Cont ent s tt hh e set up of tt hh e surv ey assessm ent of dd im ensions and ind ic at ors tt hh e dd at a
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1 Classifying European II nst it ut ions of HH igh er Ed uc at ion Phase II; the survey Frans KK ai se r
2 Cont ent s tt hh e set up of tt hh e surv ey assessm ent of dd im ensions and ind ic at ors tt hh e dd at a
3 SS et up of tt hh e SS urv ey TT hh e qq uest ionnaires TT hh e sam ple Sampling methods Str atif ic ation cc rr iter ia TT he str ata in the rr esponse
4 TT hh e QQ uest ionnaires BB ased on CEI HH E II TT ww o separat e qq uest ionnaires on-line
5 TT hh e QQ uest ionnaires
6 TT hh e QQ uest ionnaires
7 TT hh e SS am ple SS am pling mm et hh od s SS am ple siz e and cc rit eria AA ge, siz e, rr egion SS am ple and response
8 TT hh e SS am ple AA ge of inst it ut ion
9 TT hh e SS am ple SS iz e (( enr olment)
10 TT hh e SS am ple RR egion (( UU N N def initions)
11 AA ssessm ent of tt hh e dd im ensions T T his dimension is essential ff or the pr of ile of ou r r institu tion
12 T T his dimension is essential ff or the pr of ile of ou r r institu tion 1 4 : r e g i o n a l e n g a g e m e n t 1 3 : c u l t e n g a g e m e n t 1 2 : l e g a l s t a t u s 1 1 : p u b l i c p r i v a t e 1 0: m o d e o f d e l i v e r y 9 : s i z e 8 : E u r o p e a n r e s e a r c h p r o f i l e 7 : i n t e r n a t i o n a l o r i e n t a t i o n 6 : i n n o v a t i o n i n t e n s i v e n e s s 5 : r e s e a r c h i n t e n s i v e n e s s 4 : l i f e l o n g l e a r n i n g 3 : o r i e n t a t i o n o f p r o g r 2 : r a n g e o f s u b j e c t s 1 ; t y p e s o f d e g r e e s o f f e r e d 0% 2 0% 4 0% 6 0% 8 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
13 AA ssessm ent of tt hh e II nd ic at ors VV alid it y RR eliab ilit y FF easib ilit y
14 VV alid it y; not problematic 9 b 9 a 7 d 7 c 7 b 7 a 2 a 1 a 0% 2 0% 4 0% 6 0% 8 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
15 VV alid it y; ss ome dd ou bts 1 2 a 1 1 b 1 1 a 1 0c 1 0b 1 0a 8 a 5 b 5 a 3 a 1 b 0% 2 0% 4 0% 6 0% 8 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
16 VV alid it y; potentially ch alleng ing 1 4 c 1 4 b 1 4 a 1 3 b 1 3 a 7 e 6 d 6 c 6 b 6 a 4 a 3 b 0% 2 0% 4 0% 6 0% 8 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
17 RR eliab ilit y; not problematic 1 4 a 1 3 b 1 3 a 1 2 a 1 1 b 1 1 a 1 0c 1 0b 9 a 7 d 6 d 6 c 2 a 1 b 1 a 0% 2 0% 4 0% 6 0% 8 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
18 RR eliab ilit y; ss ome dd ou bts 1 4 d 1 4 c 1 4 b 1 0a 9 b 8 a 7 e 7 b 7 a 6 b 6 a 5 a 4 a 3 b 3 a 0% 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0% 9 0% 1 00% s t r o n g l y d i s a g r e e d i s a g r e e a g r e e s t r o n g l y a g r e e
19 FF easib ilit y Time on collecting information E E as y y to collect EE xx is ting ss ou rces NN uu mb er of vv alid cas es OO vv erall ss core
20 FF easib ilit y 6 b 9 b 7 e 1 1 b 1 b 1 2a 1 a 9 a 2a
21 FF easib ilit y 4 a 1 4 b 6 d 8 a 7 d 7 c 7 b
22 FF easib ilit y 3 a 1 4 c 1 4 d 1 1 a 1 0c 3 b 6 c 7 a 1 4 a 1 0a 1 3 a 1 3 b 1 0b 5 6 a
23 cc hh allenging dd im ensions 3: 4 : 5 : 6 : 1 4 : p r o g r a m o r i e n t a t i o n L L L r e s e a r c h i n t e n s i n n o v a t i o n i n t e n s r e g i o n a l e n g a g e m e n t V alid ity Reliability X X f eas ibility V alid ity Reliability X X X X V alid ity F eas ibility X X X Reliability F eas ibility X X
24 TT hh e dd at a WW hh at are tt hh ey used for? WW hh at mm ay tt hh ey bb e used for?
25 WW hh at are tt hh ey used for? Calculate indicators A ssess f easib ility I dentif y and stress concep tual and def inition issues R eth ink ing th e role of indicators in institutional strateg ies
26 WW hh at mm ay tt hh ey bb e used for? Classification is about grouping ee ntitie s as a ww ay to re dd uce com ple xx ity A lim ited num b er of dim ensions A lim ited num b er of classes p er dim ension and p er indicator
27 WW hh at mm ay tt hh ey bb e used for? LL im iting th e e num be r of dd im ee nsions U sing concep tual considerations U sing em p irical considerations
28 LL im iting th e e num be r of dd im ee nsions Cluste ring dd im ee nsions using pe rce ptions of re le vv ance
29 LL im iting th e e num be r of dd im ee nsions 6.34* *.29* *.31* * 5.29* * 2.46* *.40 * * 1.30 * *.36* * * *.38* * 7.28* * 4.27* * 11.28* * 13.35* * 9.32* * 12.28* * 10
30 LL im iting th e e num be r of dd im ee nsions Cluste ring dd im ee nsions using pe rce ptions of re le vv ance Cluste ring dd im ee nsions using score s on ind icators
31 WW hh at mm ay tt hh ey bb e used for? R ed u ce/ aggregate d imens ions D etermine grou p ing criteria
32 %% international acad emic ss taf ff 5 0% 4 5 % 4 0% 3 5 % 3 0% 2 5 % 2 0% 1 5 % 1 0% 5 % 0% 0% 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0% 9 0% 1 00%
33 %% tu ition ff ee income 1 00% 9 0% 8 0% 7 0% 6 0% 5 0% 4 0% 3 0% 2 0% 1 0% 0% 0% 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0% 9 0% 1 00%
34 SS iz e; enrolment % 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0% 9 0% 1 00%
35 LL icens ing income (( as %% of total income) 1, 0% 0, 9 % 0, 8 % 0, 7 % 0, 6 % 0, 5 % 0, 4 % 0, 3 % 0, 2 % 0, 1 % 0, 0% 0% 1 0% 2 0% 3 0% 4 0% 5 0% 6 0% 7 0% 8 0% 9 0% 1 00%
36 SS iz e; acad emic ss taf ff % 2 5 % 5 0% 7 5 % 1 00%
37 WW hh at mm ay tt hh ey bb e used for? R edu c e/ aggr egate dimensions D eter mine gr ou ping c r iter ia F ill the ac tu al c lassif ic ation
38 WW hh at mm ay tt hh ey bb e used for? C onsent of indiv idu al H E I I mpr ov e ac c u r ac y and c ompleteness of data D ev elop v alidation pr oc edu r es
39 WW hh at ww ill it look lik e? DD epend s on int end ed use: D raf ting institutional p rof ile or F inding b ench m ark institutions
40 m WW hh at ww ill it look lik e? DD raft ing inst it ut ional profile c u l tu ra l pu b l / pri v regi o n a l type degree ra n ge s u b j ec t o ri en ta ti o n L L L o de o f del i v ery s i z e i n tern a t: res res ea rc h i n ten s i n n o v i n ten s i n tern a t; s tu d
41 WW hh at ww ill it look lik e? FF ind ing bb enc hh mm ark inst it ut ions
42 Conc lusion S urvey has b een m aj o r step f o rw ard i n c reati n g a c l assi f i c ati o n o f E uro p ean H E Is I ndicator dev elop m ent F easib ility and oth er op erational issues Com m itm ent of stak eh olders
43 Conc lusion C E IH E III T i m e to p ro d uc e the real thi n g!
44 Classifying European II nst it ut ions of HH igh er Ed uc at ion TT han k k yo u ff oo r yo ur atten ti oo n n!! This project has been funded with support from the European Commission. This presentation content refl ects the v iews only of the author. The Commission cannot be hel d responsibl e for any use which may be made of the information contained therein.
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