Archive for October, 2007

European Qualifications Framework

October 27, 2007

From EU-press release it should be noted that on 25 October 2007 The European Parliament voted in favour of adopting the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF), proposed by the Commission in September 2006. 

The EQF will link countries’ qualifications systems, improve their transparency and so act as translation device in order to help Member States, employers and individuals compare and better understand qualifications held by individual citizens from elsewhere in the EU. 

The EQF is a translation grid for qualifications around Europe. It has two principal purposes: (1) to promote mobility between countries, and (2) to facilitate lifelong learning. Both are indespensable for achieving more and better jobs and growth, as Europe faces the challenge of becoming an advanced knowledge-based economy. 

At the core of the EQF are its eight reference levels, from basic to advanced – combined with corresponding demands for Knowledge / Skills / Competence. These describe what a learner knows, understands and is able to do, regardless of the system in which the learner’s qualification was acquired. 

The EQF therefore shifts the focus away from learning inputs (such as length of a learning experience, or type of institution), to learning outcomes. Shifting the focus towards learning outcomes brings significant advantages: 

– It supports a better match between education and training provisions and the needs of the labour market (for knowledge, skills and competences).

– It facilitates the validation of non-formal and informal learning.

– It facilitates the transfer and use of qualifications across different countries and education and training systems. 

As an instrument for promoting lifelong learning, the EQF encompasses general and adult education, vocational education and training, as well as higher education. The eight EQF levels cover the entire span of qualifications from those achieved at the end of compulsory education, up to those awarded at the highest level of academic and professional or vocational education and training. 

The recommendation approved by the European Parliament foresees that Member States relate their national qualifications systems to the EQF by 2010, and that individual certificates or diplomas should bear an EQF reference by 2012. 

From the statement of Commissioner Jan Figel: “People in Europe too often face obstacles when they try to move from one country to another to learn or work. They sometimes also face obstacles when they want to move from one part of their own country’s education system to another, e.g. from vocational education and training to higher education…” 

For further information, please check: 

Povl Tiedemann


26 October 2007


Check: povl tiedemann 29 October 2007              


Quality approval shift

October 27, 2007

Initial steps in Denmark – from local or national public authority signatories to international assessment and accreditation. 

The Danish Ministry of Science, Technology and Innovation has – till now –  been responsible for issuing approvals of study lines offered by Danish universities and business schools – thus linking authority and responsibility directly to Parliament. 

For obvious reasons the ministry is currently challenged by the increasing complexity and volume of the initiatives launched – especially when taking into consideration international demands from the future globalisation, requiring first-hand update on performance, content and quality. 

Consequently, the Minister recently disclosed the initial step towards relaying the approval of general study lines (non-authorisation-lines) to international accreditation processes. By doing so, future access to collect public funding for universities and business schools will be subject to quality standards set and supervised by international accreditation agencies. 

The implementation of above approval shift implies that the Danish universities are well under way to meet the GATS – globalisation demands, under guidance by the business school community, which is already in compliance with the international EQUIS accreditation standards. 

This is a clear signal to authorities, universities and business schools, depending on traditional public / ministerial based approval systems, to make a move for the future by adapting to the conditions of the market for research based education: – identify relevant internationally operating accreditation agencies, and get going… 

For further information it is recommended to contact for inspiration from the EQUIS schedule, and definitely will be a helpful source, as will the Danish Ministry of Science, Technology and Innovation at  

Check for further info: – povl tiedemann – 4 January 2006

Povl Tiedemann


January 2006 

IMD – World Competitiveness Yearbook Forecasts for the Competitiveness Road Map 2007 – 2050

October 25, 2007

As member of the Input Panel for the IMD World Competitiveness Yearbook, Danish Business Economists are granted access to the very first analysis results.

The following 3 observations from the Competitiveness Roadmap have been chosen for commenting – all of which are among the 6 issues expected to have highest impact on the world competitiveness landscape during the next four decades. The remaining 3 issues not commented are “Real estate bubble bursts” – ”Financial systems not up to par in Asia” – “Pension system in China at risk”.  

Emergence of a new Middle Class.

The emergence of a middle class in Asia, Central Europe and Latin America changes the nature of the world economy. 600 million people have reached this status over the past 6 years, spending on average 4.000 billion USD a year on housing and consumer goods (even luxury goods). This new middle class is expected to double in size every 7 years.

 -Information of great interest for suppliers from the “old economies” in Europe, US and Japan to this market- and demographics segment, with a rapidly increasing purchasing power and spending initiative. The development is expected to contain high influence on the competitive landscape towards year 2030. 

From cheap Manpower to cheap Brainpower.

The world moves from a competitiveness model based on cheap manpower to one based on cheap brainpower. In total, India, China and Russia “produce” each year 14 million university students, as many as the US. These students quickly become young professionals eager for success, who are relatively affordable and highly motivated. Through technology, these brains can be accessed from all over the world. 

-Information with a certain competitive interest to us in the “old economies” – and with specific address to our university sector. Check “Winds of change are rattling European universities” on 4 December 2006. The development is expected to contain slightly less influence on the competitive landscape towards year 2030. 

Low demography in Europe, Japan and Russia.

The low demography in Europe, Japan and Russia takes its toll on the dynamism of the economy. In 2050, Europe will count 628 million people, having shrunk by more than 100 million in 50 years. Could more lenient immigration policies compensate for this decline, especially for skilled labour? 

-Information with absolute demand for strategic reflection. The development is expected to contain high influence on the competitive landscape towards year 2050 – however, side effects may develop even earlier. Reflection should be intensified taking into consideration that the population during the last 100 years in China has grown from 400 to 1.200mill. and in India from 250 to 1.000 mill. During the same period the population in the muslim countries in general has grown from 150 to 1.200 mill. On top of that we are facing effects from the so called “youth-accumulations / youth bulges” ref. Professor Gunnar Heinsohn, University of Bremen.

For further information and access to the IMD World Competitiveness Yearbook, please visit

World Competitiveness Online is unique to:

 Analyze a country’s competitiveness performance over time.

 Select a group of countries to benchmark, display just the data you need.

 Download the results in Excel or PDF for your own research.

– ”My Rankings”: choose some criteria of special interest to you, for example on health, or intellectual property and construct your own index.

Check also: povl tiedemann 23 july 2007

Povl Tiedemann


July 2007       

Bologna goes Global

October 25, 2007

From recent press release by the Cabinet of EU Commissioner Jan Figel, it should be noted that the accelerating processes in the European Higher Education not only comprise the development from 29 to 46 participating countries – the contents and the objectives are also developing with an impressive momentum towards a global context. 

Having the basic reforms on stream with: 

-Three cycle structure,

-Quality assurance,

-Recognition of qualifications and study periods, 

the London meeting of the Ministers of Education 17 – 18 May 2007 will expectedly adopt a strategy for positioning the European Higher Education in a Global context with focus on:

International Dialogue, Comparison, Competition and Quality. 

The subsequent activities will comprise:  

-Information provision,




-Policy Dialogue,

-Mutual Recognition. 

Thereby the traditional ways of managing and performing Higher Education will be put under expected pressure by the competition- and market driven agenda of the future. However, also at an accelerated pace, and with due inspiration from the experiences of the suppliers of Mail – Tele – Rail – Energy. 

Check for further info: – povl tiedemann – 16 May 2007

Povl Tiedemann


May 2007

Merger and Profiling – Danish examples in Academia

October 25, 2007

Merger and Profiling

How to maintain accredited brand and identity independence in a joint consortium with a non-accredited partner and continuing entity. 

Gaining critical mass and volume concerning research and researchers, students, lecturers and professors, combined with viability in general, often involve establishment of co-operation like collaborative provision, consortia and direct commitment through merger. 

Smaller and larger institutions – market driven business schools and classical universities, may find natural synergies through joint forces and ownership with full reciprocal commitment. This is of importance, specifically when operating on a worldwide scale. 

However, when two or more institutions with full independent positioning, profile, identity and history are entering into such mutual commitments, accreditation may appear to be a critical issue between an accredited and a non-accredited institution – especially when the latter is the largest, the carrier of the main identity and being the continuing entity, e.g. a classical university. 

Integration of institutions maintaining separate accreditation or an individual identity in general, will call for special merger models to ensure continued individual commitments and strengths, combined with the joint and scaled activities. 

Dividing an “in-coming” and often smaller institution into bits and pieces to be absorbed by the continuing and often larger institution most certainly will eradicate the expected values added as well as the synergies of joint faculties. 

To maintain accreditation together with brand and identity independence for the “in-coming” institution, it is imperative to: 

Balance differences of mission and vision, aiming at full

Autonomy concerning





constituting the basic business school accreditation elements and criteria to be supplemented by AACSB, AMBA and EQUIS. 

Such demands may be difficult for the absorbing and continuing entity to accept and digest. However, through creation of the necessary platform and modus operandi to host the “in-coming” institution, the initial process and final consolidation may develop fruitfully, and with full complementary and synergy benefit. 

For a positive case of inspiration please visit the websites and management forum at:

the University of Aarhus,

the Aarhus School of Business

and the Danish University of Education  

Above institutions of great variety are joining forces commencing by 2007, based on a general “university / professional school” platform of independency and individuality created at AU for the ASB and DPU units.  

The basic elements of this platform are deducted from above accreditation criteria, thus leading the way for similar merger initiatives – locally as well as internationally across institutional interests. 

The initial inspiration for this process is presented on and the driving force is maintained by, nourished by the attitude that students should be treated like quality demanding clients, and Business Schools – Universities should perform like customer oriented service providers on a global marketplace.  

This development corresponds directly with the 10 may 2006 – position of the European Commission on how best to modernize Europe’s universities, comprising the proposal to allow universities greater autonomy and accountability, so that they can respond quickly to change.

Check for further info: – povl tiedemann – 5 December 2006

Povl Tiedemann


December 2006 

GATS and Quality-Improvement in the Bologna Process

October 25, 2007

With the development of the General Agreement on Trade and Services, GATS, under the auspices of WTO, services and thereby also the services rendered by Universities and Business Schools, will be considered as commodities and priced products. For further information, please visit 

Thus students are to be considered as customers, demanding value for money. Through this equation-like array of consequences, it is evident that quality improvement will be of paramount importance for the future performance in the University and Business School sector. 

This counts for both public as well as private institutions. Increased financial commitment from the students / customers naturally will create demand for transparency concerning the products, and their quality. 

Although quality development is well placed on the agenda with most institutions, and fulfilled through assessment and accreditations, inevitably the student commitment will focus on an increased quality improvement. 

In this context it is worth while to note that in connection with accreditation of an institution or any set of study programmes, a current improvement scheme for the institution or relevant parts hereof, will be necessary to comply with the market demands. Detailed inspiration on this subject and the re-accreditation processes can be obtained from the EQUIS presentation on 

EU-Commissioner Jan Figel supported above in his address to the EFMD Annual Conference in Brussels, June 2005, expressing points of view concerning the European quality improvement initiatives as follows:  For its part, the Commission has proposed a Council and Parliament Recommendation on the strengthening of cooperation in quality assurance in higher education.

Moreover, encouraged by the successful experience of EQUIS in Management Education, the Commission supports pilot schemes for the establishment of European quality labels in various study fields such as Engineering or Chemistry. 

With respect to the European qualification framework (EQF), Ministers in Bergen endorsed a proposal for higher education qualifications. It will serve as a common reference for all various types of first, bachelor-level degrees, for masters and doctorates as well as for short vocational qualifications typical of areas such as management, accounting, tourism, etc. 

I would like to take this opportunity to encourage all those who offer higher education qualifications in management to make sure they are in line with these reference levels. This will strengthen internal coherence in the European Higher Education Area.”

Check for further info: – povl tiedemann – 25 October 2005

Povl Tiedemann


October 2005

The European Institute of Technology – EIT – Position Statement

October 22, 2007

Comments on Communication from the Commission to the European Council – The European Institute of Technology: further steps towards its creation, Brussels, 8.6.2006 – COM(2006) 276 final 

In connection with launching and developing the initiative of European Institute of Technology (EIT), intensely supported by President José Manuel Barroso, following elements should be considered: With network communities having an increased influence in future world economy, it will be necessary to nourish initiatives as the Airbus and the cooperative development projects of the European automotive industry through relevant attachment to joint research forces, as presently under establishment under the auspices of the EIT.

Additional links to CERN could be most appropriate. The proposed structure organized within the framework of Knowledge and innovation Communities (KIC’s), under the strategic direction of a Governing Board may contain insufficient leadership possibilities. Thus it is strongly recommended to intensify leadership and structure profile to create and sustain adequate commitment and identity. 

Future world economic development will demand new priority paradigms additional to traditional technologies. Thus the EIT initiative portfolio should adapt Trans-disciplinarily and multiculturally, thus including the business and service sector together with elements from the humanities as relevant focal points.

For inspiration, please visit  

(Big Picture, 03 Multidisciplinary Approach)

together with

publishing the Danish approach to the future challenges of Globalization. Modernising and reforming the professional career and functional conditions in general for the academia will be relevant as part of developing the EIT. This will not only comprise incentive measures and packages, however, focus should also be set on professional conditions as key elements of development. 

With Business School competences as relevant platform for the development of cross cultural and trans disciplinary faculties, it is advisable that the Business School Community be represented in the management structure – politically as well as operationally – thus participating in the development of the strongest possible governance process and structure. 

Above has been communicated to the EU, Directorate-General for Education and Culture together with Commissioner Jan Figel. 

Povl Tiedemann


October 2006   

Sciences and conditions of the New World Order…

October 22, 2007

 – The Humanities and Social Sciences versus Nano– Bio– Info– and Techno Sciences in general. 

The traditional “old economies” have done well, but the times are changing and so are the conditions for the continued viability of the “old economies” – as a natural effect of technology movement.  

This fact has been visible for quite a while. However, the modes of filling the gab after out sourcing the traditional technologies have also followed traditional patterns of generating new high tech areas. Although the core technologies are extremely advanced, development, application, dissemination and related interactions may follow quite narrow minded and traditional ways of thinking –especially when it comes to worldwide activities. 

Where Business Schools and Technical Universities have joined their classic forces, fruitful synergies have developed – with the MIT / SLOAN combination as an outstanding example, where natural business oriented synergy elements are nourishing each other. However, forces have to be joined on even more widespread grounds to cope with the increasing complexity of development, production, management and consumer behaviour of tomorrow. 

The power of culture, religion and ethnic diversities is becoming increasingly visible. Although it has been a fact for centuries – even the Scandinavian Vikings “left their gods behind when visiting foreign land” – it is evident that a winning strategy for business competition implies Humanities and Social Sciences in combination, of course, with relevant development of actual high tech competences. 

As an important element of the National Globalization Strategy for Denmark, and as a natural prolongation of ancient culture, tradition and expertise, and realising the facts of the comparative advantages of being a small nation – specific attention has been allocated to strengthen the base of interaction with the surrounding world and cultures.  Consequently a specific research initiative – KINO – under the auspices of the Danish Agency for Science, Technology and Innovation has been launched, combining the “soft” diversities of Humanities and Social Sciences with the production development and managerial demands of tomorrow.  

Background studies on above have been performed under chairmanship of Mr. Soeren Barlebo Rasmussen, Dean at Copenhagen Business School. Similar initiatives are under development at Stanford University, where the interest spheres HUM – TEC – SOC (Business) are visualised in below figure, pointing at the design process as the common denominator for the 3 spheres of innovative forces.  


(Big Picture – 03 Multidisciplinary Approach)

As further readings could be recommended document from Commission of the European Communities, Brussels, 10.5.2006 COM(2006) 208 final “Delivering on the modernisation agenda for universities: Education, Research and Innovation” placing focus on Inter- and Transdisciplinarity,  par. 6,  p. 8,  and available at: 

Check for further info: – povl tiedemann – 21 July 2006 

Povl Tiedemann,

Danish Business Economists

July 2006 

OECD – Future of Higher Education

October 18, 2007

Future Scenarios for Higher Education

Notes from OECD Education Ministers’meeting in Athens, June 2006. Four university structure scenarios, developed by the OECD secretariat, were presented as part of the ongoing project concerning the future of higher education, and as tools for considering the future, leading to the main questions:   

  • Where are we going?
  • Where should we go and why?
  • How can we get there?

Scenario 1 – Open Networking:In this scenario, higher education is very internationalised, and involves intensive networking among institutions, scholars, students and with other actors such as industry. It is a model based more on collaboration than on competition.  

Scenario 2 – Serving Local Communities:In this scenario, higher education institutions are focused – or refocused – on national and local missions. They are embedded in their local and regional communities, and are dedicated to addressing local economic and community needs in their teaching and research.  

Scenario 3 – New Public Management:In this scenario, higher education is primarily publicly funded, as is currently the case, but there is a greater focus on the use of “new public management” tools, including market forces and financial incentives.  

Scenario 4 – Higher Education Inc.:In this scenario, higher education institutions compete globally to provide education services and research services on a commercial basis.

As participant in the meeting, the Danish Minister of Education expressed – probably as the only one in the audience – that “Higher Education Inc.” would be both the most desirable and the most probable development.  

On the moderator’s request the Minister commented: “Well, first of all I think it is the way we are moving. I mean the tendencies go in that direction, and I think we have so much to gain from it. But of course, like in all questions about globalisation there are good sides and bad sides, and what we need is to make the best out of the opportunities it makes, and I think that calls for international cooperation…” 

* For more information please check:

Webcast from the meeting available. 

* So much for general consideration……

Danish universities and business schools commenced charging tuition fee for non-EU-students 1. January 2006.The future – and GATS – may be moving towards us even faster than we are expecting…… 

Povl Tiedemann


October 2006 

Check for further info: – povl tiedemann – 28 October 2006

Global Guide to Management Education

October 18, 2007

Check for further info:
Global Foundation for Management Education – individual country profiles