Flash Eurobarometer

The Gallup Organization Flash EB No 187 � 2006 Innobarometer on Clusters

Analytical Report, page 1

Flash Eurobarometer

Perceptions of Higher Education Reforms

Survey among teaching professionals in higher education institutions, in the 27 Member States, and Croatia, Iceland, Norway and Turkey Summary

Fieldwork: January/February 2007

Report: March 2007

Fla

sh E

uro

ba

rom

ete

r 1

92

� T

he

Ga

llup

Org

an

iza

tio

n

This survey was requested by Directorate-General Education and Culture and coordinated by Directorate-General Communication This document does not represent the point of view of the European Commission. The interpretations and opinions contained in it are solely those of the authors.

European Commission

id1499653968 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com

Flash Eurobarometer Series

#198

Survey on Higher

Education Reforms

Special Target Survey

conducted by

The Gallup Organization, Hungary upon the

request of Directorate-General Education and

Culture and coordinated by Directorate-General

Communication

This document does not reflect the views of the

European Commission.

The interpretations and opinions contained in it

are solely those of the authors.

THE GALLUP ORGANIZATION

The Gallup Organization Flash EB No 198 � Higher Education Reform

Summary, page 3

Table of contents

Table of contents................................................................................................................................ 3

Introduction ........................................................................................................................................... 4

Opinions about the higher education reform and the need for quality standards .......................... 5

Unlocking the potential of European universities .............................................................................. 8

Views on the governance and funding of Europe�s universities...................................................... 11

The levels of confidence on the involvement of several bodies in higher education reform ......... 14

Flash EB No 198 � Higher Education Reform

The Gallup Organization

page 4

Introduction The creation of a �Europe of knowledge� has been a prime objective for the European Union (EU) since the Lisbon European Council of March 2000. The Lisbon Agenda calls for efforts from a wide range of players, including of course the universities. They are seen to have a particularly important role to play, because of their twofold traditional vocation of research and teaching and their increasing role in the complex process of innovation. The creation of a �Europe of knowledge� is a source of opportunities for the universities, but it is also a major challenge. To implement the Lisbon Agenda, the EU has embarked upon a series of actions and initiatives in the areas of research and education. One example in the area of education is the work to strengthen the convergence of higher education systems, in line with the Bologna process. In June 1999, 29 European Ministers of Higher Education met in Bologna to lay the basis for the establishment of a European Higher Education Area by 2010 and the promotion of a European system of higher education worldwide. In the Bologna Declaration, the ministers affirmed their intention to:

adopt a system of easily readable and comparable degrees adopt a system with two main cycles (undergraduate/graduate) establish a system of credits (such as the European Credit Transfer and Accommodation

System, ECTS) promote mobility by overcoming obstacles promote European co-operation in quality assurance promote European dimensions in higher education

The Ministers of Higher Education of the Bologna Signatory States met again in 2001 (Prague), 2003 (Berlin) and 2005 (Bergen), taking note of progress made so far and formulating additional priorities. European higher education institutions are currently in the implementation phase of Bologna and Lisbon reforms and the European Commission�s Directorate-General for Education and Culture wanted to hear the thoughts of teaching professionals about the Bologna Process and the Lisbon Strategy. The specific target group for this survey are teaching professionals in higher education institutions in the 27 Member States of the EU, Croatia, Iceland, Norway and Turkey. This Flash Eurobarometer was carried out between the 23rd of January and 23rd of February 2007. Almost 5,800 randomly-selected teaching professionals of higher education institutions were interviewed in the 27 Member States of the EU, Croatia, Iceland, Norway and Turkey. The survey was primarily carried out by telephone, with WebCATI (web-based computer assisted telephone interviewing). To correct for sampling disparities, a post-stratification weighting of the results was implemented. For full survey details, including technical references and methodological limitations, please read the analytical report.


Summary, page 5

Opinions about the higher education reform and the need for

quality standards

A core condition for the success of the Lisbon Strategy is the modernisation of Europe�s universities. The Bologna process is driving reforms in higher education structures, particularly in relation to the introduction of the three cycle structure of degrees and the enhancement of quality assurance.

Almost half of teaching professionals agree that the introduction of the three cycle system will improve, or has improved, the quality of education. Nevertheless, one-third would have preferred to keep the one-tier system; i.e. no distinction between Bachelors and Masters.

A large majority of respondents in the EU27 acknowledge the need for European quality standards for higher education and European quality labels for institutions and programmes.

Almost half of respondents agree that first cycle graduates will find a suitable job, however, a similar number feel they should first follow a Masters programme in the same field of study before trying to enter the labour market.

Agreement with statements regarding the higher education system � Question 1% of disagree and strongly disagree% of agree and strongly agree

16

15

24

39

40

49

38

59

82

80

72

49

49

46

44

32

3

6

4

12

11

6

17

9

There is a need for European quality standards for higher

education

The European Credit Transfer and Accumulation System

(ECTS) should be used in all programmes of study

There is a need for European quality labels for certifying

the quality of institutions and programmes

First cycle graduates (Bachelor) will find suitable jobs on

the labour market

The introduction of the three cycle system (Bachelor-

Master-Doctor) will improve (or has improved) the quality

of education

First cycle graduates (Bachelor) should follow a master

programme in the same field of study before entering the

labour market

The introduction of the three cycle system (bachelor-

master-doctor) will improve (or has improved) the quality

of research training for doctoral candidates

It would have been better if the old one-tier system

(without a split in Bachelor and Master) was kept

disagree agree DK/NA

Q1. Could you please tell me how much do you agree with the following statements regarding

the higher education system: do you strongly agree, agree, disagree or strongly disagree?

%, Base: all respondents, EU27

Individual country results

Respondents in the NMS12 countries are more likely to welcome the introduction of the three cycle system than those in the EU15.

German, Hungarian, Italian and Estonian interviewees are the most likely to agree that it would have been better if the old one-tier system was kept.



page 6

Germany and the UK have the lowest percentages (around 50%) of respondents agreeing there is a need for European quality labels to certify the quality of institutions and programmes.

Irish teaching professionals are the most likely (82%) to believe that first cycle graduates will find a suitable job; whereas only 34% of respondents in Italy believe this to be the case.

43 3750 52 52 52 59 59 56 58 59 59 56 59 63 66 63 59 67 67 59

69 76 70 72 77 71 7765 62

8572

83 82 82 74

53 46 42 42 40 38 36 33 33 32 32 32 32 31 29 28 27 25 25 25 24 22 21 21 20 20 18 18 16 16 13 13 11 8 6 4

4 178 6 8 10 6 9 11 10 10 9 12 10 9 6 10 16 9 8 18

103 9 8 4 11 6

19 22

215

6 10 12 22

DE

EE

HU IT SI

PT

AT

HR

ES

EU

15

EU

25

EU

27

PL

NM

S1

NM

S12 CZ

LU

EL

SK

NL

BE

NO

BG

TR FI

RO

DK

LT IE UK

LV

SE

FR

CY

MT IC


It would have been better if the old one-tier system (without a split in Bachelor

and Master) was kept

NM

S10

Q1. Could you please tell me how much do you agree with the following statements regarding

the higher education system: do you strongly agree, agree, disagree or strongly disagree?

%, Base: all respondents, by country

Results by �type� of teaching professionals Teaching experience. Respondents with more than 30 years experience are the least likely to

agree that the introduction of the three cycle system will improve, or has improved, the quality of education.

Field of specialisation. Teaching professionals in the field of engineering are the least positive about the introduction of the three cycle system. Teaching professionals in the field of teacher training and medical studies or nursing, on the contrary, are the most positive about the introduction of the new system.

Employment outlook. Respondents in the fields of engineering and economic studies are the most likely to say that first cycle graduates will find a suitable job (61% and 64%, respectively), while respondents in the fields of social sciences and other hard sciences are more inclined to say that first cycle graduates should follow a Master programme before entering the labour market.

Type of institution. Teaching professionals in institutions providing only Master programmes are the least likely to agree that the introduction of the three-cycle system has improved the quality of education and the quality of research training for doctoral students.


Summary, page 7

Agreement with statements regarding the higher education system � Question 1

Base: all respondents, EU27

% �agree�

QUESTION: Q1. Could you please

tell me how much do you agree with

the following statements regarding

the higher education system: do

you strongly agree, agree, disagree

or strongly disagree?

Th

ere

is

a n

eed

fo

r E

uro

pea

n

qu

ali

ty s

tan

da

rds

for

hig

her

ed

uca

tio

n

Th

ere

is

a n

eed

fo

r E

uro

pe

an

qu

ali

ty l

ab

els

fo

r cert

ify

ing

th

e

qu

ali

ty o

f in

stit

uti

on

s a

nd

pro

gra

mm

es

Th

e E

CT

S s

ho

uld

be u

sed

in

all

pro

gra

mm

es

of

stu

dy

Th

e i

ntr

od

ucti

on

of

the t

hre

e

cy

cle

sy

stem

wil

l im

pro

ve (

or

ha

s im

pro

ved

) th

e q

ua

lity

of

ed

uca

tio

n

Th

e i

ntr

od

ucti

on

of

the t

hre

e

cy

cle

sy

stem

wil

l im

pro

ve (

or

ha

s im

pro

ved

) th

e q

ua

lity

of

tra

inin

g f

or

do

cto

ral

can

did

ate

s

It w

ou

ld h

av

e b

een

bett

er

if t

he

old

on

e-t

ier

syst

em

wa

s k

ep

t

Fir

st c

ycle

gra

du

ate

s w

ill

fin

d

suit

ab

le j

ob

s o

n t

he l

ab

ou

r

ma

rket

Fir

st c

ycle

gra

du

ate

s sh

ou

ld

foll

ow

a M

ast

er

pro

gra

mm

e i

n

the s

am

e f

ield

of

stu

dy

befo

re

en

teri

ng

th

e l

ab

ou

r m

ark

et

EU27 82 72 80 49 44 32 49 46

YEARS TEACHING IN

HIGHER EDUCATION

-10 years 85 72 80 51 45 31 54 43

11-20 years 80 69 80 49 43 31 53 45

21-30 years 80 73 78 50 48 32 44 51

30+ 83 76 80 45 42 33 45 46

POSITION

Rector / Head of Institution 83 71 89 63 48 27 60 41

Dean / Director of studies 83 72 84 52 44 32 59 46

Full professor 80 71 78 46 43 34 46 49

Lecturer 82 73 74 50 47 25 51 35

Assistant professor 84 76 85 50 45 32 44 44

Doctoral candidate 82 69 78 49 58 24 43 55

Other teaching staff 85 74 80 49 45 27 49 42

FIELD

Engineering 77 64 82 44 37 42 61 45

Business and economic studies 85 77 84 53 45 24 64 39

Languages 88 79 90 47 47 27 33 49

Law 80 72 66 49 48 31 48 46

Teacher training 80 77 84 65 56 25 45 48

Medical studies and nursing 91 84 86 60 56 25 53 40

Other social sciences 79 70 75 50 50 25 47 38

Other hard sciences 82 69 78 45 39 33 41 52

Other humanities 81 73 78 51 48 31 42 51

TYPE OF INSTITUTION

only Bachelor degrees 90 80 85 54 42 23 60 33

only Master degrees 76 71 78 28 28 33 30 53

Bachelor and Master degrees 82 68 83 52 42 35 63 41

Master and Doctorate degrees 80 72 70 45 44 31 40 46

all degrees 81 73 80 50 47 31 47 49



page 8

Unlocking the potential of European universities

To unlock the enormous potential of European universities, the Bologna process aims to introduce flexible and modernised curricula that correspond to the needs of the labour market and focus on skills in communications, networking, entrepreneurship and teamworking. It also aims to enhance student mobility and refocus courses to allow greater participation at later stages of the life-cycle.

Almost three out of four teaching professionals agree that study and training programmes should encompass more generic competences, such as communication, teamwork and entrepreneurship, and be adapted to meet labour market needs in a better way.

Respondents agree that student mobility should be an obligatory part in the curriculum for doctoral candidates (65%) and for students in general (58%).

A large majority of teaching professionals in the EU (87%) agree that universities should open up (their doors) for adult learners.

Agreement with statements regarding the higher education system - Question 2% of disagree and strongly disagree% of agree and strongly agree

10

20

19

27

27

38

29

87

76

70

70

65

58

54

4

4

12

4

8

5

17

Universities should open up and also serve adult

learners

Study and training programmes should

encompass more generic competences like

communication, teamwork, entrepreneurship

More opportunities should be created for double

and joint degrees, at Bachelor and Master level

Study programmes need to adapt more to labour

market needs

Mobility should be an obligatory part in the

curriculum for doctoral candidates

Mobility should be an obligatory part in the

curriculum for all students

Double and joint degrees should also be

promoted at doctoral level


Q2. I am going to read more statements about the higher education system.

Again, could you please tell me how much do you agree with these

statements: do you strongly agree, agree, disagree or strongly disagree?


Individual country results In the Netherlands, 53% of respondents disagree with the statement that study and training

programmes should encompass more generic competences, and 51% disagree with the statement that study programmes need to adapt more to labour market needs.

Respondents in the NMS12 Member States are more likely than respondents in the EU15 to think that mobility should be an obligatory part of the curriculum.


Summary, page 9

Less than one out of three teaching professionals in the UK agree that mobility should be an obligatory part of the curriculum for students.

Denmark, Slovakia and Latvia are the only countries where less than one out of two teaching professionals agree that more opportunities should be created for double and joint degrees at the Bachelor and Master level.

The highest percentages of respondents that disagree that universities should open up for adult learners are found in Germany (19%), the Netherlands (18%) and Luxembourg (18%).

6 8 9 10 12 9 13 14 14 18 13 14 16 13 1524

1625

17 22 2028 31 27

1228 31 30 36

2738 37 42 46 48 52

94 91 88 87 86 85 84 82 79 79 78 77 76 76 76 75 75 72 71 70 70 69 68 65 65 65 63 62 61 58 57 57 53 5042

29

1 1 4 4 2 6 3 4 7 3 9 10 9 11 91

93

12 9 103 2 8

238 6 8 3 16

4 65 4

1019

CZ

HR

SK IT BG

LV SI

MT

NM

S12 RO

NM

S10

HU

LT

PL

TR

ES

EL

PT

FR

NO IC EE

AT

EU

27

DK

EU

25 FI

EU

15 SE

BE

DE

LU IE CY

NL

UK


Mobility should be an obligatory part in the curriculum for doctoral candidates

Q2. I am going to read more statements about the higher education system.

Again, could you please tell me how much do you agree with these statements:

do you strongly agree, agree, disagree or strongly disagree?


Results by �type� of teaching professionals Position in higher education institution. Rectors and Deans are the most likely to agree that

study and training programmes should encompass more generic competences (90% and 87%, respectively, agree with this statement).

Field of specialisation, teaching professionals in the various fields, hold different opinions: o Those in teacher training and other humanities are the most likely to agree that

universities should serve adult learners o Those in engineering and business are the most likely to agree that study programmes

should encompass more generic competences o Those in medical studies are the most likely to agree that study programmes need to

adapt more to labour market needs.

Type of institution, teaching professionals in higher education institutions also have different opinions:

o Those with only Bachelor programmes are the most likely to agree that study programmes need to be adapted to labour market needs

o Those with only Master programmes are most likely to agree that more opportunities should be created for double and joint degrees at the Bachelor and Master level.



page 10

Agreement with statements regarding the higher education system � Question 2

Base: all respondents, EU27 % �agree�

QUESTION: Q2. I am going to read

more statements about the higher education system. Again, could you

please tell me how much do you agree

with these statements: do you strongly

agree, agree, disagree or strongly

disagree?

Un

ivers

itie

s sh

ou

ld o

pen

up

an

d a

lso

serv

e a

du

lt l

ea

rners

Stu

dy

an

d t

rain

ing

pro

gra

mm

es

sho

uld

en

co

mp

ass

m

ore

gen

eri

c

co

mp

ete

nces

lik

e

co

mm

un

ica

tio

n,

tea

mw

ork

,

en

trep

ren

eu

rsh

ip

Stu

dy

pro

gra

mm

es

need

to

ad

ap

t m

ore

to

la

bo

ur

ma

rket

need

s

Mo

re o

pp

ort

un

itie

s sh

ou

ld b

e

cre

ate

d f

or

do

ub

le a

nd

jo

int

deg

rees,

at

Ba

ch

elo

r a

nd

Ma

ster

lev

el

Do

ub

le a

nd

jo

int

deg

rees

sho

uld

als

o b

e p

rom

ote

d a

t

do

cto

ral

lev

el

Mo

bil

ity

sh

ou

ld b

e a

n

ob

lig

ato

ry p

art

in

th

e

cu

rric

ulu

m f

or

do

cto

ral

ca

nd

ida

tes

Mo

bil

ity

sh

ou

ld b

e a

n

ob

lig

ato

ry p

art

in

th

e

cu

rric

ulu

m f

or

all

stu

den

ts

EU27 87 76 70 70 54 65 58

YEARS TEACHING IN

HIGHER EDUCATION

-10 years 85 79 72 71 54 64 56

11-20 years 86 77 69 71 52 62 57

21-30 years 88 71 67 70 55 69 58

30+ 90 77 70 66 56 71 63

POSITION

Rector / Head of Institution 89 90 77 70 61 74 67

Dean / Director of studies 87 87 77 70 55 65 61

Full professor 86 72 66 69 53 65 56

Lecturer 87 76 67 70 54 59 57

Assistant professor 91 79 79 69 52 72 57

Doctoral candidate 87 77 75 70 59 58 52

Other teaching staff 87 72 72 72 56 67 59

FIELD

Engineering 89 82 75 64 49 63 54

Business and economic studies 87 84 79 71 53 66 62

Languages 84 78 70 83 62 72 70

Law 79 64 70 66 55 61 51

Teacher training 94 83 69 76 65 74 66

Medical studies and nursing 83 77 82 67 57 73 62

Other social sciences 85 73 62 69 54 64 54

Other hard sciences 83 70 68 67 52 64 54

Other humanities 92 75 57 76 58 67 63

TYPE OF INSTITUTION

only Bachelor degrees 86 83 80 70 50 64 67

only Master degrees 88 85 68 83 51 68 67

Bachelor and Master degrees 86 84 77 68 54 60 57

Master and Doctorate degrees 89 75 64 64 49 62 54

all degrees 87 73 67 70 56 67 57


Summary, page 11

Views on the governance and funding of Europe�s universities

Modernising Europe�s higher education institutions implies resolving some of the governance and funding problems. Over-regulation of university life can hinder modernisation and efficiency. Most higher education institutions also have to cope with increasing budgetary constraints. The Commission wants to give universities greater autonomy and accountability, and to link funding to related outputs.

Four out of five teaching professionals of higher education institutions in the EU27 agree that universities are in need of better internal management.

Three out of four teaching professionals also agree that universities need more autonomy from public authorities.

Three out of four respondents agree that partnerships with businesses will reinforce universities, and 68% think that competition between universities will lead to better quality. Slightly less than three out of four respondents agree that private funding would help universities to gain extra income and to perform better and 68% also agree that student fees are an acceptable source of extra income for universities.

Agreement with statements regarding governance and funding options in the higher education system% of disagree and strongly disagree% of agree and strongly agree

6

6

13

12

19

21

22

26

28

40

75

91

91

83

80

75

73

73

68

68

53

20

3

3

4

9

6

6

6

6

4

7

6

Universities need to interact more with society for

knowledge sharing and fostering innovation

Student fees should be accompanied by support for less-

advantaged students

Universities should be allowed to select and refuse

students

Universities are in need of better internal management

Universities need more autonomy from public

authorities

Partnerships with business will reinforce universities

More private funding would help universities to gain

extra income and perform better

Student fees are acceptable as a source of extra income

for universities

Competition between universities will lead to

improvement of quality

Universities should be publicly funded and not seek

more private funding

Universities need stronger guidance from public

authorities


Q3. And lastly, I am going to read some statements about governance and funding

options in the higher education system. Please tell me how much do you agree with

these statements: do you agree strongly, agree, disagree or strongly disagree?


Individual country results Over 90% of respondents in Greece, Turkey and Malta think that universities need more

autonomy from public authorities. However, over 33% of interviewees in Portugal, Italy, Spain and Croatia agree that universities need stronger guidance from those same public authorities.



page 12

Belgium has the lowest percentage (42%) of teaching professionals who support competition between universities as a way to improve quality, and only 44% of its respondents agree that universities should be allowed to select and refuse students.

Danish teaching professionals are the most likely (77%) to agree that universities should be publicly funded. Respondents from the Czech Republic, on the other hand, are the most likely to disagree (77%) with this statement.

The NMS12 countries are the ones most likely to see student fees as a source of extra income.

4 4 8 7 5 9 11 12 14 12 12 13 13 14 15 12 12 18 20 20 22 24 22 24 23 25 24 27 29 28 34 36 37 32

52 51

95 92 92 90 90 87 86 85 84 83 83 83 82 80 80 80 78 78 76 74 73 72 72 71 70 67 67 66 63 63 60 57 52 5139 36

1 4 0 3 64 3 3 2 6 6 5 5 6 5 9 10 5 4 7 6 4 6 5 6 8 10 7 8 9

7 7 11 17

9 13

RO

MT

CY

TR

PT

BG IT CZ

LV

LT

SK

NM

S12 PL

EE

NM

S10 HR IC ES

DE

AT

EU

27

IE

EU

25 SI

EU

15 FR

LU

HU

UK FI

SE

EL

NL

BE

DK

NO


More private funding would help universities to gain extra income and perform better

Q3. And lastly, I am going to read some statements about governance and funding

options in the higher education system. Please tell me how much do you agree with

these statements: do you agree strongly, agree, disagree or strongly disagree?


Results by �type� of teaching professionals Teaching experience. Teaching professionals with longer teaching experience appear to be

the most willing to accept private funding and student fees as extra income sources, and they are also more willing to allow universities to select and refuse students.

Position in higher education institution. Rectors and Deans are the most likely to:

o State that partnerships with the business world will reinforce universities (86% and 81%, respectively, agree with this statement) and that competition between universities will lead to an improvement of the quality (78% and 73%, respectively, agree with this statement).

o Agree that private funding and student fees are acceptable as extra income sources.

Fields of specialisation. o Teaching professionals in engineering and economic studies are the most likely to

agree that partnerships with businesses will reinforce universities. o Respondents in the field of teacher training are the least likely to agree that

universities should be allowed to select and refuse students. Only 68% of respondents in teacher training agree with this statement compared to, for example, almost nine out of 10 respondents (88%) in engineering.


Summary, page 13

Agreement with statements regarding governance and funding options in higher education


% �agree�

Q3. I am going to read

some statements about

governance and funding

options in the higher

education system. Please

tell me how much do you

agree with these

statements: do you agree

strongly, agree, disagree

or strongly disagree?

Un

ivers

itie

s a

re i

n n

eed

of

be

tter

inte

rna

l

ma

na

gem

en

t

Un

ivers

itie

s n

eed

mo

re a

uto

no

my

fro

m

pu

bli

c a

uth

ori

ties

Un

ivers

itie

s n

eed

str

on

ger

gu

ida

nce

fro

m p

ub

lic a

uth

ori

ties

Un

ivers

itie

s n

ee

d t

o i

nte

ract

mo

re w

ith

socie

ty f

or

kn

ow

led

ge s

ha

rin

g a

nd

fost

eri

ng

in

no

va

tio

n

Pa

rtn

ers

hip

s w

ith

bu

sin

ess

wil

l re

info

rce

un

ivers

itie

s

Co

mp

eti

tio

n b

etw

een

un

ivers

itie

s w

ill

lea

d t

o i

mp

rov

em

en

t o

f q

ua

lity

Mo

re p

riv

ate

fu

nd

ing

wo

uld

help

un

ivers

itie

s to

ga

in e

xtr

a i

nco

me

an

d

perf

orm

bett

er

Un

ivers

itie

s sh

ou

ld b

e p

ub

licly

fu

nd

ed

an

d n

ot

seek

mo

re p

riv

ate

fu

nd

ing

Stu

de

nt

fees

sho

uld

be a

cco

mp

an

ied

by

sup

po

rt f

or

less

-ad

va

nta

ged

stu

den

ts

Stu

de

nt

fees

are

accep

tab

le a

s a

so

urc

e o

f

ex

tra

in

co

me f

or

un

ivers

itie

s

Un

ivers

itie

s sh

ou

ld b

e a

llo

wed

to

sele

ct

an

d r

efu

se s

tud

en

ts

EU27 80 75 20 91 73 68 73 53 91 68 83

YEARS

TEACHING

-10 years 79 76 18 94 77 67 71 51 90 65 82

11-20 years 78 75 20 90 69 65 70 55 91 65 83

21-30 years 83 75 22 92 73 70 72 55 90 71 84

30+ 80 76 18 89 77 72 82 53 93 74 87

POSITION

Rector/Head

Institution 77 79 18 94 86 78 81 49 91 80 87

Dean/Director

studies 85 83 18 95 81 73 80 52 93 75 88

Full professor 79 74 20 90 69 67 72 53 93 70 84

Lecturer 78 72 18 91 73 60 64 59 84 53 86

Assistant professor 84 75 21 95 80 71 73 48 87 65 75

Doctoral candidate 74 68 20 91 64 62 60 53 87 64 65

Other teaching staff 76 70 25 92 71 64 68 53 84 55 75

FIELD

Engineering 81 76 16 93 83 72 80 50 91 69 86

Economic

studies 81 77 21 94 86 76 79 39 91 81 88

Languages 73 65 21 91 59 51 55 55 94 71 80

Law 76 77 16 92 66 65 77 65 95 67 79

Teacher

training 81 79 23 90 68 55 64 63 89 61 68

Medical

studies/nursing 82 77 22 92 79 79 73 54 89 66 85

Other social

sciences 80 73 18 92 60 64 64 55 90 62 80

Other hard

sciences 80 74 21 90 74 67 74 53 90 66 83

Other

humanities 80 77 22 88 66 64 72 61 92 67 84

TYPE OF

INSTITUTIO

N

only Bachelor

degrees 77 75 21 94 78 67 71 52 85 61 80

only Master degrees 58 67 18 88 68 64 75 49 95 66 85

Bachelor and

Master 77 79 18 92 79 71 73 56 89 72 85

Master and

Doctorate 77 69 17 93 69 67 68 57 86 71 85

all degrees 83 75 20 91 72 68 74 52 92 69 83



page 14

The levels of confidence on the involvement of several bodies

in higher education reform European higher education institutions and their (many) partners are currently in the implementation phase of educational reform.

Teaching professionals in higher education institutions in the EU27 countries have:

o The most confidence in their own faculty, followed by the university leadership and the national Rectors� conference or national associations of universities.

o The least confidence in the involvement of private enterprises in the higher

education reform; 32% of respondents report to have no confidence at all in private enterprises as a partner to be involved in the higher education reform. In addition, 19% of respondents report to have no confidence at all in professional associations.

One out of four respondents have no confidence at all in the European Commission�s

involvement.

Involvement in the higher education reform

59

42

34

22

18

17

12

9

34

44

49

50

56

51

64

52

4

7

9

15

19

26

19

32

6

7

14

6

6

5

7

3Your own faculty

University leadership (Rector - Board)

National Rectors' conference - National

association of universities

European University Association

Professional associations

European Commission

National or regional authorities

Private enterprises

Full confidence Some confidence No confidence at all DK/NA

Q4. Several bodies could be involved in higher education reform. I will list a couple if them.

Could you indicate how much confidence do you have in their involvement: do you have �


Individual country results Respondents in Luxembourg are the least confident about the involvement of their own

faculty in the higher education reform (35%) and they are also among the lowest to be confident about the university leadership�s involvement (22%).

While 38% of NMS12 respondents state they have full confidence in the European university associations� involvement in higher education reform, the EU15 figure is 19%.


Summary, page 15

In Greece, the largest number of respondents (46%) have no confidence in national or regional authorities, and in Germany, 47% of respondents have no confidence in the European Commission.

We find that 61% of teaching professionals in Greece and 57% of teaching professionals in Luxembourg have no confidence at all in the involvement of private enterprises in the higher education reform.

61 59 5548 46

39 37 33 32 29 29 28 2722 21 21 19 17 17 16 16 15 15 14 13 12 12 12 12 10 8 7 6 6 3 2

30 33 43

4237

39 45 57

3852 51

49 48 59

4753

49 5158

52 50 52

6457

65

5649

5652

6362

5550

64

4554

6 62

10

1011

127

21

12 12 16 1815

2418 28 26 18

2623

2814

16

1931

35

826

2622

24 32

28

4738

3 2 0 08 11 7 4

9 7 7 8 7 5 8 8 5 6 7 611

6 8 133 2 5

25

112

914 12

3 4 5

RO IT

MT

CY

LT

BG

SK

PT

TR SI

HR N EL

ES

LV N CZ

EU

PL

EU

HU

EU

FR

BE IE AT

NL

EE

SE

LU

NO

DK IC FI

DE

UK

Full confidence Some confidence No confidence at all DK/NA

European Commission

EU

15

EU

25

EU

27

NM

S10

NM

S12

Q4. Several bodies could be involved in higher education reform. I will list a couple if them.

Could you indicate how much confidence do you have in their involvement: do you have �


Results by �type� of teaching professionals Teaching experience. Respondents with more teaching experience have the most confidence

about the involvement in the higher education reform of the university leadership, the national Rectors� conference, the European University Association and the European Commission. Respondents who have been teaching for less than 20 years, however, put more faith in the involvement of their own faculty.

Position in higher education institution. The Rectors and Deans are more confident than the other teaching professionals about the involvement of their own faculty, the university leadership and the national Rectors� conference in the higher education reform. Doctoral candidates tend to be more supportive about the involvement in the higher education reform of national and regional authorities and professional associations.

Field of specialisation. Teaching professionals in the field of teacher training are the most confident about the involvement of their own faculty, the university leadership and the national Rectors� conference. Respondents in medical studies and nursing prefer the involvement of the national or regional authorities and of the European Commission, whereas respondents in the field of engineering give more support to the involvement of professional associations and private enterprises.

Type of institution. Respondents of higher education institutions that only grant Master degrees are the most confident about the involvement of their own faculty; however, they have less belief (than others) about the involvement of most other partners.



page 16

Involvement in the higher education reform


% �full confidence�

QUESTION: Q4. Several bodies could

be involved in higher education

reform. I will list a couple if them.

Could you indicate how much

confidence do you have in their

involvement: do you have �

Yo

ur

ow

n f

acu

lty

Un

ivers

ity

lea

ders

hip

(Recto

r �

Bo

ard

)

Na

tio

na

l R

ecto

rs� c

on

fere

nce -

Na

tio

na

l a

sso

cia

tio

n o

f

un

ivers

itie

s

Eu

rop

ea

n u

niv

ers

ity

ass

ocia

tio

ns

Na

tio

na

l o

r re

gio

na

l a

uth

ori

ties

Eu

rop

ea

n C

om

mis

sio

n

Pro

fess

ion

al

ass

ocia

tio

ns

Pri

va

te e

nte

rpri

ses

EU27 59 42 34 22 12 17 18 9

TEACHING IN HIGHER

EDUCATION

-10 years 60 40 28 17 12 14 17 10

11-20 years 62 41 34 21 13 17 20 9

21-30 years 54 43 37 24 12 19 18 9

30+ 57 49 42 30 12 22 18 9

POSITION

Rector / Head of Institution 63 64 47 22 16 18 21 13

Dean / Director of studies 73 48 36 20 14 18 22 13

Full professor 56 39 31 21 11 17 16 8

Lecturer 54 36 35 21 11 12 23 8

Assistant professor 56 49 39 31 12 24 19 10

Doctoral candidate 58 42 26 26 25 21 25 7

Other teaching staff 57 46 41 28 14 22 17 14

FIELD

Engineering 64 47 34 17 12 14 21 15

Business and economic studies 60 40 32 18 12 17 19 12

Languages 50 31 29 30 7 20 18 10

Law 55 32 37 16 15 15 20 5

Teacher training 72 51 42 23 11 12 13 4

Medical studies and nursing 55 48 36 28 17 23 19 8

Other social sciences 52 41 32 23 10 15 15 6

Other hard sciences 59 43 36 24 12 19 18 10

Other humanities 57 41 37 26 14 21 20 7

TYPE OF INSTITUTION

only Bachelor degrees 52 41 29 24 11 19 23 13

only Master degrees 68 11 16 18 9 13 17 14

Bachelor and Master degrees 64 43 32 16 14 15 17 13

Master and Doctorate degrees 59 44 32 21 12 12 24 7

all degrees 58 45 38 25 12 19 18 8

Documents

Flash Eurobarometer