2. june 2009 aarhus university aarhus university

2. JUNE 2009

AARHUSUNIVERSITYAARHUSUNIVERSITY

VICE-CHANCELLOR LAURITZ B. HOLM-NIELSEN Bogotá, June 2009

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• A Global market for education and research

• European Higher Education Area (EHEA)

• Denmark’s policy

• Aarhus University’s strategy


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A global market for education and research

Distance has disappeared and now the challenge is for universities to stay

competitive in a developing global market for higher education and

research


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Global challenges for universities

• Increased mobility and competition

to attract the best

• Increased convergence of national

higher education systems (Bologna,

ECTS, EULAC etc.)

• Increased liberalization and trading

in educational programs (WTO-GATS)

• Increased competition for research

funding


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Exchange students to and from Denmark


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Destination choices of Danish exchange

students

Origin of international students in DK

Destinations and Origins

Good Reasons for Brain Circulation


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Positioning Denmark


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Positioning Denmark


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Global Rankings

Subjective Well-Being Index: Denmark

no. 1 (Source: World Values Survey, 2008)

• Global Competitiveness Index: Denmark

no. 3 (Source: WEF, 2009)

• Innovative capacity: Denmark number 5 in

the world (Source: DIW, Deutsche Telecom Stiftung)

• University systems ranking: Denmark

number 3, with only UK and Australia in

front (see Table 1) (Source: The Lisbon Council,

Policy Brief)


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Regions in the Rankings

Top 100 THE QS 2008 SJT Ranking 2008

US 37 58

Europe 36 34

Australia/New Zealand 8 0

Asia Pacific 13 8

Canada 5 0

Latin America/Africa 0 0


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Rankings controlled for population size

Times Higher top100 2008

• 2 Danish Universities (1 : 2.5 mio.)

• 17 UK Universities (1 : 3.5 mio.)

• 4 Dutch Universities (1 : 4 mio.)

• 2 Swedish Universities ( 1 : 4,5 mio.)

• 37 US Universities (1 : 8 mio.)

• 3 German Universities (1 : 27 mio.)

Shanghai top100 2008

• 4 Swedish Universities (1 : 2.3 mio.)

• 2 Danish Universities (1 : 2.5 mio.)

• 11 UK Universities (1:5.5 mio.)

• 54 US Universities (1: 5.5 mio.)

• 2 Dutch Universities (1 : 8 mio.)

• 6 German Universities (1 : 14 mio.)

Countries in the Rankings


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Key principles of the Bologna declaration

Key principles adopted by Ministers of Education of 29 European

countries in Bologna, June 19, 1999:

•Adoption of a system of readable and comparable degrees

•Adoption of a system based on 2 cycles, undergraduate and graduate

•Establishment of a system of credits (ECTS)

•Promotion of mobility

•Promotion of European co-operation in quality assurance


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Years


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2009 Leuven Communiqué• The 46 countries participating in the Bologna Process have adopted the

Leuven/Louvain-la-Neuve Communiqué, setting out the priorities for the

European Higher Education Area (EHEA) for the next decade

• Excerpts from the communiqué:• Learning for the future: European higher education priorities for the decade

to come:• Social dimension: equitable access and completion• Mobility: by 2020 20% of all students should have a study period abroad• Mobility: facilitate mobility of early stage researchers• Lifelong Learning • International Openness

• The organisational structure• Interaction with experts and policy makers from other policy areas - e.g.

research, immigration, social security, employment


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Denmark’s policy

The Globalisation Council (2005)

Members• Chaired by the Danish Prime Minister• Ministers of Finance, Trade & Industry, Science & Technology and

Education• Representatives from the key sections of the Danish Society (from trade

unions, industrial organisations, companies, the education and research community, and the Danish Government)

Function• Advisory Council to the Danish Government

• Answer the question: How does Denmark maintain it’s position as one of the wealthiest countries in the world and a country with strong social cohesion?


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The Government’s objectives

Progress, Innovation and Cohesion

• Denmark shall stay among the most attractive countries in the world to live

and work in – also in 10 and 20 years from now.

• Denmark shall remain a country where everyone is optimally equipped to

unfold their abilities and create prosperity for themselves and for others

• A country that has a global outlook and plays an active role in the world

community.

• A country where everyone participates in the renewal process and where

everyone shares in progress and cohesion.


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World top level universities The Government’s objectives

• Danish universities should be comparable to global top performing universities.

• Universities should develop attractive academic environments and hereby contribute

to attracting and retaining highly qualified labour and companies in Denmark.

Three steps to reach the objectives

• Professionalising universities

• Reorganising HE&R institutions

• Modernising the funding compact


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Key principles for research and education

• Fewer and stronger regional university colleges (8)

• Fewer and stronger internationally competitive research universities (8)

• 50% of the population in higher education

• New education programmes combining theory and practice

• Support for elite study programmes

• Concentration of the elite science

• Better use of infrastructure, laboratories, equipment etc.

• Closer cooperation between science and industry


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New governance and legal framework

The research universities in Denmark:

Are self-governing institutions with small external Boards

Have new management structure with a Vice-Chancellor being CEO-like

Merged with national institutions and laboratories on Jan. 1, 2007

New University Act (2003, revised 07, ”midterm” evaluation 09)

New Accreditation Act (2007)


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A new funding compact New funding compact (reaching the Barcelona Target in 2010 – 3% of GDP)

Public funding for education follows productivity (quality and quantity). New

resources for increased enrollment.

Public funding for research: 50% direct, 50% in competition

Funding of demand and supply in knowledge transfer system:

- private: proof of concept, innovation, joint ventures

- public: monitoring, analysing, strategic research

Each funding element will aim at full cost financing with overhead, and at larger, multi-year grants or contracts


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Consolidation of HE and ResearchDanish universities and research institutions were reorganized in

order to:

Engage more of the researchers in education and enable new study

programmes

Consolidate the national innovation system

Strengthen applied (government) research

Increase international visibility, research impact and competitiveness


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AU reaches all sectors of society


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Two University Structures

Training of researchersEducation

Education

Research

Research

Outreach

Outreach


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Modern University of Knowledge Society

Education

Outreach

Studyprogrammes

Post.Docs

Ph.d.Research

Researchprograms

Training of researchers

Student +Professors


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This is how AU looks at the beginning of 2009

• 25% of the combined public research

• 9,500 publications (80% original research and 20% dissemination)

• 35,500 students (14,500 BA; 19;500 MA; 1,500 PhD)

• Graduation per year: 2,750 BA; 3100 MA; 250 PhD

• 80 Bachelor’s and 120 Master’s degree programmes

• 4,000 subject modules and individual courses

• More than 10,000 members of staff

• Budget USD 1 billion; liquidity USD 250 million – Accumulated external

grants USD 350 million Equity USD 200 million (non infrastructure)


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Income and expenditures at AU

Research 42%

Education 27%

Other 3%

Administration 9%

Overhead forexternal funds& research 5%

Other 12%

Competitve researchfunds22%

Basic research 32%

Interest 1% Education 22%

Research-based advice 6%

Buildings 19%


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Main Academic areas (%)NERI 7%

DJF 15%

NAT 23%

SUN 19%

HUM 8%

TEO 1%

DPU 7%

SAM 10%

ASB 10%


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The vision of Aarhus University

is to belong to the elite of universities

and to contribute to the development

of national and global welfare


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Strategy 2008-2012 for Aarhus University


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Concluding Remarks

• Interacting in the same global market – El Mundo es un pañuelo

• Drastic measures must be taken to meet the challenges of the globalisation

• Educate more PhD’s• Language and Culture• Attract international talent• National and International Innovation Systems• Improve infrastructure

• Which are the most urgent challenges for Colombia?

2. JUNE 2009

AARHUSUNIVERSITY

Muchas Gracias!

[email protected]

Aarhus University Publications:

http://www.au.dk/en/policy/strategy

http://www.au.dk/en/0809/order

http://www.au.dk/en/key_figures


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Vice-Chancellor Lauritz B. Holm-Nielsen

Selected boards and councils• 2008- Board member EUA• 2008- Commisioner of the Prime Ministers Africa Commission• 2008- Chairman, Nordic University Collaboration• 2006- Vice-Chairman, Danish Rectors Conference• 2000-01 Vice-Chairman, Danish Research Commission• 1989-93 Chairman, Nordic Academy for Advanced Study• 1985-87 Chairman, Danish Science Research Council

Positions• 2005- Vice-Chancellor, Aarhus University• 1993-05 Lead Higher Education Specialist, World Bank, • 1986-93 Rector, Danish Research Academy• 1983-85 Director, Botanical Institute, Aarhus University • 1976-79 Dean, Faculty of Sciences, Aarhus University • 1979-81 Professor, P. Universidad Católica, Quito, Ecuador• 1972-86 Associate Professor of Botany, Aarhus University

2. june 2009 aarhus university aarhus university

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