This document discusses case studies of innovative modes of higher education provision at universities in France, Latvia, Slovakia, Spain, and the UK. It provides details on the innovations implemented at each university, including e-learning platforms, online courses, blended degrees, MOOCs, lecture capture systems, and more. It also examines the governance, management, organizational structures, and human resource practices that supported the implementation of these innovations. Some challenges faced included lack of resources, staff resistance, communication issues, and insufficient regulatory frameworks. The document highlights Queen Mary University of London's lecture capture system as a best practice that provides added value, is transferable, and shows sustainability.

1. Case studies
Governance and Adaptation to Innovative Modes of
Higher Education Provision (GAIHE) – 13127
Project number: 539628-LLP-1-2013-NL-ERASMUS-EIGF
Indra Dedze, University of Latvia

2. Goals of Case studies:
 to develop a piece of content that
can be used to advocate for real life
examples of the innovative modes in
higher education,
 to provide examples of the
processes and end results,
 to illustrate with the best practice
and current challenges.

3. Universities participated in case studies
• FRANCE :
– Ecole Supérieure des Sciences Economiques et Commerciales (ESSEC)
– University of Strasbourg (UDS)
• LATVIA:
– University of Latvia (UL)
– Stockholm School of Economics in Riga (SSE Riga)
• SLOVAKIA:
– Comenius University in Bratislava (CU)
– University of SS Cyril and Methodius (UCM)
• SPAIN:
– University of Salamanca (US)
– University of Alicante (UA)
• UK:
– Queen Mary University of London (QMUL)
– Anglia Ruskin University (ARU)

4. Innovations implemented - Slovakia
Comenius University in
Bratislava
• Electronically system of
study administration,
• Academic Information
System AIS 2,
• E-learning platform,
• Online courses,
• Study courses offered in
different languages
University of SS Cyril and
Methodius
• Electronically system of study
administration,
• AIS – Academic Information System,
• Working in small teams,
• E-learning platform,
• Study courses in English,
• Study programs linked with practice,
• New technology in the area of: media
studies – HD TV studio, biotechnology

5. Innovations implemented - Spain
Salamanca University
• moodle based platform:
Studium
• two MOOCS
• Blended degrees
• USALMedia –short audiovisal
courses
• Classrooms with cameras
• Open Course wear
• Teaching methodologies
related to the adaptation to
the EEA
• Spanish schools
Alicante University
• UAEDF – The Future of Digital
Education
• MOOCs – UNIMOOC
• Blended degrees
• RUA access to full digital
documents
• FragUA - service for Library
• OpenCourseWare
• RESEARCH NETWORKS IN
UNIVERSITY TEACHING
• DATOS.UA.ES open data
management

6. Innovations implemented - UK
Anglia Ruskin University
• E-learning includes online
distance learning degrees
• The work-based
programmes include
online distance learning,
tutor supported e-
learning, work-place
seminars, weekend or
evening classes
Queen Mary University of
London
• The E-learning unit,
• innovative teaching methods,
• improved online learning
environment,
• QMplus,
• Lecture Capture
• MOOC
• transforming the IT services

7. Innovations implemented - France
Ecole Supérieure des Sciences
Economiques et Commerciales
(ESSEC)
• Innovation and digitalization
• Advanced Management
Programs.
• Participation in project
KARIM sharing best
practices and developing
support for innovations.
University of Strasbourg
• Pedagogical innovations at the
Institute of Development and
Pedagogical Innovation (IDIP).
• Initiative of excellence « Beyond
borders, University of Strasbourg »
• The IDEX (Investments of
Excellence) project

8. Innovations implemented - Latvia
University of Latvia
• Open Minded coures
• E-learning platform,
• Study courses in different
languages
• Student association in
charge of student
evaluation process
• MOODLE environment
Stockholm School of Economics
in Riga
• Students serving as teaching
assistants
• Digital exam system
• MOOC substitute of elective
courses (up to 3 out of 10)
• Team teaching
• Game simulation for
entrepreneurship course
• Student association in charge of
student evaluation process

9. Governance, Management,
Organizational structure,
Human resource management
• The case studies were identifying Governance,
Management, Organizational structures and
Human resource management practices that
supported implementation of innovations of
education provision.

10. Governance and Management
• Strategic plan linked to learning outcomes (QMUL, ARU, US,
UA)
• Council as governing body (QMUL SSE Riga)
• Senate responsibilities (QMUL)
• Governing units support innovations (ARU)
• Virtual campus (UA, UDS)
• Efficient data management (UA)
• Decentralized management (UCM)
• Teamwork (UCM)
• Participatory governance (CU, LU, SSE Riga)
• Full cost model (LU)
• Autonomous and local governance (ESSEC, UCM, UDS)
• Triple helix model (ESSEC)
• Administrative centralization (UDS)

11. Organizational Structure
• Professional service departments, units (QMUL, US, UA, UCM,
CU)
• Platforms for e-learning (QMUL, ARU, LU, SSE Riga)
• Units for e-learning (QMUL, CU, UDS)
• Coordinator supporting innovations (US, ESSEC)
• New positions of Vice Rectors, dean (UA, US, CU, LU, ESSEC)
• Office of internships (US)
• Student support unit (UA, UCM, SSE Riga)
• The Science park (UA)
• Cross- cooperating teams (UCM)
• Cooperation council (SSE Riga, )
• Study program assessment comittee (LU)

12. Human resource management
• Training of the staff, supporting dissemination of
innovations (QMUL, UCM, CU)
• Annual teaching and learning conference (QMUL)
• Develop digital literacy of teachers and students
(ARU, CU)
• Performance management practices (UCM)
• Motivation through financial remuneration (UCM)
• Reducing numbers of teachers without PhD (CU)

13. Challenges
• Lack of human resources(QMUL)
• Lack of financial resources(QMUL, US, UA, UCM, CU, LU)
• Staff resistance to innovations (QMUL, UA, UCM, CU)
• Communication problems (QMUL, UCM)
• Mismatch between IT development and opportunities to
implement them (QMUL, UCM, CU)
• Complexity of implementation (QMUL, ARU, UDS)
• Inefficient decision making process (US, CU, LU)
• Insufficient regulatory, legislative framework (UA, UCM, CU,
LU, UDS)
• Student lack of participation (UA, CU, SSE Riga)
• Poor IT skills (SSE Riga)

14. Choice of shortlisted practices
Best practice
Queen Mary has got lecture
capture system in place called
Q-Review. Q-Review is a
service which teaching staff
can use to automatically
record live lectures or pre-
record supplementary
materials (QMUL, News and
Events). This has been
implemented college wide.
• Dimensions:
Value added
• Contributes to diversification of education
provision
• Deliver to the stakeholders benefits,
• Enable an easy access to knowledge
• Fosters the ICT-related skills
• Is helpful for the internationalization
Transferability
• Is not country- or culture-specific
• Is in line with legal regulations
• Is in line with the ethical requirements
• Is prone to some adjustments...
Sustainability
• Shows tendency to evolve into a standard
procedure
• supported by the HEI's management
• Implementation was pre-prepared