List of universities in Greece

From Wikipedia, the free encyclopedia
Jump to navigation Jump to search

This list of Universities in Greece includes all institutions of higher (or tertiary) education in Greece.[1]

In the field of post-secondary education there are centers of postsecondary education (abbreviated KEME in Greek) or colleges (kollegia is the transliteration from the Greek word for colleges).

Universities and technical universities[edit]

(Greek: Πανεπιστήμια, Πολυτεχνεία)

All the higher Tertiary state-accredited universities in Greece are public. The duration of the undergraduate degree programs for most disciplines is 4 years (full-time). Programs in engineering, dentistry, pharmacology, agronomics, forestry, along with some programs in fine arts, have a duration of 5 years (240E.C.T.S - 300E.C.T.S, ISCED 6). Medicine is the only discipline with a duration of studies of 6 years.

"ATHENA" Reform Plan for Higher Education[edit]

The "ATHENA" Reform Plan restructured Higher Education programmes in 2013.[24] [25]

Technological educational institutes[edit]

(Greek: Ανώτατα Τεχνολογικά Εκπαιδευτικά Ιδρύματα)

All the higher tertiary state-accredited Technological Educational Institutes TEIs in Greece are public university. They currently offer 4-year (full-time) undergraduate degree programmes equivalent to Honours Bachelor's Degree (240 E.C.T.S, ISCED 6), and postgraduate studies full time or part time, equivalent to a Master's degree (ISCED 7).

Academies and schools[edit]

The following academies offer higher education with 4 years of studies and they are equivalent to the universities. They operate under different terms from the civilian universities. Especially Hellenic Military Academy, Hellenic Naval Academy, Hellenic Air Force Academy are considered as military universities since 1961 and their professors are elected with the same criteria. They have been called ASEI (ΑΣΕΙ, Ανώτατα Στρατιωτικά Εκπαιδευτικά Ιδρύματα) according to a Law of 2003 and the election of their faculty members follow the same procedure as the civilian universities. After 2010, they run graduate programs on their own towards M.Sc. and Ph.D.

The following schools offer higher education with 4 years of studies and their graduates are equivalent to the graduates of technological educational institutes.

  • Academy of Mercantile Marine

The following schools offer higher education of up to 2 years of studies.

  • Hellenic Air Force Academy of Air Navigators
  • Hellenic Air Force Academy of Staff Non-Commissioned Officers
  • Hellenic Air Force Academy of Technical Non-Commissioned Officers
  • Hellenic Army School of Non-Commissioned Officers
  • Hellenic Naval Academy of Petty Officers
  • School of Chief Firemen
  • School of Police Constables
  • School of Tourism Education of Agios Nikolaos
  • School of Tourism Education of Rhodes

Colleges[edit]

According to the Constitution of Greece, "education at university level shall be provided exclusively by institutions which are fully self-governed public law legal persons".[40] This prohibits private institutions for post-secondary education, colloquially known as colleges, from operating as independent universities in Greece. However, it does not prohibit colleges from collaborating with foreign universities to offer undergraduate and postgraduate programmes of study in Greece.[41][42]

The vast majority of colleges are offering programmes of study under franchise or validation agreements with universities established in other European Union countries, primarily in the UK, leading to degrees which are awarded directly by those universities. The monitoring of those agreements as well as of additional provisions for the operation of colleges is carried out by the Ministry of Education (Law 3696/2008, 3848/2010), but also by the respective educational authorities of the countries in which the universities are based (e.g. QAA, BAC and NARIC for the UK). One example of a college in Greece, not operating as a franchise, and which is not validated through arrangements in the UK is the University of Indianapolis – Athens Campus. By contrast, this college is wholly owned and operated by its home campus, and is therefore accredited by the same agency which accredits the home campus. Consequently, students of the University of Indianapolis can switch between campuses at any time.

Effective May 2010, with the integration into Greek law of EC Directive 2005/36[43] on the mutual recognition of qualifications,[44] holders of academic degrees by universities in the European Union, including those obtained through studies at a college in Greece, have their professional rights fully recognised.

As of 2012, the following colleges are operating in Greece, according to the Ministry of Education:

In Athens[edit]

  • American College of Greece (Deree College)
  • Athens Information Technology (AIT)
  • AKMI Metropolitan College (AMC)
  • ALBA Graduate Business School
  • Athens GSM College (AGSM)
  • Aegean Omiros College
  • Athenian College
  • Attico College
  • ΑΚΤΟ
  • BCA College
  • Byron College
  • British Hellenic College
  • City Unity College
  • College of Professional Journalism
  • Greek Bible College
  • Hellenic American Education Center
  • Institution of Counselling and Psychological Studies
  • ICBS Business College
  • IST College
  • iCon College
  • Mediterranean College
  • René Descartes College (CNAM)
  • Vakalo Art & Design College
  • Webster University - Athens Campus

In Thessaloniki[edit]

  • American College of Thessaloniki (Anatolia College)
  • American Farm School (Perrotis College)
  • AAS College Applied Arts Studies
  • AKMI Metropolitan College (AMC)
  • ΑΚΤΟ College
  • Athens GSM College (AGSM)
  • British College of Law and Economics
  • CITY College, International Faculty of the University of Sheffield
  • DEI College
  • ICBS Business College
  • Mediterranean College

Elsewhere[edit]

  • ICBS Business College (in Larissa)
  • MBS College - College of Crete (in Heraklion)
  • The European College for Tourism Studies (ECTS) (in Corfu)

See also[edit]

References[edit]

  1. ^ "Hellenic Quality Assurance and Accreditation Agency - External evaluation reports of Institutions". Hellenic Quality Assurance and Accreditation Agency. 2016-01-01.
  2. ^ "Agricultural University of Athens – External Evaluation Report" (PDF). www.adip.gr. 2016."AUA continues to offer high quality undergraduate and postgraduate programs to its student body. AUA should take important steps in further developing its strategic and implementation plans to capitalize on its strength in addressing important agro-food, environmental and sustainability-related issues."
  3. ^ "Aristotle University of Thessaloniki – External Evaluation Report" (PDF). www.adip.gr. 2015."AUTH from its inception to present time has a reputation of providing excellent education to its students in their respective fields of study. The research operations of the university are sizeable and impressive, both in the physical sciences and the humanities. They also include a few excellent examples of world-class research and recognition. The University has initiated the strategic planning process, which should be continued and completed."
  4. ^ "Athens School of Fine Arts – External Evaluation Report" (PDF). www.adip.gr. 2016."High expertise of academic staff in the disciplines they teach and practise and good standards of students. Very good connections with the cultural and social organizations of the country. Due to current lab membership structure, students are not exposed to experiences of different kinds of art expression and there is low presence of external visiting academics. ASFA should increase the economic stability of the school, through a new financial strategic planning of ASFA which could include use of facilities, collections, donations, stations/residencies and other ideas of offering services and products to the community. To increase the exposure of students to experiences of different kinds of art expression through stronger collaboration of different labs and the presence of a core group of courses at the earlier years of the program. Collaborations could extend to other art schools (e.g. dance, music, performance etc.) through the existing strong international reputation and links of ASFA with other international art schools to encourage the exchange of academic staff."
  5. ^ "Athens University of Economics and Business – External Evaluation Report" (PDF). www.adip.gr. 2015."In conclusion AUEB is a leading Greek institution in its field and stands well in comparison to international institutions attaining excellence in the areas of entrepreneurship and internationalisation and in its social involvement and contribution. The institution needs to address issues regarding infrastructure, rationalization of procedures and programs."
  6. ^ "Democritus University of Thrace – External Evaluation Report" (PDF). www.adip.gr. 2016."DUTH has evolved into 8 schools and 20 departments currently since its inception in 1972. DUTH has responded to the realities and changes in society in modifying and creating new programs and is ready and capable to improve and change as necessary. It should continue to strive for a culture of excellence in research, teaching and graduate studies."
  7. ^ "Harokopio University of Athens – External Evaluation Report" (PDF). www.adip.gr. 2016."HUA needs to resolve the dilemma of growth, programme and service quality. The success of the institution to date has been based on the small size and “family” culture characteristic of its programmes and services. Further development will require strategy, planning and appropriate resources."
  8. ^ "Hellenic Open University – External Evaluation Report" (PDF). www.adip.gr. 2016."The EEC has reached the conclusion that HOU meets our expectations in pursuing its academic and social mission. There is much that has been accomplished thus far and is now at a turning point that provides opportunities for strategic initiatives that will further raise its profile in Greece and abroad. The EEC recommends that a timetable be developed for a gradual transition of the University towards autonomy. HOU’s educational material has not been updated for a long time. The move towards full digitalization and embracement of e-learning technologies in all Modules should become an urgent priority of HOU. Study Programs should be chaired by permanent faculty members of HOU."
  9. ^ "International Hellenic University – External Evaluation Report" (PDF). www.adip.gr. 2015."Unique and very effective organisational structure. Some study programmes are rather overspecialized and the ratio between in-house teaching staff and visiting professors is extremely unbalanced in favour of the latter. IHU should intensify efforts for the recruitment of international students; a crucial step for the IHU’s future development would be to improve and expand the university campus. For this reason it is important that IHU acquires the ownership of the campus and buildings."
  10. ^ "Ionian University – External Evaluation Report" (PDF). www.adip.gr. 2016."The University has excellent relations with the social context of the city of Corfu and in general to the Ionian islands. The EEC considers necessary the homogenization of all programme levels as to their presentation/analysis. The University needs important improvements in the strategic plan for high-level quality of research and a clear vision and policy of a coordinated process."
  11. ^ "National and Kapodistrian University of Athens – External Evaluation Report" (PDF). www.adip.gr. 2015."The teaching mission of the Institution needs to be emphasized (with evaluation and rejuvenation) as being a core element in all activities of the faculty and the units. The EEC’s assessment is that University of Athens is worthy of merit. We conclude by pointing out that the recommendations indicated in our report are intended as ways to improve an already excellent Institution. The culture of excellence in research and teaching that the Institution has established for itself was appreciated."
  12. ^ "National Technical University of Athens – External Evaluation Report" (PDF). www.adip.gr. 2016."For the most part, NTUA appears to be well organized. It enjoys outstanding reputation thanks to a subset of its top-notch students and faculty that pursue a broad range of high-caliber research. Over the years, such a top-notch human capital has made major contributions to the Nation, and serves as shining ambassadors of Greek Science and Technology worldwide. Breadth, depth, and diversity of the subjects taught and the research carried out is excellent; likewise, links with Industry are commendable, and outreach efforts to benefit the local community, the nation and the society, are outstanding. Improve services of DASTA, Liaison, Erasmus exchange, and a Practical Training offices. Bring the QA information system in full operation, and link it with information systems already in place, as soon as possible. Promote and reward research and its links with NTUA’s educational mission."
  13. ^ "Panteion University of Social and Political Sciences – External Evaluation Report" (PDF). www.adip.gr. 2016."Panteion University is a very strong academic institution in teaching and research. However, there are still dormant possibilities that have to be exploited, in order to secure the future and the prosperity of the Institution in a rapidly changing world. Effective strategic planning is essential. Unused possibilities of synergy among the departments should be exhaustively exploited. The structure of the Institution provides a perfect environment for the evolution of interdisciplinary research and education structures."
  14. ^ "Technical University of Crete – External Evaluation Report" (PDF). www.adip.gr. 2015."Highly motivated, dynamic and high quality leadership, faculty, and staff. Highly productive, high quality research output. Excellent societal outreach. Increase further synergies and partnership both outside and within the Institution. TUC should develop a feasible strategic institutional plan."
  15. ^ "University of Crete – External Evaluation Report" (PDF). www.adip.gr. 2016."The EEC detected a high level of commitment to excellence and strong culture of research. Dedicated faculty to the teaching mission with strong efforts in internationalization. The institution seems eager, willing and capable to change and improve. The institution needs to consider introducing mechanisms to further support faculty development. Overall, the EEC was impressed by the commitment to excellence permeating all levels of the institution. For a relatively new university, University of Crete has made remarkable achievements in the Greek academic world and beyond."
  16. ^ "University of Ioannina – External Evaluation Report" (PDF). www.adip.gr. 2015."High performing personnel and students, including several strong disciplines with international visibility. High level student welfare and services. However, poor retention of excellent academics is an issue. Further development of a mid-term strategic plan including feasibility studies, timelines, implementation plans, responsibilities and metrics (inclusive bottom up approach and stakeholders) is needed."
  17. ^ "University of Macedonia – External Evaluation Report" (PDF). www.adip.gr. 2016."The UoMacedonia endeavours to play a central role as an academic institution in the Balkans. There is a supportive environment for high quality research and productivity; novel and rather unique research and teaching promotion incentives have been developed. The EEC recommends that the UoM revise and clarify its vision and mission statement and goals and make these pragmatic, realizable and measurable."
  18. ^ "University of Patras – External Evaluation Report" (PDF). www.adip.gr. 2015."UoPatras has self-motivated, dynamic and internationally recognized faculty and high-quality staff. Many research units are productive, visible, and deliver high-quality research. There is a commendable societal engagement with the local citizenry. The EEC ascertained strong intentions for quality assurance and enhancement at UoPatras. The EEC evaluated and scored according to our estimate of where UoPatras stands in relation to our understanding of an international norm of excellence. Although we are conscious of the severe constraints imposed by the Greek State, we have not used them as an excuse for not identifying areas of improvement. Please note that an EEC member gave a worthy of merit vote by taking into account with a heavier weight the negative influence of the external environment on UoPatras’s ability to plan, strategise and operate."
  19. ^ "University of Peloponnese – External Evaluation Report" (PDF). www.adip.gr. 2016."The UoPeloponnese has established good relationships with the local labour market and business representatives. Distances between the main campus and the satellite campuses of the UoPeloponnese and infrastructure sufficiency are the main issues of the University. The Institution will benefit by developing more systematic approaches in the collection of data for the improvement of its programmes and internationalization strategy"
  20. ^ "University of Piraeus – External Evaluation Report" (PDF). www.adip.gr. 2016."UNIPI offers some unique programs in the undergraduate and Masters level that specifically address the needs of the economy, specific needs of important industries and those of the public sector. The University provides well educated employees to the region and to specific industries such as Maritime and Transportation, Tourism and International Affairs. The EEC feels that a more comprehensive research strategy should be developed. The EEC recommends that UNIPI create a university wide strategy or guidelines that encourage and promote more faculty publication in peer-reviewed Journals and to state clearly the criteria and expectations for promotion and tenure."
  21. ^ "University of the Aegean – External Evaluation Report" (PDF). www.adip.gr. 2015."Very limited infrastructure. Insufficient welfare and social services for students. Insufficient personnel (academic, administrative, and technical support) and low ratios of faculty members to students and administration members to faculty members. Consistency and continuity concerning vision and strategy. Strong outreach component by means of life-long learning programmes and Summer Schools. At the Institution’s level, there is room to: 1.Develop a more coherent and intense fund-raising strategy. 2.Develop alternative ways to provide a better framework for student activities and welfare."
  22. ^ "University of Thessaly – External Evaluation Report" (PDF). www.adip.gr. 2015."UTH is a young institution and is well positioned to take advantage of the current academic landscape and make its mark nationally and internationally. Positive environment, outreach, and global engagement efforts of the UTH impressed the EEC. However, geographical spread of the UTH in multiple locations is a challenging structure to manage. The EEC believes that the UTH will be able to reach its full potential in the near future."
  23. ^ "University of Western Macedonia – External Evaluation Report" (PDF). www.adip.gr. 2015."UoWM has self-motivated, dynamic and recognized faculty. Several research units at UoWM are productive, visible, and deliver good-quality research. There is an engagement with the local industry (esp. the State Electricity Company) and community. EEC found a need to better coordinate and implement the Institution’s research policy. UoWM should also develop and implement a pragmatic strategic planning process to ensure viability and set priorities for the Institution as a whole and for each individual School and Department, with an explicitly defined set of targets and time-lines."
  24. ^ "ATHENA Reform Plan for Higher Education - Ministry of Education portal". ATHENA Reform Plan for Higher Education (in Greek). 2013-02-01.
  25. ^ "ATHENA Reform Plan for Higher Education - Ministry of Education press conference" (PDF). ATHENA Reform Plan for Higher Education (in Greek). 2013-01-31.
  26. ^ "Alexander Technological Educational Institute of Thessaloniki – External Evaluation Report" (PDF). www.adip.gr. 2015."Positive points: Modern disciplines producing graduates with high employability. Six-month practical training of students outside the Institution, in real employment/job environments. High quality teaching staff, with industrial experience. Convenient geographical location. Negative points: The Institution was first established 31 years ago, and absorbed all teaching staff of a previous Institution with lower qualifications. Not yet clearly determined Institution Research Policy or Strategy. Heavy teaching load of staff in all departments. Low student attendance of theoretical subjects."
  27. ^ "Technological Educational Institute of Athens – External Evaluation Report" (PDF). www.adip.gr. 2015."The TEI-ATH is an Institution that is leading in the sector of Higher Technological Education in Greece. The EEC has reached the conclusion that TEI-ATH is operating at a level of excellence that transcends expectations."
  28. ^ "Technological Educational Institute of Piraeus – External Evaluation Report" (PDF). www.adip.gr. 2016."Piraeus University of Applied Sciences is a modern, forwarding looking institution with a clear vision, committed to a process of continuous improvement. Further strengthening of the international profile of the Institution is needed."
  29. ^ "School of Pedagogical and Technological Education – External Evaluation Report" (PDF). www.adip.gr. 2016."Several research units at ASPETE are productive, visible, and deliver good-quality researc. However, strategic planning designed with clear goals and timetables, though considered as crucial in all aspects, does not exist at the moment. There is no coherent research orientation as a whole and research policy."
  30. ^ "Technological Educational Institute of Central Macedonia – External Evaluation Report" (PDF). www.adip.gr. 2015."The institution does not offer foreign language courses which is necessary for internationalisation and research. There is a lack of multiple and coherent learning paths at the undergraduate level. There is a fragmented, uneven, “ad hoc” and unsystematic approach to research strategies."
  31. ^ "Technological Educational Institute of Central Greece – External Evaluation Report" (PDF). www.adip.gr. 2016."The TEICG emerged from the merge of the two pre-existing HEIs in the Region of Central Greece, namely the TEI of Lamia and the TEI of Chalkida in the context of the so-called “Athena Plan”. The two pre-existing Institutions had many different characteristics, including dispersion to different locations, which are difficult to be consolidated in the new Institution. The EEC recommends that the TEICG develops an efficient and realistic strategic plan to cope with its new reality and meet the challenges of the future."
  32. ^ "Technological Educational Institute of Crete – External Evaluation Report" (PDF). www.adip.gr. 2015."TEI Crete is blessed with a number of highly qualified academic faculty with internationally recognized research outputs. In general terms, there is a healthy underdog mentality to strive for improvement in research output and the institution appears to have a competitive status vis-à-vis other institutions. The mission of the Institution should be stated concisely. TEI Crete needs to resolve the inconsistencies in operations created by the dispersal of academic departments in different geographical areas."
  33. ^ "Technological Educational Institute of Peloponnese – External Evaluation Report" (PDF). www.adip.gr. 2015."High quality research activities in applied sciences and technology. Excellent ties and cooperation with society, local industry and stakeholders. The Institution should encourage inter and intra-departmental research collaboration. A higher level of participation of academic staff in research projects and scientific outputs (journals, conferences)should be pursued. The goals of the Institution, as expressed in the mission statement of Internal Evaluation Report, are rather broad and unrealistic or difficult to implement in full."
  34. ^ "Technological Educational Institute of Epirus – External Evaluation Report" (PDF). www.adip.gr. 2016."Ongoing building and infrastructure investments by the TEIEP at the Igoumenitsa and Preveza campuses are not consistent with the parallel “wish” to evolve the TEIEP into a two-site (Arta and Ioannina) institute. The EEC recommends that priorities and milestones are set so that the gradual implementation of the institutional strategic goals has a chance to become reality."
  35. ^ "Technological Educational Institute of the Ionian Islands – External Evaluation Report" (PDF). www.adip.gr. 2016."In order to meet the strategic goals the Institute has to complete changes to departments and curriculum. All permanent faculty members should be encouraged and incentivized to participate and present at international meetings and publish their research findings in peer-reviewed journal articles."
  36. ^ "Technological Educational Institute of Peloponnese – External Evaluation Report" (PDF). www.adip.gr. 2016."Lack of complementarities in the programmes of studies (both undergraduate and postgraduate) between the “technical” and “management” Departments of TEI-PEL. The TEI-PEL should respond effectively to the needs of the society and the economy at regional and local levels."
  37. ^ "Technological Educational Institute of Thessaly – External Evaluation Report" (PDF). www.adip.gr. 2016."TEI of Thessaly has a uniquely advantageous position in the educational and regional economy system that is tremendously supported by its well-developed infrastructure and well-grounded social capital. Research departments deliver well thought projects that apply and help the local and national economy. We encourage the Institution to develop its international branding strategy and create a pragmatic strategic planning process to set priorities for the Institution."
  38. ^ "Technological Educational Institute of Western Greece – External Evaluation Report" (PDF). www.adip.gr. 2016."Positive points: Well qualified and well trained graduates, with high employment potential. Negative points: Not well defined vision and associated goals with measurable outcomes. Poor internationalisation policy."
  39. ^ "Technological Educational Institute of Western Macedonia – External Evaluation Report" (PDF). www.adip.gr. 2016."TEIWM is a student-centric Institution, with all the courses having the practical element and internships in the curriculum. There are some areas where weaknesses are identified such as research and internationalization of the institution and staffing problems. There is also improper allocation of staff to the 5 campuses."
  40. ^ "The Constitution of Greece". Retrieved 2010-07-22.
  41. ^ "Law 3696/2008" (PDF). Retrieved 2010-07-22.
  42. ^ "Law 3848/2010" (PDF). Retrieved 2010-07-22.
  43. ^ "EC Directive 2005/36". Retrieved 2010-07-22.
  44. ^ "Presidential Decree 38/2010" (PDF). Retrieved 2010-07-22.

External links[edit]