Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association tackles the issue of universities’ efficiency and their value for society in a broader European context. The presentation shows the most recent trends in public funding of universities across Europe, including the release of the 2016 Public Funding Observatory, and explore the links between public budgets for universities, efficiency measures and funding modalities.
The full report is available here: http://eua.be/Libraries/governance-autonomy-funding/public-funding-observatory-2016.pdf?sfvrsn=0
and more information about our work in Higher Education and Research Funding can be found here: http://eua.be/activities-services/projects/eua-online-tools/public-funding-observatory-tool.aspx
This presentation on the European Universities Initiative took place at the joint conference of FRSE (Polish Erasmus+ National Agency) and KRASP (PL NRC) on recent higher education developments in Europe.
presentatie Frans van Vught (Lustrumcongres Erasmus Trustfonds, 4 juni 2013)Ronald van der Heijden
"Wetenschapsfinanciering, een internationale verkenning; hoe doen andere landen dat?"
Frans van Vught
High level expert European Commission
Voorzitter reviewcommissie Hoger Onderwijs
Lustrumcongres 100 jaar Erasmus Trustfonds
"De toekomst van financiering van wetenschap"
4 juni 2013, Senaatszaal Erasmus Universiteit Rotterdam
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association presents an overview of its membership consultation on the topic, highlighting the challenges and opportunities for the next Horizon 2020 and Erasmus+ programmes' phase in the wider context of EU budget constraints and pressures.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association tackles the issue of universities’ efficiency and their value for society in a broader European context. The presentation shows the most recent trends in public funding of universities across Europe, including the release of the 2016 Public Funding Observatory, and explore the links between public budgets for universities, efficiency measures and funding modalities.
The full report is available here: http://eua.be/Libraries/governance-autonomy-funding/public-funding-observatory-2016.pdf?sfvrsn=0
and more information about our work in Higher Education and Research Funding can be found here: http://eua.be/activities-services/projects/eua-online-tools/public-funding-observatory-tool.aspx
This presentation on the European Universities Initiative took place at the joint conference of FRSE (Polish Erasmus+ National Agency) and KRASP (PL NRC) on recent higher education developments in Europe.
presentatie Frans van Vught (Lustrumcongres Erasmus Trustfonds, 4 juni 2013)Ronald van der Heijden
"Wetenschapsfinanciering, een internationale verkenning; hoe doen andere landen dat?"
Frans van Vught
High level expert European Commission
Voorzitter reviewcommissie Hoger Onderwijs
Lustrumcongres 100 jaar Erasmus Trustfonds
"De toekomst van financiering van wetenschap"
4 juni 2013, Senaatszaal Erasmus Universiteit Rotterdam
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
Quality assurance and accreditation of Online and Distance Higher Education (...EADTU
This document discusses quality assurance and accreditation of online and distance higher education. It summarizes the results of a survey of practices in 15 European countries. The survey examined national frameworks, institutional quality assurance activities, and the practices of external quality assurance agencies. It found that while legal frameworks allow for digital education, quality assurance agencies have not fully developed processes for evaluating online and distance programs. The document recommends that governments and agencies support innovation in teaching methods and develop expertise in quality assurance for new formats. It also calls for better data collection on online education and increased dialogue between universities and quality assurance bodies.
Thomas Estermann, Director for Governance, Funding and Public Policy Development at the European University Association presents an overview of its membership consultation on the topic, highlighting the challenges and opportunities for the next Horizon 2020 and Erasmus+ programmes' phase in the wider context of EU budget constraints and pressures.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
The document summarizes a study on the differentiation in access to and use of open educational resources among students and lecturers at Ghanaian universities. It finds that digital proficiency varies between technical and non-technical universities, with lecturers and students at non-technical universities rating themselves as more advanced. It also finds dissatisfaction with internet connectivity is more pronounced at technical universities. While open licensing is not well understood, both students and lecturers frequently adopt open practices. It recommends addressing low ICT competencies, improving unequal internet access, and raising awareness of open licensing to further adoption of open educational resources in Ghana.
Higher education And Diversity, Maurice Crulnewsroom-euvz
This document discusses diversity in higher education in Amsterdam. It notes that many refugees already hold bachelor's or master's degrees and should be treated as international students who can enter English master's programs. It also mentions that orthodox Islamic student organizations and native Dutch students with racist or Islamophobic views have both become more polarized on campuses. The document then presents data showing lower completion rates for migrant versus non-migrant students at universities and universities of applied sciences in Amsterdam. It outlines an approach by Vrije Universiteit Amsterdam to form a taskforce to address these issues through collecting student data, implementing interventions around student support, staff training, and conducting research to develop evidence-based solutions.
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
Building a Strategic network of Finnish Universities of Applied Sciences - Ho...eamkhanke
The document discusses the establishment of the eAMK project to build a strategic network of Finnish Universities of Applied Sciences. It notes the need to equip graduates with digital skills to address changing skill needs. The process brought over 150 users together using digital tools to collaboratively design the network. Key aspects that contributed to success were the willingness of all universities to participate, adapting to reduced funding, clear responsibilities, and using cooperation instead of competition. Challenges remain in balancing systematic planning with creativity. The network aims to be transparent, open, and interactive to foster cooperation between universities.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
A TNE provider view of value: the view from Nottingham Trent UniversityUniversity of Limerick
This presentation is a contribution to the HEGlobal conference on 11 January 2016, which explored the value of transnational education (TNE) to different stakeholders – TNE students, universities, national economies, etc. It explores the value of TNE to one UK university (Nottingham Trent University). It shows that the university has approximately 5,000 TNE across 10 countries, but with a range of TNE partners which include private, for-profit colleges and public research universities. It shows the way the university has reconceptualised the value of TNE in terms of contributing to its core mission of providing an education which transforms the life chances of its graduates and carrying out research with societal impact. It goes on t describe the process by which the university is renegotiating its TNE partnerships to maximise the benefits to its UK-based students and staff.
Mainstreaming OER - policies, strategies and initiativesGiles Pepler
This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
This document discusses fostering collaborative investment in Massive Open Online Courses (MOOCs). It identifies five types of resources that can be invested in open education: political, financial, technological, pedagogical, and heutagogical. It argues that these resources are managed by different stakeholders and require collaboration. By enhancing quality together and building on shared benefits, stakeholders can sustain openness, equity, quality, and diversity through collaborative MOOC and open education investments. Europe's existing frameworks like ECTS and recognition of prior learning provide enabling conditions for this collaboration.
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
What Skills learners say_GP_v4_LeicesterGiles Pepler
The document summarizes findings from 12 focus groups with 123 learners across various locations and providers in the UK. The focus groups aimed to understand what digital skills learners say are important. Key findings included:
- Learners said basic ICT skills like using search engines, email and office software were most important.
- Access to fast WiFi and personal devices were also highly valued.
- Learners wanted experience with workplace technologies to feel confident in future jobs.
- Safety and ethical use of the internet received mixed opinions on importance.
- Learners responded positively to having input into digital technology use in their education.
Unlocking the uk's thesis data through persistent identifiersJisc
This document discusses a research project aimed at unlocking thesis data through persistent identifiers to increase visibility, improve discoverability, and enable reuse. The project is a collaboration between several UK universities and involves introducing students and institutions to data sharing standards and identifiers. The goals are to enhance national thesis discovery, track student careers, and better track theses and data through citations and metrics. The project will be conducted in three phases with defined outputs, milestones, and success indicators. Phase 1 will involve a survey and case studies, phase 2 will develop recommendations for implementation, and phase 3 will develop software and guidance for national adoption.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
Tips & tricks for your project applicationsIldiko Mazar
This presentation (delivered on 1 June 2016 in Bratislava) was tailored to the knowledge, experience and confidence of the LLLP Annual Conference audience with regards to the European Union programmes available at the time.
I brushed over or drilled deep down - as the audience demanded - into some of the fundamental issues, problems and challenges I faced and resolved over 15 years of working with EU projects.
The conference participants were not only provided with strategic advice on how to identify the right call to match their research
and development ambitions, how to assemble a solid partnership and how to translate their ideas and plans into a well elaborated application, but also how to define key performance indicators, manage time, human resources and how to tackle the financial planning of a complex multi-stakeholder project.
Using learning analytics to support applied research and innovation in higher...Julià Minguillón
The document discusses how the eLearn Center (eLC) at the Open University of Catalonia (UOC) uses learning analytics to support research and innovation in higher education. The eLC collects and analyzes data from UOC's online platform to gain insights into student learning and identify areas for improvement. It has established a data mart to integrate information from different systems and provide three levels of access. Current work includes raising awareness of learning analytics, developing more indicators and dashboards, and positioning UOC as a leader in the field through projects and research opportunities.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
Policy recommendations for the use of oer media resources in europeGiles Pepler
The document summarizes policy recommendations for the use of Open Educational Resources (OER) in Europe. It provides an inventory of over 400 OER initiatives worldwide and 30 country reports. Recommendations are proposed in 10 areas including innovation, accreditation, quality assurance, funding mechanisms, intellectual property rights, and teacher training. Specific recommendations are made regarding ensuring public outputs from Commission programs are available as OER, promoting OER benefits to schools, and driving copyright reform to encourage OER reuse.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
This document discusses international university rankings and classifications. It provides an overview of various global and European ranking initiatives. It notes that while rankings are increasingly influential, they also have limitations as they use a "one-size-fits-all" methodology that does not reflect the diversity of institutions or their varied missions. The document calls for a European response to rankings that recognizes this diversity and considers alternative sources of information about universities.
The document summarizes a study on the differentiation in access to and use of open educational resources among students and lecturers at Ghanaian universities. It finds that digital proficiency varies between technical and non-technical universities, with lecturers and students at non-technical universities rating themselves as more advanced. It also finds dissatisfaction with internet connectivity is more pronounced at technical universities. While open licensing is not well understood, both students and lecturers frequently adopt open practices. It recommends addressing low ICT competencies, improving unequal internet access, and raising awareness of open licensing to further adoption of open educational resources in Ghana.
Higher education And Diversity, Maurice Crulnewsroom-euvz
This document discusses diversity in higher education in Amsterdam. It notes that many refugees already hold bachelor's or master's degrees and should be treated as international students who can enter English master's programs. It also mentions that orthodox Islamic student organizations and native Dutch students with racist or Islamophobic views have both become more polarized on campuses. The document then presents data showing lower completion rates for migrant versus non-migrant students at universities and universities of applied sciences in Amsterdam. It outlines an approach by Vrije Universiteit Amsterdam to form a taskforce to address these issues through collecting student data, implementing interventions around student support, staff training, and conducting research to develop evidence-based solutions.
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
Building a Strategic network of Finnish Universities of Applied Sciences - Ho...eamkhanke
The document discusses the establishment of the eAMK project to build a strategic network of Finnish Universities of Applied Sciences. It notes the need to equip graduates with digital skills to address changing skill needs. The process brought over 150 users together using digital tools to collaboratively design the network. Key aspects that contributed to success were the willingness of all universities to participate, adapting to reduced funding, clear responsibilities, and using cooperation instead of competition. Challenges remain in balancing systematic planning with creativity. The network aims to be transparent, open, and interactive to foster cooperation between universities.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
A TNE provider view of value: the view from Nottingham Trent UniversityUniversity of Limerick
This presentation is a contribution to the HEGlobal conference on 11 January 2016, which explored the value of transnational education (TNE) to different stakeholders – TNE students, universities, national economies, etc. It explores the value of TNE to one UK university (Nottingham Trent University). It shows that the university has approximately 5,000 TNE across 10 countries, but with a range of TNE partners which include private, for-profit colleges and public research universities. It shows the way the university has reconceptualised the value of TNE in terms of contributing to its core mission of providing an education which transforms the life chances of its graduates and carrying out research with societal impact. It goes on t describe the process by which the university is renegotiating its TNE partnerships to maximise the benefits to its UK-based students and staff.
Mainstreaming OER - policies, strategies and initiativesGiles Pepler
This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
This document discusses fostering collaborative investment in Massive Open Online Courses (MOOCs). It identifies five types of resources that can be invested in open education: political, financial, technological, pedagogical, and heutagogical. It argues that these resources are managed by different stakeholders and require collaboration. By enhancing quality together and building on shared benefits, stakeholders can sustain openness, equity, quality, and diversity through collaborative MOOC and open education investments. Europe's existing frameworks like ECTS and recognition of prior learning provide enabling conditions for this collaboration.
AVAILABILITY AND FEASIBILITY OF OER IN ADULT LEARNINGGiles Pepler
The document summarizes research on the use of open educational resources (OER) in adult education across eight European Union countries. It finds that while OER can provide benefits like more effective and lower-cost education, adoption of OER in adult education varies substantially between EU states. Some countries like Spain and Germany have made progress in developing national OER policies and platforms, while others like France, Hungary, and Latvia have seen little OER activity directed toward adult education. Barriers to greater OER use include restrictive copyright laws, lack of quality assurance processes for OER, limited OER training for educators, and low digital skills among adult learners.
What Skills learners say_GP_v4_LeicesterGiles Pepler
The document summarizes findings from 12 focus groups with 123 learners across various locations and providers in the UK. The focus groups aimed to understand what digital skills learners say are important. Key findings included:
- Learners said basic ICT skills like using search engines, email and office software were most important.
- Access to fast WiFi and personal devices were also highly valued.
- Learners wanted experience with workplace technologies to feel confident in future jobs.
- Safety and ethical use of the internet received mixed opinions on importance.
- Learners responded positively to having input into digital technology use in their education.
Unlocking the uk's thesis data through persistent identifiersJisc
This document discusses a research project aimed at unlocking thesis data through persistent identifiers to increase visibility, improve discoverability, and enable reuse. The project is a collaboration between several UK universities and involves introducing students and institutions to data sharing standards and identifiers. The goals are to enhance national thesis discovery, track student careers, and better track theses and data through citations and metrics. The project will be conducted in three phases with defined outputs, milestones, and success indicators. Phase 1 will involve a survey and case studies, phase 2 will develop recommendations for implementation, and phase 3 will develop software and guidance for national adoption.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
Tips & tricks for your project applicationsIldiko Mazar
This presentation (delivered on 1 June 2016 in Bratislava) was tailored to the knowledge, experience and confidence of the LLLP Annual Conference audience with regards to the European Union programmes available at the time.
I brushed over or drilled deep down - as the audience demanded - into some of the fundamental issues, problems and challenges I faced and resolved over 15 years of working with EU projects.
The conference participants were not only provided with strategic advice on how to identify the right call to match their research
and development ambitions, how to assemble a solid partnership and how to translate their ideas and plans into a well elaborated application, but also how to define key performance indicators, manage time, human resources and how to tackle the financial planning of a complex multi-stakeholder project.
Using learning analytics to support applied research and innovation in higher...Julià Minguillón
The document discusses how the eLearn Center (eLC) at the Open University of Catalonia (UOC) uses learning analytics to support research and innovation in higher education. The eLC collects and analyzes data from UOC's online platform to gain insights into student learning and identify areas for improvement. It has established a data mart to integrate information from different systems and provide three levels of access. Current work includes raising awareness of learning analytics, developing more indicators and dashboards, and positioning UOC as a leader in the field through projects and research opportunities.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
Policy recommendations for the use of oer media resources in europeGiles Pepler
The document summarizes policy recommendations for the use of Open Educational Resources (OER) in Europe. It provides an inventory of over 400 OER initiatives worldwide and 30 country reports. Recommendations are proposed in 10 areas including innovation, accreditation, quality assurance, funding mechanisms, intellectual property rights, and teacher training. Specific recommendations are made regarding ensuring public outputs from Commission programs are available as OER, promoting OER benefits to schools, and driving copyright reform to encourage OER reuse.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
This document discusses international university rankings and classifications. It provides an overview of various global and European ranking initiatives. It notes that while rankings are increasingly influential, they also have limitations as they use a "one-size-fits-all" methodology that does not reflect the diversity of institutions or their varied missions. The document calls for a European response to rankings that recognizes this diversity and considers alternative sources of information about universities.
Presentation by Andrea-Rosalinde Hofer, Administrator, OECD Centre for Entrepreneurship, SMEs, Local Development and Tourism, at the launch event of the report "HEInnovate country reviews: Hungary" held in Budapest, Hungary, on 29 November 2017
Presentation made by Andrea-Rosalinde Hofer, Administrator at the Trento Centre, OECD Centre for Entrepreneurship, SMEs, Local Development and Tourism, at the launch event of the report "HEInnovate country reviews: Hungary" in Budapest, Hungary, on 29 November 2017
Large-Scale State Compact Collaboration for OER: The Vision, Model, & ResearchRegina Gong
This document summarizes a meeting to plan collaborative efforts among state compacts to promote open educational resources (OER). Research shows that most faculty are unaware of OER and have concerns about the cost of course materials. However, faculty who use OER are generally satisfied. Regional higher education compacts are well-positioned to facilitate top-down and grassroots OER implementation efforts across states. The Midwestern Higher Education Compact has supported state OER action teams which have accomplished presentations to legislatures, surveys of OER use, and creation of OER repositories. Next steps discussed include continuing meetings and working groups on topics like OER for career and technical education.
The European experience with MOOCs has been growing but differs from the US in several ways. While the US initially dominated the MOOC movement in 2011, European universities have increasingly developed their own MOOC initiatives and platforms in recent years. Surveys show that the percentage of European institutions involved with MOOCs has risen from 58% in 2013 to over 70% in 2014. However, biases exist in how surveys define and measure MOOC involvement between institutions and countries. While increasing visibility and reputation remain top objectives for European institutions, approaches emphasize diversity over scalability and view MOOCs as a way to provide flexible learning opportunities rather than student recruitment. Governments in Europe see MOOCs as a means to skills development
This document discusses the InHERE project which aims to support higher education institutions in Europe in integrating refugee students and researchers. The project will create a catalogue of good practices, hold webinars and workshops for staff training, develop guidelines for university staff, and provide policy recommendations. The European University Association, which represents over 850 members in 47 European countries, is coordinating the project to help mainstream support for refugees through collaboration and peer learning.
I Entrepreneuship Forum, Initiatives in the Mediterranean by Carme García, Un...ASCAME
This section presented financial programs, initiatives aiding entrepreneurships and the important role of entrepreneurship culture in different Mediterranean regions
The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
Usefulness, difficulties and risks of Gender Plans of European and Latin Amer...nuriaserret
Presentation at 8th European Conference on Gender Equality in Higher Education, Vienna 4th Septemeber 2014.
Authors: Pastor, Inma; Serret, Núria; Pontón, Paloma.
Abstract: Based on the need to move towards gender Equality in Latin America, 18 universities in the region have been working on the development and implementation of gender plans. The usefulness of the gender plans, the obstacles in their execution and the results of their approval are analysed.
The document discusses the European Commission's renewed modernization agenda for higher education. It outlines three main areas of focus: 1) Promoting relevant learning and teaching by improving skills alignment and use of digital technologies. 2) Helping higher education institutions become strong regional innovators through interdisciplinary collaboration. 3) Creating a real EU higher education and research space by removing barriers to cross-border cooperation and mobility. The Commission will launch consultations to develop specific policy proposals by late 2016 focused on these broad themes.
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Summary of the "Digitally enhanced learning and teaching in European higher education institutions" survey report. The report maps the situation regarding digitally enhanced learning and teaching at European higher education institutions over the past seven years and is mainly based on data from a survey conducted between April and June 2020 via an online questionnaire to institutional leadership.
Diversität und Inklusion wird für viele Universitäten in Europa zu einem strategischen Thema, das Veränderungen in Lehre und Lernen, Forschung und Organisationskultur befördert. Diese EUA Präsentation stellt die Ergebnisse eines Fragebogens vor, der im Rahmen des INVITED Projektes durchgeführt wurde. Es wurden Daten von 159 Hochschulen aus 36 europäischen Hochschulsystemen zu Hochschulstrategien und -maßnahmen, Erfolgsfaktoren, Herausforderungen und Unterstützungsbedarf ermittelt. Die Ergebnisse unterstreichen die Notwendigkeit zum Dialog zwischen Hochschulen, Politik und gesellschaftlichen Gruppen zur Ermittlung des Reformbedarfes and der Entwicklung konkreter struktureller Maßnahmen hin zu inklusiven Bildungssystemen. Diesbzüglich verweist die Präsentation auf die neuen Bologna Prinzipien und Leitlinien zur Stärkung der sozialen Dimension der Hochschulbildung, die im November 2020 von den Bildungsministern der Länder des Europäischen Hochschulraumes in Rom verabschiedet werden sollen.
This EUA presentation provides an overview of institutional, national and EU responses to the coronavirus pandemic, with special attention given to the higher education and research sectors.
It offers an outlook on the short- to medium-term challenges and opportunities presented by the crisis, as well as a reflection on the lessons learnt so far.
IEP (Institutional Evaluation Programme) supports institutions in developing their strategic leadership and capacity to manage change. Find out more about IEP in this presentation.
IEP (Institutional Evaluation programme) supports institutions in developing their strategic leadership and capacity to manage change. Higher education institutions play an important role in society but must do so in a complex environment. The Institutional Evaluation Programme (IEP) aims to support institutions in tackling these issues by developing strategic leadership and capacity to manage change.
What will you get from an IEP evaluation? Find out in this presentation.
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
Anna-Lena Claeys-Kulik stellt die Europäische Universitätsinitiative der Europäischen Kommission vor und erläutert deren Hintergrund und die derzeitigen Partnerschaften zwischen Universitäten in Europa.
The European University Association (EUA) is committed to raising awareness and supporting universities in the improvement of research assessment practices that focus on research quality, potential and future impact, and that take into account Open Science practices. This presentation teases the results of a Europe-wide university consultation on research assessment in the transition to Open Science, carried out in the first half of 2019. A report with a full analysis of the survey results will be published in October 2019.
This presentations from EUA Council on Doctoral Education head, Alexander Hasgall, summarises the main findings from the EUA survey on "Doctoral education in Europe today: approaches and institutional structures"
Offering findings gathered from more than 300 institutions across Europe, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.
The full report can be found on the EUA website: http://bit.ly/EUACDEsurvey2019
EUA has published a preview of the results of the latest edition of its Big Deals survey. The large-scale initiative covers 31 consortia in Europe, representing universities and other organisations, responsible for the negotiation of Big Deal contracts with publishers.
The preliminary results show that more than one billion euros are spent every year across Europe in electronic resources, of which more than 700 million go to periodicals alone. These numbers are subject to an average annual increase of 3.6%. Notably, universities support about 72% of these costs.
The survey results illustrate EUA’s contribution to increasing transparency in the publishing area, particularly from the point of view of universities. This aim is also in line with the recent complaint that EUA presented to the European Commission, DG Competition, on the lack of transparency and competition in the academic publishing market in Europe and beyond.
Conducted in 2018, this is EUA’s second Big Deals survey. The first edition was published early last year. Not only has the number of surveyed consortia increased from 27, but the quality of the data gathered has improved greatly. EUA will link the outcomes of this survey with other key areas in its work, namely institutional policies on Open Access, research assessment methodologies and its impact analysis of Plan S .
The full survey report will be published in April 2019 on the occasion of the EUA Annual Conference.
These results concern the degree of implementation of institutional policies on:
- Open Access to research publications
- Research Data Management
- Open Access to research data
The data shown in this presentation was collected between February and April 2018 among 321 institutions from 36 countries.
1) Public university funding in Europe is improving but recovery from budget cuts has been slow, with some countries offsetting earlier decreases but others consolidating significantly lower funding levels.
2) There is increased focus on efficiency, effectiveness and value for money in higher education and research funding, with an emphasis on reforms at the institutional level.
3) Reforms to funding models face high expectations to find the right balance of public and private funding tools while taking into account universities' large fixed costs.
The document discusses the diverse landscape of doctoral education in Europe. It notes that doctoral education serves to prepare candidates for a variety of careers through original research and the acquisition of research and transferable skills. Institutions establish various parallel structures for doctoral education, including doctoral schools and programs, based on disciplinary, faculty, and university-level organization. Key strategic priorities for doctoral education address both structural questions and broader policy issues to serve the needs of doctoral candidates, institutions, and external stakeholders.
The document discusses opportunities to simplify the EU Framework Programme for Research and Innovation. It summarizes the results of a survey of universities on their experiences with simplification measures introduced in Horizon 2020. The survey focused on acceptance of institutional accounting practices, lump sum funding, cascade funding, and additional remuneration schemes. Respondents felt the next framework programme could better accept institutional practices like personnel cost calculation and improve funding methods to reduce administrative burden while ensuring fair competition.
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
Universities are increasingly focusing on diversity and inclusiveness in response to more diverse societies and student populations. Key drivers include changing labor markets demanding highly skilled diverse workforces and policies promoting equal access to higher education. Universities are developing strategic approaches and implementing programs to foster inclusiveness such as integrating social engagement into curricula, encouraging civic initiatives, and considering diversity in teaching. However, diversifying academic staff and addressing challenges like refugees remain ongoing efforts for most universities.
What is the impact of the economic crisis on Europe’s universities? EUA has been monitoring the evolution of public funding to higher education systems in Europe since its onset in 2008 and has published several reports. The EUA Public Funding Observatory report gives the opportunity to look at the data per country and per year. The monitoring is conducted in close cooperation with EUA’s collective members, the National Rectors’ Conferences, which report on developments within their national higher education systems on a regular basis. The continuous feedback from various sources provides up-to-date reports of the situation and highlights the evolution of public funding for the university sector across Europe.
The document summarizes the results of a 2016/17 survey on open access policies and practices among 338 universities from 39 countries. Key findings include:
- Over 80% of responding universities have an open access policy or are in the process of developing one.
- Common policy elements include encouraging open access publishing and repository deposit, as well as awareness raising. Fewer universities mandate open access.
- Support for open access includes funding, training, and repository services. Barriers include lack of expertise, awareness, and coordination across institutions.
Presentation By Enora Pruvot, Deputy Director for Governance, Funding & Public Policy Development at the European University Association
EAIE, Sevilla, 13 September 2017
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Transnational university collaboration in Europe & the future of Erasmus: An EUA perspective
1. 13 September 2018
EAIE Conference, Geneva
Transnational university
collaboration in Europe & the
future of Erasmus
AN EUA PERSPECTIVE
Anna-Lena Claeys-Kulik
Policy Coordinator
European University Association
2. Outline • About EUA
• Common challenges
• How collaboration can help
• How Erasmus supports it
• The European Universities’ Initiative
• The future Erasmus programme
• Remaining questions
2
AN EUA PERSPECTIVE
Transnational university collaboration & the future of Erasmus
3. About EUA • Found in 2001
• About 800 members in 48 European countries
• Individual institutions & 34 national university associations
• Independent voice of the university sector in Europe
• Activities: policy monitoring & interest representation,
comparative sector data, peer learning, exchange and
collaboration among members
• Main topics: EHEA/HE policy, ERA/ R&I policy, QA, Funding &
Governance, EU policy with relevance for the sector
3
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
4. Common
challenges
• Rapidly changing labour markets
• Increasing demand for highly skilled people
• Globalisation & digitalisation
• Internationalisation of research
• Financial constraints
• Increases the need for:
✓ Innovation in L&T
✓ Strengthening capacity in research & innovation
4
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
5. How
collaboration
can help
5
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
• Crossborder collaboration is important for innovation in
L&T: out of 303 respondents to TRENDS 2018
✓ 96% say that international student & staff exchanges are
important for developing L&T
✓ 53% say that they participate in international initiatives for
teaching enhancement
• Pooling resources & sharing services can help increase
quality of research & L&T, efficiency & competitiveness
• Various examples already exist:
✓ Border region cooperation (EUCOR; University of the
Greater Region; Franco-German University)
✓ Cooperation of institutions with similar profiles
(EuroTech; YERUN; ECIU; CELSA)
✓ ... and many others
6. How Erasmus
supports it
6
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
49%
56%
68%
69%
29%
29%
27%
24%
18%
7%
4%
2%
0% 20% 40% 60% 80% 100%
Attractive for international collaboration
Attractive for collaboration with non-
university partners
Attractive for European collaboration
We will continue to apply for these projects
Yes, fully Yes, to some extent No, not at all I do not know
Source: EUA membership consultation on E+
mid-term review 2016
Erasmus+ strategic partnerships are an attractive action
for universities, however, 59% of respondents indicate that
the overall number of grants is insufficient!
7. The European
Universities’
Initiative
7
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
• Puts universities & education high on the EU’s agenda
• Gives new momentum to European integration & higher
education & research policy at European level
• New ambition to strengthen links between education,
research and innovation
• Builds on strength of European university system with
excellence spread across the continent
• Could help depending university collaboration &
strengthen strategic approach
• Cannot be funded by Erasmus alone!
8. EUA key points • Bottom-up approach
• Provide a framework, but do not prescribe a model
• Take advantage of Europe’s diversity: openess to all
Bologna countries
• Funding of operational costs, not only mobility
• Selection at European level
• Need to remove administrative and legal obstacles at
national/sub-national levels
8
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
9. The future
Erasmus
programme
9
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
• Double funding welcome, but new policy goals need even
more money!
• Collaboration is as important as mobility!
• Need to strike the right balance between new & traditional
collaboration actions
• Anchor programme for European Universities initiative,
but need for synergies with others (Horizon Europe, ESIF,
ESF, national funding etc...)
10. Remaining
questions
10
AN EUA PERSPECTIVE
Transnational university collaboration in Europe & the future of Erasmus
• Political level: link btw. European Education Area &
Bologna Process
• EU programmes: synergies versus simplification?
• Excellence versus inclusiveness
• Top-down versus bottom-up
• Legal: legal status; cross-border accreditation
• Financial: co-funding
• Sustainability
• ...