Dec 23, 2016
More students than ever are attending higher education and its provision is becoming more fluid, global and competitive. For example, new technologies mean that higher education institutions can make their courses available all over the world. This report examines innovative modes of higher education provision, as well as ways in which the management and governance of higher education are changing in support of innovations.
At a time when more students than ever are attending higher education, its provision is becoming more fluid, global and competitive. For example, developments in new technologies mean that higher education institutions (HEIs) can make their courses available all over the world. These developments bring into question the traditional delivery model of higher education institutions, which tends to be confined to physical — and hence geographically defined — course offerings.
This report examines innovative modes of higher education provision, as well as ways in which the management and governance of higher education are changing in support of innovations in higher education provision. As such, it ties in with the European Commission's objectives to enhance the quality of higher education in an environment where globalisation and the attractiveness of the European higher education area need to be reinforced.
This report also issues policy recommendations regarding the governance and management of new modes of higher education provision in order to enhance the attractiveness and relevance of European higher education and to increase the strategic capacities of HEIs to manage resources efficiently and effectively. Finally, it also promotes an awareness of the importance of cultural and linguistic diversity within Europe by bringing together a team of researchers representing varied backgrounds, organisational cultures and experiences.
Conclusions and Recommendations
Case study 1 — École Supérieure des Sciences Économiques et Commerciales (ESSEC Business School), France
Case study 2 — University of Strasbourg, France
Case study 3 — University of Latvia
Case study 4 — Stockholm School of Economics in Riga, Latvia
Case study 5 — Comenius University in Bratislava, Slovakia
Case study 6 — University of Ss. Cyril and Methodius in Trnava, Slovakia
Case study 7 — University of Alicante, Spain
Case study 8 — University of Salamanca, Spain
Case study 9 — Anglia Ruskin University, United Kingdom
Case study 10 — Queen Mary, University of London, United Kingdom
Peer Learning Activity and Training Course, Poitiers, France, 25–27 January 2016
Self-assessment tool for higher education institutions
Quality assurance protocol
Survey of higher education institutions