The document provides information about the University of St. Gallen (HSG) in Switzerland. HSG was founded in 1898 as one of the first business schools in Europe. It is a public university located in St. Gallen, Switzerland. The university has around 6,000 students studying business administration, economics, law, and international relations. HSG offers bachelor's, master's and PhD programs. It is consistently ranked as one of Europe's top business schools and holds EQUIS and AACSB accreditations.
CEED Slovenia provides training and networking opportunities to help entrepreneurs accelerate business growth and promote entrepreneurship. Their programs address challenges at different stages of a business and entrepreneur's development through knowledge sharing, mentorship, and an international network. They are piloting a secondary school program in Slovenia to cultivate entrepreneurship among youth by involving entrepreneurs to develop skills and mentor student ideas through experiential learning and networking between schools and businesses.
International entrepreneurial projects within the cf eSteve Stevens
This document summarizes three European Union-funded projects focused on entrepreneurship education:
1) The EUEN project established partnerships between universities and businesses across 10 European countries to enhance entrepreneurship through leadership development, collaboration on projects, and sharing best practices.
2) The KESS project created a partnership between universities and businesses in France and Belgium to provide cross-border internships and student services to companies to support economic growth and cultural exchange.
3) The International Entrepreneurial Seminar project organized a week-long seminar with students from 7 European countries to develop business plans in intercultural teams and expand an international network of entrepreneurship education.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Academics for Development (AFD) was founded in 2013 to offer students practical experience and professional skills through social impact projects in developing countries. AFD has grown from 3 projects in 2013 to 11 projects in 2015-2016 across Africa and South America. AFD organizes multidisciplinary student teams to develop and implement solutions during summer placements. AFD also organizes events to inform students about development issues. AFD is based in Leuven and Louvain-la-Neuve and aims to inspire students from across Belgium through its projects and events.
The document describes a new initiative at the International Hotel Management Institute (IMI) to incorporate creativity and innovation into the curriculum. Some key points:
- The initiative was launched in 2008 in response to student and industry feedback calling for more creative approaches to hospitality education.
- It focuses on developing students' creative skills and comfort with new ideas, as well as creating a more innovative work environment for staff.
- Activities included competitions, guest speakers, "creativity days," and student-led projects on topics like entrepreneurship and sustainability.
- Feedback from students, staff, and industry partners was positive, and the initiative was planned to continue with new themes in subsequent semesters.
The document proposes a pilot student entrepreneurship forum to take place in Krakow, Poland in 2012. The forum is designed to help students learn about business, develop skills like innovative thinking, risk-taking, leadership and collaboration. Participants will include students, teachers and business representatives who will provide feedback through questionnaires to evaluate the pilot activities. The forum will use concentrated activities like business simulations to show students how ideas can become realities in a short time period.
This document summarizes key messages from the second CENTRES conference on creative entrepreneurship in schools. The conference highlighted four main messages: 1) The economic imperative of how creative learning introduces the possibility of creative jobs needed for the future economy. 2) The classroom imperative of how a creative curriculum improves employment prospects and enhances innovation. 3) The need for creative entrepreneurship to be integrated across the whole curriculum, as seen in Sweden. 4) The institutional imperative for creative entrepreneurialism to be a core mission across the arts, education, and cultural sectors. The conference provided a space for participants to share practices around nurturing creative entrepreneurship in schools.
The document provides information about the University of St. Gallen (HSG) in Switzerland. HSG was founded in 1898 as one of the first business schools in Europe. It is a public university located in St. Gallen, Switzerland. The university has around 6,000 students studying business administration, economics, law, and international relations. HSG offers bachelor's, master's and PhD programs. It is consistently ranked as one of Europe's top business schools and holds EQUIS and AACSB accreditations.
CEED Slovenia provides training and networking opportunities to help entrepreneurs accelerate business growth and promote entrepreneurship. Their programs address challenges at different stages of a business and entrepreneur's development through knowledge sharing, mentorship, and an international network. They are piloting a secondary school program in Slovenia to cultivate entrepreneurship among youth by involving entrepreneurs to develop skills and mentor student ideas through experiential learning and networking between schools and businesses.
International entrepreneurial projects within the cf eSteve Stevens
This document summarizes three European Union-funded projects focused on entrepreneurship education:
1) The EUEN project established partnerships between universities and businesses across 10 European countries to enhance entrepreneurship through leadership development, collaboration on projects, and sharing best practices.
2) The KESS project created a partnership between universities and businesses in France and Belgium to provide cross-border internships and student services to companies to support economic growth and cultural exchange.
3) The International Entrepreneurial Seminar project organized a week-long seminar with students from 7 European countries to develop business plans in intercultural teams and expand an international network of entrepreneurship education.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Academics for Development (AFD) was founded in 2013 to offer students practical experience and professional skills through social impact projects in developing countries. AFD has grown from 3 projects in 2013 to 11 projects in 2015-2016 across Africa and South America. AFD organizes multidisciplinary student teams to develop and implement solutions during summer placements. AFD also organizes events to inform students about development issues. AFD is based in Leuven and Louvain-la-Neuve and aims to inspire students from across Belgium through its projects and events.
The document describes a new initiative at the International Hotel Management Institute (IMI) to incorporate creativity and innovation into the curriculum. Some key points:
- The initiative was launched in 2008 in response to student and industry feedback calling for more creative approaches to hospitality education.
- It focuses on developing students' creative skills and comfort with new ideas, as well as creating a more innovative work environment for staff.
- Activities included competitions, guest speakers, "creativity days," and student-led projects on topics like entrepreneurship and sustainability.
- Feedback from students, staff, and industry partners was positive, and the initiative was planned to continue with new themes in subsequent semesters.
The document proposes a pilot student entrepreneurship forum to take place in Krakow, Poland in 2012. The forum is designed to help students learn about business, develop skills like innovative thinking, risk-taking, leadership and collaboration. Participants will include students, teachers and business representatives who will provide feedback through questionnaires to evaluate the pilot activities. The forum will use concentrated activities like business simulations to show students how ideas can become realities in a short time period.
This document summarizes key messages from the second CENTRES conference on creative entrepreneurship in schools. The conference highlighted four main messages: 1) The economic imperative of how creative learning introduces the possibility of creative jobs needed for the future economy. 2) The classroom imperative of how a creative curriculum improves employment prospects and enhances innovation. 3) The need for creative entrepreneurship to be integrated across the whole curriculum, as seen in Sweden. 4) The institutional imperative for creative entrepreneurialism to be a core mission across the arts, education, and cultural sectors. The conference provided a space for participants to share practices around nurturing creative entrepreneurship in schools.
The document describes pilot entrepreneurship education programs conducted in 7 countries with 2220 students, 780 teachers, and 264 schools. The programs aimed to address the lack of entrepreneurship education and skills among youth. Pilot activities tested innovative models and engaged entrepreneurs as mentors or guest speakers. Examples included an Estonian program pairing 177 students with mentors, a Danish showcase introducing collaboration between schools and creative industries, and a Slovenian program developing entrepreneurial skills through workshops and mentorship. The goal was to develop effective methodologies and understand how to better engage schools and creative industries.
This document provides information about international collaboration opportunities in Europe through various programs, including:
- The Erasmus program which facilitated over 200,000 student and teacher exchanges between 2009-2010.
- eTwinning, an online platform that connects over 200,000 teachers across Europe for collaborative projects.
- The Comenius program which invested €7 billion in European education and training between 2007-2013.
It then discusses the eTwinning program in more detail, outlining how it allows teachers and students to connect online, collaborate on projects, and develop international partnerships. Professional development opportunities for teachers through workshops and conferences are also summarized. Finally, it discusses other European programs that support vocational education and
The polish association of creativity presentationpesec
The document outlines a Polish project that aims to: 1) Increase students' innovativeness and entrepreneurship skills; 2) Connect students' actions to the creative industry by promoting talents, curiosity and creativity; 3) Transfer ideas into practical realization through local projects in schools connected to creative fields like fashion, theater, or music. The project would prepare 100-150 student groups in schools to carry out local creative projects, learning business and presentation skills, with an evaluation upon completion.
This document provides information about international collaboration opportunities through various European Union programs, including Erasmus, eTwinning, Comenius, and programs in the United States. It then discusses the eTwinning program in more detail, including how it allows teachers and students to connect online, collaborate on projects, and share ideas across Europe. The presentation concludes with questions about similar programs in the US and opportunities for teacher recognition.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document summarizes creative projects undertaken by four schools in the final year of the Creative Partnerships program. The projects aimed to develop skills needed for the 21st century like creativity, collaboration, communication and resilience. Interviews revealed that the schools sought to improve outcomes like well-being, employability, and social mobility through developing personal agency and creativity. Evidence showed improvements in students' debating, questioning, and teamwork skills as well as increased confidence and engagement with learning.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
Lauranne Debbaudt is a student studying New Media and Society at Ghent University. She has a variety of international experiences, including a business trip to China, study abroad in Paris, and an internship in Amsterdam. She is currently interning at Board of Innovation in digital marketing. Lauranne is motivated, creative, and not afraid of challenges.
This document provides context and details about a pilot program called CENTRES that aimed to teach creative entrepreneurship skills to secondary school students in London. The program was structured around the Social Enterprise Qualification and involved 5 schools. Students learned about entrepreneurship through research, setting up their own creative social enterprises, and meeting mentors from creative industries. The goal was to give students real experience in entrepreneurship and skills sought by employers.
The document summarizes a policy workshop held in Lithuania to discuss stimulating entrepreneurship and creativity. It describes presentations given by representatives from the Ministry of Education, Ministry of Economy, and organizations working with youth entrepreneurship. The workshop highlighted the success of the EU-funded CENTRES project in schools and recommended continued support for developing entrepreneurship skills among youth.
The document summarizes the CENTRES project, an EU-funded initiative to promote creative entrepreneurship education in schools across Europe. It involved pilot programs testing new teaching methods in 8 countries. These methods included mentoring, competitions, and summer camps. The project also created an online knowledge bank of resources for teachers and entrepreneurs. It has reached over 780 teachers, 2,220 students, and 130 entrepreneurs across 264 schools so far.
Is offered in Amsterdam | Dubai | Singapore
All three of the programs are economical, will involve a university tie up i.e. a certified course from a university as well as industry immersions and workshops by ecosystem champions who are industry experts whom we will invite based on the interests and backgrounds of the group from the respective countries.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
The document summarizes news from HEC Management School at the University of Liege in Belgium. It discusses that the school has received accreditation for its doctoral and master's programs. It also describes support services for international students provided by the Erasmus Student Network, and upcoming lectures from the President of the European Council. International recruitment fairs are announced in several countries.
The two-day event in Ljubljana, Slovenia was organized as part of the CENTRES project funded by the European Commission to encourage entrepreneurship in education. Over 70 participants including teachers, government representatives, and entrepreneurs attended workshops led by consultants from the Real Ideas Organization to learn methods for teaching creativity and entrepreneurship. The project aims to equip 30 teachers to implement entrepreneurial training in their schools and support 60 student entrepreneurship projects.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document summarizes information about Design Development Academy (DDA), an interior design academy in Ahmedabad, India. DDA aims to create design professionals and has partnered with Edexcel UK to provide global qualifications. Edexcel is the largest awarding body in the UK and offers vocational qualifications recognized worldwide. DDA is an approved center to offer the Higher National Diploma in Art & Design (Interior Design), which is part of the BTEC program acquired by Edexcel. DDA's core learning focuses on design skills, communication, research, and portfolio development to prepare students for careers in interior design, graphic design, and photography.
Centres - the Creative Wave Poilot in DenmarkCentres-EU
This document summarizes a pilot project called "The Creative Wave" carried out in August-October 2013 in Aarhus, Denmark. The pilot involved two experienced entrepreneurship schools participating in a competition to design new green areas in the city. 170 pupils from 7 classes participated along with 10 teachers and a mentor from the creative industries. The winning class received 1,500 DKK and a trip to an entrepreneurship award show. The pilot aimed to expose students to creative industries and help them connect ideas to business aspects like promotion and sustainability. It provided insights into students' strengths in creating ideas but needs for more training in innovation and connecting ideas to practical constraints.
After School Centers of Education ConferenceE4 Youth
Presented at the After School Centers of Education Conference in San Antonio. I explain how E4 Youth invests "Cultural Capital" in traditionally unders served students by placing them with professional mentors based on their interests. These mentors help them build professionally portfolios and qualify intensive summer employment/training.
Brochure for the International Masterclass L&D Leadership which will be offered by Nyenrode Business Universiteit ( The Netherlands) and IE Business School ( Spain)
The document describes pilot entrepreneurship education programs conducted in 7 countries with 2220 students, 780 teachers, and 264 schools. The programs aimed to address the lack of entrepreneurship education and skills among youth. Pilot activities tested innovative models and engaged entrepreneurs as mentors or guest speakers. Examples included an Estonian program pairing 177 students with mentors, a Danish showcase introducing collaboration between schools and creative industries, and a Slovenian program developing entrepreneurial skills through workshops and mentorship. The goal was to develop effective methodologies and understand how to better engage schools and creative industries.
This document provides information about international collaboration opportunities in Europe through various programs, including:
- The Erasmus program which facilitated over 200,000 student and teacher exchanges between 2009-2010.
- eTwinning, an online platform that connects over 200,000 teachers across Europe for collaborative projects.
- The Comenius program which invested €7 billion in European education and training between 2007-2013.
It then discusses the eTwinning program in more detail, outlining how it allows teachers and students to connect online, collaborate on projects, and develop international partnerships. Professional development opportunities for teachers through workshops and conferences are also summarized. Finally, it discusses other European programs that support vocational education and
The polish association of creativity presentationpesec
The document outlines a Polish project that aims to: 1) Increase students' innovativeness and entrepreneurship skills; 2) Connect students' actions to the creative industry by promoting talents, curiosity and creativity; 3) Transfer ideas into practical realization through local projects in schools connected to creative fields like fashion, theater, or music. The project would prepare 100-150 student groups in schools to carry out local creative projects, learning business and presentation skills, with an evaluation upon completion.
This document provides information about international collaboration opportunities through various European Union programs, including Erasmus, eTwinning, Comenius, and programs in the United States. It then discusses the eTwinning program in more detail, including how it allows teachers and students to connect online, collaborate on projects, and share ideas across Europe. The presentation concludes with questions about similar programs in the US and opportunities for teacher recognition.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document summarizes creative projects undertaken by four schools in the final year of the Creative Partnerships program. The projects aimed to develop skills needed for the 21st century like creativity, collaboration, communication and resilience. Interviews revealed that the schools sought to improve outcomes like well-being, employability, and social mobility through developing personal agency and creativity. Evidence showed improvements in students' debating, questioning, and teamwork skills as well as increased confidence and engagement with learning.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
Lauranne Debbaudt is a student studying New Media and Society at Ghent University. She has a variety of international experiences, including a business trip to China, study abroad in Paris, and an internship in Amsterdam. She is currently interning at Board of Innovation in digital marketing. Lauranne is motivated, creative, and not afraid of challenges.
This document provides context and details about a pilot program called CENTRES that aimed to teach creative entrepreneurship skills to secondary school students in London. The program was structured around the Social Enterprise Qualification and involved 5 schools. Students learned about entrepreneurship through research, setting up their own creative social enterprises, and meeting mentors from creative industries. The goal was to give students real experience in entrepreneurship and skills sought by employers.
The document summarizes a policy workshop held in Lithuania to discuss stimulating entrepreneurship and creativity. It describes presentations given by representatives from the Ministry of Education, Ministry of Economy, and organizations working with youth entrepreneurship. The workshop highlighted the success of the EU-funded CENTRES project in schools and recommended continued support for developing entrepreneurship skills among youth.
The document summarizes the CENTRES project, an EU-funded initiative to promote creative entrepreneurship education in schools across Europe. It involved pilot programs testing new teaching methods in 8 countries. These methods included mentoring, competitions, and summer camps. The project also created an online knowledge bank of resources for teachers and entrepreneurs. It has reached over 780 teachers, 2,220 students, and 130 entrepreneurs across 264 schools so far.
Is offered in Amsterdam | Dubai | Singapore
All three of the programs are economical, will involve a university tie up i.e. a certified course from a university as well as industry immersions and workshops by ecosystem champions who are industry experts whom we will invite based on the interests and backgrounds of the group from the respective countries.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
The document summarizes news from HEC Management School at the University of Liege in Belgium. It discusses that the school has received accreditation for its doctoral and master's programs. It also describes support services for international students provided by the Erasmus Student Network, and upcoming lectures from the President of the European Council. International recruitment fairs are announced in several countries.
The two-day event in Ljubljana, Slovenia was organized as part of the CENTRES project funded by the European Commission to encourage entrepreneurship in education. Over 70 participants including teachers, government representatives, and entrepreneurs attended workshops led by consultants from the Real Ideas Organization to learn methods for teaching creativity and entrepreneurship. The project aims to equip 30 teachers to implement entrepreneurial training in their schools and support 60 student entrepreneurship projects.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document summarizes information about Design Development Academy (DDA), an interior design academy in Ahmedabad, India. DDA aims to create design professionals and has partnered with Edexcel UK to provide global qualifications. Edexcel is the largest awarding body in the UK and offers vocational qualifications recognized worldwide. DDA is an approved center to offer the Higher National Diploma in Art & Design (Interior Design), which is part of the BTEC program acquired by Edexcel. DDA's core learning focuses on design skills, communication, research, and portfolio development to prepare students for careers in interior design, graphic design, and photography.
Centres - the Creative Wave Poilot in DenmarkCentres-EU
This document summarizes a pilot project called "The Creative Wave" carried out in August-October 2013 in Aarhus, Denmark. The pilot involved two experienced entrepreneurship schools participating in a competition to design new green areas in the city. 170 pupils from 7 classes participated along with 10 teachers and a mentor from the creative industries. The winning class received 1,500 DKK and a trip to an entrepreneurship award show. The pilot aimed to expose students to creative industries and help them connect ideas to business aspects like promotion and sustainability. It provided insights into students' strengths in creating ideas but needs for more training in innovation and connecting ideas to practical constraints.
After School Centers of Education ConferenceE4 Youth
Presented at the After School Centers of Education Conference in San Antonio. I explain how E4 Youth invests "Cultural Capital" in traditionally unders served students by placing them with professional mentors based on their interests. These mentors help them build professionally portfolios and qualify intensive summer employment/training.
Brochure for the International Masterclass L&D Leadership which will be offered by Nyenrode Business Universiteit ( The Netherlands) and IE Business School ( Spain)
The document provides an overview of Lahti University of Applied Sciences' strategy from 2013-2016. The strategy focuses on making LUAS an internationally recognized institution that trains professionals through practice-based learning. Key areas of focus include design, the environment, and developing welfare services. LUAS aims to integrate pedagogy, promote practice-based innovation, and support student entrepreneurship. The values that guide LUAS include trust, openness, customer orientation, respect for others, and renewal.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
Presentation of Prof. Konstantine Gatsios during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
The document provides information about the Applied Health and Lifestyle Sciences international semester program being offered in autumn 2016 at HOWEST University of Applied Sciences. The 30 ECTS program consists of 5 obligatory modules totaling 18 ECTS and allows students to choose additional modules from one of two options to reach the full 30 ECTS. The program aims to develop professionals who can help people maintain a healthy work-life balance and lifestyle behaviors. It emphasizes theoretical learning, experiential learning, and team projects.
The document discusses employability as a growing challenge in higher education. It notes that students increasingly view university as a way to find a job and look for skills to make them employable. Universities must provide technical, professional, and soft skills to help students' professional integration. New rankings focus on employability, and accreditation agencies include employability criteria. The University of Holy Spirit Kaslik (USEK) prepares students for employment through theoretical and practical courses, career services, international opportunities, and partnerships like the OIPULES Tempus and RESeaU projects.
Presentation by Miriam Algera (Netherlands) at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Hamish McAlpine (Oxentia)
The role of universities in supporting regional regeneration and growth is increasingly well recognised. But how do universities navigate this complex landscape, and how does this activity align with their broader missions around teaching and research? Once known as the 'third mission' or 'third leg of the stool', I argue that Knowledge Exchange is now a critical and integral part of how universities deliver their mission and strategies. As both government policy and KE practice evolves, how can all parts of the university work together to deliver for their regions, and how might this benefit the university?
This document outlines the values and strategic objectives of an organization. The values that guide the organization are: discover, engage, empower, deliver, and sustain. The strategic objectives are to: inspire graduate success by engaging students in creative learning; enhance research performance by increasing the scale and quality of research; connect and engage by leveraging the environment to foster relationships; and adapt and thrive by leading the organization into a sustainable future.
This higher education case study presentation was delivered by Rosemary Borup during the measuring employability workshop of the December 2015 Learning Networks event held in Cardiff.
The document describes TalentCampus, an innovative pedagogical program supported by PRES Bourgogne Franche-Comté that aims to help learners reveal, develop, and capitalize on their talents. The program offers winter, spring, and summer schools using active and collaborative learning approaches to develop both hard and soft skills for participants of diverse backgrounds. The first summer school had 23 participants of varying ages, occupations, and disciplines who were evaluated on their social competency development and the impact of the program.
This document summarizes information presented at a workshop on entrepreneurial universities and entrepreneurial learning held at University College Ghent. The workshop discussed ways that University College Ghent stimulates creativity and entrepreneurial behavior among students, staff, startups and SMEs. This includes offering free courses on entrepreneurship, having students work on projects for startups and SMEs, and organizing business contests and networking events. The workshop also covered international partnerships and projects between University College Ghent and other European universities to support cross-border entrepreneurship and exchange of best practices. Finally, the workshop discussed the importance of university-business cooperation to generate an entrepreneurial culture and some of the challenges and opportunities involved.
This document provides information about EDEN, a professional network in open and distance learning:
- EDEN has over 170 institutional members and promotes policy studies, professional development, projects, annual conferences, and research in the field.
- It has participated in over 60 EU projects related to skills and competencies. Upcoming projects focus on soft skills, digital skills, and open badges.
- The 2016 annual conference will be held in Budapest and feature keynotes on topics like digital transformation, competencies, and European policy. An interactive workshop will focus on digital skills and competencies.
Elke proposal opa - booklet of cooperationAIESECGreece
The document outlines a proposed youth entrepreneurship and innovation project in Egypt called HOPE. It would be a partnership between AIESEC Athens and universities in Cairo to foster innovation among students. International and Egyptian students would collaborate on entrepreneurship projects addressing issues like unemployment and gender inequality. They would develop ideas and pitches over the course of training and workshop modules. The project aims to empower youth, promote civic engagement, and connect students to a global network. It would provide certificates and experience to participating students while benefiting partner universities through increased international engagement, social entrepreneurship promotion, and career opportunities for graduates.
This document summarizes the conclusions of a Peer Learning Activity on virtual mobility organized by EADTU. It discusses the stakeholders involved in the activity, including higher education institutions and organizations. It provides examples of existing virtual mobility initiatives and outlines the aims of the PLA. It then discusses basic principles of virtual mobility, opportunities for students, staff, and institutions. Finally, it presents recommendations for virtual mobility at the micro (institutional), meso (policy), and macro (network) levels.
This document is a prospectus for TU Dublin (Technological University Dublin) that provides information about programmes and courses available at the university. It highlights that TU Dublin offers a unique range of programmes from foundation to PhD level across many disciplines. The prospectus includes details of courses available at levels 6, 7, and 8 for entry in September 2020. It also provides information about the student experience, research, international links, and the university's campuses in Dublin.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
This document outlines Jisc's visions for 2020 and how they developed those visions. It discusses key points from each vision, including data, student/learner control, AI and automation, staff skills, and more. It also notes how Jisc's current portfolio partly delivers the visions and how they can add to the portfolio. The document encourages readers to get involved and provides contact information.
"London is our campus: building collaborations to gain competitive advantage"...TDBaldwin
This document discusses the changing landscape of higher education in the UK and strategies for building resilient universities. It emphasizes the importance of:
1) Maintaining a strong, distinctive identity while developing efficient partnerships and networks.
2) Providing an active learning environment and sense of community through the physical university as a place.
3) Creating well-connected, collaborative networks and partnerships locally with other universities and colleges and globally through subject-specific thematic networks.
This presentation by Professor Giuseppe Colangelo, Jean Monnet Professor of European Innovation Policy, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
Why Psychological Safety Matters for Software Teams - ACE 2024 - Ben Linders.pdfBen Linders
Psychological safety in teams is important; team members must feel safe and able to communicate and collaborate effectively to deliver value. It’s also necessary to build long-lasting teams since things will happen and relationships will be strained.
But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
The importance of sustainable and efficient computational practices in artificial intelligence (AI) and deep learning has become increasingly critical. This webinar focuses on the intersection of sustainability and AI, highlighting the significance of energy-efficient deep learning, innovative randomization techniques in neural networks, the potential of reservoir computing, and the cutting-edge realm of neuromorphic computing. This webinar aims to connect theoretical knowledge with practical applications and provide insights into how these innovative approaches can lead to more robust, efficient, and environmentally conscious AI systems.
Webinar Speaker: Prof. Claudio Gallicchio, Assistant Professor, University of Pisa
Claudio Gallicchio is an Assistant Professor at the Department of Computer Science of the University of Pisa, Italy. His research involves merging concepts from Deep Learning, Dynamical Systems, and Randomized Neural Systems, and he has co-authored over 100 scientific publications on the subject. He is the founder of the IEEE CIS Task Force on Reservoir Computing, and the co-founder and chair of the IEEE Task Force on Randomization-based Neural Networks and Learning Systems. He is an associate editor of IEEE Transactions on Neural Networks and Learning Systems (TNNLS).
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
This presentation by Katharine Kemp, Associate Professor at the Faculty of Law & Justice at UNSW Sydney, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
2. innovative creative enterprising
• Serve
act with a serving commitment
• Empower
reinforce the group and the individual
• Care
care for the other and do so sincerely
CORE VALUES
3. innovative creative enterprising
Howest University College West Flanders, is an atypical, creative, innovative and
entrepreneurial university of applied sciences.
Anticipating the future, starting from each individual student’s talent and motivation,
Howest educates its students to competent, employable and team-oriented
professionals.
Howest sets the tone for socially relevant, practice- and valorisation-oriented education,
research and services to society, with a wide regional and international outlook.
Howest is an open-minded and pluralistic university college, with respect for diversity.
Howest inspires its staff and students to integrate its core values in their professional as
well as their personal lives.
MISSION
6. innovative creative enterprising
CAMPUSES IN BRUGES AND KORTRIJK
→ Bruges
→ 2 campuses
Education department (Bachelors of education):
St.-Jorisstraat 71, 8000 Bruges
→ Kortrijk
→ 2 campuses
→ Central administration
→ Member of Ghent University Association
(>65.000 students)
→ 1 University
→ 3 University Colleges
10. innovative creative enterprising
PROGRAMMES & PEOPLE
Programmes
→ 24 Professional Bachelor programmes
→ 1 full Bachelor degree in English (DAE)
→ 12 international semesters in English
People
→ ± 6000 students
→ ± 800 employees
→ ± 1.200 degrees/year
→ 30% brain gain from outside province W-FL
→ 45% in individual programmes
16. innovative creative enterprising
EXPLORING AND INNOVATION IN TEACHING
Howest focuses on
various skills and competences
such as communication, coaching, ICT, teamwork
innovation
out of the box thinking and creativity
a lot of practice in real school environments
18. innovative creative enterprising
BACHELOR SECONDARY EDUCATION
International component:
we think it’s important that upon graduation our students
have a broad outlook on the world
are well aware of the international developments within their
area of expertise and who are equipped with the right capacities
and mindset to continuously update that knowledge
are able to perform efficiently in an international context and
work together with colleagues from different cultures
19. innovative creative enterprising
INTERNATIONAL PARTNERSCHIPS
150 international agreements and academic partnerships
→ shared values
→ similar “DNA”: multidisciplinary, creative, entrepreneurial, innovative
→ high-quality student and staff mobility
→ strategic partnerships and knowledge alliances
20. innovative creative enterprising
INTERNATIONAL MOBILITY
• Objective
• ALL Howest students graduate with at least one intensive international
learning experience
• 3-tier system
→ 1st year: International Days, Internationalisation@Home
→ 2nd year: Short-term mobility:
→ Erasmus Intensive Programs
→ “China From Within” and “India from Within”
→ Shorter work placements
→ International Weeks at partner institutions
→ 3rd year: Long-term mobility:
→ Min. 3 months
21. innovative creative enterprising
MOBILITY IN EUROPE
Go Europe
Erasmus study:
130 partner institutions
in 25 European countries
(incl. french speaking Belgium)
Erasmus traineeship:
all 33 “Erasmus countries”
(incl. french speaking Belgium)
22. innovative creative enterprising
MOBILITY IN THE WORLD
Go Global partnerships with:
+ worldwide cooperations with industry / field > internships
incl. development cooperation
USA
Mexico
Brasil
India
China
South-Africa
23. innovative creative enterprising
12 INTERNATIONAL SEMESTERS
For example in the departments:
Applied Health & Lifestyle Sciences (Bruges / Autumn)
Digital Creative Projects in Occupational Therapy (Kortrijk)
24. innovative creative enterprising
INTERNATIONAL SEMESTER IN EDUCATION DEPARTMENT
FALL 2016-2017
including
orientation week
innovative didactics and
ICT-integration in education
languages
culture
traineeships + student
guidance
25. innovative creative enterprising
HOWEST INTERNATIONAL HIGHLIGHTS
• 2006 Leonardo da Vinci ‘European Quality in Mobility Award’
• 2008 Howest selected by the government to organise the Bologna follow-up
event, the ‘Bruges Conference’
• 2008-2012 Microsoft Imagine Cup: world-wide finals, 5 years in a row
• 2009 United Nations World Summit Award for ‘MyMachine’ project
• 2012 Adobe Design Achievement Awards: 1st and 2nd place
• 2013 Howest becomes 1 of 28 world-wide Adobe Partners by Design
Official selection as EU Success Story 2012 (Erasmus Intensive
Programmes)
28. innovative creative enterprising
RESEARCH DOMAINS
Preventive Health
care
Social
Innovation Innoteach
Sustainable
Construction
Energy
Management
Product-, Game-,
Screen Design
Media
Technology
Business
Management
ICT
Innovation in intentional learning
29. innovative creative enterprising
GOALS IN EDUCATION RESEARCH
1 didactics: innovation in teaching aimed at compentences for new teachers
> a clear view on what to teach and how to teach
2 use of ICT: creating powerful learning environements with 21st century webtools and
apps
3 critical use of media: deliberate use of old and contemporary media, evaluation of
several media content, improve more thoughtful use of media (privacy, cyber-bullying…)
4 creativity: teachers should be able to think ‘out of the box’ and stimulate creativity among
the pupils
research coordinator Howest education department: Stefanie Verstraete
contact: stefanie.verstraete@howest.be
30. innovative creative enterprising
EVENTS
Howest Partner Days
lectures and workshops by
international professors and
lecturers
visits in the region (West-Flanders)
and in the cities Bruges and Kortrijk
networking dinners
31. innovative creative enterprising
CONTACT INFORMATION
International coordinator bachelors of education:
Frederik De Laere
frederik.de.laere@howest.be
Howest international office:
sabrina.jansens@howest.be
sophie.dewitte@howest.be
isabelle.pertry@howest.be
Sabrina Jansens Sophie Dewitte Isabelle Pertry