PHE should be the cooperation between higher education and professional sphere. To what extent does it exist in your country? EU HEI-All Czech Republic HEI-All Type of Main Drivers 1-Not existent 2 3-Frequently occuring 4 5-Used practice Collaboration with employers in defining new study programs Collaboration with employers in delivery of study programs / teaching Provision ofinternships

Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State ofImplementation of Professional Higher Education Rate the importance of PHE in your labour market

Q13: Please qualify the actual demand for PHE programmes from the labour market and the offer / fulfillment of HE institutions in your country. State ofImplementation of Professional Higher Education Rate your institutions current offer / fulfillment in PHE programmes

Key Findings (3) Quality Delivery of PHE • The main drivers in pursuing quality management are accreditation requirements and continuous improvement. The Czech Republic data is lower than the EU average. • Institutions´ internal policies are also seen as a main driver stimulating quality, but less compared to other EU countries • National or regional programs stimulating quality requirements for HE is no key drivers for quality requirements. • Overall most of data points pursuing quality requirements from Czech Republic are showing lower ratings compared to the EU data average

Q15:What are the main drivers in pursuing quality requirements for HE in your country? Quality Delivery of PHE EU HEI-All Czech Republic HEI-All Type of Main Drivers 1-Completely disagree 2 3 4 5-Fully agree Accreditation requirements and continuous improvement Institutions’ internal developments and policies Competition for students Demands from private sector National or regional programs stimulating quality

Key Findings (4) Development of Professional Higher Education • The international policies, trends or benchmarks are not fully supporting the development of PHE in Czech Republic and… • …The existing regulations, guidelines or policies that defining the shape and particular structure of PHE are not explicit at all and are showing the lowest data and a very high variance to the EU data. • The awareness of any policy recommendations for PHE from their national ministry of higher education is much lower in Czech Republic than in other EU countries. The data shows the lowest awareness among all countries. • The majority of higher-education institutions are not interested in developing and implementing PHE in Czech Republic. The data is the lowest in the EU data set. • The enriched model for PHE is mainly implemented in the HE institutions in Czech Republic.

Q18: To what extent do you believe that international policies, trends or benchmarks support the development of PHE in your country (e.g., expansion of cross-border education, the Bologna Process and any regional harmonization area, private-public competition in higher education)? Development of Professional Higher Education

Q19. Are there regulations, guidelines or policies that explicitly define the shape and particular structure of PHE in your country? Development of Professional Higher Education

Q20. How much are you aware of any policy recommendations for PHE from your national ministry of higher education? Development of Professional Higher Education

Q21. Are the majority of higher-education institutions interested in developing and implementing PHE in your country? Development of Professional Higher Education

Q23. Which of the following models does your institution use when providing professional higher education? Meaningand Forms of Professional Higher Education EU HEI-All Czech Republic HEI-All Models for Professional Higher Education 1-Not used 2-Not planningtouse 3-Planning touse 4-Being implemented 5-Fully implemented Integrated model (study and practice phases alternate) Enriched model (study phase is enriched through practice phases, like internships) Academic models (primarily study phases with curricula which integrate practical skills and aspects from professional field in form of case studies)

Key Findings (5) Trends and Drivers forProfessional Higher Education • A significant difference to the EU average data is seen in the explicit PHE policy guidelines at the institutions, which are lessy clearly defined in Czech Republic. • The collaboration with private sector companies and organisations is not fully established. • The curricula are less focused on professional or practical-oriented education and research compared to other EU countries. • More than 80% of the survey participants from Czech Republic comment that over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. • The primary motivator to PHE for the professional sphere is the need for qualified employees in Czech Republic. • Also financial motivators and the image are important to implement PHE in Czech Republic. • Compared to the EU data the stakeholders from Czech Republic state that PHE graduates have no improved career prospects and practical-orientation in education is not really seen as a prerequisite for success.

Trends and Drivers forProfessional Higher Education • Q24. Please rate the level of explicit PHE policy guidelines at your institution? If yes – to what extent? EU HEI-All Czech Republic HEI-All Clear guidelines in PHE 1-Does not exist 2 3 4 5-Clearly defined A mission statement is defined and explicitly refers to professional higher education and research The curricula are focused on professional or practical-oriented education and research Collaboration with private sector companies and organisations is established A part of academic staff are assigned to specific classes or specific level in practical-oriented learning

Q25. Over the next years, industry demand for employees with qualifications combining practical skills and academic higher education will increase. Trends and Drivers forProfessional Higher Education

Trends and Drivers forProfessional Higher Education Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future? EU HEI-All Czech Republic HEI-All Primary motivators to PHE in the future 1-Not importantat all 2 3 4 5-Very important Need for qualified employees Financial motivators (e.g. state, private or other funding) Image Available research funds from industry Industry provision / funds of extra-Institutional collaborative teaching/learning

Q26.How important are the following primary motivators for professional sphere (e.g. business, industry, public services) in your country to implement PHE in the future? Trends and Drivers forProfessional Higher Education Need for qualified employees

Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education EU HEI-All Czech Republic HEI-All Outcome and benefits 1-Completely disagree 2 3 4 5-Fully agree Student retention and completion rates increase PHE lowers the unemployment rate PHE graduates have better opportunities in the market PHE graduates have improved career prospects PHE graduates have better income prospects

Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education EU HEI-All Czech Republic HEI-All Outcome and benefits 1-Completely disagree 2 3 4 5-Fully agree Practical-orientation in education increases dedication to study. Practical-orientation in education is seen as a prerequisite for success Practical use of knowledge and academic ability enhance career development PHE gives graduates a wider range of employment opportunities

Q27. How would you rate each of the following characteristics of PHE with regards to the outcomes and benefits of PHE? Trends and Drivers forProfessional Higher Education PHE graduates have better opportunities in the market

HAPHE Survey Results