Leaders in global higher education, an interview with Professor Ralf Hemmingsen, Rector, University of Copenhagen, Denmark, www.ku.dk/english

By Ioannis Soilemetzidis

Dear Ralf, thank you very much for the interview. I would like to start with an introductory question, so my first question is: What are the core characteristics of the higher education system in Denmark and what are the most important challenges, current major trends, concerns and exciting developments in Danish higher education today?

Rector R. Hemmingsen: Basic research and education are priority areas in Denmark, and the level of higher education is very high. The University of Copenhagen’s ranking on Times Higher is above many of our counterparts in continental Europe. One of the characteristics of the Danish system is that universities are primarily funded by the State. As such, Danish students do not pay tuition fees, because education in Denmark is free. There is a tradition for involvement in student politics among our students, and teachers and students interact in an atmosphere characterized by debate, critique and academic freedom. In 2007, a number of Danish universities merged, creating a Danish university map with 8 universities. The University of Copenhagen merged with two top universities in health and life sciences, thus ensuring a gathering of core competencies within this field. At the same time, the University of Copenhagen has maintained its academic broadness with strong faculties of humanities and social sciences as well as interdisciplinary activities. One example of such cross faculty efforts is the University’s focus on climate change with research projects on the environmental, social and economical consequences of climate change. In 2009, faculty members from different departments came together in organizing a huge international scientific congress on climate change with our partners in the International Alliance of Research Universities. The congress resulted in a synthesis report for COP15 and a book that will be launched in 2011. Also, the University has designed a climate strategy and a green campus strategy with an aim of becoming one of the greenest campus areas in Europe reducing energy consumption and CO2 emissions. In terms of challenges, funding is of course on the top of most university leaders’ minds in a time of global financial crisis. Danish universities are looking at cutbacks in State funding and must adjust their strategies accordingly. On the bright side, we have seen a marked increase in external funding. In the past 2 years, for example, the University of Copenhagen has received donations in the region of 200 million Euros for protein and metabolic research. In addition, the State has invested 400 million Euros in renovation and improvement of dated buildings and labs. Now, we have started projects with new buildings for both Humanities and Natural Sciences such as the new Niels Bohr Science Park and an addition to our Faculty of Health Sciences. At the University of Copenhagen, we are very pleased with such investments. In a time of crisis, it is imperative to continue to invest in research and education as they are the foundation of growth in society.

AngloHigher® : What are, in your opinion, the major differences in higher education between UK-Denmark and between USA-Denmark?

Rector R. Hemmingsen: Again, funding comes to mind. At least among the top universities. For example, the funds available to a Harvard researcher are 5 times the funds available to a researcher at the University of Copenhagen. On the other hand, a number of other advantages attract researchers and students to Denmark such as good schools and day care institutions, public health insurance and high security. Also, there has been a stronger tradition of alumni work in the U.S. and UK. But in that respect, we have been inspired by our partner university Yale, and at the University of Copenhagen we are close to having 6000 members in our alumni association. For now, our alumni work is focused on “friendraising” rather than fundraising, but maybe in the future, we will add more aspects. Another major difference is how Danish students prepare for their entry into the labour market by having a relevant “study job” for approximately 15 hours a week during their academic studies. Students work in ministries, consultant companies, research companies, at the universities or in various other jobs that provide them with invaluable work experience that employers look for when hiring graduates.

AngloHigher® : How do you evaluate the role, position and brand name of Danish higher education today in Europe and worldwide? Are you concerned in that respect? What are the steps necessary to build further your brand identity globally?

Rector R. Hemmingsen: Danish universities have a strong brand, and I believe they are highly respected internationally. But there is global tendency that I like to describe with an amusing story from the world of whiskey. In January, a whiskey blind tasting took place in Scotland. But against all odds, the winning whiskey was not from Scotland, Ireland or even the U.S. No, the whiskey was from Taiwan. When hearing about the winner, the chief referee thought it was an April fool’s joke, but it was no joke, and the winner was announced. The story serves as a fine analogy to the development in universities worldwide. Because in academia, the competition from Asian countries like: China, India and Singapore has increased over the past decade. However, rather than seeing increased competition as a threat, we should see it as an opportunity for all parties to benefit, develop and cooperate while also strengthening our individual brands. That is why the University of Copenhagen cooperates with universities such as Peking, Yale, Oxford and Cambridge in the International Alliance of Research Universities (IARU). The Danish government launched a vision statement in February with one of its goals being that a Danish university reaches the world top 10 by 2020. Being Denmark’s leading university, the University of Copenhagen is most likely to reach such a goal. Currently, the University of Copenhagen is 51 on the Times Higher Ranking, and we aim to climb even higher. But ranking is not the only aspect in university brands. The University of Copenhagen has a reputation for high quality education and research. And with our 2007 campus vision statement, we have focused on an improved and more comprehensive study environment with all the social aspects that are connected to the life of a student such as better student service centres, shops, day care, cafés, better internet facilities, study areas and much more.

AngloHigher® : Many say that the quality of higher education today is lagging behind in comparison with 20, 30 or 40 years ago. Recently, a top manager was telling me that: “the graduates that his company employs today are of a very poor quality and in need of extensive training to do even the simplest tasks, and that this was expected. When he was a student they had classes of up to 30 students and seminars of 7. Now you can walk in to a lecture room and find, in many cases, a couple of hundred of students. Higher education has become an industrial unit.” What is your opinion on the quality of higher education today? What can be done to improve the quality of graduates and how do you manage and control the quality in your university?

Rector R. Hemmingsen: There is no doubt that top managers demand academic core competencies of a very high standard from university graduates. And I believe universities can do a lot to ensure employability for their graduates. At the University of Copenhagen, we have seen no indication that the quality of education is lower than in the past or that we produce graduates of less quality. And our graduates find jobs. But we want to make sure that we maintain a high standard of education that is also compatible with the demands of society. That is why we are in continuous dialogue with employer panels with representatives from public and private employers about the development of higher education. We also offer mentor programs to our students, in which employed graduates partner up with students to give them inspiration and a sense of the labour market, a particular job function and the demands from employers. Moreover, the relevant study jobs that many Danish students have, prepare them well for positions upon graduation. In my opinion, the mass university is an advantage for society, because many well educated graduates join the Danish workforce. And it is our responsibility as a university to challenge both the average student and the elite student. Universities must also nurture elite students and researchers to ensure core competencies and strong specialized research environments. In addition to the research-based education that all our students meet, the University of Copenhagen offers international programs such as the Copenhagen Masters of Excellence (COME), a select group of two-year master’s programmes designed to challenge students at the highest international academic level. And students that specialize in certain research fields have access to top notch research clusters through our Centres and Programmes of Excellence that are specialized research units and projects.

AngloHigher® : In many countries, the internationalisation of programmes is linked with the use of English as a medium of instruction. Is this the case in Denmark? Do you consider that to be a threat to Danish culture and national identity?

Rector R. Hemmingsen: English is the language that connects international students with their teachers and their fellow Danish students. I do not regard the use of English as a threat to the Danish language or identity. On the contrary, I believe it to be a prerequisite for the growth and development of our society that the University has an international outlook and students and researchers can communicate well with international counterparts. Danes are generally known to speak fluent English, but of course we must uphold the didactic quality when Danes teach in English and ensure that students are met with the same high standards as in their Danish classes. Therefore, the University of Copenhagen has established the Centre for Internationalization and Parallel Language Use (CIP) that offers language certification, language courses and research on parallel language use in an academic context. All lecturers in the Copenhagen Masters of Excellence Programme (COME) are certified in English language proficiency by CIP. The University of Copenhagen welcomes international students and researchers, because we consider internationalization a core criterion for a top university. We offer more than 500 courses in English and approximately 30 out of 110 full-time degrees can be completed in English. We are very pleased with the rising number of international students that attend the University – 2000 last year.

AngloHigher® : One of the major current issues of global higher education is the dropout rate/retention. What are your ‘insides’ on this issue and how do you deal with it in your university?

Rector R. Hemmingsen: Overall, the dropout rate at the University of Copenhagen has decreased by 12 % in the past 3 years with small fluctuations here and there, and the dropout rate for freshman students has decreased by 30 % in the same period. However, from a society point of view, we should not only look at dropout rates, but also the education progress for the individual student. That is why we do not only work to reduce dropout rates, but also to encourage students to take full course loads and complete studies in due time. Both factors are incorporated in a number of initiatives before and after admission and during the course of the students’ education. Open house and information events present education options to potential students and enable them to make informed choices before applying. Improved orientation courses focus on academic skills and social interaction as well as offering guided tours on campus, career info and introductions to the students’ future teachers and other faculty. New one-stop-shops offer students academic support, study and career guidance and administrative support. And students who are behind schedule are contacted and offered guidance sessions in order to get them back on track, while graduate students work with “thesis time contracts” to ensure a good and timely work progress. In addition, we are currently launching initiatives at the University of Copenhagen to develop the quality of education even further. For instance by developing teaching methods and our level of digitalisation. Also, we wish to make it easier for students to put together a full course load with credits from different departments in order to make sure that the education they receive at the University of Copenhagen is up-to-date and provides students with the best qualifications on a national and international level. Moreover, we have invested largely in improving the study environment in terms of physical space, opening hours in our libraries, technical aids and social atmosphere. It is my impression that our students welcome such initiatives and have benefited from the University’s focus on reducing dropout rates and securing progress for each student.

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Anglohigher®

Volume 2, Issue 4, July - August 2010, AngloHigher® The Magazine of Global English Speaking Higher Education™, ISSN 2041-8469 (Online)

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