Transformation or Systems Convergence?

In many European countries, the distinction between universities and other types of higher education institutions has been a key characteristic of national systems. Although there are overlaps between these main sectors, government maintains a basic distinction as a guarantee of systemic differentiation. The slogan ‘equal but different’ gained the widest currency in typifying binary systems. In most countries, other types – for example polytechnics (Finland, Portugal and formerly in the UK), Fachhochschulen (Germany, Switzerland, Austria), institutes of technology (Ireland), hogescholen (The Netherlands, Belgium) or university colleges (Norway) – have been established to provide vocational programmes at degree and sub-degree level. In order to distinguish it from universities, the higher vocational sector has commonly been termed the ‘non-university sector’ (Lepori, 2008), ‘higher education institutions outside the university sector’ (Kyvik & Lepori, 2010), ‘alternatives to universities’ or ‘second type institutions’ (Teichler, 2007), ‘the other institutions’ or ‘dual arrangement of theoretical and vocational studies’ (Meek & Davies 2009). Most of these terms are derogatory, as they do not do justice to the important place these institutions occupy in national higher education systems and the changing environment in which they function. The sector itself perceives that it is not punching its weight or achieving adequate recognition internationally and therefore have joined forces by establishing a European Network (UASNET) and adopted the name ‘Universities of Applied Sciences’, a term that will also be used in this text

Barriers to open e-learning in public administrations: A comparative case study of the European countries Luxembourg, Germany, Montenegro and Ireland

This article presents a comparative study of the barriers to open e-learning in public administrations in Luxembourg, Germany, Montenegro and Ireland. It discusses the current state of open e-learning of public administration employees at the local government level and derives the barriers to such learning. This paper's main contribution is its presentation of an empirical set of barriers in the four European countries. The results allow informed assumptions about which barriers will arise in the forthcoming use of open-source e-learning technology, particularly open educational resources as means of learning. Furthermore, this study offers a contextualised barrier framework that allows the systematic capture and comparison of challenges for future studies in the field. Other practical contributions include providing advice about open e-learning programmes, systematising lessons learned and addressing managerial implications