Mission and Strategy in Professionally Oriented Institutions – The Irish Institutes of Technology

Mission and Strategy in Professionally Oriented Institutions - The Irish Institutes of Technology by Richard Thorn, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_THORN.pdf (0.8 MB)

Building bridges for a more professional higher education – workshop session: Policy and Strategy

Building bridges for a more professional higher education - workshop session: Policy and Strategy by Markus Lecke, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_workshop_LECKE.pdf (0.4 MB)

Because the difference is in experiences. But is it?

Because the difference is in experiences. But is it? by Ajda Praznik, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_workshop_PRAZNIK.pdf (0.5 MB)

Roadmap for succesful harmonisation of professional higher education in Europe – General Conference Report

Roadmap for succesful harmonisation of professional higher education in Europe - General Conference Report by Anthony F. Camilleri, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_CAMILLERI.pdf (2.1 MB)

Overview of Trends in Professional Higher Education in Europe

Overview of Trends in Professional Higher Education in Europe by Ulf-Danial Ehlers, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_EHLERS.pdf (1.9 MB)

Professional Higher Education: EURASHE’s Perspective and Policies

Professional Higher Education: EURASHE's Perspective and Policies by Michal Karpíšek, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_KARPISEK.pdf (5.1 MB)

Building bridges for a more professional higher education – workshop session: Research, Development and Innovation

Building bridges for a more professional higher education - workshop session: Research, Development and Innovation by Karlo Kolesar, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_KOLESAR.pdf (6.7 MB)

The importance of high education in technologies on Development and Innovation – Focus on the “Institut Universitaire de Technologie”

The importance of high education in technologies on Development and Innovation - Focus on the "Institut Universitaire de Technologie" by Jean-Pierre Lacotte, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_LACOTTE.pdf (0.7 MB)

Building bridges for a more professional higher education

Building bridges for a more professional higher education by 2014, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_LECKE.pdf (1.9 MB) - Deutsche Telekom has an experience of 15 years in implementing higher education programs. The keynote and following examples will show, how to establish good partnerships for dual and part time models and frameworks to implement academic programs in corporate hr development. Evaluation results will show feedbacks from our part time students and their experiences regarding higher professional education.

Emerging Modes of Cooperation Between Private Sector Organisation and Universities – Presentation of the project and its preliminary results

Emerging Modes of Cooperation Between Private Sector Organisation and Universities - Presentation of the project and its preliminary results by Mateja Melink, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_MELINK.pdf (0.6 MB)

Teaching and Learning workshop– meeting the characteristics of PHE in teaching and learning at institutional level

Teaching and Learning workshop– meeting the characteristics of PHE in teaching and learning at institutional level by Terence Clifford-Amos, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_workshop_CLIFFORD-AMOS(2).pdf (0.6 MB)

Professional Higher Education in Europe: Characteristics, Practice examples and National differences

Professional Higher Education in Europe: Characteristics, Practice examples and National differences by Anthony F. Camilleri, Stefan Delplace, Marek Frankowicz, Raimund Hudak, Anne-Christin Tannhäuser, Version 2014, PHE_in_Europe_Oct2014.pdf (1.2 MB) - Chapter 1 starts out with a short historical view on “academisation” and “professionalisation,” illustrating how much professional higher education (PHE) in Europe has been in flux in the past years. With examples from France and Ireland, the chapter argues how a new spectrum of missions, differences in national organisation of PHE and a variety of denominations for PHE providers and programmes has slowed down a shared understanding of what PHE commonly characterises.

Chapter 2 gives information on research aims and methodology of the “HAPHE” (Harmonising Approaches to Professional Higher Education) initiative, which made this publication possible.

Chapter 3 is a central part of this book. The authors suggest a validated definition for PHE and present a structured set of characteristics (framework) including quality criteria. The three framework dimensions: policy and strategy, teaching and learning, and research, development and innovation are accompanied by examples of PHE from several European countries. Those examples where gathered from programmes and institutions that have developed a clear professional profile in all or most of the framework criteria.

Chapter 4 outlines differences in PHE systems in 15 EU member states for curricular requirements, PHE provision on EQF levels, the recognition of professional degrees, and, not less importantly, access to (research) funding.

Chapter 5 builds on the outcomes of all previous chapters and formulates recommendations to European and national policy-makers, the providers of PHE policy, and individuals/organisations working on quality development.