Models Actuals de Formació de l’Enginyer a Europa: ETH ZürichGraduates (Diplom) out of which...

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Models Actuals de Formació de l’Enginyer a Europa: ETH ZürichProf. Dr. Dr.h.c. Konrad Osterwalder, Rector ETH Zürich

2Copyright ETHZürich2003

WhitherETH Zürich

and ist Alumni

Prof. K. OsterwalderRektor ETH Zürich

ValenciaJune 6, 2003

Formació del’Enginyer

a Europa

Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich

Topics§ Higher Education in Switzerland

§ ETH- Programmes- Students- Professors- Finances

§ Innovating Teaching- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization

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Switzerland

§ Population: 7.1 mio. Out of which 1.2 mio foreign nationals

§ Area: 41‘300 km2

§ Languages: German (65%)French (18%)Italian (12%)Romanch (1%)

Bundesamt für Statistik 1997/98


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Educational System

Elementary School

High School

TeacherEducationDMS

Professional Training

Matura Diploma Diploma

University

ETH

Fachhochschulen

Universities of Applied Sc.

Degree

University

ETH

Doctorate

- 16

- 19

- 25

Age

- 7

Pre-School

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Swiss Higher Education

10 cantonal universities 2 federal institutions Geneva Lausanne Neuchâtel Bern Basel Zurich Lucerne St. Gallen Ticino

EPF Lausanne ETH Zurich

+ 7 Universities of Applied Sciences („Fachhochschulen“)


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Swiss Universities Students 2000

0

5000

10000

15000

20000

25000

Bas

el

Ber

ne

Fri

bo

urg

Gen

eva

Lau

san

ne

Lu

cern

e

Neu

chât

el

HS

G

US

I

Zü

rich

EP

FL

ETH

Z

mf

Bundesamt für Statistik 2000

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Expenditure on R&D

per capita in USD (OECD, 1996)

0

100

200

300

400

500

600

700

800

total government industry other

SwitzerlandUSAGermany


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ETH Domain

l

Federal Departement of the Interior

Group for Science and Research

ETH-Council

ETH Zurich EPF Lausanne PSI WSL EMPA EAWAG

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§ Higher Education in Switzerland

§ ETH- Programs- Students- Faculty- Finances

§ Innovating Teaching


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Key figures (2002)

Graduates (Diplom) out of which foreigners

PhD & postgraduate studentsout of which foreigners

Professorsout of which foreigners

Personnel (full time eq.)

Budget

95701052 (11%)

28201354 (48%)

340194 (57%)

5417

1084 Mio. SFr.

0.7 billion US$

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Proportion of Women as % of Total

0%

20%

40%

60%

80%

100%

Pro

fess

ors

199

1

Pro

fess

ors

200

0

Sci

enti

fic

Sta

ff 1

991

Sci

enti

fic

Sta

ff 2

000

Oth

er 1

991

Oth

er 2

000

Stu

den

ts 1

991

Stu

den

ts 2

000

mf


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§ ETH- Programs- Students- Faculty- Finances


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Construction and Geomatics (2)Architecture; Building, Environment and Geomatics.

Engineering Sciences (5)Mechanical and Process Engineering; Information Technology and Electrical Engineering; Computer Sciences; Materials; Industrial Management and Manufacturing.

Natural Sciences and Mathematics (4)Mathematics; Physics; Chemistry; Biology.

System-Oriented Sciences (5)Earth Sciences; Environmental Sciences; Applied Biosciences; Agricultural and Food Sciences; Forest Sciences.

Humanities, Social and Political Sciences (1)Humanities, Social and Political Sciences.

Structure: 16 plus 1 Departments


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Students in the 4 domains (2000)

0

500

1000

1500

2000

2500

3000

3500

Nat

ural

Sci

ence

san

dM

ath

emat

ics

Sys

tem

-o

rien

ted

Sci

ence

s

En

gin

eeri

ng

Sci

ence

s

Co

nst

ruct

ion

Sci

ence

s

Oth

ers

DiplomaDoctoralPost-diploma

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Strategy

GESS

ITET

INFK

MAVT

BEPRMATL

BAUG

PHYS

ARCH

BIOLMATH

CHAB

ERDW

AGRL

UWIS

+

+

Es bedeuten:+ gemeinsame

RessourcenplanungI> Zentrum für Umwelt

Natürliche Ressourcenkursiv Arbeitstitel


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§ ETH- Programmes- Students- Faculty- Finances


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Diploma Students

0

500

1000

1500

2000

2500

1975 1980 1985 1990 1995 2000

diplomaentries

Incl. Prof. Off. of theSwiss Armed Forces, Phys. Educ. and Sports Teacher


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Doctoral Students

0

100

200

300

400

500

600

700

800

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

doctoratesentries

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Students (2000)

ETH Zurich

11596

9030

2262

3040

2000

4000

6000

8000

10000

12000

Tot

al

Dip

lom

a

Doc

tora

l

Pos

t-di

plom

a

MIT (1999-2000)

9972

4300

2611 2900

1610

2000

4000

6000

8000

10000

12000

Tota

l

Und

ergr

.

Mas

ter

Doc

tora

l

Oth

ers


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Nationality of students

Diploma

88%

4%8%

Swiss Swiss residents others

Doctoral / post-diploma

57%

2%

41%

Swiss Swiss residents others

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Faculty search and nominations ©OK

(top priority, presidential responsibility)

§ Shared process with strong feedback§ Search committees chaired by personal

delegates of the president§ Head hunting through global faculty

networks§ Strong engagement of target

departments§ Final verification (~90%) by the

president§ Embodiment of ETH culture

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Nominations – Applications ©OK

11.1.02 Bre/lü

Tenured positions Nominations 46%

N = 36 N = 31

Applications 54%

Junior faculty positions

Nominations 19%

N = 8 N = 35

Applications 81%

New Faculty 98-01:


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New Faculty 1998-2001 ©OK

Recruited from:

11.1.02 Bre/lü

*Austria 3

Benelux 4France 4UK 4

Italy 1Japan 1

Scand 2

CH48%

D14%

USA21%

other *17%

N=53

N=15

N=23

N=19

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Talent fostering ©OK

Assistant professors with TenureTrack

§ Official adoption by both ETH in 2000/2001

§ Continuous appointments

§ Implementation of a structured tenure

process

§ Periodical reporting and positioning

§ Establishment of an ETH-wide tenurecommittee


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Budget

Income (2000)

86%

8%

4%

2%

federal budget project fundingprivate sector fees

Expenditure (2000)

60%23%

17%

staff investmentsrunning costs


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Expenditures per Student (2001)

CHF (1 € = 1.5 CHR)

0

50'000

100'000

150'000

200'000

250'000

EPFL ETH Zürich MIT

EPFLETH ZürichMIT

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§ ETH

§ Innovating Teaching- Goals- (Bologna) Reform- Quality - New Teaching Technologies- Networking, Internationalization


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Our main goals in teaching and learning

Highest Quality through:

§ dedicated and competent teachers

§ qualified students

§ flexible and focused curricula

§ research based and research oriented teaching

§ Co-operation with industry and alumni

§ international collaboration

§ advanced infra-structure

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The Profile of ETH Engineering Graduates

§ have solid knowledge in the basic sciences

§ have a scientific education with some research experience in their proper field

§ are able to connect to fields outside their specialization

§ continue to learn independently

§ are able to take up a leadership responsibility shortly after they have left the university

§ are fluent in English (ideally: mother-tongue + english + one)

§ find their way in foreign cultures

§ are being sought after in the international labourmarket


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Curricular Reform: Goals

§ Reorientation towards the Needs of the Modern Society (Politics, Economy, Individuals):

- International compatibility- Increase Student‘s Mobility (between disciplines and

geographically)

- Simplification and flexibilisation of the Curricula

- Transparency in performance control- Quality Enhancement

Therefore:

Institution-wide and Fundamental Curricular Reform

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§ ETH§ Innovating Teaching

- Goals- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization


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ESIB: Bologna Process in Switzerland

ESIB condemns the way the Bologna Declaration in Switzerland is implemented. Switzerland gives a pitiful example of “bad practice” concerning:- selective access to Master studies- a narrow interpretation of the ECTS key features- the implementation of assessment years- not introducing a grant system that is fair and harmonised within even only Switzerland- the policy of tuition fees- not respecting the 80% of Swiss students that are working part-time

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(Bologna) - Reform ©KO

includes all aspects:

§ Curricula§ Structure: undergraduate, graduate, doctoral

levels

§ Teaching methods and technologies

§ Performance control: ECTS, Examinations, etc.

§ Student administration

§ Quality Assurance in every Step

§ è Completion 2005


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To study at ETH ZürichZahlen: Stand heute

DurationG

radu

ate

Leve

lB

ache

lor

Leve

l

Gra

duat

eS

tudi

es

Doctorat

Master

(Total 3‘000)

Bachelor

(Total 6‘000)

(Total 3‘000)

2‘200/Jahr

1‘600/ year

500/year

1‘500/yearExternalMasters

200/year

1‘000/Jahr

Ph.D.

500

ExternalBachelors

400

500/yearAustritte

changingsubjects

100

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NewProfiles UndergraduateCore Competences

§ Broad Education in Basic Sciences: Math, PhysicsChemistry, Computer Science, Biology

§ Solid Basic Knowledge of the Discipline

§ Methodological and Scientific Thinking

§ Including Humanities and Social Sciences

§ Scientific english (starting year 2)

§ Experience in team work, practical work

§ Optimal Preparation for Graduate Programmes at ETH and at other leading Universities worldwide

§ Concentration and advanced placement in Master Coursespossible

§ No particular preparation for entering the job market

§ Limited study time: < 5 years


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New Profiles: Graduates (Master)

§ Scientific Specialization§ First Research experience through collaboration

in a research group

§ Master thesis (~6 Months)§ fast tracks into the doctorate for the excellent

students

§ elite programs

§ joint master programs with other universities

and:introduction into management, finance, human

resource

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Students 1999 – 2007 (Projections)

Graduates

Undergraduates

0

2'000

4'000

6'000

8'000

10'000

12'000

14'000

1999

2000

2001

2002

2003

2004

2005

2006

2007

Bachelor Students

PhD und Postgraduate Students

Master Students

Total Studierende ETH Zürich

Diplomstudierende

Doktorierende + NDS


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§ ETH


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Quality: Teachers and Teaching

§ Teaching qualification at the moment of the hiring

§ Evaluation by students, alumni, peers

§ Benchmarking (SPINE Project)

§ Center for teaching and learning


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- Teaching- Curricula- Labor market perspectives

- Research: quality, productivity, relevance- Internationalization- Academic staff: qualifications, satisfaction- Infrastructure, facilities- Administration- Hiring Process

Quality: what should be evaluated?

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- clear emphasis on improvement function- control function marginal

- different modules: consider combined picture- define owners: who drives the process, who gets to see the

results

- get those concerned involved

- results open to those with a vested interest

clearly define how results will be used: what are the consequences

Model ETH: Ground Rules


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§ Course evaluation by students

§ Auto-evaluation of the yearly teaching performance

§ Self-evaluation of department

§ External assessment (peers and others)

§ Assessment by alumni

Model ETH: Modules

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Modules (continued)Modules (continued)

§ History of a diploma student

§ Study times

§ Statistics on perspectives on the job market

§ Interviews with chief personnel officers in big companies (planned)

§ Evaluation of infrastructure and administrative services


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Course Evaluation by Students

4 - part questionnaire

§ 3 Rector’s questions

§ Department’s questions

§ Lecturer’s questions

§ open questions

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§Rector’s questions identical for the whole university

§Department’s questions chosen by the departmental committee for teaching and learning (1/3 students, 1/3 teaching assistants, 1/3 faculty)

§Lecturer’s questions: course dependent

§results determined neutrally, anonymously


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§Discussion of the results in class

§Results parts 3 and 4 remain with the lecturer

§Results parts 1 and 2 published in departmental internet, discussed in the committee for teaching and learning, recommendation to lecturer and department chair

§Analysis of answers to Rector’s questions in rectors office, discussion with Department Chair, if necessary action

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Course evaluation: experiencesCourse evaluation: experiences

§Positive reactions by students and faculty

§significant results, localization of problem spots

§actions for improvement

§further insights


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External AssessmentExternal Assessment

- One department at the time

- External committee determined by school management (peers, leaders from industry, maybe from government), 8 - 10 members

- Same committee in Lausanne and in Zürich

- one full week, meetings with all members of the department, students, visits of premises

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External AssessmentExternal Assessment

§ three meetings with school management

§ oral debriefing behind closed doors

§ written report with recommendations

§ department gives a written opinion, proposes measures

§ management decides measures

§ lasting effect, high cost


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Assessment by AlumniAssessment by Alumni

- Questionnaire to alumni 3, 4, 5 years after they left the school

- questions about professional development, present job, position, salary

- university education in retrospective

- importance of particular fields

- fields missing from curriculum

- Importance of various aspects, contribution of ETH, (benchmarking with MIT)

- assessment of courses and lecturers

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Assessment by Alumni (cont.)Assessment by Alumni (cont.)

§Consequences- new focussing of course offering- revision of curricula- action in case of important, but poorly taught

courses


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- Time to diploma / doctorate; theoretical versus actual values

- Dropouts- Change of subject

Analysis of study times

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- Finding a job

- Happiness with the job found

- Area of work: does it correspond to what you have studied at ETH

Perspectives on the Job Market


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- Modules combined give a multifaceted picture of teaching, research and services at ETH

- only some of the results are truly helpful as tools for leadership

- Direct participation of everybody involved generates a positive, supporting attitude

- Initial fear and aversion disappeared

Conclusions

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- Flexibility: adjust evaluation to the particular aspect under scrutiny, to the particular situation

- Respect freedom of teaching and research

- protection of privacy- there is no universal concept of what is good

teaching

Conclusions (cont.)


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- High costs: personnel and financial

- Example: Auto-evaluation and Peer-review for the Department of Civil Engineering (22 senior faculty, 850 students):

- 54 man-months, 80’000 US$

- Danger of wear and tear

Conclusions (cont.)

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- Evaluation has to be process oriented: who looks at what, for what purpose, by which means, with the help of whom

- Who draws when which conclusions

Conclusions (cont.)


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Conclusions (cont.)Conclusions (cont.)

- used with moderation

- interpreted with modesty and caution- with the willingness to draw conclusions and

consequences

- evaluation is an invaluable and unavoidable tool to further and to assure quality

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§ ETH

§ Innovating Teaching- Bologna Reform- Quality

- New Teaching Technologies- Networking, Internationalization


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Who is teaching?

§ Major courses are taught by professors§ Teaching load between 4 -6 semester hours

in 2 semesters of 14 weeks each§ Exercise sessions, lab courses etc. with the

help of the doctoral students = assistants (they all get a salary of 2000€ up)

§ some auxiliary work is done by the master students

Compulsory (in part) courses in teaching technologies for assistants

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New teaching technologies

§ Funding of Innovative Teaching Projects- 2 - 4 Mio. € per Year

- 50 Projects

§ Support offered by ETH Learning Center- NET (Network for educational technologies)

- Center for didactics

- ETH tools

- Center for continuing education


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§ ETH


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National Co-operation ©KO

University Network Zurich

Examples§ Free Access to all Courses of ETH and University

of Zurich for all Students

§ Joint Language Learning Center§ Joint Master Program in Microbiology (Starts

Autumn 2002)§ Joint Master Program in Finance (Starts Autumn

2002)§ Coordinated Bachelor and Master Program in

Chemistry§ Intensive Collaboration in Social Sciences and

Humanities


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National Co-operation ©KO

Other Examples

§ EPF Lausanne: - Telepoly, continuing Education, etc.

§ University of Basel:- Pharmaceutical Chemistry

§ Università della Svizzera Italiana:- Building Construction, Energy Policy and Economics

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International Co-operation ©KO

IDEA League

Imperial College, TU Delft, ETH Zurich, RWTH Aachen

§ A small and exclusive Network for- a close collaboration on strategic policy issues,

- the exchange of ideas and expertise,

- a shared notion of quality- joint activities (internationalisation of education,

common research interests, human resource development etc.)

- the use of collective power to attract more funding and to influence Europe’s policy in research and education


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IDEA League - Activities

§ Quality Assurance: 9 common principles

§ Comparison of curricula (input)

§ Definition of quality profiles at Bachelor‘s and Master‘s level (outcome)

§ Recognition of degrees(undergraduates and graduates of the partner universities are treated as the own ones)

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UNITECH International: The Partners

RWTH Aachen

UPC Barcelona

TU Delft

Chalmers, Göteborg

Imperial CollegeLondon

ParisTech /Ecole Polytechnique

Politecnico di Milano

ETH Zurich

Academic Partners

ABB (Switzerland)

DaimlerChrysler

Degussa

Gruppo Falck

F. Hoffmann-La Roche

Hilti

IBM

L’Oréal

Mapei

Philips

Corporate Partners

PSA Peugeot Citroën

Shell

Siemens

Unaxis

ZF Friedrichshafen

usw.


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UNITECH International ©KO

Complementing academic excellence

Home University educates excellent specialists:§ solid base education§ excellent engineering background§ leading edge research

UNITECH trains students to be broader generalists:§ cross cultural experience§ language skills§ interpersonal skills§ understanding of management principles

§ practical experience in industry

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OUTLOOK ©KO

ETH wants

§ to finish the curricular reform by 2005

§ to take a lead in Switzerland and in Europe§ to strengthen its student recruitment world-wide in

collaboration with IDEA League partners§ to intensify collaboration with North America and with

the far East§ To build up and to strengthen collaboration in research

and in education particularly with institutions in southern and in eastern Europe, in south America and in India

Major problems to be solved

§ Financial aspects

§ Immigration laws, recognition of degrees

Models Actuals de Formació de l’Enginyer a Europa: ETH ZürichGraduates (Diplom) out of which...

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