SWOT analysis. University of Tampere Professor Reijo Raivola KU Leuven Belgium

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1 SWOT analysis University of Tampere Professor Reijo Raivola KU Leuven Belgium

2 SWOT: Quality Control Existing statutes define clear procedures Reliable statistics available Excellent research and teaching units rewarded One person ad hoc committees effective Continuous development of University s own structure Increasing mobility in national context Studying free of charge Response to demands of work life too slow Degrees should rather respond to the long term than short term demand Freedom in student choices and insufficient counseling create uncertainty and degrees with excessive credits, great differences in departmental cultures Quality culture still in its infancy Student s self-direction is not self-evident Create stronger contacts with working life Flexible degree curricula easily achieved Individual study plans ensure better study commitment and planning of studies Better counseling throughout the study time As a result of mobility options for joint degrees on the horizon Loose new statutes open to deliberate misinterpretations Regional and academic differentiation of universities Short-term tailoring of studies and degrees for occasional demand Degrees do not respond to demand of society and working life Supply and demand in HE do not meet

3 SWOT: Mobility and EHEA Fairly wide variety of courses and programmes offered in English Financial support for mobility is adequate, likewise other support systems Recognition of studies taken abroad exists regardless of different HE systems Seen from Southern Europe Finland is exotic and appealing Agreements and networks in exchange and mobility work well Selection of foreign degree students inadequate if the number students increases (documents) Reports to EU Commission are voluminous Information on studies insufficient for international students Too many weak links in the networks cause inefficiency International activities are not everyday bread in all departments (differences in activity) Mobility support (in euros) is not enough. This increases social differentiation of mobility In international context Finnish education system is quite strong and effective Programmes taught in English give good basis for internationalization Students have their say in university administration Virtual learning (Virtual University), open university sector and life-long learning well-established Transparency increases vis-à-vis studies and degrees Differences in study culture cause difficulties International activities burden some departments Studies abroad tenuously connected to the content and orientation of home curriculum Real meaning of EHEA is obscure or its effect on smaller countries will be negative Is Finland too cold, remote and ultima thule for larger numbers of foreign students and teachers? Internationalization occurs at expense of national system or is detrimental to it

4 SWOT: ECTS and national credit system Good and long experience (over 20 years) of credit system Credit system good for students and teachers evaluating the progress of studies Comparison of subjects in different institutions relatively easy Transparency facilitates students mobility to other university Tendency to increase student workload easy to avoid in curricular changes Defining grades and learning outcomes requires special commitment of teachers and students Always differences in evaluation of the workload in one university, on national and international level Requirements of the statutes (5-year degree) and reality are contradictory: study median and workload incompatible with regulations Defining learning outcomes is real challenge Student workload as a planning tool prevents curricular swelling and excessive credit accumulation Realistic allocation of workload/semester and year can be used in planning by students and teachers Introduction of ECTS enables deeper analysis of the curriculum (e.g. core analysis on subject and degree level) Normal distribution evaluation applied in the ECTS incompatible with smaller exam groups Defined learning outcomes do not ensure achievement, quality assurance definitely needed Mere conversion not enough when introducing ECTS, workload must also be (re)evaluated Accumulation of credits is a real challenge because the extent of degrees must be defined in credits

5 SWOT: Two-tier degree system (Ba-Ma) Good experiences of former BA-level degrees, which had good reputation on labour market Very flexible arrangements to combine various sciences (subjects) in the same degree Good co-operation on national level ( JOO ) Multidisciplinary institution is a strength as such New disciplines have clear work life relevance University monitors carefully the employment of graduates Finnish students claim increasing study support to enable full-time studies Terms in universities are rather short Are degrees with excess credits the right tool to secure employment after graduation? Adequacy of resources (resources to bridge the gap between polytechnic and university studies) Financing model of the universities does not support production of Bachelor s degrees Tampere offers degrees where work experience after B.A. and later M.A. studies are effectively combined Master s students with work experience are challenge to teachers and source of information to peers After B.A. transfer between fields would be acceptable and more rule than exception or disturbance Increasing goal-orientation in studies, individual study plans Co-operation with polytechnics beneficial on BA level Will study culture change alongside the degree structure? Will study times really be shorter? Are full-time studies possible? Will students still have to work during their studies? Separate admission process for M.A studies may delay studies New structure needs additional counseling resources, but will these resources come to universities? Divergent ideas about co-operation with polytechnics Bachelors not valued in the labour market

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