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A framework model for
professional, cooperative
higher education - New
perspectives on the
internationalisation of
cooperative higher
education
Raimund Hudak, Ulf-Daniel Ehlers, WACE –
3rd international Research Symposium, Stuttgart,
June 2018
Reference: Ehlers, U.-D., Hudak, R., (2018): A framework model for
professional, cooperative higher education - New perspectives
on the internationalisation of cooperative higher education
Correspondence address: Prof. Dr. phil. habil. Ulf-Daniel Ehlers
Duale Hochschule Baden-Württemberg | Baden-Württemberg Cooperative State University
Erzbergerstr. 121, 76133 Karlsruhe
Deutschland | Germany
mail: ehlers@dhbw.de | ulf.ehlers@googlemail.com
skype: ulf.ehlers
web: www.dhbw.de | www.ulf-ehlers.net
1
A framework model for professional, cooperative
higher education. New perspectives on the
internationalization of cooperative higher education
By Ulf-Daniel Ehlers, Raimund Hudak
1. Introduction
Dual study programmes come from the Central European tradition of practice-oriented vocational
training, transferring this principle of workplace-based learning to university studies. Although such a
model is gaining popularity in other countries, only few countries have systemic structures in place
for dual study programmes or have extensive experiences with institutional or programme
frameworks for dual studies. The terminology for dual studies varies accros the different
coummunities and national and local contexts (Hutcheson 1999). Sometimes called cooperative
higher eductaion, sometimes called dual studies, in Europe the term “professional higher eductiaon”
to describe the generic concept of bringing the world of work and higher eductaion closer together is
more and more common (Furlon 2005).
The reasons for the attractiveness of the model ist that employability is rising and thus the value of
such higher eductaion programs, both for individual graduates as well as for labour market
organisations is high (Berlin Communique 2003). In addition, sonce more and more organisations
and countries make experiences with this model, a rising integration of dual study programs, also in
tarditional higher eductaion institutions can be noted. For the field of PhD studies, more and more,
the concept of a rofessional dctirate is in discussion – where the doctoral candidate is working in a
practice context while carrying out research relevant to practice.
More and more, the demand for sharing experiences of the professional higher eductiaon model in
its various forms and shapes is rising, also and specifically across boarders. To address this issue, the
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European Association of Institutions in Higher Education (EURASHE) has put together a consortium
of 11 dedicated European actors in the field of PHE in Europe, with the intention of strengthening
the sector, so as to improve its role as a specific player in interlinking education, labour market,
research and innovation. The so called HAPHE consortium (Harmonizing Approaches for Professional
Higher Education in Europe) has been working from 2012 to 2015 on bringing together a group of
field experts, who, through a wide consultation with stakeholders from education, business and
society, are focusing on Harmonising Approaches to Professional Higher Education in Europe
(predominantly at European Qualification Framework (EQF) level 6 and above). The outcome is a
solid and thoroughly validated framework for professional higher education, consisting of few
dimensions and criteria to describe how programs and higher education institutions can raise their
integration with the world of work.
The following paper describes a case study of internationalization of professional higher education
through stimulating the development of dual study programs in an African context. Chapter 2
describes the context and cases of Mozambique and South Africa, chapter three states the
definition, function and purpose of professional higher education, chapter 4 the framework for
professional higher education, and in chapter 5 we will turn the framework into an application
concepts by reworking it into a maturity model for dual study programs. IN particular we intend to
provide and describe the relevant constitutional dimensions for the Professional Higher Education
• What are the distinctive features of dual studies, distinguishing it from Academic Higher
Education?
• Which dimensions do we need to describe where ‘dual studies’ have a special profile?
2. Internationalization of professional higher education – the
case of LATFURE
Participation in higher education has rapidly expanded in both Mozambique and South Africa,
putting pressure on public finances. This has led to socio-political challenges, exemplified recently in
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South Africa by the so-called “Fees Must Fall” student riots. The challenge now is how best to finance
higher education in an effective, efficient and equitable manner. By connecting education and
industry, students will have the possibility to work and study concurrently, allowing them to
(partially) fund their education. The introduction of dual studies would thus provide a sustainable
form of university funding in an era of declining state budgets, whilst tackling inequalities in terms of
access (Wessels 2018).
Moreover, higher education programmes need to be better aligned to the requirements of the
labour market. In Mozambique, for instance, 59.1% of surveyed employers claim not to be regularly
involved in activities of curriculum design and education reform. Likewise, in South Africa there is an
often repeated refrain by employers that the products of the education and training system are not
ready for the workplace.
As already indicated above, in Europe, dual studies have emerged as a successful response to these
demands by combining academic learning at Higher educations institutions with professional/
practical learning that takes place in a working environment (Gemeinsame Wissenschaftskonferenz
2013). It provides a model that strengthens the practical orientation of higher education, boosts
cooperation between Higher educations institutions and their wider environment, produces human
capital and skills for the economy and society, fosters research cooperation, enhances the
knowledge triangle and generates third-party funds for HEIs. The project “Learning and Teaching
Tools Fuelling University Relations with the Economy in Mozambique and South Africa” (LATFURE)
intends to stimulate the development of professional higher education structures in the two African
countries by setting up dual study programs in targeted discipline areas. It is important to note that
the choice of industries for the dual study programs has been determined by a thorough analysis of
both countries' policies, development strategies and an extensive consultation process with partner
governments, Higher educations institutions and other stakeholders. Two sectors have been derived.
4
Firstly, extractive industries are a priority for both countries, where minerals, oil and gas are vital to
economic growth and key to jobs and development; e.g. in South Africa, more than half a million
people are directly employed in mining. Yet the sector underperforms against potential. Moreover,
falling commodity prices put pressure on the sector to improve productivity and innovation. There is
thus an imperative to ensure the sector's sustainability and responsible development, and to re-
invest in skills development. Secondly, high-level services, especially tourism, present significant
opportunities for both countries’ economic development in the future; e.g. in Mozambique, travel
and tourism is forecast to provide a 7% total contribution to GDP in 2025 and account for 5.9% of all
jobs.
Moreover, we anticipate that dual studies will not be confined to these disciplines. Rather, the
programs intend to start a "snowball" effect, acting as learning models for structural change; i.e. the
adoption of dual studies as an integral part of the higher education system. It is also important that
the programs operate at the university level, as employers demand higher-level skills and
competences; e.g. the tourism sector demands international marketing, financial management,
quality assurance, entrepreneurship, communications and strategy. Likewise, to sustainably and
responsibly reap the benefits of natural resources, expertise in new methods of mining and
exploration, policy, health and safety, sustainability, and the impact on communities in needed.
Moreover, addressing the countries' major structural ‘bottle necks’ is indispensable for sustainable
economic growth. There are thus a number of cross-cutting themes; e.g. infrastructure, energy,
human resources, migration, digitalisation, the ocean economy, vulnerability and risk management,
and an adequate finance system for local businesses. Any intervention must be aligned with
regional, national and local development strategies. Indeed, both countries highlight the continuing
need for the development of human capital as well as increased coordination between educational
and economic institutions and the state to promote jobs, inclusive growth and competitiveness.
5
The South African policy landscape is more developed than in Mozambique, offering concrete
examples, towards which the LaTFURE project can contribute, such as: Workplace-based Learning
Policy; National Development Plan; National Skills Accord; Youth Employment Accord; Operation
Phakisa; New Growth Path; Industrial Policy Action Plan; Strategic Integrated Projects; National Skills
Development Strategy III; and White Paper for Post-School Education and Training.
Mozambique provides less explicitly articulated policies and initiatives. Broadly, the Government’s
Poverty Reduction Strategy for 2011–2014 prioritizes strengthening human resources and capacity
to respond to the needs of economic transition. This is in line with PARPA II and MDG-contract,
required for the stabilization of Mozambique and the retention and utilization of its most capable
citizens.
LaTFURE defines the legislative and policy framework at the system level, as well as develop
strategic, governance and operational policies, structures and mechanisms at the institutional level
in order to produce working prototypes of dual study programs that can then be implemented
across the system. Additionally, the promotion of their significance and a capacity building program
can improve human resources and build a critical mass to embed the concept and its realization
across Southern Africa more broadly, contributing to the region’s stabilization.
3. The framework for professional higher education and dual
studies
In the recent period, higher education systems have witnessed blurring the borders among formerly
set types of HEIs (Hachmeister 2013). Despite the diversity of approaches at every level of higher
education, the issue of quality remains central if all the different types of higher education are to
remain different but equal to the various stakeholders. The following definition and special key-
characteristics should serve as guidelines to a better understanding of professional higher education
as a sector of higher education, respecting its mission and integration within higher education
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systems, and promoting its development and evaluation irrespective of the institutional background
and provisions.
Fig. 1: Perception of stakeholders on different forms of higher education (Eurashe 2014)
The dimensions, characteristics and criteria have been developed through various stakeholder
consultations across Europe. Figure 1 show the difference in perception of the different higher
education stakeholders on academic and professional higher education. As definition of Dual Studies
and Professional Higher Education (PHE) the HAPHE Framework suggests the following aspects: Dual
studies are a form of Professional Higher Education that offer a particularly intense integration with
the world of work in all its aspects, including teaching, learning, research and governance and at all
levels of the overarching Qualifications Framework of the European Higher Education Area. (adapted
from the HAPHE PHE Framework 2014, see also Eatkins 2000) Its function is:
• to diversify learning opportunities,
• enhance the employability of graduates,
• offer qualifications and
7
• stimulate innovation,
• for the benefit of learners and society.
(see also cantor 1995)
The world of work includes all enterprises, civil society organizations, and the public sector (Bartkus
2007). The intensity of integration with the world of work is manifested by a strong focus on the
application of learning achievements. This approach involves combining phases of work and study, a
concern for employability, cooperation with employers, the use of practice-relevant knowledge and
use-inspired research.
The framework supplements the definition by clarifying how the professional nature of Higher
education expresses itself through various characteristics of Higher Education. The characteristics do
not attempt to describe a professional Higher Education Institution, but rather are applicable to units of
education, most typically courses or programmes within Higher education. The framework is made up
of three variables:
• Characteristic: this is simply the name of the indicator
• Description: this merely describes what is meant by the indicator
• Core Criterion: This sets out the minimum requirement the educational experience must
adhere to, so as to be considered professional higher education.
Table 1: Framework for professional higher education (Eurashe 2014)
Characteristic
Description
Core Criterion
Policy and Strategy
How is PHE embedded and represented in the overall policies and strategic framework of higher
education institutions?
Policy and Strategy
Integration
Integration of the world of
work into policies and
strategic framework
Institutional policies and strategies are defined in
collaboration with the world of work.
Objectives and
Outcomes
Main objectives in relation to
the outcome of PHE
PHE specifically focuses on enhancing job
related skills and competencies with a view to
raising the employability of students.
The emphasis is on learning outcomes and use
-
inspired research.
Regional
Integration
Engagement with its regions
and contribution to their
development
PHE is strongly embedded in regional
partnerships with the world of work.
8
Characteristics
Description
Core Criteria
Teaching and Learning
How is teaching and learning influenced through the specific characteristics of PHE?
Methods of
Curriculum
Development
The process of design and
development of:
-
learning outcomes -
curricula
-
methods of learning and
assessment
Curricula are developed by academia in collaboration
with stakeholders, in particular from the world of
work, taking into account the future needs of the
practice and context of employm
ent.
Learning
Outcomes
What a learner is expected
to know, understand and be
able to do as the result of a
process of learning
The learning outcomes reflect essential knowledge,
skills and attitudes related to the specific professional
requirements, but should not be limited to this.
In addition, students acquire professional and life
skills which enable them to act successfully,
in an
innovative and self
-
organised way in a changing work
environment.
The involvement of students in research, development
and innovation activities leads them to better
professional practice.
Content for
Teaching and
Learning
The content comprises:
-
syllabus and other
materials
- practice
examples
-
working methods
The learning content is productively integrating theory
and practice as the basis for complex problem
-solving
in real work situations.
The content is informed by the latest research, t
rends
and references from both the world of work and
academia.
Learning
Methodology
The learning methodology
comprises:
-
the learning design
-
the assessments needed to
achieve the learning
outcomes
The learning methodology comprises methods of
active, collaborative and self
-organised learning and
while focusing on experience based learning methods
including but not limited to simulation based learning
(SBL), scenario based learning (SceBL), problem
b
ased learning (PBL), or any other authentic learning
situations.
Both formative and summative assessments should
reflect the nature and methodology of the specific
PHE learning environment.
Learning
Environment
The surroundings and
conditions in which learning
takes place
The learning environment includes experience within
Institutions as well as outside, in the world of work.
Significant practice phases and/or job experiences
serve to reflect theory in a practical context.
Programme
Team
All persons involved in the
design, delivery and
assessment of learning,
including visiting lecturers,
professionals and support
staff
At the programme level, the team shows a
combination of academic background and relevant
experience from the world of work.
Characteristics
Description
Core Criteria
Research, Development and Innovation (RDI)
How are RDI integrated as part of a sustainable PHE, recognising that they might differ from level to
level?
RDI Agenda
The scope of the RDI
activity
The RDI agenda is informed by the world of work in order
to meet the needs of society and of the world of work.
9
RDI Process
The way RDI meets
the needs of society
and the world of work
Researchers seek and provide input from and to the world of
work and value stakeholders’ requests and contributions.
The RDI process respects the nature of the inputs and can
include various types of research activities and scholarship.
RDI Outputs and
Outcomes
The expected result of
RDI
RDI outcomes aim to be relevant to the world of work, and
society. In addition to traditional outputs, such as licenses,
patents and publications, RDI outcomes are solution
-
oriented with tangible benefi
ts for the world of work and
society.
4. A new framework model for implementation of dual study
programs in higher education
The following matrix is presented as a “maturity model”. It shows that dual studies can be introduced
in a variety of ways with different depth of integration for each dimension.
Table 2: Implementation matrix for dual study programs
EARLY STAGES
AWARENESS
DEVELOPING
COMMITMENT
ESTABLISHED
EMBEDDED
ADVANCED
Policy and Strategy (Governance)
Integration of
Governance into
world of work
There is only litt le
representation of
world of work
stakeholders in
governance of
academic institut ion
Integration of
representatives to consult
and inform the decision
making process.
Some participation of world of
work representatives into the
governance structure
World of work st akeholders are fully and
equally integrated as st akeholders into the
academic governance and decision making
through solid reg ulations
10
EARLY STAGES
AWARENESS
DEVELOPING
COMMITMENT
ESTABLISHED
EMBEDDED
ADVANCED
Level at which
this is executed
Some sporadic
consultations
Integration of world of work
through Advisory boards
Integration of world of work
through advisory bodies and
integration into curricul um and
program development
Institutional an d legal integration of wo rld
of work into the academic g overnance
Teaching & Learning
Methods of
curriculum
development
Curriculum
development takes
place from academic
perspective
Curriculum has been
developed through taking
into account results of
surveys, reports and
observations but lack
‘interactivity’ w ith external
stakeholders
Curriculum has been deve loped
through taking into accou nt
results of survey s, reports and
observations, and consultat ion
with practice st akeholders has
been carried out.
Curriculum development tak es places in
full collaboration under equa l participation
between academia and practice
representatives
The Learning
Outcomes
Learning outcome s are
assessed and
described from an
academic perspective
Some learning outcomes are
relating to the needs of t he
world of work
Learning outcomes have been
defined taking into account
results of survey s, reports and
consultation with the world of
work
Learning outcomes are dev eloped and
described taking fully int o account the
needs of the world of work , integrating it
with academic perspectives through
collaboration and mutual ex change.
The Learning
methodology
used for learning
and study
The learning design is
not covering the
integration of the two
study locations th eory
and practice
The world of work is
represented in the learning
design through simulations .
The world of work is strictly
represented in the learning
design through the creation of
authentic learning
environments, e.g. throug h
simulation-based learn ing, case
studies, scenari o based learning
Learning design is fully relating both
learning environments, theo ry and
practice study location a re integrated
through learning methodol ogy. (e.g.
reflection of the ory in practice exercises)
The learning
environment
Learning takes p lace in
academic
environments only, no
workplace learning
Learning take p lace in
academic contexts and
includes some practical
experiences through
internships
Extended practice phases are
integrated into the academi c
learning context
Full integration through a lternating
academic and practice study phases
Academic and
teaching staff
There is no integratio n
of staff from the world
of work into the
faculty
Some parts of the faculty
have experiences from the
world of work.
All staff have significant
experiences from the world of
work
There is a full integratio n of staff and
experts from wo rld of work into teaching
and learning. Academic ful l time faculty
has significant experience fr om world of
work. External p artner organizations make
a significant contributio n to the teaching
and learning through prov iding their
experts for teach ing.
Research
The research
agenda building
No integration of
partners from the
world of work into
research agenda
building
Agenda is built t aking into
account results of studies ,
observations and reports
from world of work
Agenda is built in full
cooperation with world of work.
Full integration of world of work through
into the research design a nd agenda
development through equal
representation of stakehol ders from
academia and world of work.
Involvement of
stakeholders in
research process
External stakeh olders
are engaged
appropriately but not
used to their full
potential.
Research tasks and
Information and outcome
are shared with e xternal
stakeholder.
Research staff seek input a nd
value stakeholder ’s requests and
contributions. Research st aff and
external stake holders work as a
team to respond to market´s
needs.
A dynamic relation ship is seamlessly
choreographed to fully impac t on
(optional further
dimension)
Research as
Foundation for
Academic
Programme
Research is no
prerequisite for
teaching programs
Some research is integrated
into teaching and learning
design
Research is a sig nificant basis for
the teaching and learning des ign
Full integratio n of research as basis for
academic program development and
teaching and learning desig n
(possible further dimension)
Quality
Internal Quality
Assurance
Integration of pra ctice
aspects of the learning
and teaching into
internal quality
assurance
Integration of academic
studies practice a nd practice
studies into the internal
quality assurance.
Integration of theory study
phases and extended practice
phases into internal quality
assurance
Full integration of internal quality
assurance into t he practice phases, their
curriculum and outcomes of t he academic
programs, as wel l as full integration of
practice partners.
External Quality
Assurance
Integration of pra ctice
aspects of the learning
and teaching into
external quality
assurance
Integration of academic
studies practice a nd practice
studies into the external
quality assurance.
Integration of theory study
phases and extended practice
phases into external qua lity
assurance
Full integration of exte rnal quality
assurance into t he practice phases, their
curriculum and outcomes of t he academic
programs, as wel l as full integration of
practice partners.
11
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