Inspiring professionalism in higher education
Study Tour Poland
October 2015 Contents Welcome Welcome 3 Ever wondered how a country emerged from the devastation of the Second World War, the rise Theme 1: Governance and the and fall of communism, and how it forged a higher education system on its own terms? Student Voice 6 The AUA Poland Study Tour took place • To allow tour participants the Based on desk research, the team decided Theme 2: Quality Assurance 8 between 10th and 17th May 2015. Covering opportunity to challenge their existing on three overarching themes: three cities, a diverse range of public and notions about HE and undertake private HEIs, and related organisations, it research in a non-UK environment. • Governance, including the student voice Theme 3: Internationalisation had the following objectives: • Quality assurance and Student Demand 12 Though Polish higher education has • Growing student demand, including • To undertake a fact-finding mission previously been reported (including an internationalisation and the rise of the and produce a report on the Polish HE OECD report, 2007 – see Further Reading), Private Sector Other Emerging Issues 16 system which incorporates analysis of much of what we saw provides an update similarities and differences and considers on the present system, and the lessons The report of this Study Tour will provide Reflections and Further Reading 20 ways of sharing best practise; that perhaps we can draw from it. The insights into these topics, and demonstrate • To enable participants to gain an system has more change on the way. how Polish higher education is moving international perspective on aspects of Demographics have been, and will be, a onto a new set of challenges. We hope, as Appendices and HE decision making, policy and practice; major driver. The Polish system had to with all AUA Study Tours, that this report Acknowledgements 21 expand rapidly post-communism to cope will help the UK’s university administration with increasing student numbers, and now community to reflect upon our own work, there is a contraction that will undoubtedly share practice and build relationships. HEI Profiles and Good Practice 22 lead to some restructuring.
2 3 Poland: History
The Polish-Lithuanian Commonwealth dominated Eastern Europe and the Baltic in the 16th and 17th centuries. Although Key Facts strongly Catholic, in the 16th century Poland took a comparatively liberal approach to the rise of Protestantism Populat ion: 38 million (6t h most populous in t he EU) and avoided the tensions and violence experienced by many European states. Land area: 121,000 sq miles (9t h largest in Europe) It also embraced decentralisation of power and a form of democracy, with Kingdom of Poland founded 1025 considerable authority given to the nobility Current Republic of Poland established in 1989 after t he fall of Communism and parliament. This allowed the country to experience a Golden Age of culture and Joined t he EU in 2004 (outside t he Eurozone) prosperity.
From the 17th century on, however, Poland’s neighbours began to cause groups so that ethnically, the country 1990s, which the public HEIs could not problems and decentralisation proved a is surprisingly homogenous, with 93% meet. The theme on student demand will weakness. The Crimeans, Russians and describing themselves as Polish. explore this issue further, but currently, the Swedes all invaded. By the 18th century the private sector is consolidating. diminished kingdom was easy prey to the It is also a country that is very much on emerging powerhouses of Prussia, Austria the up. Since 1990, the economy has By law, higher education is free for Polish and Russia. Between 1772 and 1796, these been in constant growth, with no quarters students studying full-time at public three empires divided Poland between them of recession even during the dark days universities. Students studying part- and it disappeared officially from the map. of 2008-9. There has been considerable time (from outside the EU or at private The nation was not restored until 1918 as investment in infrastructure. Although the universities) would expect to pay fees of part of the Treaty of Versailles. economy is improving and employment is 2,500-3,000 euros for an entire bachelor’s relatively high, wages remain low compared degree. This, compared to the UK system, Further disaster was to follow. In 1939, to the UK and Germany, and many young is exceptionally low. Germany invaded, shortly followed by the people still travel abroad for work. Soviet Union. Poland became caught up in To confirm perceptions of the exceptional the front line of the Second World War and Overview of Polish HE Polish work ethic, part-time students was divided between two occupying armies. typically complete a bachelor’s degree over The Polish resistance was so well organised The Polish Higher Education sector is three years, studying on weekends. This that it even encompassed underground characterised by both a large number of intensive weekend delivery pattern is driven university education (the Germans had HEIs compared to the UK, and a large by the preferences of the student market. closed all universities). The Polish people private sector. The public sector consists paid a high price for their stubbornness of 132 HEIs, but note that the Polish When communism fell in 1989, only 5% and it is estimated that 6 million Poles were population is little more than half of that of the Polish population had a degree. casualties of the war and the occupation. of the UK. The high number of public In response, the market was completely universities is partly due to communist deregulated and many private institutions In negotiations at the end of the war, the policies of dividing bigger universities. In started in the 1990’s. This period saw Soviet Union secured de facto control of Poznan, a university town by any criterion, a huge growth in numbers, but present Poland and arranged for a Communist there are ten public universities in a demographics are changing and student government to be installed. The success of city of 600,000 (compare Edinburgh – 4 demand is in sharp decline. the Solidarity movement in the 1980s was a universities, 500,000). Many of the Poznan signal that helped to encourage other anti- public HEIs are specialist institutions The Ministry of Science and Higher Communist movements in Eastern Europe. covering areas such as: arts, music, Education works to ensure continued In 1989, Solidarity was victorious in the physical education, economics. sustainability of the university system and country’s elections, leading to the formation its international standing. It also manages of a non-Communist republic. The private sector has c.a. 300 institutions the funding of public HEIs. (referred to here as PEIs), of which 19 have Poland’s history is evident, with monuments doctoral degree granting powers. to the past everywhere; war dead, victims of massacres, or heroes of the Resistance, The high numbers of PEIs is largely due army and air force. The constant shifting of to the rapid growth and initial low entry FACT: 20% of students in Poland boundaries and political control has been requirements of a private sector that had are attending private HEIs accompanied by movements of population to quickly service excess demand in the 4 5 Public HEI Governance property rents, but fundamentally, profits must be returned to the Governance in Polish HEIs can be education provision. Theme 1: Governance characterised broadly by whether they are public or private, though the legal Consequently, providers are generally framework underpinning them is similar. For running their business as a long-term and the Student Voice example, plagiarism is a criminal offence investment, and as a source of steady and HE law describes the framework for income (because the founders often how all universities should investigate and appoint themselves as chancellors and punish plagiarism. rectors etc. and draw a salary). Some The role of legislation, challenges of involving students in are family businesses, or established Public sector HEIs in Poland are owned by by groups of academics who wanted to free to determine their own internal the state, though financially autonomous, create a good working environment for governance but the rules were changed decision making, private and public governance and ownership and have both research and education themselves, to teach in the way they liked, in 2005. Most PEIs have a charter that missions. The governance structures would and to supplement their low pay in the defines their governance, and how it can be considered, by a UK viewpoint, as rather public institutions. Additionally, with the be changed. In practice, the charters have structures, and academic democracy verses management are traditional. Decisions are made through low fees offered by the PEIs, it becomes to be changed every 2-3 years to adapt consensus of an institution’s Rector, Deans clear why private equity firms have not yet to new legislation. The Ministry can veto explored in this theme. and Vice-Rectors (who typically meet once entered this market; they would not be the charter if it does not comply with per month), and Senate and its sub- able to realise a level of return considered their regulations. This usually leads to a committees. In addition, many important worthwhile. clear managerial structure where strategy positions, such as the head of the university development includes some consultation (Rector), are elected typically for a four Unsurprisingly, PEI governance structures and iteration, but is essentially similar to year term, which can possibly extend into a are as business-oriented as is permitted by the process in a post-92 university. second term. the legal framework. PEIs were originally
In many respects, this is entirely understandable given Poland’s recent The Student Voice past and its desire for democracy. Under communism, the Rector and key positions There are commonalities between annum and decides how to spend it were appointed by the regime. Whether public and private HEIs: the legal (with a veto by vice-rector for student these structures will come under strain requirements as regards the student affairs); there is also a large budget as the system turns to meet its future voice are similar, as is the obvious (of around 10m euros per annum) for challenges remains to be seen. interaction between governance and social affairs, including student housing. quality assurance covered in the next The PEIs we visited regarded student Private HEI Governance theme. involvement in a positive light, and actively encouraged and resourced Private sector HEIs operate using a In Poland, there is a national Student student extra-curricular activities. In different business model based on tuition Parliament and student representation one such case (WSB), they proudly fees. As such, they focus on education, is enshrined in law (20% on Senate and told us about one of their alumni with research activity generally aligned to key committees). The extent to which who became the first president of the supporting that. students actively participate varies, national student parliament. with generally better engagement Private universities are not-for-profit, but in public HEIs, though the privates As a response to having a higher can be owned by parent holding companies tend to have a higher proportion of proportion of part-time students, which may be for-profit. For example, part-time students that are harder to the PEIs we met with took proactive Collegium da Vinci in Poznan is owned by engage with. There are also some non- steps to encourage participation. Vox (a furniture company), and Vistula governmental student organisations. For example, WSB have introduced, University in Warsaw is owned by a Turkish in the last two years, a programme company. Each PEI has a ‘founder’ who There is a Students Union (or whereby selected UG students are provides the initial funds. equivalent) in all HEIs and significant entitled to free tuition in return for representation at faculty level. Some acting as student reps, Poland may be doing something right when of these have significant financial communicating with it comes to the rules on allowing private influence, either through representation other students and providers. Unlike in the UK or the US, there on key committees or directly through bringing issues to the are restrictions on ownership structures budgets. For example, the Student attention of the Dean. that appear to have an important effect. Parliament at the Warsaw University Profits cannot be taken directly from the of Technology has a budget of education part of the business. There approximately 500,000 euros per may be transfers for ‘central services’ or 6 7 Theme 2: Quality Assurance
The framework for quality assurance in Poland is explored in this theme, along with: issues of assurance vs enhancement, working with learning outcomes and qualifications frameworks, as well as the parity of public and private sector and the Quality Assurance in though this has not been tested yet. It • provision of adequate staffing and Overview should be noted that the strongest 40% of physical resources ‘academic’ and ‘practical’. universities, those with habilitation awarding • evidence of employer engagement rights in a wide enough number of subjects, External quality assurance is managed can decide to develop new programmes As is common practice, the procedure by the Polish Accreditation Committee, or independently; otherwise Ministry approval starts with a self-evaluation followed by a Polska Komisja Akredytacyjna (PKA). The is needed. site visit undertaken by a panel. The panel PKA has three main roles: is made up of academic peers, students, 1. Evaluation of programmes If an academic unit (normally a Faculty) has employer representatives and (if applicable) 2. Evaluation of faculties / departments had at least half its programmes evaluated international experts. 3. Advising the Ministry of Science and none of them were assessed negatively, and Higher Education in relation to the unit may have what is described as authorisations of new institutions and Ensuring Adequate Staffing ‘institutional evaluation’. A successful degree awarding powers. institutional evaluation allows the unit Poland has adopted a strict quantitative to avoid further programme evaluations The PKA was first established in 2002 approach to verifying adequate staffing. during the period of approval. This was (the name changed in 2011). In contrast, There are legal requirements regarding the intended to be an incentive, but universities the UK’s Quality Assurance Agency was number of PhD and habilitation-holders, have actually tried to avoid participating established in 1997 as a successor to and professors within the department to in institutional evaluation. For example, if previous experiments in national quality teach degrees at different levels. These they discover that they will meet the criteria audit mechanisms. Given that massification laws were introduced to address concerns they restructure and move programmes of higher education started in the UK in that academics were working multiple jobs around. The PKA remains hopeful that this the mid-1980s and in Poland after 1990, and attaching their name to various degree tool will be more productive in the long run, the Polish timeline broadly concurs with programmes, but actually teaching very little in terms of supporting enhancement. It is the UK’s. One difference is that the PKA is on each, leaving the bulk of the work to be believed to be easier to make significant funded by central government, whereas the done by under-qualified faculty. changes at departmental level, as opposed QAA is funded jointly by universities and to programme by programme. Another the funding councils. The PKA is intended to In the UK, this would be seen as overly incentive offered is a slight increase operate fairly autonomously and advises the proscriptive, and it does present a number in funding for those who receive an Minister for Science and Higher Education. of challenges. For providers it means that outstanding judgement. they need relatively high student numbers The PKA’s primary business is conducting to make it worthwhile teaching a new Most of the PKA’s criteria for evaluation are reviews of programmes. There are subject. They can only offer niche subjects as would be expected. They include, for approximately 1000 (ex-ante and ex- as specialisms within a broader major. It can programme evaluations, factors such as: post) evaluations undertaken every also be difficult to develop teaching in a new • evidence of a coherent strategy year. Evaluation is free of charge, but and emerging discipline as there are unlikely • alignment of learning outcomes with obligatory, every 5 to 6 years at programme to be enough qualified staff available. their National Qualifications Framework or institutional level. The PKA is also Therefore, many institutions retain emeritus • alignment between learning outcomes responsible for approving new universities, professors as employees for many years and assessment methods and would be responsible for approving beyond retirement. • effectiveness of internal quality branch campuses of foreign providers assurance systems
8 9 Private providers face Enhancement and Sharing funded activities and there appeared to be a particularly acute Learning Outcomes and Qualifications Frameworks of Practice good willingness to seek opportunities for challenge as only a international staff exchange visits. small minority have The Polish National Qualifications The generic outcomes are very broad and Forums for sharing best practice across the PhD awarding powers Framework has recently been introduced are in line with what would be expected, sector are being developed. The PKA’s role Operationalising Quality to allow them to and is aligned with the European given that they have to fit in with the is primarily that of an auditing body. It does Enhancement ‘grow their own’. They Qualifications Framework. Generic level European Framework and the Bologna conduct some training for the people acting previously relied on descriptors have been developed for process. The domain specific outcomes as reviewers (academics, and student and All of the institutions we visited took quality input from faculty, qualifications at levels 6, 7 and 8 (first, are a little more detailed. Compared to employer representatives). They organise very seriously. We observed a diversity whose main job was at a public second and third cycle). Underneath UK equivalents, there is perhaps slightly a ‘Quality Forum’ on a regular basis. Its of structures in support of this from full university but who were willing to undertake that, there are domain-specific learning less emphasis on research and critical format varies – sometimes it is a regular centralisation of quality, to devolution to some additional teaching to supplement outcomes for the eight knowledge evaluation, and less mention of concepts conference and other times it is more of a faculties and oversight of different sites in a their income. Under the new rules, there areas which have been defined in Polish such as equality, social responsibility training/workshop event, depending on the multi-location HEI. is a minimum amount of hours that is legislation on higher education: and global citizenship. Responsibility for current topic. supposed to be taught for a faculty member lifelong learning, ability to work both The publics saw the process as more to count. Also, academics must have only • Humanities autonomously and in teams, and ability Internal programme monitoring and of a confirmation of the standards that one main job. They can work for another • Social sciences to relate the subject of study to the wider review involves employer representatives they already upheld. As such the PKA institution only with the approval of their • Mathematics and science social and political context are all present. and student feedback, but there is no systems were seen as very formalised Rector. Sometimes reciprocal agreements • Environmental studies requirement to have an external academic and quantitative, and lacking emphasis are made to enable individuals to have two • Engineering and technology The Ministry is keen to see Recognition input. Instead, various external reference on discussion of how to teach or how to employers. • Medical studies of Prior Learning (RPL) used more widely, points are used for curriculum design, do things better. A specific example was a • Agriculture, forestry and though institutions remain unsure how to especially the Polish National Qualifications focus upon formal descriptions of learning Upholding Academic veterinarian studies approach this. For students, this means Framework (NQF) generic learning outcomes rather than the real review of • Arts there are still many obstacles to credit Standards outcomes and subject domain outcomes, programme content. transfer and articulation. The vocational accrediting bodies and sometimes the UK’s Outcomes are defined in terms of post-secondary sector has not been No external examiners are used in Poland, subject benchmark statements. Whilst The view of the private HEIs was subtly knowledge, skills and social competences. brought into the Framework and there is at least not in the UK sense. During a PKA the use of these reference points helps different. They saw the PKA system, and Universities and faculties may then no easy articulation review, the panel examines samples of to make all curricula broadly similar, the a strong performance within it, as a clear define the learning outcomes for their between this type assessments in a broadly similar way to how opportunity for discussion and debate with status marker and endorsement of their programme but must map against the of education and accrediting bodies in the US operate. In the peers could be lost. educational offer. They also proactively seek domain specific outcomes that are university. UK, HEIs appoint external examiners and accreditation from other outside bodies. relevant (may be more than one domain). run the process, whilst the QAA checks that Similarly, the lack of an external examining For example, WSB Poznan is seeking IACBE In reviewing programmes, the PKA would the processes are in place and functioning. system means that programme teams miss accreditation of its 2 business programmes: check that the learning outcomes are In the Polish approach, the use of external out on that conversation with a critical Finance and Accounting, and Management. suitably aligned. experts in PKA inspections supplies external friend. External examiners help programme (International Assembly for Collegiate oversight of standards. teams to deal with problems and can offer Business Education, a US based accrediting suggestions around changes to assessments body for teaching-led colleges and The possible introduction of an external or modules. Similarly, acting as an external universities.) We have focused on Kozminski examining system has been discussed, but for another institution can be invaluable as one example of good practice in quality learning outcomes were right, or whether monitoring marks in different courses and feedback from the sector was that it could for academics to gain inspiration for their assurance; it holds three international they had been met. So those concepts were taking action if there was a high fail rate; be considered intrusive. own programme. There is a smaller role accreditations: EQUIS, AMBA and AACSB, firmly embedded within the institutional providing a hardship fund; spreading ‘tough for externality in the Polish quality system and the distinction from PKA for programs in discourse. The NQF project has evidently exams’ more evenly across the year; offering Most countries in the world operate without (see also below) and this possibly hinders Management, Administration and Law. been important in Polish HE as a means extra tutorials (normally free) in the most external examiners, except when it comes enhancement. of establishing some kind of consistency difficult subjects, e.g. mathematics. to PhDs. Other methods of maintaining Student surveys were a common feature of between the programmes offered by academic standards across a diverse sector Desire was expressed to increase all the HEIs we visited. As in the UK, they different providers. Following from the above, we also include agreement of subject benchmarks or opportunities for fora to encourage are used to evaluate module teaching, and saw structured approaches to course generic learning outcomes, and agreement academics and quality professionals to share more strategically around satisfaction of Plagiarism at university has led to some development and review. As in the UK, of a qualifications framework. In Poland, innovative practice and update themselves courses and student services. They manage development of the responses against it. various stakeholders such as industry panels much of the discourse around quality relates on developments across the sector. We also to achieve, in some cases, impressive HEIs reported the use of plagiarism checking and market information were employed. to learning outcomes. The programme heard from some individual institutions that response rates of up to 50%. In both public software, though not as yet universally. As in Though student surveys have proved useful review committee approves the learning they were placing a greater focus on internal and private HEIs they considered use of the UK, students tend to find writing essays feedback in operationalising modules, some outcomes, and the assessment formats staff development in learning, teaching and module feedback developmental rather and working in groups difficult. Note that in HEIs have found that the responses are not used to assess them. If the PKA is satisfied assessment (e.g. the Jagiellonian and WSB). than punitive. That said, some private HEIs Poland, academic misconduct is covered by always so informative on the more strategic that the programme review process is would appear to use them as part of their the penal code. level of course review. working properly, the academic standards There was some concern that faculty tended appraisal process. of the programme is considered acceptable. to stick with one institution throughout their At WSB, retention was discussed in some Overall, there was evidence of a movement Markers are trusted to know what they are careers and this might also be limiting the Talking to academics and quality detail. Strategies included: identifying from a compliance based quality culture to doing and grade students appropriately. exchange of ideas. That said, most Polish professionals in Poland, we found they often somebody in each institution with an enhancement based one. academics were very interested in EU- referred to learning outcomes – whether the responsibility for student retention; 10 11 The Boom and Rise of the
Private Sector ‹#› | Tytuł Students in Poland Theme 3: Internationalisation Much of the story of Polish higher 2500 education in the last 25 years can be accounted for by demographics. The end of
and Student Demand the Cold War saw an explosion in demand 2000
for higher education, partly due to a surge of young people and pent up demand. We are thankful to TEB Akademia for preparing 1500 In this section we examine the boom and ‘demographic the two following graphs from official data. The first graph illustrates the important cliff ’ facing Polish universities, the market drivers, and trends in student numbers. 1000 Student numbers climbed rapidly from less 500 the drivers for internationalisation. than 500,000 in 1990 to a peak of around 2 million in 2005 (we will cover the decline
later). As can be seen from the graph, the 0 ability of the public universities to absorb 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Public Nonpublic Total the unleashed demand (and that of a new democracy to fund it) was limited. www.teb-akademia.pl For a generation, this led to a very strong Figure 1: Student Number Trends in Poland 1990-2012 teaching focus in Polish universities.
As a response to this, the Polish Consolidation: the government allowed private sector entrants Demographic Cliff with a very light regulatory regime; presumably due to a reaction to the former Figure 1, also shows a strong decline in communist command and control regime. student numbers since 2005: referred to The new PEIs grew rapidly and absorbed as a ‘demographic cliff’. Please note that, the excess demand and grew quickly to unlike the HEPI report which predicted a over a quarter of the market. As the cost decline that the UK system has managed of living over that period rose faster than to avoid, this is an actual decline. Total academic wages, many academics in public numbers are expected to continue to universities had second part-time positions decline in the medium term. in private HEIs. The effect of this on the public The private HEIs tended to focus on universities is less pronounced (as full- employment focused subjects such as (UG) time studies there are free, this is not management, languages and informatics; unexpected). The demographic cliff is (PG) education and management, leaving hitting minority fields (such as ancient minority areas to the publics where Greek) but the more popular subjects efficiency of scale and excess demand was still recruit well, and the publics can lower. They also tended to operate more in the part-time market and take students from lower socio-economic groups; these patterns have been observed in other HE systems and they are sometimes described as the ‘Brazilian Effect’.
12 13 would be willing to pay the level of fees needed to make a difference (bearing in ‹#› | Tytuł mind extra costs of teaching in English and providing Polish language classes). ‘All the Concentration – Top 10 non-public (part-time 1st year) good students go to the UK or Germany’ was an oft heard lament. The BRICs market 120,000 45.00% 41.64% is a possibility, but in these countries
100,000 people tend not to have heard of Poland or 40.00% Warsaw, and some profile building needs to
80,000 35.14% be done. Europe and North Africa are the 32.95% 35.00% easiest locations for recruitment at present. 60,000
28.26% 30.00% Vistula University has had some success: 40,000 26.54% 25.78% in the last three years they have increased their international numbers from zero to 25.00% 20,000 2000+, roughly 30% of total numbers.
105,255 27,140 92,017 24,423 78,820 22,275 65,189 21,478 55,512 19,509 48678 20,271 They are aiming for 50%. The major 0 20.00% source of students was Ukraine, followed 2009 2010 2011 2012 2013 2014 by Azerbaijan. ‘We are the window to Total Top 10 Top 10 share Europe’. In order to support this, they
www.teb-akademia.pl are adapting their curricula to make them more international (e.g. covering EU policy Figure 2: Student Number Trends in Poland 2009-2014 and economics, but also Eastern Europe). Vistula described their intensive marketing campaign in Eastern Europe, Asia and still recruit those with the best Matura accreditation, employability, research, Africa. They articulated the benefits to scores. At the moment HEIs are coping by university rankings as well as building on students of studying in an intercultural freezing staff recruitment in the smaller disciplines in marketing and cost control to environment that broadens their subjects and shedding emeritus professors. maximise value. perspective and develops their skills. There may be some department mergers or changes to programmes. Most of the HEIs we visited were not Internationalisation seeking to aggressively increase their numbers for financial reasons (it was An interesting story is playing out in the The UK experience would suggest not seen as a quick nor easy solution to private sector, where the decline is felt encouraging recruitment of international the demographic cliff). This brings us more strongly. In addition, the regulatory students to fill the gap. Numbers have been to a clear difference in the approach to regime has tightened, as noted already. increasing by 15% a year from a low base internationalisation. Though the money Therefore, there is now a higher cost (international students generally means international students would bring in is base in terms of academic staffing and non-Polish students on full courses, i.e. not welcomed, that is not the driver (even compliance as well as expectation of Erasmus.) The government target is for 5% for the more heavily internationalised delivery. Nor can privates charge more, of all students to be international by 2020. HEIs). The driver was, in various ways, to as these fee levels are all the market It is currently less than 3% system wide, improve the standing and capacity of the can afford. Although the Polish economy though this varies. Poland has c.a. 46,000 universities. is growing, wage levels remain low in international students, though around half comparison to the wider EU. of them are from Belarus or the Ukraine The public universities would like to attract where many have family connections more non-Polish academics, e.g. visiting The private sector is therefore that exempt them from fees in the public professors. The Ministry will pay towards consolidating, with many smaller providers universities. leaving the market. Figure 2 illustrates this, this if visiting faculty undertake at least 60 hours of lectures. Research collaborations with the top ten providers moving from c.a. One would think that this could be higher; and high quality research are the strategic 25% of the PEI first year bachelor’s intake the price point of Polish HE and the cost of priority. That said, they have embraced to over 40%. This trend is expected to living is attractive given the quality that can student programmes such as ERASMUS continue. be obtained. It is not so straightforward, (see HEI Profiles and Good Practice: as there is to some extent, a shortage of Student Mobility). The response to this by the private HEIs English speaking faculty who can deliver we spoke to was consistent: in a difficult programmes in English (necessary for the The private universities also see market, quality is the only sustainable international market). business model in education. As such, they international links and collaborations as a way to build the quality of their academic look to develop their educational offer There was some scepticism that good offer in order to build their reputation and and the perception of it, such as external quality students could be attracted who standing in a crowded market.
14 15 Other emerging issues
This section examines the number of issues that arose during the study tour including: management of research, professionalisation of administrative roles, finance and infrastructure and employability.
Staff Development and The classes are popular with the students. Employability and Professionalisation Engagement from established faculty professional vs academic varies. A cross-faculty advisory board sets the programme of workshops. degrees Interestingly professionalisation of administrative staff is an issue as the Teaching observations are conducted The ministry identified employability as demands upon them increase; currently no across the sector. In the case of WSB for a theme and this is evident in the ready equivalent of the AUA exists to support this example, teachers are observed in class responses from HEIs when asked about or to disseminate practice. In this respect, once a year by a member of their Teaching the use of employer representatives in the private HEIs appear to have developed Methodologies department, and also by programme design etc. Obviously the further, given their commercial focus and a programme manager or dean. New private providers were particularly focused more managerial style. Consequently, in teachers are always observed. They receive on this as they use career prospects as a functions such as finance, planning and face-to-face feedback on their performance selling point. marketing, we observed a level of maturity and will be offered support on how to comparable to UK HEIs. improve. Data from their students’ exam This links in with recent developments such performance is also analysed. Every two as the NQF and requirement to introduce In the private sector, administrative staff years a comprehensive report is made on systems for RPL. None of the people we can be further influential than the faculty all staff, covering research, teaching and spoke to were confident that RPL systems because they were more frequently admin performance. WSB say it is “useful to were understood or felt that they knew employed on a full-time basis and remained discuss with someone, not to judge you but how to map non-standard qualifications to at institutions for longer durations. Back to help you”. the framework. in the 1990s there was a shortage of well qualified faculty, which gave them As in the UK, Polish HEIs reported that As in the UK, employers were not bargaining power; this is less the case now. faculty are often reluctant to change their always clear as to what intellectual and teaching styles and may resist the pressure transferable skills and attributes graduates The development of the academic base is to update their methods, or describe the could offer beyond their subject specific also important. Research is covered later, LTA workshops as ‘trivial’. But the hope is knowledge; often relying on stereotypes. but Polish HEIs now have centres set up to that attendance at least provokes them to One example cited was the difficulty in train faculty and PhD students and spread think a little bit more about what they do securing public acceptance of a relatively good teaching practice (e.g. Jagiellionian and reflect. Of course, engagement in such new discipline such as International in October 2014). A new law says that PhD activities is more challenging for part-time Relations because employers did not students must take at least 30 hours of staff who may have multiple jobs (in PEIs understand how it was applicable to them, teaching skills training. this could be over half their teaching staff). though cogent arguments can be made for the skills acquired to be very relevant in a business context.
16 17 Funding, Finance and It is worth considering the student Salaries account for most of the cost in Infrastructure viewpoint. The OECD has also calculated the system; there are nationally agreed the Internal Rate of Return for degree minimum salary levels for academics at study in various countries from the point different grades in the public universities. Funding underpins much of the behaviour of view of the private individual. For a That said, it is very difficult to lose in higher education: the OECD Education at man taking a bachelor’s degree, it would permanent academic staff as they have a Glance 2014 report is informative. Poland be: Germany 13.4% Poland 24.6%, UK special legal protections; though it is easier ranks fairly low in terms public and private 14.3% against an OECD average of 13.9%. to make administrative staff redundant. expenditure on HE as proportion of GDP at (The pattern is similar for women, with Emeritus professors are starting to leave 1.3% (c.f. OECD Average 1.59%) though the exception of a much lower return for the workforce as the high demand for this is comparable to both Germany at women in Germany). As such, the financial teaching is quieting down. There is a familiar tension related to that must be undertaken. This creates a that take 1-2 years and are primarily 1.31% and the UK at 1.23%. incentives for Poles to engage in HE are ‘vocational’ qualifications. A phenomenon logistical difficulty for part-time students practical in nature. Approximately 20% strong. Of course the declining student numbers known as ‘academic drift’ was identified if they cannot complete the placement in of young people take these. There is no If international rankings and other policy will add to the pressure on finances. with programmes tending to become more their normal workplace, as they may be direct route from a Technik to a degree: drivers are to be considered, then the So although the system is perceived to Therefore the public universities are academic/theoretical in order to achieve unable to take the necessary leave from no articulation or entry with advanced balance between funding of research and be under-funded, it may be considered adopting practices and disciplines that public credibility. The government is trying work to fulfil these requirements. standing. At present, there are no sector teaching is clearly of interest. The OECD to be efficient in that retention rates are have been common in well-run UK and to introduce a framework for professional, skills councils in Poland who could work to data on the research spend in HE indicates good, standards are generally good, Polish private Polish HEIs, and the private sector degree level qualifications. In order to be The Polish system does not include vertically integrate educational provision by that Poland is spending less on research graduates compete well in the wider is consolidating. considered ‘practical’, 50% of contact time sub-degree qualifications (equivalent to industry sector. (Germany 0.52%, Poland 0.22%, UK European employment market, and fees must relate to practical skills and there are HNDs or BTEC diplomas). There are post- 0.31%, OECD Average 0.46%). Of course, are low. minimum numbers of weeks of placement secondary qualifications known as ‘Technik’ this is expected in a system that has been focused on servicing a boom in student The related subject of how finance is numbers and growing a post-communist managed showed some differences in economy. Research Management maturity of practice between the private and public HEIs. As the private HEIs We were of the impression that Polish being forced to be research active; for help with grant writing or proof reading Poland is investing in upgrading its legacy were not under such direct financial universities do not feel they are in a example research students have to in English. infrastructure with assistance from the management from the state, they position to compete globally – both in publish during their PhD to get their full European Social Fund. Apart from its described generally more mature practices. terms of the money nor the reputation. stipend. It would appear that comparatively obvious impact on transport infrastructure, The public HEIs have more recently The government wants to see more little research takes place outside of there was also clear evidence of investment been implementing practices that were Polish universities appearing on world Another area of tension/insecurity universities, e.g. in industry or charity- in Polish public higher education in terms introduced to UK universities over the ranking lists; faculty tend to be more relates to language. The research funded. PhD holders have to remain of new teaching and research facilities. last 10-20 years. For example, they are interested in how they are ranked assessment system (and university with academia, and often with only decentralising budgets so that individual within Poland. (See http://www.ranking. ranking systems) accord more esteem a single institution, as the route from We asked if there might be a case for the faculties have to pay for the central perspektywy.org/2015/ for Polish league to teaching and research in English. PhD to habilitation to a professorship public HEIs to charge student fees, to put resource and estate that they use. As was tables.) Publication in international journals is simpler if you stay in the same more money in the system. The concern the case in the UK, this has sharpened is more prestigious. Conducting place. Lack of mobility may be a was raised in some quarters that if any their thinking considerably regarding the Similarly, much of the private sector has research in Polish about Polish issues problem in terms of exchange of ideas, more fee money came in, the government actual costs of their activities and what a reputation as teaching only; though is downgraded at the expense of competition, etc. This contrasts to the could simply subtract the fees from their they should be doing. It was evident the better quality PEIs are actively international impact. The system also policy in German universities where to own contribution, as HE has to compete that there was an emerging need for building research and seeking PhD does not cap the number of papers be appointed professor, academics must against other spending priorities. So it specialist administrative support in the awarding powers as a marker of quality. that are scored, as the UK REF does, move from the HEI where they took would appear that it is wider economic areas of finance, planning and business so there are the same concerns about their habilitation. growth, rather than the share of the pie, systems development. A system of metrics based loosely on the quantity over quality that have arisen in that is the issue in financing the future UK REF has been adopted. Needless to other countries. The sector would like to recruit ambitions of Polish higher education. say, it has its limitations. Research has non-Polish staff and bring their ideas become especially important in public There is also a capability development with them. Academic staff turnover universities given the expected decline of challenge. Academic staff had made is generally low with maybe 10 new students, in contrast to the last 25 years a living through teaching in the 1990s people a year in a faculty of 200. But when the focus was more on handling a and 2000s. Many now find it difficult obviously job security is important surge of students and thus on teaching to adapt to a more research-led set compared to life on fixed-term delivery. of expectations. On the other hand, contracts, so there is a trade-off. there is some concern that the older Academic salaries are still comparatively Research has been conducted on the generation will not retire as they need low, a point made in the 2007 OECD management of research assessment and the money, and that there are few report. Of course there is a question how this affects academics’ behaviour. In opportunities for new academics. In whether this may hinder the retention general, the sciences are more research- this context, there was a feeling that and attraction of academic staff in the focused than humanities. The younger capacity needs to be developed to Polish system (noting that of course the generation of academics are, however, support researchers to improve, such as cost of living in Poland is much lower).
18 19 Reflections and Further Reading
The Polish people we met were generally proud of what their country had achieved in the last 25 years, and optimistic about the future. The team were impressed by the hospitality professionalisation of administrative staff Further Reading on Polish shown by our hosts. They were open, will be needed, and indeed, it can be seen Higher Education welcoming and answered our questions that this is already happening. with candour and humour, though there A lot of context can be found from the was an undercurrent of self-deprecation Research and global rankings will remain OECD report published in 2007. and a fear that while Poland, and Polish a challenge, not helped by the US, UK and http://www.oecd.org/poland/ higher education, might have much to offer, Germany presenting attractive opportunities publicationsdocuments/reports/ they were not in a position to compete with for academic talent. However, the first the big fish. priority is of course a system that meets Prof. Marek Kwiek from Adam Mickiewicz the needs of its Polish stakeholders, University has also published a wide range The institutions we visited were very international norms notwithstanding. of academic papers on Polish HE. cognisant of the challenges they face http://www.cpp.amu.edu.pl/kwiek/ and what they need to do. Though there Given the challenges that the system faces publications.html may be structural and internal barriers to into the future, we wish the Polish HE change, one could just as easily find this community well. They have what they need Further links can be found on the AUA in the UK system. All higher education (or can acquire it); but they must believe Poland Study Tour blog at: systems are bound by their previous that they can to develop their future. http://auapoland2015.blogspot. challenges and the decisions taken then, co.uk/ and the trajectory of Polish HE should be Appendices considered in this context.
In fact, the team readily found examples Itinerary of good practice that compare well with the UK equivalent. Many of the basics are Monday 11th May (Warsaw) in place. Academic standards are sound. • Kozminski University Polish graduates compete well on the • Warsaw University of Technology The Study Tour Team European job market. Infrastructure has • PKA improved. New systems and disciplines are • Sheila Adamson, Partnership Tuesday 12th May (Warsaw) being put in place. New research active Development Manager, Queen • Ministry of Science and Higher Education academics are entering the system. It will Margaret University in Edinburgh • Vistula University take time to see the full payoff and as the • Marie Holmes, Quality Secretary, Polish economy grows there will be more to Faculty of Arts & Social Sciences, Wednesday 13th May (Poznan) invest, but this is not unusual in any higher University of Hull • TEB Akademia and WSB Poznan Campus education system. • Angela Pater, Head of Secretariat, University of Bath Thursday 14th May (Poznan) It is clear that there has been considerable • Dr Nirmala (Mala) Arunasalam, • Adam Mickiewicz University development in recent years around Senior Lecturer in Nursing, School of • Collegium Da Vinci key administrative competences such as Health and Social Work, University of student recruitment and quality assurance. Hertfordshire Friday 15th May (Krakow) The next step may be to encourage • Dr Andrew Tuson, Study Tour • Jagiellionan University more quality enhancement and sharing Coordinator, independent consultant of practice across the sector. Greater and interim manager.
20 21 Acknowledgements
The team are indebted to the hospitality of our hosts at all the Good Practice HEI Profiles institutions visited. Many gave Good Practice: Marketing other international exchange programmes. • TEB Academia is a founding company Jagiellonian University students and • The Collegium Da Vinci in Poznań, generously of their time delivering Efficient marketing is key to success as a Furthermore, the ISMO manages services for the WSB Universities. Established academics have been major historical Poland (CDV) is the oldest private presentations, answering our (many) private provider and TEB Akademia and WSB for over 350 students and doctoral students, in 1994, it is Poland’s largest system of figures, including world famous scholars, university in Poznań. Throughout questions and introducing their Schools of Banking have a marketing office studying at the Jagiellonian University with a private Higher Education Institutions. such as Nicolaus Copernicus or Karol its first 18 years of existence on the scholarship. International students can apply campuses to us. In particular, the team that collects huge amounts of data, and utilises With locations in 9 cities in Poland Olszewski, as well as Karol Wojtyła, the Higher Education map of Poland, it for a place in the student dormitory through would like to thank Professor Marek it to good effect. Marketing tactics including (Headquarters in Poznan and major future Pope John Paul II. was attracting some 1,500 students adverts (internet, out-of-home, radio), direct the ISMO. Kwiek, Adam Mickiewicz University and campuses in Wroclaw, Gdansk and each year. Now, as it has undergone Mr Maciej Kolasiński, TEB Akademia for emails, education consultants to sell CPD, Moreover, the unit manages the US Torun), WSB Universities enrol • Vistula University (VU) (Akademia a rebranding process to better fill the their advice and help in establishing and a central call-centre for all the partner institutions. They collect contact details of high Department of Education’s Direct Loan approximately 50,000 students. Focused Finansów i Biznesu Vistula) was founded needs of the dynamically changing job contact with the institutions and school students through school visits. They Program, U.S. Department of Veterans Affairs originally on Business Studies, WSB in 1996 and is one of the first private market, Collegium Da Vinci has proudly organisations that hosted our visits. use cookies to generate pop-up ads to people - Educational Benefit Programs and Canada- Universities run programmes in Law, universities of Poland. The university established its position in the university We are also indebted to colleagues in who’ve looked for higher education on the Ontario Integrated Students Loans. The ISMO IT, Finance, Tourism and Hospitality, is among the top 10 top private sector with a unique range of study at also gives opinions on agreements for joint the AUA for their assistance. web. This has provided a massive increase in National Security and Educational universities in Poland – 5th place in the B.A , MA. Postgraduate Diploma level. international doctoral degrees. the number of people visiting their websites. Studies. Since 2015, doctoral 2014 ranking developed by Perspektywy The CDV offer is closely interconnected We would also like to thank the programmes are offered. The WSB and Rzeczpospolit. Vistula University is with relevant institutions and companies Good Practice: Quality Assurance Good Practice: Infrastructure following institutional contacts: Universities are considered a practically- also the most international university in Poland and abroad (such as IBM Constructed over the last 20 years, the Evaluation of learning outcomes on the course orientated, high-quality choice for in Poland according to the ranking of and Microsoft), to create a practical • Marcin Witkowski, level is one of the tools employed in the quality AMU Morasko Campus is now home to working adults. universities prepared by Perspektywy curriculum, based on economic forecasts Adam Mickiewicz University and assurance system of Koźmiński University. It seven out of 15 University Faculties and and Dziennik Gazety Prawna in 2014. and the development of the job Collegium Da Vinci, Poznan has been designed to monitor the process of two largest research centers in the region: achieving the course learning outcomes by the Wielkopolska Center for Advanced • Kozminski University (KU) founded in Vistula is highly regarded in the business market in the world, which is why CDV • Dorota Maciejowska, the students, and to encourage the faculty Technologies and the Nano-bio-medical Center. 1993, is a private institution of higher environment: it was awarded the “Best places such an emphasis on practical The campus covers 100 hectares and lies Jagiellonian University, Krakow to design and introduce quality improvement education. The university has obtained Partner in Business” title by the editors classes led by valued professionals activities systematically. adjacent to a forest preserve. There is a direct Polish and international accreditations, of Home&Market and the European and potential future employers. CDV tram line connecting it with central Poznan • Maciej Markowski, PKA as well as excellent results in global Medal by the Business Center Club Flexible Study Paths provide students within 15 minutes. Morasko is a favourite The instructors use dedicated software to and national educational rankings. for the best internship and internship with opportunities to combine their • Marta Szajnowska-Ksit, location for many student events and activities assess the extent to which course participants The university offers various Bachelor, program for students. professional and family commitments. Warsaw University of Technology have achieved the defined learning outcomes during the year, such as live concerts, picnics Master’s, MBA’s as well as Ph.D. after course completion. Based on this and sporting events. Each faculty building programs in management, economics, • Adam Mickiewicz University (AMU) in • Warsaw University of Technology • Leonid Markusyk, assessment, the instructors, if necessary, has its own cafeteria and its own library. All Vistula University, Warsaw may suggest the corrective and improvement buildings are connected to the European finance, sociology and law. It is listed Poznań is the major academic institution (WUT) is a technical research measures to be implemented in the next university wifi Network (Eduroam). Several by the ‘Financial Times’ – Business in Poznań and one of the top Polish university with traditions dating back • Svetland Gudkova, PhD, academic year. These are the subject of thousand students commute back and forth to School Rankings, which include the universities. Its reputation is founded on to the nineteenth century (1826). It Kozmisnki University, Warsaw the discussion at the chairs meeting, which the Morasko campus, but with the construction best universities from around the world. tradition, the outstanding achievements is a forward-thinking institution where of new halls most of them will be staying provides a flow for exchanging the good For the past 15 years it holds first of the faculty and the attractive high-quality education meets world- directly on campus instead of the dorms closer • Bartłomiej Banaszak practice and effective corrective actions place throughout private universities curriculum offered to students. In class research and innovation. The between the faculty members. The instructors to the city. and Robert Grabel, Ministry of in national educational rankings. KU addition to its facilities in Poznań, it has WUT priority is an interdisciplinary in the next academic cycle evaluate the Science and Higher Education holds three international accreditations: campuses in Gniezno, Kalisz, Piła and study programme supported by effectiveness of the agreed measures. Good Practice: Distinctiveness in Mission EQUIS, AMBA and AACSB. It is the only Słubice/Franfurt-Oder. The University advanced scientific research. In We would also like to express our Good Practice: Student Mobility Collegium Da Vinci was created in line with private institution in Poland with the currently employs nearly 3,000 teaching response to market demands, a broad gratitude to Santander for their the renaissance spirit combining rational power to award a habilitation degree in staff, including 264 tenured professors, range of professional and technological support of Shelia Adamson as well as The Jagiellonian University sees student and staff mobility as important factors to fulfilling thought with passionate vision. Students management and economics. It boasts 439 associate professors and 1617 programmes are offered which prepare the universities of the tour members. its mission. The International Relations engage daily in projects covering modern the highest first category ranking for adjunct professors and senior lecturers. students for their future careers. The Office manages and coordinates bilateral engineering, IT, business and design. Da Vinci Economics. The University was founded in 1919 University authorities and the academic provides an artistic environment, an ethos Finally, we are indebted to the agreements and staff exchange in the frame and currently its student population staff do their best to acquaint students echoed by friends and colleagues to create Leadership Foundation for Higher of agreements, Erasmus+ agreements (1209 • The Jagiellonian University (JU) is the is nearly 49 000 students (over 1000 with the up-to-date knowledge and a friendly and inspiring atmosphere. Within Education for their sponsorship of agreements) and staff mobility, governmental oldest higher education institution in are international students). Students skills useful in today’s world. research projects of academic staff, the Da Vinci Network, there are college-level this report. Poland and one of the oldest in Europe. may choose between 180 possible coordinates contacts and participates in works degree programmes and other opportunities It was founded on 12 May 1364 by professional specialisations. In recent of International Research Universities Network, to become involved with from a young age. participate in the Utrecht Network Research It hosts schools on university premises and the Polish King Casimir the Great. The years the educational offer has become Mobility Task Force and coordinates SYLFF offers an educational project for senior people, Jubilee year 2014 marked its 650th increasingly diverse. New educational programme. called the Silver Age Academy. Students have anniversary. It was positioned on the QS projects include: integrated studies in a chance to adopt a hands-on approach in World University Rankings as the best humanities, natural sciences, social connecting the best of two worlds; the very The International Students Mobility Office Polish university among the world’s top sciences, and programmes carried out in young and the senior students; who engage in (ISMO) manages comprehensive services 500 and the ARWU as the best Polish cooperation with other institutions both various projects together with undergraduate for over 900 undergraduate and graduate higher-level institution. Some of the in Poland and abroad. students of foreign universities, including the and graduate students enrolled in full degree Erasmus+ programme (over 700 people) and programs. 22 23 THE LEADERSHIP FOUNDATION PROVIDES A DEDICATED SERVICE OF SUPPORT AND ADVICE ON LEADERSHIP, GOVERNANCE AND MANAGEMENT FOR ALL THE UK’S UNIVERSITIES AND HIGHER EDUCATION COLLEGES.
Our o er is for all levels - academics, professionals, managers - all leaders - right through to those in the most senior roles in higher education.
Our mission is to serve our members, drive development and catalyse change.
For further information please contact us on 020 3468 4810 or [email protected]
www.lfhe.ac.uk @LFHEMarketing
THE 210x297 advert_AW.indd 1 26/8/15 10:39:48