The document proposes a "NICE Knowledge Alliance" project to support the sustainability of the NICE network and quality of career guidance and counseling training in Europe. It involves 36 partner higher education institutions and enterprises from 20 countries. The goals are to: 1) Conduct a review of academic training standards in Europe; 2) Produce multimedia training resources; 3) Promote best practices through workshops. Key activities will include innovation clusters on special topics led by coordinators, and supporting future NICE conferences. The proposal aims to strengthen collaboration between practitioners and academics to improve career services and training.
At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
A good international strategy is a critical step towards building a university as a global intellectual hub.
Join this webinar to hear from Dr. Janaka Ruwanpura, UCalgary's vice-provost (international) on what it takes to succeed — valuable insider advice and simple steps to help you effectively plan your way and turn strategy implementation into a competitive advantage for your organization.
View the webinar recording at https://go.ucalgary.ca/7stepsstrategy-webinar.html
Inclusiveness has become a strategic question for many higher education institutions across Europe, impacting learning, teaching, research and institutional cultures. This EUA presentation showcases the results of the INVITED project survey including data from 159 higher education institutions in 36 European systems about institutional strategies and measures, success factors, challenges and needs for support. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research.
A presentation reporting the first year of an employer engagement project. The presentation focus is on the structural capital of the developng project.
For more details see www.reednet.org, www.lydiaarnold.net
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
A good international strategy is a critical step towards building a university as a global intellectual hub.
Join this webinar to hear from Dr. Janaka Ruwanpura, UCalgary's vice-provost (international) on what it takes to succeed — valuable insider advice and simple steps to help you effectively plan your way and turn strategy implementation into a competitive advantage for your organization.
View the webinar recording at https://go.ucalgary.ca/7stepsstrategy-webinar.html
Inclusiveness has become a strategic question for many higher education institutions across Europe, impacting learning, teaching, research and institutional cultures. This EUA presentation showcases the results of the INVITED project survey including data from 159 higher education institutions in 36 European systems about institutional strategies and measures, success factors, challenges and needs for support. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research.
A presentation reporting the first year of an employer engagement project. The presentation focus is on the structural capital of the developng project.
For more details see www.reednet.org, www.lydiaarnold.net
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie. It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time. It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
The European Summit on Developing the Career Workforce of the Future took place from September 3-4 at Canterbury Christ Church University in England (UK). The summit brought together approximately 200 key representatives of the European guidance community from 32 European countries. With her opening address, Prof Dr Christiane Schiersmann from the Heidelberg University (Germany), speaking for the network's steering committee, introduced the goals and concept of the European Summit and highlighted the goals of the NICE network. More information on the summit is available at www.nice-network.eu
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie. It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time. It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
The European Summit on Developing the Career Workforce of the Future took place from September 3-4 at Canterbury Christ Church University in England (UK). The summit brought together approximately 200 key representatives of the European guidance community from 32 European countries. With her opening address, Prof Dr Christiane Schiersmann from the Heidelberg University (Germany), speaking for the network's steering committee, introduced the goals and concept of the European Summit and highlighted the goals of the NICE network. More information on the summit is available at www.nice-network.eu
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Hear about the progress on the design and development of NHSScotland’s Quality Improvement Hub and how it will support a culture of continuous quality improvement across NHSScotland and help to shape the further development and implementation of the Hub.
First eStandards conference Healthcare Executives Panel Introductionchronaki
This is the introduction to a panel in the first eStandards conference aiming to bring together with Hospital CIOs, actors in the healthcare system: representative of payers, healthprofessionals to get a sense of the issues with interoperability in largescale eHealth deployment.
Presentation of Prof. Dr. Daniel Burgos for EDEN's European Online and Distance Learning Week on 'ICDE Global Outlook to OER: What’s on the calendar and how to engage?' - Thursday, 5 November, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-icde-workshop/
This PPT was presented at the AVA policy debate which was held at the EESC, Brussels on the 29th of June. The action plan is the final output of the AVA project, a two-year project co-funded by the Erasmus+ programme of the European Commission.
Community Nursing Research Strategy Masterclass
13th September 2013
The WSPCR was requested to organise a research masterclass for the Directors of Nursing from all the Welsh Health Boards on Friday 11th Sept. It was funded by the Health Minister and attended by the CNO. It also included the Head of the NISCHR and the manager of AHSC.
http://www.wspcr.ac.uk/community-nursing-research.php
Unions 4 vet. Project presentation - Claudia Oehl, German Trade Union Confede...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
Similar to Hazel Reid - NICE Knowledge Alliance (20)
This presentation addressed following topics:
- "Why" mobility?
- Work of the Mobility Team
- Practical Guidelines for Mobility
- Inventory on Experience with Eramus+ within NICE
- Initiatives for mobility & peer learning
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
At the 6th NICE Conference in Bratislava, Slovakia, Prof Monika Petermandl (Danube University Krems, Austria) presented the outcomes of a survey among members of the NICE network on May 29, 2015. The goal of the survey, undertaken in cooperation of Prof Monika Petermandl, Johannes Katsarov and Dr Peter Weber (Heidelberg University), was to understand whether there is a demand to keep NICE running as a European organisation. Following this presentation, the participants of the conference discussed different options, identified potential new projects and permanent working groups and elected a taskforce: It was very clear that people wished for NICE to be continued in the future.
At the 6th NICE Conference in Bratislava, Slovakia, Graham Allan and Janet Moffett (University of West Scotland) presented the Youth Yes Project on May 28, 2015. The goal is to develop a serious computer game, which will support adolescents in developing career-related skills and competences. The project is funded by the European Commission from 2014 to 2016 and involves partners from Scotland, Iceland, England, the Netherlands and Romania. In their presentation, Graham and Janet present the goals of the project, first findings and design features.
At the 6th NICE Conference in Bratislava, Slovakia, activities to foster further exchange in the future were an important aspect on May 29, 2015. To begin with, Dr Lucy Hearne from the University of Limerick (Ireland) presented the Peer-Learning Framework of NICE, a manual how to jointly develop degree programmes in career guidance and counselling, drawing on common points of reference like the European Competence Standards. Secondly, Jan Woldendorp from the Saxion University of Applied Sciences (Netherlands) presented the work and concepts of the Mobility Team of NICE, including guidelines how to organise international exchanges of staff and students. Finally, Jan Woldendorp and Prof Sif Einarsdottir from the University of Iceland prepared the stage for 9 parallel workshops on the future of cooperation in the NICE network. For further information on the conference, please visit www.nice-network.eu
Dr Susanne Kraatz from the European Parliament's Policy Department on Economic and Scientific Policy presented an overview of efforts at the European level, to foster quality in lifelong guidance and counselling. Next to an overview of existing policies, current activities and challenges for the future, she presented a European competence profile for PES and EURES counsellors. For more information on the conference, please visit www.nice-network.eu
At the 6th NICE Conference in Bratislava, Slovakia, Dr Susanne Kraatz from the European Parliament's Policy Department on Economic and Scientific Policy presented an overview of efforts at the European level, to foster quality in lifelong guidance and counselling. Next to an overview of existing policies, current activities and challenges for the future, she presented a European competence profile for PES and EURES counsellors. For more information on the conference, please visit www.nice-network.eu
At the 6th NICE Conference in Bratislava, Slovakia, Professor Christiane Schiersmann from the Heidelberg University presented the first version of the "European Competence Standards for the Academic Training of Career Professionals" on May 28, 2015. A short version of the competence standards was distributed to all participants and is available for download at www.nice-network.eu. Experts from all over Europe were involved in the process of developing the competence standards, a process coordinated by Prof Kestutis Pukelis, Dr Jacques Pouyaud, Dr Jukka Lerkkanen and Johannes Katsarov. The Bratislava Conference marked the finalization of the competence standards, which shall now be translated into numerous European languages and be implemented in the numerous training programmes across Europe.
In his keynote at the European Summit for Developing the Career Workforce of the Future at Canterbury Christ Church University (UK) on September 3, 2014, Dr Gideon Arulmani challenged us to think about the globalization of the world of work and how education and guidance should react to these changes. Approximately 200 key stakeholders from 32 European countries participated at the event, and engaged in critical discussions after the keynote of Dr Arulmani - amongst them many policy makers, guidance counsellors, representatives of professional associations, public employement services, HR managers, researchers and lecturers. For more information, please visit www.nice-network.eu
In his keynote at the European Summit for Developing the Career Workforce of the Future at Canterbury Christ Church University (UK) on September 3, 2014, Prof Dr A.G. Watts challenged us to think about the professionalization of career guidance and counselling over the past 50 years and how the next steps could look. Approximately 200 key stakeholders from 32 European countries participated at the event, and engaged in critical discussions after the keynote of Prof Watts - amongst them many policy makers, guidance counsellors, representatives of professional associations, public employement services, HR managers, researchers and lecturers. For more information, please visit www.nice-network.eu
NICE aims at establishing "European Competence Standards" for the professional field of career guidance and counselling in Europe. The following presentation was offered by Johannes Katsarov (Heidelberg University), Prof Dr Kestutis Pukelis (Vytautas Magnus University Kaunas), Dr Jukka Lerkkanen (Open University of Jyvaskyla) and Dr Jacques Pouyaud (University of Bordeaux) at the European Summit on Developing the Career Workforce of the Future on September 4, 2014 at Canterbury Christ Church University (UK). The audience was made up of approximately 200 policy makers, career professionals, researchers, lecturers, citizen representatives, HR managers, and public employment service representatives from 32 European countries. The presentation relates to a draft for European Competence Standards, which was published by NICE in advance of the European Summit, and which can be downloaded on the network website at www.nice-network.eu
More from Network for Innovation in Career Guidance and Counselling in Europe (12)
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Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
2. 1. Purpose and Main Goals 2
In February 2015, a group of colleagues from NICE submitted a proposal to the
European Commission to fund a “NICE Knowledge Alliance for Innovation in
the Academic Training of the Career Guidance & Counselling (CGC) Workforce in
Europe” (NICE-KA).
Objectives of the Application:
Support sustainability of NICE and its achievements and keep the network
going through large events and online-collaboration
Involve practitioners and guidance organisations in research and
development to quality-assure academic training of career professionals
Conduct a systematic review of academic training in CGC across Europe
(“European Competence Standards Benchmark”)
Produce multimedia resource kits for academic training in CGC
Promote good practices in CGC and the training of career professionals
through train-the-trainer workshops
3. 2. Partnership 3
36 Full Partners from 20
European Countries
• 20 higher education
institutions (HEI) with
academic training and/or
research programmes on career
guidance and counselling (CGC)
• 16 enterprises offering career
services of all sorts, including
public, profit and non-profit
organisations
60 Associated Partners
• Further HEI with degree
programmes in CGC
• Further enterprises offering
career services
• International scientific
associations focussing on CGC
• Professionals associations and
certifying bodies
• National guidance forums
4. 3. Benefits of Involving a Large Diversity of Enterprises 4
A central goal of the project will be to conduct in-depth case studies of the challenges,
which specific career services face in practice, including a validation of the European
Competence Standards relevance for practice. For the development and identification
of innovative, competence-based training and assessment methods, we believe that
we will strongly benefit from practitioners’ experience in practice.
5. 4. Organisation & Management 5
Five self-managed
Innovation Clusters
working on central
themes for innovation
in career guidance and
counselling: for the
intensive cooperation
of practitioners and
academics
People with Special Roles
and Tasks in each cluster, to
foster common quality
standards and comparability
of the cluster outcomes
A Central Team to
coordinate the overall
project, in cooperation with
the Cluster Coordinators, to
reach the challenging goals
and integrate the results
Quality
Commissioners to
evaluate all products
through peer-reviews
and advise the
coordinators in
strategic questions
7. 6. Contributions to the Sustainability of NICE 7
Through the Funding of the NICE Knowledge Alliance we would…
Co-Finance 2 NICE Conferences, including some funds for the involvement
of representatives from organisations not involved in the project. They
would be hosted by:
Saxion University of Applied Sciences in 2016 (Netherlands)
University of Padova in 2018 (Italy)
Promote the goals of NICE as defined in the NICE Memorandum,
particularly the implementation and validation of the European
Competence Standards
Collect and develop open-access resources and materials for academic
training in career guidance and counselling, involving all NICE Members
Support the maintenance of the NICE Website and the NICE Newsletter,
particularly to disseminate good practices and news around Europe
8. 7. Coordination 8
Knowledge Alliance Coordination Team
Dr Hazel Reid, Canterbury Christ Church University (UK)
Johannes Katsarov (Germany)
Dr Peter Weber, Heidelberg University (Germany)
Innovation Cluster Coordinators
Guidance for Youth Employment: Prof Valérie Cohen-Scali, Conservatoire National
des Arts et Métiers (France)
Career Services in Enterprises: Prof Nicolas Schöpf, University of Applied Labour
Sciences (Germany)
Guidance for Inclusion of Marginalized Groups: Prof Laura Nota, University of
Padova (Italy)
Transitions of Adults: Prof Pia Cort, Aarhus University (Denmark)
Setting Up Career Services: Sasa Niklanovic, National Association of Career
Counsellors (Slovenia)
Decisions of strategic importance for NICE would be made in close
cooperation with the NICE Steering Committee