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A Comparative Analysis of the Social
Dimension surrounding the project
partnersHannah Leichsenring
Ghent | 12. November 2013
Project partners: Universities from Flanders, Lithuania, Spain, Sweden, Turkey, UK
Goal: Network and find out what you have to do at home to expand opportunities Develop approaches usable internationally
Questions: What are you talking about when you say „Expanding Opportunities“ in
your country? Are we talking about similar (political) situations? Is something one should do in one country advisable for others? ...
Hannah Leichsenring | Ghent | Nov 2013 2
Who compares what and why?
Hannah Leichsenring | Ghent | Nov 2013 3
How to structure this exchange?
Very complex, rather qualitative (lack of data) not to be answered by one person
Draft by ExpandO. Sources: the Bologna follow-up report, Eurostudent, national reports and stakeholder input The existing qualitative comparisons are not as clear as one would wish
Feedback by national experts National events for networking Quantitative information (What happens?) Qualitative assessments (Why, how does it work?)
Goal: Basis for further discussion Common ground Good practice (fit for purpose in a specific context) „Benchmarks“ (recommendations)
Hannah Leichsenring | Ghent | Nov 2013 4
Step 1: National reports
Perspective of HEIs!
Perspective of HEIs!
Goal 1: Identify common ground
Goal 2: Identify good practice and possible recommendations
Goal 3: Basis for National Action plans (-> Step 3!)
Hannah Leichsenring | Ghent | Nov 2013 5
Step 2: Analysis of the reports
Develop a methodological approach for an international Expanding Opportunity „movement“ (-> Step 4!)
• Have a method how to deal with the qualitative aspects of WP policies
• Have examples that work and an idea why• Have a method to come up with a strategy: a
National Action Plan
Develop a methodological approach for an international Expanding Opportunity „movement“ (-> Step 4!)
• Have a method how to deal with the qualitative aspects of WP policies
• Have examples that work and an idea why• Have a method to come up with a strategy: a
National Action Plan
1. School System
2. Regulation of HE (esp. funding)
3. Expanding Opportunities as Element of HE Strategy
4. Policies (target group vs. Inclusion)
5. Measures and Programmes in HE
6. Role of Employers
Hannah Leichsenring | Ghent | Nov 2013 6
Analysis Template
Hannah Leichsenring | Ghent | Nov 2013 7
Qualitative comparison
policy, laws, regulations
incentives (money)
UKUK
FLFL
SESE
LTLT
ESES
TRTR
Hannah Leichsenring | Ghent | Nov 2013 9
target group vs. inclusiveness
UKUK
FLFL
LTLT
TRTR
ESES
SESE
target group focus
inclusive policy
UKUK
FLFL
LTLTTRTR ESES SESE
target group focus
inclusive approach for the design of programs
UK is exceptional in number and depth of quantitative data. Therefore, UK universities know more about what is successful.
Flanders has improved policy, regulations, incentives in the last years, but the numbers did not change accordingly. project/programme funding instead of structural funding lack of clear goals and data monitoring little impact on cultural change in HEIs.
Spain and Lithuania have an impressive legislative for WP. through concrete policy work, measures, funding etc. is lacking:
Implementation necessary
Hannah Leichsenring | Ghent | Nov 2013 10
Analysis of the reports: Results
Turkey is massively expanding opportunities! target group of disabled students until now only little awareness about social factors that limit access
Sweden has an inclusive, decentralised approach national data suggests it is a best practice example for a HE culture
which enables and enforces access also for underrepresented groups due to the lack of monitoring comparability is limited
Hannah Leichsenring | Ghent | Nov 2013 11
Analysis of the reports: Results
Not all countries have flexibility measures like AP(E)L implemented, rarely as expanding opportunities-tools.
Financial support is important for students from low socio-economic backgrounds and for students with specific additional costs. But non-financial support is just as important and need to be tailored based on the needs of the individual student.
There is a general need for more involvement by institutions to set up structural changes. Governments support institutions to make changes but there is little force being used (except in the UK)
Hannah Leichsenring | Ghent | Nov 2013 12
Considerations 1
The UK case shows the importance of a clear definition of what underrepresented groups are: Basis for clear (official) political targets. Flexibility in responding to societal changes. Education-adequate definitions are necessary! (e.g. the
definition of disabled students in some countries does not include learning disabilities)
A clear definition is necessary for monitoring (and should be used for that purpose).
Hannah Leichsenring | Ghent | Nov 2013 13
Considerations 2
For international networking, as well as strategic planning, a data based approach is advantagous.For international networking, as well as strategic planning, a data based approach is advantagous.
Link between quality assurance and educational changes: What is quality in education under the condition of a divers student
body?
Little information on connection between Expanding Opportunities regulations and School System as well as Employer/Labor market weak link or not explicit?
There are three kinds of motivations for an expanding opportunities agenda which should be reflected in the measures taken to improve access: social motivation educational motivation and serious economic reasons!
Hannah Leichsenring | Ghent | Nov 2013 14
Analysis of the reports: Gaps