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Legal Issues in Higher Education ConferenceGlobalization and International Trends in Higher Education (and their Impact on the US)
The University of VermontMonday, October 18th 2010
Holiday Hart McKiernanTim Birtwistle
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This Session
At the end of the session you will have an understanding of:•Challenges facing U.S. Higher education•Some data indicators of the challenges•An example of how similar challenges are being tackled in the European Higher Education Area and how this work is being scrutinised around the globe•How change can occur given the legal framework for higher education•What ‘Tuning USA’ is and is doing•How issues of quality might be approached•Some conclusions reached by the presenters to debate
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Thesis: Think Globally; Act Locally
•Similar Problems (Around the Globe)
•US Should learn from International Developments
•Students Matter – 21st Century Students Are Different than Their Forebears – Learning is Vital
•US higher education will benefit from change
•National/Transnational Approach
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US needs to increase degree attainment•Labor market will require it
•The knowledge based economy is the future
•Global Competitiveness
•Significant higher education reform
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Lessons from Data
“Lies ************** and statistics” or
imperfect but telling a story?
Examples of data: • Center on Education and the Workforce• OECD: Education at a Glance• US Census and federal data• College Board: Coming to Our Senses• TIMSS: math & science (grades 4 & 8)
Caveats noted!
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Source: Analysis of March CPS data, various years, Center on Education and the Workforce forecasts of education demand to 2018.
Graduate Degree7%
Bachelor's Degree9%
Some College12%
High School Graduates
40%
High School Dropouts
32%
Source: March CPS 1973
Labor force in 1973: 91 million
High School Dropouts
10%
High School Graduates
34%
Some College19%
Associate's Degree8%
Bachelor's Degree19% Graduate Degree
10%
Source: March CPS 1992
Labor force in 1992: 129 million
High School Dropouts
11%
Some College17%
Bachelor's Degree21%
Graduate Degree11%
High School Graduates
30%
Associate's Degree10%
Source: March CPS2007
Labor force in 2007: 154 million
High School Dropouts
10%
High School Graduates
27%Some College
18%
Bachelor's Degree23%
Graduate Degree10%
Associate's Degree12%
Source: The Georgetown University Center on Education and the Workforce Forecasts of Education Demand
2018
Labor force in 2018: 166 million
By 2018, 63% of all jobs will require some post secondary education and training
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Real Wages of Americans increase by education level(ages 23-64)
high school dip, $32,050$29,628
some college, $36,828$33,643
associate's, $40,653$37,872
bachelor's, $57,942$50,678
master's , $71,041
$62,911
professional, $121,698
$95,191 phd, $99,541
$83,085
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
$180,000
$200,000
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Source: March CPS
Real wages of Americans increase by education level
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10.1%
4.6%
Less than 4 years of High School
5.8%
2.9%
4 or more years of High School, no College
4.2%Some college, 1-3 years
2.9% 2.1%
BA and above1.3%
All
4.4%
0.0%
4.0%
8.0%
12.0%
16.0%
20.0%
1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
Nov 73-Mar75Recession
Jan 80-Jul 80Recession
Jul 81-Nov 82Recession
Jul 90-Mar91Recession
Mar 01-Nov 01Recession
Dec '07-presentRecession
Least educated are most vulnerable in economic downturns (employment rates by education)
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Expenditure Rates on StudentsOECD Countries 2007
0
5,000
10,000
15,000
20,000
25,000
United S
tate
s
Switzer
land
Sweden
Denmar
k
Norway
Austra
lia
Austri
a
Nether
lands
Finlan
d
Germ
any
Japa
n
Belgium
United K
ingdom
Franc
e
Irelan
d
Spain
Icela
nd
New Zea
land
Portu
gal
Italy
Hungar
y
Korea
Czech
Rep
ublic
Slovak R
epub
lic
Mex
ico
Greec
e
Poland
Turke
y
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Graduation Rates for StudentsOECD Countries 2007
53
54
54
60
64
65
65
66
67
68
71
73
74
74
74
76
78
79
83
83
91
Mexico
United States
New Zealand
Sweden
Hungary
Czech Republic
Austria
Poland
Australia
Portugal
Finland
Germany
Turkey
Spain
Belgium
Netherlands
United Kingdom
Greece
Korea
Ireland
Japan
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What Europe Faced• Started 1999 as “Bologna” or the European Higher
Education Area (March 2010)• Various action lines, including:
• 3 cycles (BA/MA/PhD)• Credits (ECTS – output/learning outcomes
driven)• Mobility (trans-national and vertical as well as
horizontal, linked to the Lisbon Agenda)• Quality assurance (ENQA)• Lifelong Learning (LLL)• Students at the centre• Qualification Frameworks
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Parallels: US & Bologna
Why the comparison?• Bologna 47 states/USA 50 states• Bologna no legal competence for higher
education/USA little federal legal competence• Bologna states saw the need for change/USA has a
growing groundswell of a view that there is a need for change
• Effect of recognizing a changed paradigm• Can “soft law” achieve large scale change?
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Bologna Landscape• It involves 16+ million students in 47 countries, with over
4000 institutions of higher education, some of which have been doing business the same way for 800 years.
• They have agreed to adopt common rules for degrees, credits, certification, communication of student outcomes.
• The song will at least be in the same key, though not necessarily the same tune.
• It is likely to be the global paradigm for higher education within 15 years (Latin America, Australia, New Zealand, Japan, China, India already taking serious note).
• It offers a model of accountability.
• It is the largest restructuring of higher education ever undertaken.
------------- It is not perfect or symmetrical ------------
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Diverse and Complex Landscape of US higher ed.
• Federal/National/Regional/State
• Categories of university - public (2 year, 4 year, doctoral), private (for profit, not for profit), religious affiliation, ODL, etc.
• Traditions:- tenure track, academic freedom, fee structures, sport, research, role of the law, etc.
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Changing the Landscape #1
U.S. Law:• Constitutional law• Department of Education (….supplement and
complement state and local government …)• Federal “scene changers”, for example:
• GI Bill 1944• Higher Education Act 1965 (….restrictions on the use
of federal funds….):
• What is an “institute of higher education”?
• What is the role of educational accrediting agencies?
• What authority does the federal government have over the accrediting agencies?
• The power of funding.
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Changing the Landscape #2
U.S. Law continued:
• What are the criteria for accrediting agency recognition?
• Voluntary membership of HEIs
• apply and enforce standards that “respect the stated mission of the HEI”
• Assess whether the course offered are of “sufficient quality” to achieve the mission
• Institutional factors to be considered
• Periodic review – of what?
Why ……………………….?
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Tuning USA
What is Tuning and where did it come from: •It is and always has been a faculty led project across many disciplines that turned into a process•It is not universally used or accepted in Europe, but•It is now adopted as a key part of Bologna (learning outcomes, workload, assessment, learning, students etc), active learning outcomes, and•It is now used or in pilot process in Latin America, Mexico, Australia, parts of the USA•It is different from other learning outcome projects•It is a living process and so changes, adapts, melds
~~~”know, understand and be able to do”~~~
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Tuning USA Pilot
The Pilot Project (March 2009-August 2010):
• 3 States – Utah, Minnesota, Indiana
• 6 disciplines
• 20+ institutions across the whole sector (2 Year, 4 Year, Flagship)
Tuning methodology in use –
• 4 way survey – general competencies
- subject competencies
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Qualifications Framework
• What is a Qualification Framework?
• Value
• Accountability
• Transparency
• Student Outcomes
• Multiple pathway
• Globalization
• Quality
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U.S. Higher Education Law Landscape
How Would we Implement a Qualifications Framework?
• Revisit the U.S. Landscape
• Federal – Higher Education Act
• Institutions
• Accreditation
• Funding
• State
• National
• Regional
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Diverse and Complex Landscape
Federal/National/Regional/State
Categories of university (public (2 year, 4 year, doctoral), private (for profit, not for profit), religious affiliation etc
Recommendation: National
Accreditors
Build on Accountability Debate
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Changing the Landscape
So ….. How?
• Tuning is systemic once it takes off
• Qualification Framework:
• HEA as amended will allow jurisdictional “creep” via funding and recognition of accrediting agencies
• There is a groundswell for change
• The Higher Education Opportunity Act 2008 does add momentum to jurisdictional “creep”
Will it work?
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Conclusions(1) Change is inevitable
(2) Faculty can lead change through Tuning
(3) Global influences cannot be ignored
(4) US higher education still leads the world in some aspects e.g. research but also lags in others e.g. making the implicit, explicit
(5) The US is not alone in any of these matters