TEMPLATE FOR
NATIONAL REPORTS: 2005-2007
A. Background
information on your Higher Education system
Details
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Country |
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Date |
DEC 15, 2006 |
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BFUG member
(one name only) Position |
BACHER
Gottfried |
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Email
address |
Gottfried.bacher@bmbwk.gv.at |
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Contributors
to the report |
Federal
Ministry of Education, Science and Culture, Rectors´ Conference, Austrian
Exchange Service, Council of the
Universities of Applied Sciences, (Fachhochschulrat
FHR), Association of Universities of Applied Sciences (Fachhochschul-konferenz, FHK) Major abbreviations used: HEI - higher education institutions
UAS - Universites of Applied
Sciences (Fachhochschulen) TTC – Teacher Training
Colleges (Pädagogische Akademien) TTU – Teacher Training
Universities (Pädagogische Hochschulen),
will be operative as of October 2007 NQF .- National
Qualification Framework |
Main
achievements since
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1. Describe the important developments relating
to the Bologna Process, including legislative reforms, since - national process to establish a NQF was started in 2006 - amendments of University Act 2002: the reform of doctoral
programmes towards PhD programmes lasting at least 3 years; the
decision to name academic degrees in English (bachelor, master,
PhD), also for UAS; -
Teacher training colleges will convert to
bachelor programmes as of Oct. 2007,
when the new Bundesgesetz
über die Organisation der Pädagogischen Hochschulen und ihre Studien
( Act on reforming teacher training colleges,
in short “Teacher Education Act”) will turn them
into teacher training universities. It will convert the training of teachers for
primary and lower secondary education from non-degree to bachelor programmes. |
National
organisation
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2. Describe any changes since Please
include: ·
whether higher education institutions
(HEIs) report to /are overseen by different ministries: certain post-secondary institutions are overseen by the
ministries responsible for the subject areas, e.g. agriculture, social
welfare, health, etc. ·
how funds are allocated to HEIs: For universities, funds are allocated for 3 years on
the basis of performance agreements, part of the funds are formula-based. UAS
are financed by the government on the basis of student numbers, and in
addition receive funds from the legal persons who maintain them. TTC are
directly funded by the Ministry. ·
areas for which HEIs are autonomous and
self governing: Universities are fully autonomous
in academic matters (curricula) and organization (within the framework
proscribed by the University Act 2002), Fachhochschulen
(universities of applied sciences – UAS) are maintained by independent
legal persons and are subject to accreditation by the UAS Council. |
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3. Describe any changes since - The post-secondary sector is divided into universities,
universities of applied sciences,
private universities, and non-university post-secondary institutions - 22 public higher education institutions (same as in 2005).
These include the 3 medical
universities and the University of Continuing Education Krems, which is governed
by a separate legal regulation. - 10 private HEIs (one less than in 2005) - 18 Universities of applied sciences/UAS (same as 2005) . - 27 Teacher Training Colleges - A new institution, mainly for research and PHD programmes was established in 2006 by
the Federal Law on the Institute of
Science and Technology
– Austria (ISTA). ·
the number/percentage of students (below
doctoral level) admitted in academic session 2005-2006 to each type of
institution: public universities: 33.804 / 77.4% universities of applied sciences: 8.364 / 19.1% private universities: 1.532 / 3.5% total:
43.682 /100.0% teacher training colleges:
1,924 (no ba/ma structure until Oct. 2006) ·
the extent to which different types institutions
are covered by the same regulations: The
universities, the universities of applied sciences, and the teacher training colleges
are covered by different legal regulations. |
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Partnership
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4. Describe the structure which oversees the
implementation of the Bologna Process in your country. A national Bologna follow-up group consisting of
representatives of the responsible ministries and authorities, as well as
representatives of the higher education sector (e.g. Rectors´ Conference,
Association of UAS, UAS-Council, Conference of the Teacher Training Colleges,
the Austrian Students´ Union, the Austrian Agency for Quality Assurance,
Ministerial representatives….) was established in 1999. The national
follow-up group is - among other things - responsible for the preparation of
the Austrian contribution to the European follow-up process and for the
elaboration of the Austrian position for the Bologna Ministers´ conferences,
and ensures the flow of information within Austria. All Austrian universities and UAS have nominated
a Bologna Coordinator who is responsible for promoting the implementation of
the institution. A national Besides there are thematic working groups active
on all levels to consider the stake holders´ needs and experience in
implementing the individual Bologna objectives (e.g. working group on joint
degree programmes, committee for international affairs of the UAS,
international forum and teaching forum of the Rector´s Conference,..). The Bologna Follow-up Group includes the Bologna
Promotors and invites experts to cover specific topics during its regular
meetings. |
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5. Describe the arrangements for involving
students and staff trade union/representative bodies in the governance of
HEIs. Please
include: ·
precise references (preferably with
web links) to any legislation (or equivalent) in place to ensure students and
staff are represented on HEI governing bodies: The Universities Act 2002 provides for student codetermination, particularly in
respect of study programmes, teaching, quality assurance, and the use of
university fees. weblink: Universities Act 2002: http://www.bmbwk.gv.at/fremdsprachig/en/univ/un_index.xml;
and UAS Studies Act: www.fhr.ac.at/index_en.htm ·
the role of students in the
governance of HEIs: At universities, students
must be represented in the Senate. At least 25% of the persons making up the
collegial body dealing with study-related matters must be students. At UAS, the Evaluation
Regulation of the UAS Council determines the following: (1) Student
representatives are to be involved in the process of self-evaluation in
an adequate manner. (2) The course-providing body shall submit the
self-evaluation report together with a student representatives’ statement to the UAS Council
by 28 February of the same year in which the external evaluation takes place. ·
the role of staff trade union/representative
bodies in the governance of HEIs: Each university
must establish an equal opportunities working group responsible for avoiding
gender discrimination by university bodies and for advising and supporting
the university members and governing bodies on issues relating to equal
opportunities and the advancement of women. Works councils represent the
interests of university academic and general/administrative staff in
accordance with the Austrian Labour Relations Act. At TTC student and
staff are represented on programme committees. |
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6.
Describe the measures in place to ensure the
co-operation of business and social partners within the Bologna
Process. In the UAS sector cooperation with the world
of business and social partners is provided on a legal basis. UAS study
programmes are profession-oriented. The curricula are designed in close
cooperation with experts from industry or the public sector following several
analyses of the needs of the job market (section 12 paragraph 2 number 9 and
paragraph 3, UAS Studies Act). Consequently the implementation of the At
UAS, the involvement of professionals in the external quality assurance system of the Austrian UAS sector
takes place at five main levels: -
in the context of the
design of new programmes the development team must include at least two
experts with a professional background (legal basis) -
in the context of
carrying out a programme teaching staff from business and industry play an
important role (legal requirement) -
in the context of the
evaluation of programmes or institutions – as a condition for the
re-accreditation – a review-team must include at least one member with
management experience gained in a business or non-profit organisation
(institutional evaluation), and/or one member with relevant practical
experience (programme-related evaluation) -
in the context of the
decision-making body the UAS Council must include at least eight members with
professional backgrounds -
in the context of applied
research and development which the institutions are legally obliged to carry
out, the UAS Council requires e.g. that an application for accreditation
provides also information about existing collaboration with R&D and
scientific institutions at home and abroad as well as with enterprises (small-
and medium-sized enterprises in particular) -
Similarly, universities invite experts from the
world of business and industry to teach and lecture in various degree and
non-degree programmes, and they ask for the input of business and social
partners when it comes to designing curricula. |
B. Main
stocktaking questions, including scorecard elements
Degree system
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(Scorecard
and Eurydice) Stage of
implementation of the first and second cycle 7. Describe the progress made towards
introducing the first and second cycle.
Please include: ·
the percentage of the total number of
students below doctoral level enrolled in the two cycle degree system in
2006/07: |
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(
Eurydice ) Winter term 2005 (winter-term-2006 data will be
available by the end of January 2007
As
of fall 2006, 42% of all university
study programmes, and 77% of all UAS
study programmes, follow the BA/MA study structure. The relevant student
numbers will not be available before the end of January 2007. Therefore the student numbers given in
the table above date from the winter term 2005. TTCs will not convert to
bachelor programmes until Oct. 2007, when the new Teacher Education Act , which
will turn them into teacher training universities, TTU) will become effective. It will convert the training of teachers
for primary and lower secondary education from non-degree to bachelor
programmes. A total of 14,138 persons is currently enrolled at TTCs Stage of
implementation of the third cycle 8. Describe the progress made towards
implementing doctoral studies as the third An
amendment of the Universities Act in 2006 created the legal basis for
introducing doctoral studies fully in line with the Bergen Communiqué. The
minimum required study period for doctoral
studies was changed to 3 years,
without usage of credit points. Admission to doctoral studies, which
is also granted to graduates of universities of applied sciences, requires a
Master degree. After completion of at least 3 years of doctoral studies, the title of Doctor or PhD may be
awarded. Universities
within their autonomy need to assume responsibility for ensuring that the doctoral
studies they offer include appropriate training in transferable skills as well as supervisory and assessment procedures. Dissertation agreements may be concluded between doctoral
candidates, supervisors and universities. These agreements may, for instance,
allow for annual evaluations on a
candidate’s progress in addition to admission procedures. Interdisciplinary,
inter-university and international aspects shall be taken into account in the
composition of the supervisory teams. These
recommendations are based on a national position paper, which also stresses
that the purpose of doctoral
studies is the advancement of a candidate’s aptitude to conduct original research on the basis of the qualifications that
she or he acquired during Master–level studies. Specific learning outcomes shall be defined for individual
disciplines and study programmes. Curricula of doctoral programmes shall be more structured in the future. In
some disciplines, this may also lead to more coursework. Admission
to the former doctoral studies with a workload of at least 120 ECTS will
end in 2009/2010. These studies must be completed by 2017. Please include: ·
the percentage of 3rd
cycle students following structured doctoral programmes: The
over-all number of students enrolled in doctoral studies at Austrian
universities, winter term 2005/06, was about 17,000 students (46% women). The
number of students following structured doctoral programmes was 45 (19
women), a percentage of less than 1%. The number of students in structured
doctoral programmes is expected to increase in the next few years: in the winter
term 2006/07, e.g. 5 new structured programmes are starting at the ·
the normal length of full-time
doctoral studies: the legal requirement for the duration of old doctoral study
programmes is 4 semesters. Doctoral
studies are in many cases carried out parallel to holding a job and thus take
longer on the average. ·
the elements that are included in
doctoral study programmes, e.g. do they include taught courses or independent
research only: doctoral study programmes include
taught courses as well as independent research. Generally, they tend to
emphasize the thesis, although course work is more relevant in the natural
and technical sciences. The future orientation of doctoral programmes is
characterized by a more structured and multidisciplinary approach as well as providing
transferable skills as described above. ·
the supervisory and assessment
procedures for doctoral studies: supervision is
to be secured by a contract, and regular progress reports should be made. ·
are doctoral studies included in your
country’s qualifications framework and are they linked to learning outcomes: they will be included, work on the Austrian NQF has
just started. ·
are
interdisciplinary training and the development of transferable skills
integrated in doctoral studies: yes, see above
·
are credit points used in measuring
workload in doctoral studies? the use of credits
was discontinued, in line with the results of the discussions after the |
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(Scorecard
and Eurydice ) Access[2]
to the next cycle 9. Describe the arrangements for access
between the first and second cycles and second and third cycles. Please include: ·
the percentage of first cycle
qualifications that give access to the second cycle: 100% ·
if appropriate, the percentage of
first cycle qualifications that give access to the third cycle: ·
the percentage of first cycle qualifications
that give access to both the second and third cycles: ·
the percentage of second cycle
qualifications that give access to the third cycle: 100% ·
specify any first cycle qualifications
that do not give access to the second cycle: none ·
specify any second cycle qualifications
that do not give access to the third cycle: none ·
specify any examples where bridging
courses are necessary to transfer between cycles in the same subject area: Students who complete master programmes at universities
of applied sciences in less than 4 semesters have to take bridging courses to
be admitted to third cycle programmes. ·
any measures planned to remove
obstacles between cycles: there are no obstacles. |
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(Scorecard
and Eurydice ) Implementation
of national qualifications framework 10. Describe the stage of implementation of the
national qualifications framework to align with the overarching Framework for
Qualifications of the EHEA[3]. The Austrian
government has decided to adopt a
National Qualifications Framework and to connect it with the EQF. The
discussion process on the topic has started; studies were initiated and are partly
finished (e.g. an analysis of the EQF in the context of tertiary education
based on a comparison of selected countries. The developing and consultation
process including all stakeholders will start in 2007 and will be supported
by a research group representing higher, vocational and adult education as
well as several interest groups. |
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11. What measures are being taken to increase
the employability of graduates with bachelor qualifications? Apart from information activities e.g. together with social
partners to acquaint the labor market and potential employers as well as
staff of guidance and career service points with the new degree structure there
are no specific measures taken by the government at the moment. Curricula are
developed autonomously by the universities. The provision of scientific
pre-vocational education and qualification for science-based professions is
the task of the universities by law. So far there is no statistical data
available on university practice in this respect. The provider of a UAS programme must carry out a survey on the
need for and the acceptance of the planned degree-programme and must present
it to the UAS Council for accreditation. Please include where possible: ·
the percentage of first cycle
graduates who found employment after graduating in 2005/06: (n.a.) ·
the percentage of first cycle
graduates who continued into the second or third cycles in 2005/06: 74% of first cycle graduates (4,159 graduates between
academic years 2001/02 and 2005/06) at public universities pursued master
studies right after their bachelor studies; another 14% were admitted to
second-cycle studies within 3 years after their first graduation. ·
the extent to which this is expected
to change in 2006/2007: It is too early to make
any predictions, as only a small number of students has graduated yet in the
new system. |
Quality
assurance
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(Scorecard
and Eurydice) National implementation
of the Standards and Guidelines for QA in the EHEA[4] 12. To what extent is your national system of
QA already in line with the Standards and Guidelines for QA in the EHEA? The European Standards and Guidelines have been the
subject of information activities in the whole HE sector and provide guidance
in the development of evaluation and accreditation procedures. In accordance with the European Standards and Guidelines
(ESG), legal regulations for Higher Education (Public and Private
Universities, UAS) emphasize the responsibility of HEI for quality assurance
and require them to develop institutional quality management processes. AQA,
the Austrian Agency for Quality Assurance, has developed an external
procedure for guidance and future certification of institutional Quality Management
processes for public universities. The accreditation standards for private
universities include the requirements that are set out in the ESG for
internal quality assurance within the private universities. The ESG are progressively seen as a reference for
external evaluation and the accreditation of study programmes and
institutions. The Austrian Agency for Quality Assurance will
undergo a review process with respect to the ESG that will be co-ordinated by
ENQA in 2007. The UAS Council (FHR) and
the Accreditation Council for private Universities (AR) will undergo national reviews. These reviews are expected to provide
feedback about the progress of implementing the ESG in |
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(Scorecard
and Eurydice) Stage of
development of external quality assurance system 13. Describe the quality assurance system
operating in your country. The following action has been taken to develop a
unified national approach to quality assurance in higher education: The Austrian Agency for Quality Assurance (Österreichische Qualitätssicherungsagentur -AQA) was founded in late 2003 and became effective
in the spring of 2004. The Agency is a joint initiative of the Austrian
Rectors’ Conference, the Austrian Association of Universities of Applied
Sciences, the Association of Private Universities, the Austrian Students´
Union, and the Federal Ministry for Education, Science and Culture. AQA is an
autonomous service agency set up to assist all higher education institutions:
the universities, the universities of applied sciences and the TTUs in creating their respective quality management systems.
The Agency’s responsibilities include the development of standards and
procedures for quality assurance in higher education, the coordination of
evaluation procedures for study programmes and institutions, counselling and
supporting higher education institutions in the development and
implementation of internal quality assurance processes, as well as the
certification of quality management processes. In accordance with
international standards for quality assurance and evaluation agencies, AQA
publishes a summary of the results of evaluations with the agreement of the
higher education institutions concerned. The scientific steering group of AQA
includes a majority of foreign experts. The independent UAS Council
is the accrediting body of the UAS Sector. Its duties are regulated by the UAS
Studies Act and comprise accreditation, advice to the ministry, and the
promotion of the quality of teaching and learning, innovation and further
education, as well as the monitoring of the UAS sector. A summary based on
the evaluation report is published on the website of the UAS Council with the
agreement of the institution concerned. The findings – and especially the
implementation of the recommendations resulting from the follow-up –
contribute to the re-accreditation decisions of the UAS Council. According to
the 2004 Evaluation Decree of the UAS Council, at least one member of a
review team in universities of applied sciences must come from a similar
higher education institution abroad. The independent Akkreditierungsrat (Austrian Accreditation Council, AAC) is the
accrediting body for the private university sector. In addition, it monitors
the private university sector and the maintenance of the required quality
standards. The findings of site visits by external experts are used for
accreditation and re-accreditation decisions by the Accreditation Council, the majority of whose members are
international experts. Due to current legal restrictions the expert reports cannot
be published in their entirety. The Universities
Act 2002 (Art. 14) lays down the obligation on the part of
universities to establish an internal quality management system.
Several elements are specifically mentioned: continuous internal evaluation,
evaluation of the activities and performance of university teachers and external
evaluation initiated by the university council, the rector or the Federal
Ministry for Education, Science and Culture. Performance agreements (Leistungsvereinbarungen)
are a key concept in establishing a university´s profile and services and
provide a basis for the funding of public universities (which account for
appr. 90% of students in higher education). University responsibilities and
the achievement of stated goals are taken into consideration in the
negotiation process. Quality assurance measures are considered in the
performance agreements and are conducted in accordance with international
standards and generally accepted procedures. In the performance agreements,
quality assurance measures such as institutional evaluations, accreditations,
certifications and also quality audits are included. However, accreditation
is not obligatory for universities. The UAS Studies Act of 1993 founding the universities of
applied sciences (accounting for around 8% of
students in higher education) contains regulations for their internal
quality assurance procedures (e.g. regular evaluation of courses through
student surveys). It also prescribes an obligation for accreditation and
re-accreditation of study programmes (after a maximum period of five years)
by the UAS Council. The 2004 Evaluation Decree specifies the procedures for
the external evaluation of study programmes and institutions with a view to
their re-accreditation. The decision to re-accredit is generally taken on the
basis of external evaluations, which is co-ordinated by an independent
quality assurance agency. The external evaluation process follows three main
stages: (1) self-evaluation and a report, (2) a site visit by an expert team
of at least three members, and (3) an evaluation report and follow-up. The 1999 University Accreditation Act regulates the
accreditation procedures for private universities (accounting for
around 2% of students in higher education) and establishes the
responsibilities and decision-making powers of the Austrian Accreditation
Council. Under the regulations of the Act, private universities have to
submit an annual development report, as well as documentation and the results
of evaluation procedures in the areas of teaching and research carried out by
the university. Accreditation, which lasts for five years, is based on a site
visit by an expert panel. The AAC decision must be approved by the
responsible federal minister. The evaluation procedures which are applied in a
similar manner by all the accreditation and evaluation bodies are based on
three general stages: self-evaluation/documentation, external evaluation,
including peer review and a follow-up. |
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(Scorecard
and Eurydice) Level of
student participation 14. Describe the level of student participation
in your national quality assurance system. The Austrian Student Union (ÖH), representing
mainly students of the public universities is a member
organisation of AQA, and represented on its management board and in its
general assembly. The Universities Act 2002 makes student evaluations
obligatory at public universities. Student involvement in the UAS sector is determined
in the Evaluation Regulation of the UAS Council in that student
representatives are to be involved in the process of self-evaluation in an
adequate manner and in that the course providing body has to include the
students statement to the self-evaluation report provided for the UAS
Council. The Austrian Accreditation Council involves students as
interview partners. As a rule the Austrian Accreditation Council contacts
representatives of student unions at private universities if they are already
established. The AAC invites student representatives of private universities
to a round table discussion as a communication tool to bring forward their concerns.
Furthermore a questionnaire is given to students to gain information for the
external review of the AAC. |
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(Scorecard
and Eurydice) Level of
international participation 15. Describe the level of international
participation in your national quality assurance system. The Austrian Agency for Quality
Assurance is a full member of the International Network for Quality Assurance
Agencies in Higher Education (INQAAHE), of the Central and Eastern European
Network of Quality Assurance Agencies (CEEN) and is candidate member of the
European Association for Quality Assurance in Higher Education (ENQA), having
applied for full membership. The UAS-Council and the Austrian Accreditation
Council are full members of ENQA and INQAAHE, as well as the founding members
of the D-A-CH Network (a regional network of accreditation agencies in
Germany, Austria and Switzerland). They are also members of the European
Consortium for Accreditation in Higher Education (ECA) and of the CEEN. The UAS
Council is a member of the Joint Quality Initiative. Members of the Austrian Quality
Assurance and Accreditation Bodies serve
frequently as experts in accreditation/evaluation procedures of other
European QA-agencies. |
Recognition of
degrees and study periods
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(Scorecard
and Eurydice ) Stage of
implementation of Diploma Supplement 16. Describe the stage of implementation of the
Diploma Supplement in your country. Please include: ·
the percentage of students graduating
in 2007 who will receive a Diploma Supplement: based
on the University Act 2002 all
graduates have received the Diploma Supplement in a widely spoken European
language, free of charge, and automatically since 2003. The EU/CoE/UNESCO
format has been slightly adapted to allow for some Austria-specific terms to
be found in the Universities Act 2002. Also the UAS and TTCs issue DS
according to the commonly agreed principles. |
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(Scorecard) National
implementation of the principles of the Lisbon Recognition Convention 17. Describe the stage of implementation of the
main principles and later supplementary documents[5] of
the Lisbon Recognition Convention. Please
include: ·
whether your country has ratified the
convention (including depositing ratification instrument at either CoE or
UNESCO): The Lisbon Convention became effective
in ·
whether all appropriate legislation complies
with the legal framework of the Convention and the later Supplementary
Documents: Yes ·
which of the following principles are
applied in practice: -
applicants’ right to
fair assessment: laid down in Universities Act 2002, art. 64; and in UAS Act,
art. 4: http://www.bmbwk.gv.at/fremdsprachig/en/univ/un_index.xml -
recognition if no
substantial differences can be proven: laid down in Universities Act 2002,
art. 64, 78, 90); and in UAS Act, art.
4 and 5) -
demonstration of
substantial differences, where recognition is not granted: laid down in
Universities Act 2002, art. 64; and in UAS, art. 4 and 5 -
provision of
information about your country’s HE programmes and institutions: http://www.bmbwk.gv.at/universitaeten/uw/hs_links.xml ·
whether you have a fully operational
ENIC: Yes ·
any action being taken to ratify or
fully implement the Convention and the later Supplementary Documents: Austria signed the Convention in 1997 and ratified it on February 3, 1999. It became
effective on April 1, 1999. |
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(Scorecard
and Eurydice) Stage of
implementation of ECTS 18. Describe
the credit and accumulation system operating in your country. ·
the stage of implementation of ECTS
in academic year 2006/2007: It can be safely said
that all Austrian universities are implementing the ECTS for all bachelor and
master programmes. The missing finishing touches are due to the fact that not
all of them are applying the student-work-load-centred approach strictly
enough yet. The same is true for the UAS. There
are some fields of studies at some universities who are still discussing how
to implement the 2-tier study system and, consequently, the ECTS. At
TTCs, the ECTS is used voluntarily for
the time being, and will be obligatory as of Oct. 1, 2007, when they convert
to TTUs. ·
the percentage of first and second
cycle programmes using ECTS in academic year 2006/2007: All BA and MA programmes must use and are using credits
in accordance with ECTS. ·
how any other credit or accumulation
system in use relates to ECTS: is it compatible with ECTS; what is the ratio
between national and ECTS credits: there are no
other credit systems in use in |
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19. Has your country produced a national plan
to improve the quality of the process associated with the recognition of
foreign qualifications[6]?
If so, give a brief description of the plan and attach a copy. The
Austrian NARIC (National Academic Recognition Information Centre) is the official
contact point for all kinds of questions concerning trans-frontier
recognition in the field of higher education. The
activities of ENIC NARIC AUSTRIA focus on the following activities: -
Documentation of higher education in -
Contacts: Representation of -
Special Project: Studies and
conferences in relevant areas -
Service: Comparative recommendations,
assessment of foreign higher education qualifications, advisory activities,
coordination of the implementation of relevant agreements -
PR: Information events,
information brochures, internet service |
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(Scorecard) Recognition
of prior learning 20. Describe
the measures in place to recognise prior learning, including non-formal and
informal learning. The
University Act 2002 provides for an alternative admission procedure to be
handled by the universities themselves. This also holds for non-degree
university programmes, if they are quantitatively and qualitatively
comparable to international master programmes. The UAS Study Act foresees
alternative admission criteria for UAS study programmes, especially in the
form of relevant professional qualifications. The number of students who
enter UAS on the basis of a completed apprenticeship and relevant
professional qualifications has decreased. This might be due to the fact that
more persons without a secondary school leaving diploma (which constitutes
the traditional university admission requirement) are now entering
universities on the basis of a special university entrance exam, which is
also based on relevant professional qualifications. |
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21. Describe legislative and other measures
taken by your country to create opportunities for flexible learning paths in
higher education. To
foster integration of ICT in teaching and learning at universities the
ministry set up an invitation for tender in 2005. Universities and
Universities of applied science are invited to develop their typical blended
learning-strategy and implement it. By 2006 nearly half of universities use
ICT to serve students and teachers. Also TTCs apply ICT in teaching and
learning. A
national consultation process aimed at drafting a national LLL strategy was
launched by the Ministry of Education, Science and Culture in 2006. It
involves all national stakeholders, including the whole education system,
adult learning associations as well as employers´ and employees´
representatives. |
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(Scorecard
and Eurydice) Establishment
and recognition of joint degrees 22. Describe the legislative position on joint
degrees in your country. Please
include: ·
the stage of implementation of any
legislation to establish joint study programmes: There
are various programmes running at different stages of implementation. As yet
no statistical data are available. ·
whether joint[7]
degrees are allowed and encouraged in legislation. The
Universities Act 2002 includes provisions for Joint Degree Programmes as does
the relevant piece of legislation for the UAS. ·
whether joint degrees are allowed and
encouraged in all three cycles: yes ·
an indication of the percentage of HEIs
that have established joint programmes and are awarding nationally recognised
degrees jointly with HEIs of other countries: n.a.
·
any action being taken to encourage
or allow joint programmes. A “Joint Diploma
Recommendation” by ENIC NARIC |
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C. Current
issues in Higher Education
Higher
education and research
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23. Describe the relationship between higher
education and research in your country - what percentage of research is
carried out in HEIs; are any steps being taken to improve the synergy between
HE and other research sectors. Austria
is fully committed to achieve the Lisbon goal of an expenditure of 3 % the
GDP for R&D by 2010. Investment in
R&D has grown dynamically over the past few years in Austria with the
government providing special funding
(e.g. 600 Mio € from 2004 – 2006) and additional funds being made available
through the establishment of the National foundation for Research, Technology
and Development (approx. € 125 Mio per year). For 2006, Statistik Austria estimates
that some €6.24 billion will be invested in R&D, corresponding to a
research rate of 2.43%. Compared to 1995, spending on R&D could thus be
increased by 131%, which means a yearly growth rate of 7.9 %. If the trend
continues, Austria will be able to achieve the set target of 3 %. In
setting up the Rat für Forschung
und Technologieentwicklung (Council for Research and
Technology Development; RFT) in 2000, the Federal Government created a body
to advise it on all issues of research, technology and innovation. The
overall framework conditions have been substantially improved by major
structural reforms such as the re-organization of the Austrian Science Fund,
the founding of Österreichische Forschungsförderungsgesellschaft
(Austrian Research PromotionAgency; FFG and the creation of the National
foundation for Research, Technology and Development. The founding of
Österreichische Forschungsförderungsgesellschaft (Austrian
Research PromotionAgency; FFG) in 2004, served the purpose of
combining research and advisory services operating in the field of national
and international application-oriented research and technology promotion
schemes. It combines all the major promotion schemes of the non-thematically
specified bottom-up type, structural research promotion (through,
ia.,competence centres) and thematically oriented research programmes. Besides, the policy approach is changing in
Austria as well: the envisaged role of coordinating and harmonising research
and technology agendas between public and private players is increasingly
moving away from targeted “control” to an impulse-giving, activating and
anchoring one, which supports the autonomous coordination of players involved
and monitors/supervises the political cycle. In implementing the University
Act of 2002 (UG 2002), Austrian
universities are faced with a fundamental change that has also far-reaching
consequences for the structure and dynamism of the science and innovation
system as universities are the main actors in scientific research in Austria
and carry out the majority of scientific research. |
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24.
What percentage of doctoral
candidates take up research careers; are any measures being taken to increase
the number of doctoral candidates taking up research careers? There is no data
available yet. Therefore Austria intends
to participate in the OECD/Eurostat/UNESCO project on “Careers of Doctorate
Holders”. The project will monitor the professional careers of doctorate
holders and will provide statistical data which are not available in Austria
at the moment. -
see also chapter 8 – “doctoral
programmes”, and chapter 2 – “legislative
reforms” -
“Researchers´ Mobility
Portal Austria” – www.researchinaustria.info, which is part of
the pan-European Researchers´ Mobility Portal
(http://europa.eu.int/eracareers). The
Ministry has established this Portal in order to provide doctoral candidates
and young researchers with information on legal, social, cultural, and
administrative matters concerning Austria (and other countries) as well as on
financial support schemes and job openings. -
In addition a network
called “Mobility Centres Austria” provides (young) researchers with the
above-mentioned information in a more detailed and personalized manner. This
Austrian network is part of the European ERA-MORE network. -
Doctoral Schools will
be funded by the Austrian Science Fund (FWF)
in order to develop well-structured and high-quality doctoral training
programmes. The focus will be on interdisciplinarity, transferable skills,
and on providing an appropriate research environment and international
experience. -
The Austrian Science
Fund provides funds for researchers to carry out projects which they
themselves propose. The funds are allocated to the best projects on the basis
of a peer review by international experts. |
The social
dimension
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25. Describe any measures being taken in your
country to widen access to quality higher education. -
Support measures for needy students have been improved since the academic year 2001/02: The number of study grants has been increased by 18% (2005/06:
48,461). The
number of students who receive a reimbursement of their tuition fees has been
increased by 27% (2005/06: 41,756). The
number of students who receive an extra grant for studying abroad has been
increased by 61% (2005/06: 2,000). -
Support measures for
needy students for studying abroad: Students receiving national grants who spend a study period
abroad keep their national support for up two years and can receive an extra grant to cover their additional
expenses abroad. These students also receive a reimbursement of their tuition
fees. Further support measures include partial coverage of travel
costs, scholarships for language courses and child support if the study
abroad period comes towards the end of a student´s study programme or during
a traineeship abroad. In addition, there is a special support programme for Austrian
students who study at non-Austrian universities close to the Austrian border
and non-Austrian open universities in the private sector where students may
receive special financial aid. For a detailed description of the Austrian support measures
please consult the Internet page of the Study Grant Authority (“Studienbeihilfenbehörde”) www.stipendium.at -
Towards the end of
upper secondary schools students receive career- and study-related
counselling, so they can take intelligent and informed decisions on which
field of study to enter in order to take up a specific career. Information
fairs covering study programmes and professional careers are held all over -
There are various
indirect federal aid schemes, which involve the following measures: family
allowance, health and accident insurance, tax benefits, subsidies for student
residences and restaurants, etc. |
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26. Describe any measures to help students
complete their studies without obstacles related to their social or economic
background. Grant Upon Completion of Studies The “grant upon completion of
studies” is designed to offer students who have been gainfully employed
during their studies the opportunity to complete them without stress at their
jobs, especially during the period of time needed for the completion of one’s
final diploma papers. This supportive measure is granted for a maximum of
eighteen months. Eligibility criteria include part-time
employment of at least 36 months in the previous four years, including
officially recognised periods of child care. The diploma paper must be in
progress and there must be only a few exams left. Gainful employment must be
given up for the period of time during which the grant is paid out. The age
limit is 41. The grant amounts to either 550 €,
725 € or 1000 € depending on the number of working hours of a student’s
recent gainful employment. Fully employed individuals receive higher grants,
others the respective percentage, such as half-time, three-quarters etc. An additional payment of 218 € will be
granted if there are children to be cared for. If the study programme is not
completed within six months after receiving the last payment, the entire grant
is to be paid back. The European Social Fund finances
46 % of this supportive measure. The Federal Ministry of Education,
Science and Culture, in cooperation with the Austrian Union of Students,
grants child care subsidies to students about to complete their study
programme, or students performing an internship in Austria or abroad. The supportive measure is granted
for a maximum of six months and amounts to up to 150 € per child. It is
co-financed by the European Social Fund with the objective of increasing the
percentage of gainfully employed students and/or post-graduates with
children. Most higher education institutions
run career counselling centers to provide students with a perspective of
their career potential and possibilities. |
Mobility
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27. Describe any measures being taken to remove
obstacles to student mobility and promote the full use of mobility
programmes. Apart from a variety of financial
aid measures for needy students (see also chapter 25: "social
dimension") an extensive range of scholarship programmes is available
for students and graduates alike on a competitive basis (e.g.
Austro-Hungarian Exchange Programme, Austro-Czech Exchange Programme,
Austro-Slovak Exchange Programme, Central European Exchange Programme for
University Studies – CEEPUS, Fulbright grants), which cater to incoming as well as outgoing students. Examples for outgoing mobility programs are grants for postgraduate programmes
in non-German speaking countries, national top-ups for ERASMUS-grants. For their study periods spent abroad in
transnational, EU, government or university mobility programmes, outgoing
students do not pay tuition fees at their Austrian home university. There is
a legal guarantee of academic recognition of study abroad periods, agreed
upon by the student and her/his university in advance, by way of a so-called
"Vorausbescheid".
Portability of national grants for study programmes abroad is possible for up
to 2 years Examples of incoming mobility
are "Österreich" grants
for work on an Austria-related subject, "Ernst Mach" grants for
applicants from selected countries, "Franz Werfel" grants for young
university teachers of German language and Austrian literature....). The Austrian Exchange Service offers special
University Preparatory Courses (Vorstudienlehrgänge)
which do not only consist of language preparation but also provide various
measures for cultural integration. There are constant efforts at improving
the legal regulations for foreigners studying in For detailed information on all mobility promotion schemes please see:
www.grants.at Also individual provinces of
Austria offer various scholarship programmes for outgoing and some for incoming
students.
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28. Are
portable loans and grants available in your country? If not, describe any measures
being taken to increase the portability of grants and loans. According
to the Student Support Act (Studienförderungsgesetz
1992), students have a continuous title to study grants during studies abroad
for a duration of up to 4 semesters. Students
entitled to receive study grants, who are carrying out an accredited study
programme abroad, are entitled to an additional support of their studies
abroad under special conditions and for a maximum of 20 months. The national study grants are paid during the entire duration
of the stay abroad. |
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29. Describe
any measures being taken to remove obstacles to staff mobility and promote
the full use of mobility programmes. It
is one of the requirements in the performance agreements (concluded between
the ministry and the individual universities) that measures shall be taken to
increase the mobility – not only of
students – but also of staff and researchers. |
The
attractiveness of the EHEA and cooperation with other parts of the world
|
30. Describe
any measures being taken in your country to promote the attractiveness of the
EHEA. The ÖAD/Austrian Exchange Service offers a
platform for the promotion of Austria as an attractive location for study and
research. Its activities focus on the participation in major education fairs
(EAIE, NAFSA, APAIE in Asia, etc.), and the preparation of information
materials (brochures, folders, homepage, etc.). Major publications include a
journal called “Kooperationen” with
every issue covering a special topic, and “IAM”, an electronic newsetter
focussing on academic mobility themes. ÖAD also services Austria´s main data base
on mobility and research grants www.grants.at
(see chapter 27) At the initiative of the ÖAD a working group
aimed at enhancing the representation of Austrian Higher Education abroad has
been established. Its members are representatives of the institutions of
higher education and of ministries. ERASMUS MUNDUS, Action 4: ÖAD cooperates as an associate member in a
consortium of members of the Academic Cooperation Association (ACA) for a
“Global Promotion Project” of European Higher Education. TEMPUS: The ÖAD is the coordinator and
contractor of the project “Furtherance of Bologna Promotion in Croatia” This
project -
supports the
establishment and the work of the Bologna Follow-Up group in -
promotes the Bologna
goals, especially the three-cycle system and the connection of Higher
Education with research and development and takes measures to raise the awareness
of social, cultural and economic aspects of the Bologna reform. |
Future
challenges
|
31. Give an indication of the main challenges
ahead for your country. -
Implementation of a
national Quality Assurance System fully compatible with the agreed European
Standards and Guidelines: Such a system is necessary to ensure comparability
between the national HE systems, transparency and a fair competition between
the European HE institutions. -
Implementation of the
National Qualification Framework: It seems to be necessary that within
the implementation process every single aspect of the NQF has to fulfil the
higher target of the NQF, which is to make study programmes more transparent,
to provide full information on study and career paths, and to guarantee mobility
within a given sector of education as well as among them. A precarious
balance will have to be struck between a too general or too detailed
definition of descriptors. -
Mobility: In contribution to the
Bologna process the mobility of the students and teaching staff develops
quite well. Mobility of the teachers, and,
especially, administrative staff in HE-institutions could be enhanced further. -
Finetuning of ECTS: moving from a sometimes
rather superficial implementation to a well-devised and accurate one
(e.g. correct allocation of credits relating to the work
load, European grading scale, etc. ) -
TTCs: The conversion of
non-degree post-secondary institutions to HEIs offering bachelor degrees will
be a major challenge as of the fall semester 2007. |
[*] The fields of Medicine and teacher training for upper secondary
education are – for the time being -- excluded from conversion and, thus, not
included in this table
[2] Access as defined in the
Lisbon Recognition Convention. Access:
the right of qualified candidates to apply and be considered for admission to
higher education.
[3] A Framework for
Qualifications of the EHEA: http://www.bologna-bergen2005.no/
[4] http://www.enqa.net/files/BergenReport210205.pdf
[5] Recommendation on the
Criteria and Procedures for Recognition (2001); Recommendation on the
Recognition of Joint Degrees (2004); Code of Good Practice in the Provision of
Transnational Education (2001)
[6] ENIC/NARIC has produced guidelines for National Action Plans for Recognition.
[7] a joint degree is a single degree certificate awarded by two or more institutions, and where the single degree certificate is valid without being supplemented by any additional national degree certificate.