Chapter 9 Conclusions

Based on new empirical research, including qualitative interviews as well as quantitative data from learners across several MOOCs, this book contributes to the debate by providing a comparative study of the diffusion and social implications of MOOCs in the USA and in Europe

Aldo Geuna & Federica Rossi, The University and the Economy. Pathways to Growth and Economic Development

Book Revie

Chapter 9 Conclusions

Based on new empirical research, including qualitative interviews as well as quantitative data from learners across several MOOCs, this book contributes to the debate by providing a comparative study of the diffusion and social implications of MOOCs in the USA and in Europe

An institutional mechanism to reduce internal competition? A hypothesis about the diffusion of satellite universities in Italy

This paper sheds light on the development of a peculiar organizational form in the Italian higher education system: satellite campuses. In comparison with other European countries, the Italian system shows peculiarities in terms of differentiation and power distribution among institutional actors. Building on the idea that the opening of a satellite campus might be the result of a convergence of interests among two actors (the academic oligarchy, that is, tenured faculty members, and local governments) at the expenses of a third (the state), the paper provides evidence about a statistically significant and robust association between the level of internal 'academic crowding' at a university and the chances of opening one or more satellite campuses. This supports the hypothesis that the creation of satellite campuses may have been welcomed and favored by tenured professors for diverting internal competition for academic posts and preserving the distribution of power in the parent university

Monitoring the Evolution of Education and Training Systems: A Guide to the Joint Assessment Framework

This technical report represents the official guide to DG EAC’s Joint Assessment Framework (JAF). The JAF methodology was first introduced by DG EMPL in 2010 to standardise the monitoring of benchmarks and indicators under the Employment Guidelines. Since two of the Employment Guidelines concern education and training, DG EAC was directly involved in developing the methodology and has since introduced it into its own monitoring approach concerning the strategic framework for European cooperation in education and training (ET 2020). The JRC’s Centre for Research on Education and Lifelong Learning (CRELL) has helped EAC to adapt the JAF to the context of education and training, developing the quantitative part of the methodology for the ET 2020 benchmarks. This report details the main empirical, theoretical and policy arguments behind the selection of the various sub-groups and sub-indicators for each of the six operational ET 2020 benchmarks; it also lists the methodological criteria adopted throughout the JAF development work. Finally, the report provides explanations on how to interpret the JAF charts that are produced annually by CRELL for the quantitative assessment.JRC.DDG.01-Econometrics and applied statistic