Strategic Aggregation of Universities in Spain: The Spanish Program International Campus of Excellence and the Experience of the Technical University of Madrid

Delgado, Luis; León, Gonzalo

doi:10.1007/978-3-319-13135-1_12

Cited by 8 publications

(7 citation statements)

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“…The effort made by the EU to mobilise universities in new shared governance structures (even by accelerating their evolution through specific calls for funding 16 ) is becoming deeper with the launching of Erasmus+ -Key Action 2 -European Universities. This action "aims to encourage the emergence by 2024 of some twenty 'European Universities', consisting of bottom-up networks of universities across the EU which will enable students to obtain a degree by combining studies in several EU countries and contribute to the international competitiveness of European universities".…”

Section: Conclusion and Inputs For Further Discussionmentioning

confidence: 99%

University as a platform: an evolutionary process towards an open educational ecosystem in Europe

León¹,

Tejero²,

Dévora³

et al. 2020

Preprint

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Universities are very stable institutions where their basic role in society is still alive after centuries; nevertheless, the way to provide it has deeply changed due to the generation of knowledge, evolution of technology, and evolution in internal and external governance and funding schemes. Even if those changes were successfully surfed and universities are still recognised in society as key actors for education and knowledge generation, new challenges are on the way and the smooth adaptation approach used in the past could be not valid anymore in front of disruptive societal changes. In fact, traditional higher-education value-chain is being challenged with the introduction of new actors in the higher education process and the emergence of IT-based disruptive learning models, which impact on university performance and governance. The main goal of this paper is to analyse how public universities' structures should efficiently evolve in that context while preserving their role in society. We are aware that many of the findings could be also applied to private universities although regulatory contexts are different.The article offers a global view on public university governance challenges motivated by the digitisation of society and how Western universities should address them in order to keep a prominent role in the future knowledge society, where more complex educational ecosystems will be in place. The objective is to analyse the relative importance and interaction of a set of drivers for transforming universities' structures in the context of a digital economy and how the (fragmented) answers provided today by universities over the world should evolve in the future towards a consistent policy and organisational mix by using concepts borrowed from digital platforms and collaborative economy. The article is mainly focused on the situation in the European Union (EU) linked to policy actions launched by the European Commission and EU Member States, although some action lines could be shared in broader geographical contexts.The analysis presented in the paper is focused on the applicability of the concept of (digital) higher educational platforms and how they can modify the provision of higher education services within an open education ecosystem in close cooperation with other actors. The impact in the higher-education value chain implies that several public and private actors will occupy positions formerly exclusively linked to universities; this evolution and their consequence are presented in the article through a number of potential trajectories. Finally, the article discusses a much more disruptive perspective by considering the future role of universities as "specialised learning platforms" for providing higher educational services over the world with weaker links to territory, and its derived consequences for new or pre-existent universities.

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Section: Conclusion and Inputs For Further Discussionmentioning

confidence: 99%

University as a platform: an evolutionary process towards an open educational ecosystem in Europe

León¹,

Tejero²,

Dévora³

et al. 2020

Preprint

Self Cite

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“…Mission, status, title: when reorganization is an instrument for creating a unified super-university, the mission, status and, in some cases, the name of the university are changed. For instance, it gains the status of a "world-class university", a "flagship university", a "federal university", a "campus of excellence" and so on [Aula, Tienari 2011;Delgado, León 2015;Geschwind, Melin, Wedlin 2015;Romanenko, Lisyutkin 2017]. If the university is joined with another institution, its name and other identity elements change and it acquires the host university status.…”

Section: University Mergers: What Changesmentioning

confidence: 99%

“…Keywords: university mergers, amalgamation of universities, university takeovers, educational policy, organizational changes, student experience. : 10.17323/1814-9545-2018-1-154-173 University mergers are quite common practice, implemented and analyzed in many countries: in Australia [Gupta, 1990;Harman 1991], China [Mao, Du, Liu 2009;Mok 2005;Zhao, Guo 2002], Romania [Andreescu et al 2015], Spain [Delgado, León 2015], as well as in Scandinavian countries [Aagaard, Hansen, Rasmussen 2016;Kyvik, Stensaker 2013;Norgеrd, Skodvin 2002;Ursin et al 2010;Stensaker, Persson, Pinheiro 2016]. Several waves of university mergers and takeovers have also been carried out in the Russian Federation, their progress and results have been studied mainly in the context of the management of higher education systems [Klyueva, Klyuev 2010; Initiation of university mergers is often used as an instrument in large-scale state programs.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

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The mission of the journal is to provide a medium for professional discussion on a wide range of educational issues. The journal publishes original research and perceptive essays from Russian and foreign experts on education, development and policy. "Educational Studies Moscow" strives for a multidisciplinary approach, covering traditional pedagogy as well as the sociology, economics and philosophy of education. Conceptually, the journal consists of several parts: • Theoretical materials and empirical research aimed at developing new approaches to understanding the functioning and development of education in modern society • Papers on current projects, practical developments and policy debates in the field of education, written for professionals and the wider public • Statistical data and case studies published as "information for reflection" with minimal accompanying text • Information about and analysis of the latest pedagogical projects • Reviews of articles published in international journals Target audience: Leading Russian universities, government bodies responsible for education, councils from federal and regional legislatures, institutions engaged in education research, public organizations and foundations with an interest in education.

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“…The CIE sought to promote systematic collaborations among universities' academic centres, institutes or facilities, as well as with external research bodies or other public and private agents . Initiatives addressed education, research and innovation, and focused particularly on: biomedicine/health; environment and sustainability; social sciences and humanities; and biotechnology (Delgado and León, 2015). Sub-goals included establishing "campuses of global recognition" with better rankings, fostering partnerships with external (especially economic) actors, achieving economies of scale, better co-ordinating course offerings, and optimising facilities investments.…”

Section: Spain: the Campus Of International Excellence Programmementioning

confidence: 99%

“…However, response to the programme was greater than expected and attempts to exclude regions provoked significant political push-back. Consequently, like many other excellence initiatives, the CEI became far more inclusive, including in 32 separate projects almost all the country's universities (excepting some private institutions) and research centres, 74% of companies on the Spanish exchange index, and many other groups (business associations, hospitals) (Delgado and León, 2015). All evaluations found selected campuses achieved the "excellence" label even though some were found to have accomplished limited progress.…”

Section: Spain: the Campus Of International Excellence Programmementioning

confidence: 99%

Collaboration, alliance, and merger among higher education institutions

Williams

2017

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 │ EDU/WKP(2017)9 COLLABORATION, ALLIANCE, AND MERGER AMONG HIGHER EDUCATION INSTITUTIONS Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Strategic Aggregation of Universities in Spain: The Spanish Program International Campus of Excellence and the Experience of the Technical University of Madrid

Cited by 8 publications

References 1 publication

University as a platform: an evolutionary process towards an open educational ecosystem in Europe

University as a platform: an evolutionary process towards an open educational ecosystem in Europe

Untitled

Collaboration, alliance, and merger among higher education institutions

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