2010 Erasmus project sheets
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2010 Erasmus Project sheets 2010 Erasmus projects sheets 1 2010 Erasmus Project sheets TABLE OF CONTENTS Multilateral Projects Curriculum Development Study Programmes (ECDSP) European Modules (ECDEM) Continuing Education (ECDCE) 510193-LLP-1-2010-1-EE-ERASMUS-ECDSP Masters in Contemporary Performance and Composition 509971-LLP-1-2010-1-ES-ERASMUS-ECDSP Master on Water Reuse and Desalination Engineering 510213-LLP-1-2010-1-FI-ERASMUS-ECDSP Innovation and Growth - MBA Programme for Doctoral Students 510587-LLP-1-2010-1-GR-ERASMUS-ECDSP Plasma Physics and Applications 511371-LLP-1-2010-1-HU-ERASMUS-ECDSP MSc in Migrant Health: Addressing New Challenges in Europe 510029-LLP-1-2010-1-NL-ERASMUS-ECDSP European Bachelor in Physical Activity and Lifestyle Counselling 510222-LLP-1-2010-1-RO-ERASMUS-ECDSP European Professional Master in Public Administration 510570-LLP-1-2010-1-SK-ERASMUS-ECDSP Development and Implementation of Common Bachelor Degree Programme in the European Context 510272-LLP-1-2010-1-BE-ERASMUS-ECDEM A European Module on Undergraduate Teaching in Occupational Medicine 510323-LLP-1-2010-1-ES-ERASMUS-ECDEM Multi-Institutional Graduate Programme for Virtual Physiological Human Scientists 510751-LLP-1-2010-1-PL-ERASMUS-ECDEM Governance For Sustainable Development 510196-LLP-1-2010-1-IT-ERASMUS-ECDCE Master Degree Modules in Nanotechnologies for Electronics 510379-LLP-1-2010-1-IT-ERASMUS-ECDCE The Euro-Mediterranean region: sustainability between people and politics 2 2010 Erasmus Project sheets 510176-LLP-1-2010-1-NL-ERASMUS-ECDCE Leaders for European Public Health 510184-LLP-1-2010-1-UK-ERASMUS-ECDCE MSc technology-enhanced Forest Fire Fighting Learning 510743-LLP-1-2010-1-UK-ERASMUS-ECDCE Rail Freight and Logistics Curriculum Development Modernisation of Higher Education 510013-LLP-1-2010-1-BE-ERASMUS-EMHE Mapping University Mobility of Staff and Students 510040-LLP-1-2010-1-BE-ERASMUS-EMHE Accountable Research Environments for Doctoral Education 510583-LLP-1-2010-1-BE-ERASMUS-EMHE Financing the Students' Future 510682-LLP-1-2010-1-BE-ERASMUS-EMHE Quality System of S&T Universities for sustainable Industry 510747-LLP-1-2010-1-BE-ERASMUS-EMHE Quest for Quality for Students 510453-LLP-1-2010-1-DE-ERASMUS-EMHE Web 2.0 supported Higher Education Institutional Learning Scenarios for Collaborative Learning 510866-LLP-1-2010-1-NL-ERASMUS-EMHE European Training of QA Experts 509961-LLP-1-2010-1-UK-ERASMUS-EMHE Harmonization & Standardization of European Dental Schools' Programs of Continuing Professional Development for Graduate Dentists 510321-LLP-1-2010-1-UK-ERASMUS-EMHE Impact of Policies for Plagiarism in Higher Education across Europe Virtual Campuses 510718-LLP-1-2010-1-ES-ERASMUS-EVC Testing an Open Education Resource Framework for Europe 510212-LLP-1-2010-1-GR-ERASMUS-EVC ICT-enabled Education for Sustainable Development 3 2010 Erasmus Project sheets 510771-LLP-1-2010-1-NL-ERASMUS-EVC Networked Curricula - Fostering trans-national partnerships in open and distance education and blended learning 509941-LLP-1-2010-1-RO-ERASMUS-EVC European Virtual Academy Cooperation between Higher Education and Enterprises 510416-LLP-1-2010-1-AT-ERASMUS-ECUE Sustainable Know-How in Intercultural Learning in Student Placements and the Knowledge Transfer to Enterprises 509962-LLP-1-2010-1-CY-ERASMUS-ECUE Improving the Placements and Internships from Academia to Enterprises 510579-LLP-1-2010-1-ES-ERASMUS-ECUE An EU Postgraduate Training and Working Programme to achieve “Total Mobility” of postgraduate students across the EU 510111-LLP-1-2010-1-FI-ERASMUS-ECUE Empowering the Professionalization of Nurses through Mentorship 510635-LLP-1-2010-1-GR-ERASMUS-ECUE University Enterprise Training Partnership Networking for upgrading skills using online tools 510432-LLP-1-2010-1-IE-ERASMUS-ECUE SME University Partnership – Online Resource & Training 510852-LLP-1-2010-1-IT-ERASMUS-ECUE Generating Research projects through interaction between Academy and Enterprises 510216-LLP-1-2010-1-NL-ERASMUS-ECUE Cross Border Virtual Incubator 510022-LLP-1-2010-1-UK-ERASMUS-ECUE An Approach to Qualifications through Negotiated Work Based Learning for the EU 510778-LLP-1-2010-1-UK-ERASMUS-ECUE Employability: Learning through International Entrepreneurship Networks Structural Networks 177103-LLP-1-2010-1-DE-ERASMUS-ENWS International Medical School 2020 4 2010 Erasmus Project sheets Academic Networks 177316-LLP-1-2010-1-DE-ERASMUS-ENWA Linking Interdisciplinary Integration Studies by Broadening the European Network 177075-LLP-1-2010-1-FR-ERASMUS-ENWA Network forTuning Standards & Quality of Education programmes for SLT in Europe 177267-LLP-1-2010-1-FR-ERASMUS-ENWA Innovation in the Teaching of Sustainable Development in Life Sciences in Europe 177242-LLP-1-2010-1-IE-ERASMUS-ENWA SHARE Academic Network 177315-LLP-1-2010-1-AT-ERASMUS-ENWA Landscape Education: New Opportunities for Teaching and Research in Europe III 5 2010 Erasmus Project sheets Curriculum Development Study Programmes (ECDSP) European Modules (ECDEM) Continuing Education (ECDCE) 510193-LLP-1-2010-1-EE-ERASMUS-ECDSP Masters in Contemporary Performance and Composition Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Copeco, Contemporary Performance and Composition Estonian Academy of Music and Theatre Estonian Academy of Music and Theatre Marje Lohuaru, marje@ema.edu.ee, +3725011477 Partners Kungliga Musikhögskolan i Stockholm; Hochschule für Musik und Theater Hamburg; Conservatoire National Supérieur Musique et Danse de Lyon; Association Européenne des Conservatoires www.copeco.net Project website Project objectives (maximum 300 words) The project aims to create a joint study platform for students of composition and performance. The study program will be organized to enable and encourage intensive cooperation and interaction between the students and the departments within the institutions and between the partner academies. The masters programme aims to provide up-to-date broad-based study of music in the European educational field. Transdisciplinary approach will be one of the centre-points of the programme: the students will be offered an opportunity of creating cooperative projects in the fields of contemporary dance, theatre etc. The programme will create possibilities for the students for presenting their artistic projects in cooperation with new music festivals and in new performing venues. Considering that the formats of music performance and broadcasting have changed, music technology and new media form an important part of the curriculum as means of creating, presenting and promoting the artistic projects. The programme aims to integrate new technological means into the pedagogical process. This will result in increasing the availability of music, reaching to an increasing number of beneficiaries and discovering and testing new audience target groups. The joint curriculum will enable sharing the professional competence of contemporary music education of the partner institutions, with formal learning, artistic, creative and intercultural initiatives bearing a strong impact both on local/national level and on the European cultural landscape. It will be an excellent possibility to unite national expertise and competence to create an innovative high-level and broadbased joint curriculum. State of play of main deliverables/outputs of the project (maximum 300 words) After the first year, the work packages are in the state of continuous development and therefore, “work in progress”. The consortium is following the list of deliverables provided in the project application, with additions and specifications based on the structure of the work packages. Management • Partnership Agreement A mutual agreement has been drawn up, setting the rights and obligations of the Coordinator and the Partners, fixing the division of the budget, the schedule of reporting and payments. • Establishment of working groups Working groups and Steering committee have been compiled for each work package with representatives from each partner academy according to their expertise and experience. 6 2010 Erasmus Project sheets • Creation of internal project webspace sise.ema.edu.ee/docs (November 2010) Copeco Common Space on Dropbox (April 2011) Curriculum Development • CoPeCo curriculum plan The curriculum has been divided into units and modules according to the learning outcomes. A table has been compiled, summarizing the division of the units and modules and the allotment of ECTS. • Curriculum development interim report (1st year) A report of the developments of the first year has been compiled, (overview of the initial suggested selection process, expected requirements, recruitment process, structure of studies, studies monitoring, financial aspects, pedagogical content, learning outcomes etc). Quality Plan • Project quality assurance core documents Guidelines for Internal Quality Assurance of the CoPeCo Project Process Quality Management Active Plan for the 3-year period, listing criteria and indicators • Quality Assurance Interim Report Interim report of the first year has been compiled (key points for quality management of CoPeCo and its quality assurance system). Dissemination • CoPeCo dissemination strategy Preliminary dissemination strategy has been compiled (aims and objectives, goals, tasks and responsibilities). • Project webpage (www.copeco.net) Graphic profile, project logo and webpage design chosen. Project webpage launched for public use. Innovative aspects in education and training and good practices (maximum 300 words) The programme will contribute to the quality of lifelong learning and promote high performance and innovation via combining the best forces, ideas and networks of the four music academies, thus sharing best expertise and competence. The vision of CoPeCo is to contribute to the revitalization of the curricula of the music academies. The programme supports innovation and upgrading in higher music education. The programme has a focus on music students meeting other forms of art, thereby developing them as artists and at the same strengthening their international competencies and networks. The innovative aspects of the programme include: - A broad-based cultural scope Up-to-date broad-based study of music in the context of today's cultural background. Lectures about contemporary dance, literature, visual arts, cinema, theatre included in the programme. Transdisciplinary collaborative projects in the above-mentioned fields. - Active cooperation between composition and performance departments A joint study platform for students of composition and performance. The study programme will be organized offering intensive cooperation and interaction between the students and departments. - New perspectives Integrating studies of free improvisation and experimental music into the curriculum of contemporary music - New technology Study of music technology for students of composition and performance. Preparation for creating projects with live electronics and multimedia. Study of new media. Preparation for the creation and presentation of artistic projects through the means of new media - Cultural management Production and management of artistic projects in cooperation with the departments of cultural management (cultural management disciplines are taught in HfMT and EAMT). Challenges ahead (maximum 300 words) Compiling the curriculum 7 2010 Erasmus Project sheets in accordance with the demands of the cultural labour market with the focus on linking the disciplines of composition and performance enriching European cultural level including and compiling the best institutional competence, practice and expertise with the aim develop new teaching methodologies while taking into account the institutional financial and personnel capacity and the actual structure of studies fulfilling and not contradicting with different institutional requirements, national legislation and higher education policies Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 8 2010 Erasmus Project sheets 509971-LLP-1-2010-1-ES-ERASMUS-ECDSP Master on Water Reuse and Desalination Engineering Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website WARDE – Water Reuse and Desalination Engineering Universitat Autonoma de Barcelona, Barcelona, Spain Universitat Autonoma de Barcelona, Barcelona, Spain MR. Ramon Vilanova Universitat Autònoma Barcelona +34-93-5812197 Ramon.Vilanova@uab.cat Universidad Las Palmas de Gran canaria, Spain University of Pavia, Italy Univerity of Thessaly, Greece University of Swansea (USW), UK Center for Reserarch and Technology (CERTH), Greece www.datwater.eu Project objectives (maximum 300 words) The project aims at the development of a Master joint program in Water Reuse and Desalination Engineering (WaRDE) that gives response to a need in present economy of well-educated professionals in the water sector by identifying the common ground topics and fundamental subjects required to fit the expected competencies (defined by the partners in cooperation with the professional sector). Definition of an innovative program of sustainable approach for safe water supply, it will promote a transnational environment considering operational, tactical and strategic issues from an integrated perspective instead of a compartmentalized perspective. Define and operate successfully with one set of entry criteria, application forms and admission procedures. Work for a joint diploma award, according to local regulations and procedures. State of play of main deliverables/outputs of the project (maximum 300 words) At present the major achievements have been: Curriculum definition document: establishing the modules, content and description according to a somewhat standardized ECTS description. The document also includes a state of the art analysis regarding the education in Europe within the field. The study demonstrates the innovative character of the proposed programme. The consortium, after analyzing the resulting curriculum decided to change the name of the programme from that one of the project. The title for the resulting programme will be: DATWATER: Desalination and Advanced Water Technologies. Academic procedures and guidelines document: A fully developed document that establishes all the roles and obligations of each partner and the interplay within the consortium and the future execution of the joint programme. This document also establishes common procedures for fees, student admission, enrolment, etc. Dissemination: A website has been created (www.datwater.eu) and a paper was presented at the SEFI conference within the 1st World Engineering Education flash week, held in Lisboa. Innovative aspects in education and training and good practices (maximum 300 words) The use of Virtual Campuses and ICT tools is already well established among partners and all this will be inherited for the teaching and learning activities for this course. One of the aspects the consortium is worried about is the incorporation of a good and excellent network of companies that ensure the incorporation of students into the labour market yet during the last semester of their studies. Also as considered good practice, there is the point of student relocation and integration within the corresponding partner university. The student services and attentions during its preparation 9 2010 Erasmus Project sheets for travelling, and upon arrival are of primary importance. Challenges ahead (maximum 300 words) For this second year, the main concerns of the consortium are: Definition of a business plan for ensuring the sustainable funding. Companies and organizations should be involved as programme supporters and sponsors. This should provide funds to support teaching/student mobility. Also, private sponsoring to support practicum activities and to provide with scholarships to improve accessibility for economically disadvantaged students. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 10 2010 Erasmus Project sheets 510213-LLP-1-2010-1-FI-ERASMUS-ECDSP Innovation and Growth - MBA Programme for Doctoral Students Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details InGDocs – Innovation and Growth – MBA Programme for Doctoral Students FI, University of Turku, Business and Innovation Development FI, University of Turku, Business and Innovation Development Project manager Kirsi Peura Business and Innovation Development BID University of Turku Rehtorinpellonkatu 3 FI-20500 Turku, Finland kirsi.peura@utu.fi mobile +358 50 502 7075 Partners UK, University of Wales, Research and Innovation Project website SE, University of Gothenburg, The Sahlgrenska Academy FI, University of Turku, Turku Graduate School of Biomedical Sciences (internal partner) http://www.mba4phd.com Project objectives (maximum 300 words) Diversification of doctoral career options, curricula of academic entrepreneurship and highly specialised science-based innovations are promoted and on the increase in Europe. New innovations are expected to emerge in knowledge intensive fields, where lack of business competence is curbing the interest of postgraduate and doctoral students to commercialise their innovations by starting a business or realising it in an existing firm. Knowledge intensive business is global and requires work within and development of transnational networks and liaisons. Still transnational and interdisciplinary training programmes for PhDs in business competence are scarce. The project seeks to fulfil the above task by developing a transnational joint MBA programme for doctoral students in STEM (Science, Technology, Engineering, Mathematics – at development stage focus is in bio), which combined to the earlier studies taken by the students will constitute a PhD+MBA entity, an entirely new and innovative training programme in European level. Preliminary name of the programme is at development stage “MBA4PhD”. The envisaged impact or the programme are enhanced understanding of business competence, business start-up and commercialization activities among PhDs, which will give the PhDs more employment opportunities and enable the transfer of their knowledge and value creation to the society. Key development activities in the Erasmus project are benchmark research, module development, testing the selected modules via pilot trainings, evaluation of the pilots, and validation of the programme. The partners will adopt the programme to ensure that it forms an integral part of the academic curricula. Long term aim is to enable doctoral students and researchers across Europe to access learning opportunities. Therefore, the transnational elements of the MBA programme will enable the contextualizing of the materials for use in different sectors and business environments and the programme will be disseminated through university networks in Europe. State of play of main deliverables/outputs of the project (maximum 300 words) Management: 1.1. Management System and Guidelines – delivered; 1.2. Administration System and Guidelines – delivered; 1.3. Strategy and Sustainability Plan – i.e. MBA programme business plan, work in progress; 1.4. Project Progress Reports – on-going. 11 2010 Erasmus Project sheets Dissemination and Communication: 2.1. Dissemination and Communication Plan – work in progress; 2.2. Visual Identity and Handbook – logo delivered, handbook is work in progress; 2.3. Project Web-site – delivered, content production is work in progress; 2.4. Promotional Material – brochure delivered, other material is work in progress; 2.5. Interest Group Roundtables – workshop delivered in connection with ICSB World Conference in June, 2011; 2.6. Reference Volume – first pieces of content delivered in Dec 2011 (see 5.8.-5.10), electronic publication follows in 2012; 2.7. Publications and Presentations – delivered, at e.g. ICSB World Conference; 2.8. Launching Events – will take place in 2012/2013. Exploitation of Results: 3.1. Exploitation plan – work in progress; 3.2. European Network of Universities – a platform for this opportunity will be published in 2013; 3.3. European Register of Alumni – indicators for the register will be established in 2013. Quality Assurance: 4.1. Quality Assurance and Control Plan – delivered; 4.2. Quarterly Monitoring Reports – on-going; 4.3. Accreditation and Validation Plan – work in progress. Note that consultation with external expert is on-going; 4.4. Academic + Industry Advisory Board – a suggestion formulated, first board meeting will be in 2012. MBA programme development: 5.1-5.3. Research of the Best Practices in MBA / BIO / I&E training – partly delivered, finalisation in Dec 2011; 5.4. Evaluation of Existing Programmes in Partner UNIs – partly delivered, work in progress; 5.5. Seminar in Enterprise and Business Development – will be organised in connection with “Science to Business” conference in Turku, FI (Nov 2012); 5.6. Teaching and Learning Material – work in progress; 5.7. Case Materials – partly delivered: a training event on creation of cases was organised in Oct 2011, and production of cases will follow in 2012; 5.8.-5.10 Pilot trainings in FI/SE/UK – will take place in 2013; 5.11. Evaluation of the pilot trainings – will take place in 2013; 5.12. Transnational MBA Programme for Doctoral Students – publication will take place in the end of 2012. Innovative aspects in education and training and good practices (maximum 300 words) The project will produce in LLP countries the first and highly integrated transnational and multidisciplinary joint MBA programme for doctoral students, which together with the previous studies of the participants will constitute a PhD+MBA entity. The main innovation of the project is the combination of doctoral science studies with business studies thus to achieve better business understanding and skills, entrepreneurial qualifications, and employability of the participants in science-based enterprises – either started by them or already existing. The programme aims at bringing the BIO researchers closer to the practical field. Such a programme integrating science studies with business competence studies are globally scare if any, and the proposed programme is unique in Europe (see e.g. www.find-mba.com database that is supported by results of inquiry of the field). In addition, the methodology of the programme is innovative since it provides the target group, PhDs, with needed business skills in a compact, tailored and contextualised form that enable parallel studying, which helps the participants to develop their business idea along with their scientific studies or pursue a career in existing small and large business transferring the knowledge into business and society. This is achieved by usage of ICT-based learning tools, tailored contents (e.g. practical learning methods, involving real life cases in the field) and efficient facilitation. 12 2010 Erasmus Project sheets In the project phase the focus will be on STEM (BIO). The focus on BIO in the project is justified, because the field is the breeding ground of new break-through innovations and solutions and considered as the engine of European economy. In addition, according the previous inquires, this target groups has expressed clear interest towards business studies. Challenges ahead (maximum 300 words) Consortium does not see major obstacles in the development and implementation of the future coming MBA programme, or the execution of the project. There are, however, some issues common to this type of international development projects that our project will also pay special attention to in order to ensure the success of the project and its final output, the MBA programme: Objective of our project is to produce an entirely new MBA programme constituting of several modules. Major part of the development process involves formulation of the suitable and joint philosophy, approach and learning model and less attention at this point can be given to production of large scale teaching / learning materials since the EU-funding is limited (and is most likely usually not used to produce large scale programmes as ours). As planned, consortium will produce teaching / learning materials and cases for pilot trainings. Rest of the materials (other than pilots, not included in the project plan) are to be produced outside this development project in respective institutions, but jointly. In all, consortium is confident with the plan and does not see any problems in the design and launch of the programme. Consortium recognises student and staff mobility as an important development area in EU and works towards securing needed mobility in the MBA programme. Mobility elements are necessary in transnational programme, even though usage of ICT and distant learning opportunities are in key role. Consortium will need to actively seek mobility funding for the doctoral students. Searching for funding is started during the life-time of this development project. As the programme will be transnational, its success lies much on the smooth co-operation of the partners. The consortium is working towards securing shared agendas and objectives among project partners. No major problems are foreseen at this moment. Higher education policy lines covered by the project X Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 13 2010 Erasmus Project sheets 510587-LLP-1-2010-1-GR-ERASMUS-ECDSP Plasma Physics and Applications Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website PLAPA – Plasma Physics Applications Technological Educational Institute of Crete Technological Educational Institute of Crete Professor Michael Tatarakis Department of Electronics of TEI of Crete, Romanou 3, Chalepa, 73135, Chania, Crete, Greece Tel.: +302821023067 Fax: +302821023003 Email: m.tatarakis@chania.teicrete.gr Technological Educational Institute of Crete, Politecnica Universidad de Madrid, Imperial College London, Universite Bordeaux 1, Queen’s University Belfast, Institute National des Sciences et Techniques Nuclearies, Czech Technical University in Praque, University of Milano - Bicocca http://plapa.chania.teicrete.gr Project objectives (maximum 300 words) The main objective of the PLAPA project is the development of a series of courses that will lead in a potential joined MSc degree. This degree will act as a training tool for young scientists that would like to join the area of production of clean energy using the inertial confinement fusion (ICF) principles. The development of the courses is a fruitful result of the cooperation of colleagues from 8 different nations and complementary specializations. The multinational character of our consortium satisfies the main Erasmus project objectives such as contribution to the teacher mobility across Europe and the internationalization of the European studies. The innovative theme of the project, production of energy using ICF principles, satisfies another project objective that of the connection of the main theme with the market’s & human nowadays needs. State of play of main deliverables/outputs of the project (maximum 300 words) The current deliverables of the PLAPA project can be considered the following: (a) A list of courses distributed among 4 semesters and three different specializations (b) The correspondence of each course according to its workload to ECTS units. (c) Description of each course: Content, Learning outcomes & skills, assessment methods, bibliography, workload, ECTS units. (d) The web page of the program that contains all the necessary information of the project: http://plapa.chania.teicrete.gr (e) A publication in an international educational conference that took place in Chios island from the 25th to 16th of August 2011. The publication can be found in the main web side of the project under the tab publications. (f) The admission rules of the project. (g) The minutes of the two meetings that have taken place until now. Innovative aspects in education and training and good practices (maximum 300 words) The innovative aspects that the PLAPA project brings in education and training are: (a) The collaboration of scientists from all over the Europe towards the development of a 2nd cycle degree (combination & collaboration of various teaching methods and systems, internationalization of the European studies) (b) The collaboration of scientists with complementary specializations (Physics, Electrical Engineering, Materials Science, Computer Programming, Mathematics) towards the implementation of a 2nd cycle degree. 14 2010 Erasmus Project sheets (c) The collaboration of top quality scientists all over the Europe towards the implementation of a curriculum of a very innovative theme. (d) The development of a MSc course in a very innovative field such as this of production of clean energy using laser inertial confinement fusion. (e) The development of a joined European degree that will contribute to the teacher and student mobility across Europe and will enhance the collaboration among the European HEIs. A demonstration of the PLAPA main outcomes will be considered the Erasmus Intensive Program “Applications of Plasma Physics” that will take place in Rethimno, Crete, Greece during 2012 summer time. During this Erasmus IP the majority of the PLAPA courses will be presented to students across Europe. Challenges ahead (maximum 300 words) The main challenges ahead this project are: (1) The fully development of the courses: Educational slides, Collection of problems & Multi – choice questions. (2) The development of an electronic platform like Moodle or Blackboard that will assist to the far distance learning teaching of future potential students of the project. (3) The submission of an Erasmus Mundus project from the PLAPA consortium. (4) Redefine the submission rules & the tuition fees. (5) The advertisement of the project. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 15 2010 Erasmus Project sheets 511371-LLP-1-2010-1-HU-ERASMUS-ECDSP MSc in Migrant Health: Addressing New Challenges in Europe Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website CHANCE - MSc in Migrant Health: Addressing New Challenges in Europe University of Pécs University of Pécs Prof. Tit. István Szilárd MD., Ph.D. Chief Scientific Adviser University of Pécs Medical School Chair of Clinical Infectology and Migration Health H-7632 Pécs, Akác. u. 1. / Hungary Phone: +36 72 536 801 E-mail: istvan.szilard@aok.pte.hu Mobile: +36 30 387 12 46 Danube University Krems Pavol Jozef Šafárik University in Košice Medizinische Universität Graz Ernst-Moritz-Arndt-Universität Greifswald University of East Anglia Associated partner: EURIPA (European Rural and Isolated Practitioners Association) http://www.mighealth-unipecs.eu/chance Project objectives (maximum 300 words) The main objective of the project is to develop and implement a Master-level curriculum in Migration Health. The curriculum will provide motivation and orientation, knowledge and skills to postgraduate students, health, public health and social care professionals who (aim to) assist, treat, care and refer migrating persons and/ or design, plan and implement health and social care programs for migrating populations and their integration and/ or for those who aim to participate in migrants’ health related researches. Development of each academic module is led by a single partner but will be a joint effort of all partners. This joint-degree program will be built around six competencies: • clinical and public health assessment; • epidemiology and research methodology; • environmental medicine and occupational health; • economic / health economic impact of migration; • organization and systems management; • social and behavioural aspects of migration including multicultural, multireligious aspects and their health/ mental health impact. The academic program will be fourteen months in length, consisting of three fourteen week semesters and six weeks devoted to the completion of a practicum and pursuit of an individually designed project. The candidate will receive the Master of Science in Migration Health upon successful completion of the core programme and submission and defense of a written thesis related to practicum. The program will match the EU standard criteria and will provide 120 credits (according to the European Credit Transfer System /ECTS) in addition to the candidates minimum required BA level diploma. The program already in midterm (with the graduation of the first year group of students at the participating institutions) will facilitate the smooth and successful integration of migrants and migrant communities that will conclude in a positive impact in the labour market as well as the public health safety of the host countries. State of play of main deliverables/outputs of the project (maximum 300 words) • During the kick of workshop (07-08 February 2011) 16 2010 Erasmus Project sheets o Steering Committee (ST) has been established o ToR of the ST Committee has been adopted o Six module development team (MDT) has been formed each with the lead of the responsible academic institution o Project timeline has been revised and adopted. • Three joint ST and MDT workshops have been completed: o Pécs, 20-21 June 2011: economic / health economic impact of migration; o Krems, 19-21 Oct. 2011: organization and systems management; environmental medicine and occupational health; o Norwich, 29 Nov. – 01 Dec. 2011: epidemiology and research methodology; social and behavioural aspects of migration; clinical and public health assessment; • Core competences of all of the six modules have been designed as well as the main structures of the individual teaching modules. The individual responsibilities in the development in details /task sharing have been agreed. • A team for coordinating the accreditation process has been formed; • Project website has been designed and launched (http://www.mighealthunipecs.eu/chance), continuously updated for providing information about the program, the new curriculum and the possibilities how to join to the training. Innovative aspects in education and training and good practices (maximum 300 words) Numerous high level international conventions, statements highlight the right of all type of migrant’s for access to appropriate health care/ health assistance that is prepared to address their special need. Herby we list some examples. The 8th Conference of European Health Ministers - People on the Move: Human Rights and Challenges for Health Care - states: As health issues concern all people on the move, regardless of age, gender and cultural diversity, when designing health policies, governments should take into account the cultural (including religious), social and economic diversity of these people; Article 3 of the Convention on Human Rights and Biomedicine (ETS 164), refers to the need to take appropriate measures to provide equitable access to health care of appropriate quality; The European Convention on the Legal Status of Migrant Workers (ETS 093), Article 19, requires that “Each Contracting Party undertakes to grant within its territory, to migrant workers and members of their families who are lawfully present on its territory, social and medical assistance on the same basis as nationals”. Several Recommendations of the Committee of Ministers exist to ensure more comprehensive protection, notably Recommendation Rec (2006)18 on health services in a multicultural society, Recommendation Rec (2006)10 on better access to health care for Roma and Travelers in Europe. Well-managed migrants’ health measures, including public health, promote the well-being of all and can facilitate the integration and participation of migrants within the host countries by promoting inclusion and understanding, contributing to social cohesion and enhanced development; In spite of all these well articulated statements and arguments at present there is serious shortage of comprehensive training programs addressing this continuously increasing need with human resource capacity building in the in the EU. Challenges ahead (maximum 300 words) • Final design of all of the six interdisciplinary modules • Pilot training • Accreditation of the Master of Migration Health curriculum as a joint degree program • EU level conference on Migrant Health Education 17 2010 Erasmus Project sheets • • A set of training manuals and background materials for facilitating the education Implementation of the program in the consortium member universities Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 18 2010 Erasmus Project sheets 510029-LLP-1-2010-1-NL-ERASMUS-ECDSP European Bachelor in Physical Activity and Lifestyle Counselling Project acronym and title Beneficiary organisation Coordinating organisation Physical Activity and Lifestyle Counselling Hanzehogeschool Groningen Hanzehogeschool Groningen Coordinator name and contact details Johan de Jong, PhD Jo.de.jong@pl.hanze.nl Partners Project website Academy of Physical Education / Lithuania University INHolland / Netherlands University of Southern Denmark / Denmark Escola Superior de Desporto de Rio Maior / Portugal University Worcester / United Kingdom University Rome Foro Italico / Italy European Network of Sport Science, Education and Employment /Germany www.palc.eu Project objectives (maximum 300 words) A consortium of eight European partner universities is working towards a three year Bachelor program to introduce a completely new and unique profession in the field of Healthy Ageing: The Physical Activity and Lifestyle Counsellor (PALC) This professional will specialize in the development and implementation of evidence-based lifestyle counselling interventions. The PALC is an expert in the fields of Health Enhancing Physical Activity, Oneon-One-Counselling and Nutrition. These skills enable the PALC to not only detect disease, but to fight the very basic reason of typical western society`s health issues such as adiposity, cardiovascular diseases, and other illnesses. An unhealthy lifestyle Over 4,3 million people in Europe die every year of cardio vascular diseases. The epidemiologic numbers of other chronic diseases are also inconceivably. Obesity, Impaired Glucose Tolerance and Diabetes, COPD, high cholesterol and hypertension are factors which evoke a lot of grief and costs to society due cure, care and loss of productivity of labor. Unhealthy lifestyle is the main origin of problems. In order to make people aware of their lifestyle and to help them to change, custom fit physical activity programs and nutritional advices are not sufficient. To secure long-term effects, the PALC professional is able to provide counselling, which is supposed to cause permanent and vital changes in the people`s behavior. The PALC operates in the areas of primary, secondary and tertiary prevention. The main focus is on evidence based interventions within physical activity and behavioral change. Curriculum Important features: the exchange of knowledge and talent, cross-border mobility of staff and students. Next to the development of professional competences, special attention will be given to project management, research methods and study- and career guidance. The PALC student has an international orientation, an entrepreneurial mindset and is looking forward to the challenge of doing parts of the study abroad. State of play of main deliverables/outputs of the project (maximum 300 words) The description of competences, learning outcomes and the general course outline are finished The development of the semesters is almost finished Blackboard is ready to fill in We are preparing the start of pilots and their evaluation At the moment we are writing the consortiumagreement in preparation of accreditation, including the quality assurance framework. Innovative aspects in education and training and good practices (maximum 300 words) New profession for lifestyle related problems that are growing worldwide Competence based programme (integration of attitude, skills and knowledge) 19 2010 Erasmus Project sheets Longitudinal learning lines ( research, projectmanagement) Challenges ahead (maximum 300 words) challenge of accreditation for all partners new partners after the development phase position of this new profession between existing professions Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 20 2010 Erasmus Project sheets 510222-LLP-1-2010-1-RO-ERASMUS-ECDSP European Professional Master in Public Administration Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details MPEAP - Master Professionnelle D'Administration Publique “Petru Maior” University of Tîrgu Mureş, Romania “Petru Maior” University of Tîrgu Mureş, Romania Conf. univ. dr. Lucian CHIRIAC Livezeni street no. 69 540566 Tîrgu Mureş, Romania Telephone: 0040-265-255554 E-mail address: chiriaclucian@yahoo.com Partners University of Versailles de Saint Quentin en Yvelines, France Project website University of Miskolc, Hungary University of Salento, Italy http://www.mpeap-upm.ro Project objectives (maximum 300 words) MPEAP’s purpose is to set up a European Master’s Diploma/Diploma Supplement for the certification of civil servants in European Administration. The project’s main objective is to draw up a curriculum for the courses of the Master and to consider how it will be delivered by different partner universities. The MPEAP is based on the experience of four European partner universities and it will be mutually recognized by them. The MPEAP aims to prepare qualified persons for leadership and management roles in public affairs, policy and administration. This training program allows participants to gain the technical and practical skills required to be able to use the legal, logical and operative tools needed for the solving of problems as a European public servant. The objectives during the development and implementation of the project are the followings: drawing up the curriculum; aligning the Master programmes of the partner universities; creating the harmonization framework for the enrolment in the 2nd year; creating partnerships with the public institutions; creating the content of the courses; establishing the teams responsible for drawing up the courses; the recognition and accreditation of the Master programme in each country; drawing up the diploma; the creation of 7 printed and 9 electronic courses; the creation of the technologic support for on-line teaching; the preparation of the framework and the courses for on-line teaching; the promotion of the Master’s degree programme in the four partner countries; the elaboration of the catalogue of the stage period in collaboration with the partner universities; to creation of a close relationship between universities and public institutions, linked to the higher education institutions, achieving local and cross-border partnerships capable of managing the activities derived from the cooperation agreements. State of play of main deliverables/outputs of the project (maximum 300 words) Most of the results have been achieved through collective work in the working groups of the partner institutions: Report on the interest in the European masters’ degree program – scientific study , Survey analysis based on the questionnaire, Needs analysis for professional master in European public administration, national investigation on the interest in the European masters’ degree, Regional survey analysis. Workshops on “European professional master in Public Administration” were organized in partner countries with the participation of the delegates from public institutions. The events were promoted in mass-media. The curriculum with 120 ECTS for the MPEAP was approved. The Curriculum and the Short presentation of the courses, the partner’s responsibilities concerning the disciplines, and the Modality of the development of the courses were elaborated. 21 2010 Erasmus Project sheets The methodology of the elaboration of the e-Courses was made based on the French model and it was elaborated within teamwork. The specialized transnational work teams, created under the coordination of each responsible discipline, elaborated the didactic materials of 7 books and 9 e-courses. The promotion plan was elaborated in common work by the partners. There were organized scientific events: in Romania and Hungary where were presented research papers concerning on the current problems in European Public Administration education. The acquisitions made in the first year were IT works equipments and didactic software used for achieving the project’s objectives: the elaboration of didactic materials, recording bibliographical papers, multiplication of documents, elaboration of e-learning platform, etc. The management plan of the project for the partners was elaborated. The project website www.mpeap-upm.ro represents a mean of the communication of the project's results and the dissemination of the achieved results. Innovative aspects in education and training and good practices (maximum 300 words) The Project objectives are creativity and innovation in the Higher Education in Europe for the creation of an innovative line of vocational training. The project give a new innovative, European dimension to national diploma procedure, it facilitates the professional insertion of the graduates through the improvement of their knowledge. The courses will be delivered in English, French but also in Romanian, Italian and Hungarian. An e-campus with Adobe Connect will be realized. The MPEAP students will be able to learn the concepts and acquire the knowledge and know-how needed by a European Public Servant. The realization of this objective is seen as a contribution towards the speeding up of an European integration determined by the convergence of University systems and the rapid diffusion of training material for use in e-learning. The project can be considered a solution for LLL; can permit to active civil servants enrolled in the 2nd year master to work and study in a same time. The e-Campus permits the LLL formation in rural area in the context of rural development programs for 2007-2013. The project develops the e skills of public servants. Challenges ahead (maximum 300 words) The teamwork of the partners highlighted the level and the context in which European public administration education has developed in the partner countries involved in the project. The common outcome of these discussions is that there are huge gaps in the education systems both at the level of the curricula and the pedagogical methods used. For the implementation of the master the common work is essential, the partners’ experience is needed. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 22 2010 Erasmus Project sheets 510570-LLP-1-2010-1-SK-ERASMUS-ECDSP Development and Implementation of Common Bachelor Degree Programme in the European Context Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website Development and Implementation of Common Bachelor's Degree Programme in the European Context (DICBDPEC)“ Slovak University of technology in Bratislava, Institute of Engineering Studies Slovak University of technology in Bratislava, Institute of Engineering Studies Dr. Laura Gressnerova, M.A.(architecture) laura.gressnerova@stuba.sk University of Nicosia, Tallin University of Technology, University of Derby, Jan Dlugosz University in Czestochowa, University of Santiago de Compostela, University of Applied Labour Studies in Mannheim, University of Split www.ies.stuba.sk/erasmus Project objectives (maximum 300 words) OBJECTIVES OF THE PROJECT The project DEVELOPMENT AND IMPLEMENTATION OF COMMON BACHELOR'S DEGREE PROGRAMME IN THE EUROPEAN CONTEXT – DICBDPEC: Harmonization of higher education and postgraduate education for career guidance in partner countries, by accepting comparable academic degrees, joint diploma / Diploma Supplement Securing the transparency of existing national systems of career counsellors‘ (CC) education, to improve the recognition of their qualifications, support of international mobility of students and graduates Improvement of quality in higher education, its further internationalisation as well as the employment of higher education graduates in domestic and international labour markets. State of play of main deliverables/outputs of the project (maximum 300 words) RESULTS OF THE PROJECT Integrated study programme covering the cycle of study (Bachelor and Master) with using the credits (ECTS), enabling learners to obtain the recognised joint diploma/Diploma Supplement Innovated modular educational programme for postgraduate study for CC using ICT Professional terminology dictionary developed in languages of all partner countries (DE, EL, EN, ES, ET, HR, PL, SK) along with unified professional terminology in the field of career guidance in EU context Criteria of quality evaluation of education for career guidance (with utilization of the ECTS and Diploma Supplement) and proposal of the criteria of quality (in agreement with EU standards quality ESG) for study programme of higher and postgraduate education of CC accreditation of educational programmes Innovative aspects in education and training and good practices (maximum 300 words) INNOVATIVE CHARACTER OF THE PROJECT The innovative contribution of project rests in European dimension of integrated Bachelor´s and Master ´s study programme and educational modular programme for postgraduate studies of career counsellors with respect to international co-operation of the partner countries. Project creates conditions for updating and innovating higher education and vocational education and training of CC for new social and economic situation, new demands of the labour market, and new trends of workers for labour market, using new information and communication technologies in CC work. Project harmonizes the study programme for higher education institutions with the needs of enterprises and organizations and labour market; bringing nearer the access to and interlinking education and vocational training and business. The project also brings about new approaches in the field of lifelong education through development of innovated modular educational programme for CC postgraduate study. It implements application of new information and communication technologies (ICT) in education. It gives possibility of using 23 2010 Erasmus Project sheets proposals and recommendations of different partners in such a way as to use synergic effect in cooperation. The most important innovations anticipated in project are transparency and comparability of education in the field of career counselling in European context. Systematic comparison, mutual learning and intensive communication will help identify basic elements and integration, provide for possibilities of introducing innovation in study programme (Level 1, Level 2) and educational programme for postgraduate education. Project offers innovative input through analyses, description of system of education and professional training of career counsellors, demand of CC profession in agreement with needs of practice and development at labour market. For the first time, a survey of national strategies of economic and social development in accordance with the policy within the framework of EU will be conducted. Challenges ahead (maximum 300 words) IMPACT OF THE PROJECT The project is focused on innovating and updating CC education. It will complete all activities related to higher education of specialists concerned with CC and will provide for its EU dimension. The innovation of higher education and professional training of CC will contribute to improvement of youth skills in the process of integration at labour market as well as to intensification of effect of career services in this area. The efficiency of counselling services of CC will be manifested in improvement of competencies of young people at choosing education, occupation, career planning and improvement of their ability to get employed and integrated in the world of work which will finally influence employment growth. In agreement with the Bologna process and recommendations of Berlin Declaration the project will enhance accession of EU Higher Education Area. It will provide greater compatibility of university level of education (Level 1, Level 2) within the framework of partner countries. It will contribute to improvement of content and profile of qualification for CC working in the sector of education, work, social affairs in public and private sectors. The joint ECTS, Diplomas Supplement and accession of national qualification frameworks will contribute to extending the mobility in European higher education area. The acquisition of joint credits in study programme (Level 1) and in modular educational programme for postgraduate study will allow better employment at national and European labour market, international competition of EU systems of higher education as well as equal treatment at searching employment. Greater transmission will be ensured at international level. Owing to diverse traditions of countries in education systems, in possibilities of individual institutions, diversities in study programmes and disciplines that these institutions offer, partners will be responsible for implementation of outcomes in the national educational systems and their accreditation. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 24 2010 Erasmus Project sheets 510272-LLP-1-2010-1-BE-ERASMUS-ECDEM A European Module on Undergraduate Teaching in Occupational Medicine Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website EMUTOM – A European Module on Undergraduate Teaching in Occupational Medicine Ghent University, Belgium Ghent University, Belgium Lutgart Braeckman De Pintelaan 185, Blok A B- 9000 Gent BELGIUM Tel +32 9 332 36 91 Lutgart.braeckman@ugent.be Centre Hospitalier Universitaire de Rouen, France Coronel Institute, AMC, University of Amsterdam, The Netherlands Faculty of Medicine "Victor Babes", Timisoara, Romania University of Belgrade, School of Medicine, Belgrade, Serbia www.emutom.eu Project objectives (maximum 300 words) The proposed project is based on the need for improvement and harmonization of the training in occupational health issues for undergraduate students across Europe. The aim of this joint developed learning module is to provide students in medicine and health sciences with sufficient knowledge and appropriate skills and attitudes in dealing with work-related issues to allow them to function effectively as health professionals in an evolving society and in a changing world of work. This module is developed on the basis of 1) a questionnaire survey on the nature and extent of undergraduate occupational medicine teaching, 2) a needs-analysis to select core competencies in order to develop clear learning objectives, technologies and teaching formats that are most effective for facilitating learning and stimulating students’ interest, methods of assessment and a quality assurance report for the monitoring of the process and the outcomes. The course will be available online in different languages and includes traditional and selfdirected learning materials. The programme will not only benefit the five partner universities but will be shared with others. State of play of main deliverables/outputs of the project (maximum 300 words) To deliver a coherent module and an integrated learning experience for an international student body, following activities were conducted during the first year : A questionnaire was designed to capture detailed information on the teaching of occupational medicine to undergraduates and this was sent to all medical schools in Europe. One hundred and twenty nine medical schools (response rate 48%), returned a completed questionnaire. Despite the European harmonization, wide intra- and inter-country disparities were observed. The majority had specific lectures on occupational medicine with a mean of 27 hours. Occupational respiratory diseases, occupational cancers and toxicology were the most frequently taught topics. We know little about the ‘work and health’ competencies as experienced by stakeholders e.g. patients, general practitioners and medical specialists. In order to approach a joint map of competences, a convenience sample of stakeholders in the partner countries was invited by letter to complete an open answer questionnaire. They were asked to articulate which ‘work and health’ competencies, according to their opinion, medical students should have at the end of their medical study. And next to prioritize their answers. Results were gathered and attributed to 25 2010 Erasmus Project sheets categories independently by two researchers. A large majority of the necessities were common and therefore will form a solid basis for a European Module. Having identified the most important competencies in opinion of all target groups, the structure and content of the module were agreed upon by all partners, The module will cover four packages: general introduction to work and health, effects of work on health fitness for work, and health promotion. A format was developed. The module will be delivered as a 5-day taught programme with a student workload of 84 hours. Development is currently being finalised under the coordination of internationals dyads or triads from within the consortium. Innovative aspects in education and training and good practices (maximum 300 words) First, the module is filling in the existing gap between and within countries with regard to the training of health professionals and increases the awareness of workers' health and their exposure to occupational risks. Sharing knowledge, good practices and expertise between more vocational oriented universities and academic theoretic and research oriented universities, is a new challenge. Nevertheless, new and modern pedagogic and didactic approaches (e-learning, case scenarios, self-assessment exercises, evaluation etc) will be introduced and shared across all subjects and borders. These approaches will create a win-win situation for all participants and interested parties in the different European (new) member States. Second, learning objectives are usually formulated by staff members of the universities. To gain insight into the needs and wishes of stakeholders about desired work and health topics for undergraduate medical education, a questionnaire with open answers was sent to a sample of stakeholders: e.g. patients, general practitioners and medical specialists. By examining their opinions, it was possible to discuss the direction the module should take: in this way the teaching programme responds to the needs perceived and recognized by professionals as important. Third, the overall structure and content of the module, was elaborated based on results of the above mentioned research. Critical evaluation by students, faculty staff and external experts will permit the last corrections before opening the contents to all interested parties. Challenges ahead (maximum 300 words) Finding compromises and being flexible is crucial when dealing with partners from the whole of the EU. Deadlines for delivering data and materials were not always respected. Developers and teachers will still prepare some new course material (e.g. cases and multiple choice questions) to enrich the module. The pilot module will be tested during the coming months in the different partner universities by a) project partners b) participating faculty and students and c) expert in educational sciences. All the results will be summarized in the Quality report made by the management team and educational expert. Based on the Quality report, the students’ feedback, the contact with professionals and the personal experiences of the partners as developers and teachers, the module content will be further worked out and refined. Another important element concerns the definition of a detailed plan for dissemination and exploitation by the partners. To enhance interest and to promote the Emutom module presentations of the project and of mid-term results were realized at national and international conferences but partners should keep on being active in dissemination during other seminars and conferences. A flyer concerning all necessary information is in development and will be made available in the different languages of the partner countries. The partnership will propose the refined version of the module to a broad audience bringing together all partners and interested parties. The venue of this international meeting will be Timisoara, Romania and takes place in September 2012. 26 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 27 2010 Erasmus Project sheets 510323-LLP-1-2010-1-ES-ERASMUS-ECDEM Multi-Institutional Graduate Programme for Virtual Physiological Human Scientists Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details VPH-MIP: Multi-Institutional Graduate Programme for Virtual Physiological Human Scientists Universitat Pompeu Fabra, UPF, Spain Universitat Pompeu Fabra, UPF, Spain Dr Jesús Bisbal c/ Tànger 122-140, 08018 Barcelona, Spain Tlf: +34935421579 e-mail: jesus.bisbal@upf.edu University College London Partners Project website University of Nottingham Politecnico di Milano Université Libre de Bruxelles University of Sheffield www.vph-mip.eu Project objectives (maximum 300 words) The aim is to design a Maters-level training framework, based primarily on existing programmes, but tailored to training students in the integrative approach to biomedicine that is essential to the VPH. The challenging and multidisciplinary nature of the discipline requires that, in addition to a sound scientific foundation, students must also have an understanding of concepts from other disciplines and develop an ability to integrate their work across other scientific fields. Scientific training provided in programmes currently offered in participating institutions will be complemented by innovative training on the concepts, principles and techniques underpinning the VPH, thus paving the way to future careers within the area of personalised, quantitative, predictive, and evidence-based approaches to medicine. Objectives of the project are to: (1) Identify VPH-relevant modules offered in graduate programmes within participating institutions, and develop alignments to enable students at one institution to take related but complementary modules at a second institution. (2) Design extensibility principles by which additional institutions could participate in this programme in the future, considering complementarily to partners, and ensuring mobility of students and staff. (3) Identify gaps in current provision and develop exemplar VPH Core Modules as on-line resources that can be followed by all students participating in the programme, and which will become the backbone of training in this field. (4) Do so in a manner that is compatible with educational systems throughout the EU. State of play of main deliverables/outputs of the project (maximum 300 words) The table below summarises all deliverables of the project, as well as the current state of progress. % Deliverable title Delivery date Achieved D5.1 Website 100% April 2011 D3.1 Student training paths through different programmes 100% August 2011 D4.1 Review of Quality Assurance procedures. 100% September 2011 28 2010 Erasmus Project sheets D2.1 Survey for legal an administrative issues 100% October 2011 D6.1 Industry-academia meeting 100% D6.2 Strategy Document-implementation Plan-European MSc D3.2 Online Core training modules design 0% September 2011 April 2012 15% May 2012 D2.2 Legal Agreement 5% October 2012 D4.2 Structure of Quality enhancement programme 0% October 2012 D5.3 Internet Based course contents 0% October 2012 D5.2 Report on external dissemination and feedback 0% December 2012 D6.3 Final meeting with representatives of Universities 0% December 2012 D6.4 Document-Establishment of an ERASMUS Mundus MSc 0% December 2012 Innovative aspects in education and training and good practices (maximum 300 words) This project is directed to innovating and upgrading higher education teaching for the Virtual Physiological Human (VPH). The VPH initiative is strongly supported by the European Commission. (Within Challenge 5 of the 2007-10 ICT Work Programme 'Towards sustainable and personalised health-care' the following funds have been allocated to the Predictive Medicine: Virtual Physiological Human (VPH)72 M€ in 2007 (Call 2, 15 projects funded), 5 M€ in 2009 (Call 4) and 63 M€ in 2010 (Call 6, 5 projects funded). This proposal addresses the design of a joint programme to be delivered in masters' level of the university cycle. To date, European higher-education systems have made every effort to improve the quality of education and training - mostly to meet the needs from the employers in biomedical and pharmaceutical companies (biomedea.org/documents.htm). The VPH initiative presents a particular challenge in a training context as it is a new discipline that aims to override the traditional biomedical engineering balance between in-depth approaches to biological applications and in-breadth education based on engineering subjects. VPH simulation methodologies and technologies are strongly rooted in the engineering, mathematics, physics and computer science disciplines, areas that are significantly underrepresented in traditional biology, physiology and medicine curricula. With this in mind, the proposed curriculum has a strong potential for innovation and integration of existing knowledge and for the creation of new knowledge and will lead to new skills and competencies, thus enhancing employment opportunities. Solutions are proposed for major barriers such as addressing different student populations as well as the differences between continental Europe and UK educational systems. Finally, the curriculum under development will also exploit specific ICT tools and services to facilitate distance learning and virtual mobility of students and staff. Challenges ahead (maximum 300 words) The main challenges are twofold. On the one hand, the design of the design and development of core VPH training on-line modules, which will be the very first such resources available to the community. Based on the analysis and gaps identified in existing postgraduate level training programmes related to the VPH, as well as the priorities of the VPH initiative, as set of core modules to be developed has been designed. Much effort will be devoted until the end of this project in order to collaboratively construct such modules, and make them available to the community over a production quality eLearning platform, under the appropriate terms of usage. On the other hand, the exploitation of these resources to ensure its sustainability, reflecting scientific progress in the field, will require the design of an appropriate usage model. 29 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 30 2010 Erasmus Project sheets 510751-LLP-1-2010-1-PL-ERASMUS-ECDEM Governance For Sustainable Development Project acronym and title Beneficiary organisation Coordinating organisation GAVA Governance for Sustainable Development University of Lodz University of Lodz Coordinator name and contact details Michał Kulik, University of Lodz, ul. Narutowicza 65, 90-131 Łódź, Poland, email: mkulik@uni.lodz.pl, phone: +48 42 635 47 52 Partners Project website University of Westminster (UK), University of Applied Management (DE), University of Crete (EL), Institute of Higher Education and Research in Food, Animal Health, Agronomy and Environment (FR) www.study-sustainability.com Project objectives (maximum 300 words) The aim of the project is to develop a common curriculum by the consortium of 5 partners (HEI) for the master and PhD degree studying programme entitled: Governance for Sustainable Development. The curriculum will be developed in frameworks of 6 main pillars: 1. Political Stability and Regulatory Quality, 2. Governance Effectiveness, 3. Sustainable Development and Environmental Protection, 4. Social Policy and Better Security 5. Fundamental and contextual determinants of Sustainability 6. Sustainable Agriculture, Food and Public Health After the financial crisis it is needed (much more than before) a strategy to comprehensively address long-term issues and lead the economy of every country to stable, balanced and sustainable growth. New sources of growth will have to be supported by investments in infrastructure, innovation and education to facilitate productivity growth, while ensuring sustainable use of resources in a greener economy, within a context of open markets. It is also the strong requirement addressed to higher education in the area of teaching young generation and adults the rules of good governance for achieving sustainable development goals. Achieving economic and social stability as a global public good requires better governance especially in developing and transition economies. Common principles and standards on propriety, integrity and transparency that govern the conduct of international business and finance help to promote a healthy and sustainable economic system. The social dimension of growth is also crucial in this effort, through the promotion of employment opportunities, the creation and updating of skills and the protection of the weakest through appropriate social safety nets and income support. It is necessary also to strengthen action against corruption, which poses serious problems to the stability and security of societies. State of play of main deliverables/outputs of the project (maximum 300 words) Project outcomes and results are connected with the realization of activities structured in 6 work packages: Project Management and Administration, Quality Assurance, Project Dissemination, Needs Analysis, Development of Teaching Materials and Course Structure, E-materials Development, Pilot testing, Guidelines for Teachers. Within work package related to management consortium has held 3 project meetings so far and few online meetings. The kick-off meeting was hosted by the coordinator, University of Lodz in Poland. Second meeting was held in London and was hosted by the University of Westminster. Third and so far the latest consortium meeting took place in Germany at the University of Applied Management. The meetings were devoted to ensuring common understanding of tasks to be performed in the project, preparation for performing needs analysis and discussing the first 31 2010 Erasmus Project sheets drafts of syllabuses and curriculum structure. To ensure quality of products in the project the consortium has developed a quality assurance plan and tools which are used to monitor the progress and identify possible risks. GAVA has designed poster and flyer and set project website on www.study-sustainability.com. All partners have participated in numerous meeting and conferences where the information about GAVA project was disseminated. The final conference is planned for September 2012. Within the needs analysis work package the consortium has reached a significant number of representatives from GAVA target group: - 433 university students studying in 13 countries (representing 36 nationalities), - 64 Coordinators of Masters programmes and PhD supervisors, - 41 government officials (central, regional and local) in 7 countries. Country of origin/nationality of university students responding to the survey included; Australia, Bangladesh, Botswana, Britain, Cameroon, China, France, Germany, Ghana, Greece, India, Ireland, Kenya, Malawi, Malaysia, Mauritius, Namibia, Nigeria, Pakistan, Papua New Guinea, Poland, Portugal, Rwanda, Sierra Leone, Singapore, South Africa, Sri Lanka, Swaziland, Switzerland, Tanzania, The Netherlands, Trinidad and Tobago, Uganda, USA, Zambia. Many academics were supervising PhD candidates from with the European Union (48.4%) and also from outside the EU (39.1%). A total of 41 officials completed the Needs Assessment survey. More than half (53.7%) worked in local government, and 4.9% were employed at the Central government level. The remainder worked in regional or state government organisations. Respondents held senior roles in their respective organisation and four were elected local councillers/politician. The results of the survey were included in the structuring the common curriculum and development of syllabuses. Draft version of study program and syllabuses has been already developed and is currently being discussed and improved. Innovative aspects in education and training and good practices (maximum 300 words) The project is focused on creation of new, modern and innovative programme of teaching at master degree and doctoral level addressed to young and adult students. The new curricula will be based on the new rules of good governance related to sustainable development strategy in Europe and to the global partnership for sustainable development. This programme offers new ideas to students - future civil servants and officers in the governmental and non governmental institutions at the regional and local levels in different countries. These rules are based on the civil society law, anti-corruption law, appropriate tax law, social inclusion and social dialogue, modern public health care, environmental protection and water policy, climate change policy, energy policy with special reference to the renewable energy promotion. The project offers the new complex knowledge within new integrated curricula on the practice of good governance for sustainable development. It is expected that the new knowledge achieved by students within the studying programme should give the positive impact on the governance process in the countries participating in the project and in the associate countries at the local community level. The innovativeness of the educational programme will be also connected with the full utilization of innovative ICT-based content, services, methods of teaching (e-learning) and practice for lifelong learning oriented on stimulation of the entrepreneurial spirit among young people (by promotion of best practices) as well as based on good governance ideas at the local and regional level in developing countries and transition economies. Challenges ahead (maximum 300 words) The consortium focus now on finalising the curriculum and syllabuses for or all courses within following pillars: Political Stability and Regulatory Quality, Governance Effectiveness, Sustainable Development and Environmental Protection, Social Policy and Better Security, Fundamental and contextual determinants of Sustainability, Sustainable Agriculture, Food and Public Health. Important activities that the consortium will undertake in following months are related to development of e-learning materials for selected courses and conducting pilot test using elearning platform. There are 2 project meetings planned; one hosed by VetAgro Sup and the final 32 2010 Erasmus Project sheets one in Greece which is going to be combined with the final conference. The consortium will continue with further publications of website and newsletter. GAVA will cooperate with external expert who will evaluate the products and formulate additional recommendations for improvements. There are also plans which go beyond the project scope and are related to implementation of the curriculum within the consortium. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 33 2010 Erasmus Project sheets 510196-LLP-1-2010-1-IT-ERASMUS-ECDCE Master Degree Modules in Nanotechnologies for Electronics Project acronym and title Beneficiary organisation Coordinating organisation NanoEl, Master Degree Modules in Nanotechnologies for Electronics Politecnico di Torino Technical University of Sofia Coordinator name and contact details Slavka Tzanova slavka@ecad.tu-sofia.bg +359887775405 Partners Institut National Politechnique de Grenoble Project website Uiversity of Tel Aviv www.nanoel.eu Project objectives (maximum 300 words) To analyse the educational needs in nanoelectronics and to define the knowledge, skills and competencies in terms of learning outcomes. To design syllabi and course content for regular and continuing MSc education in nanoelectronics based on ECTS and recognised in all partner countries. To develop e-learning materials. To develop lessons for practical work in partners’ high-tec laboratories. To start the implementation of the joint courses. State of play of main deliverables/outputs of the project (maximum 300 words) Quality assurance plan Need and job/domain analysis Syllabi and assessment methods for the e-learning and practical courses in: - Nanoscale devices microscopy and manipulation - Nano devices fabrication on a silicon substrate - Nanomaterials for electronics - Impact of nanometric effects on ULSI system performance Innovative aspects in education and training and good practices (maximum 300 words) - Sharing resources. There are few individual research teams, laboratories or companies that can reasonably claim to be able to respond to the technological challenges nowadays. Even the big companies in the sector work with a common use of R&D resources. No one university can afford the necessary infrastructure, clean rooms, technology and experts in all fields of the multidisciplinary science of nanotechnology. In this project we share resources, which a single university cannot afford, for improving the education in high technologies for the new jobs in nano- bionanotechnology, - Virtual mobility. In traditional scheme of common degree delivery and even within Erasmus mobility programme the students need to stay 4 semesters abroad and to follow the courses delivered in their country during additional semesters. In nano El project the mobility is mostly virtual thanks’ to the e-learning courses and only for the practical modules short student mobility of one week will be necessary. Challenges ahead (maximum 300 words) The implementation of the joint modules/courses delivery will start during the third year of project lifetime with the pilot test and as a part of the regular curricula (the elective specialised courses) of the MSc degrees at each partner university. 34 2010 Erasmus Project sheets The courses will enter as elective courses in the regular curricula of the MSc degrees in each partner university with the corresponding credits based on the ECTS. First the e-learning courses (each one for 3 months) will be delivered with distant tutoring (e-mail, Skype, Flashmeeting for group sessions). After successful test on the e-learning module the learners would make the practical work in the clean rooms available in the partner universities. The student mobility will be for maximum 1 week. The practical modules assessment will be with practical tests and will depend on the results of the tasks to be performed in the laboratory. After successful assessment the student will obtain a certificate with the corresponding credits and the local grade of the host institution system with corresponding grade of the student's home institution system. Questionnaires and interviews will be used to measure the students and teachers attitudes, satisfaction, to reveal problems if any and to improve the courses and the collaborative MSc degree courses delivery. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 35 2010 Erasmus Project sheets 510379-LLP-1-2010-1-IT-ERASMUS-ECDCE The Euro-Mediterranean region: sustainability between people and politics Project acronym and title The Euro-Mediterranean Region: sustainability between people and politics EU-MeS Beneficiary organisation Ca’ Foscari University of Venice Coordinating organisation Ca’ Foscari University of Venice Coordinator name and contact details Prof. Emanuela Trevisan Semi tresemi@unive.it 0039 041 234 8805 Partners Ca’ Foscari University of Venice (IT) Université Paul-Valery Montpellier III (FR) Universitat Autonoma de Barcelona (ES) Université Paris VIII Vincennes-Saint Denis (FR) The School of Oriental and African Studies (UK) Université Moulay Ismail Meknes (MA) Université Mohammed V Agdal-Rabat (MA) Centre Universitaire d’elOued (DZ) Project website http://eu-mes.eu Project objectives (maximum 300 words) The project objectives consist of a shared curriculum in Euro-Mediterranean Relations developed through the employment of an e-learning platform hosting eleven on-line modules. Teaching modules pertain issues that affect International Relations and related subjects on the South Bank of Mediterranean. The shared curriculum is jointly delivered by the five partner Universities with the contribution of Universities from Morocco and Algeria. Products include multimedia teaching content both in English and French (and in the case of UAB in English and Spanish as well). The target audience consists of students of MA courses mainly in International Relations or similar courses in European and other countries particularly in Morocco and Algeria. The project will involve also professionals interested in understanding the dynamics and the processes occurring in the Southern shore of the Mediterranean and their interaction with Europe especially after the events of the so-called Arab Spring. The eleven on-line teaching modules have been chosen because of their relevance to courses in International Relations and similar courses such as migration studies and Gender studies in the Euro-Mediterranean region. The project will develop European mobility through Erasmus exchanges and allow experiences abroad through workshops series organised at partner universities’ premises. This shared curriculum will create: - Qualified specialists in Europe and other countries who will be sensitive to the implications of policies adopted in Europe with respect to the MENA Countries; - A curriculum recognized by the various partners of this project, which will convey added value to the selected, students’ MAs and other diplomas. State of play of main deliverables/outputs of the project (maximum 300 words) Main deliverables achieved after the first year are the following: - Creation of an educational web portal and eleven teaching modules in French, English and Spanish on: Theories et pratiques des Diasporas et des mouvements transnationaux dans la Mediterannée / 36 2010 Erasmus Project sheets Theories and practice of Diasporas and transnational movements in the Mediterranean; Cultural transfer, democratic society and constitutionalism in the history of Euro-Mediterranean relations; Les Mécanismes Economiques de base d’un Partenariat durable entre les pays Méditerranéens; Politiques publiques, Etats et sociétés en Méditerrané/ Public policies, States and Societies in the Mediterranean ; Communication and International cooperation. Knowledge Society in the Mediterranean region / Comunicaciòn y cooperaciòn internacional. Sociedad del conocimiento en la region mediterrànea; Policies and strategies of cooperation and development; Intellectuels et intelligentsias au Maghreb et Diasporas ; État, politiques sociales et régulation sociale dans l’espace euro-méditerranéen ; Palestine Society and Diaspora: Culture, Politics and the International Context Sustainable Development and the South Mediterranean; Gender in the Euro-Mediterranean context - The involvement of 59 graduate students from EU and Third Country partner universities and the recognition of ECTS within their study programme at home universities; - Training of 20 teachers and 59 students in the usage of e-learning tools; - Entering of supplementary Erasmus Agreements in order to support students’ mobility and offer them the opportunity to spend a research period abroad while compiling their thesis. - The signature of internship agreements for students with public and private bodies. Innovative aspects in education and training and good practices (maximum 300 words) Involvement of students’ in the decision process through their active participation in the creation of the future joint programme should be considered one of the main innovative aspects of the project. In addition, the participation of students of different origin and background leads to the constitution of a network of experts in Euro-Mediterranean relations thanks to the blending of traditional teaching modalities, e-learning and mobility periods. Another innovative aspect is represented by a variegated partnership composition that offers the opportunity for a multi-lingual approach in issues related to International Relations for students and for the improvement of linguistic skills. Students from the Universities of MENA countries admitted to the online courses will benefit from this multilingual approach and improve their language skills. From an academic point of view, the comparison between different ways of teaching has proved to be stimulating to the improvement and renewal of teaching methodologies employed by convenors and teachers involved. The evaluation system with peer reviews incremented the quality of the courses. The interactive aspects of the on-line courses were previously not known to all the partners who have benefit from the opportunity of acquiring new skills. Challenges ahead (maximum 300 words) Major challenge is represented by the establishment of joint and double degrees between partners starting from the a.y. 2012-2013 as well as full courses’ integration into the academic offer at partner institutions. Partners had already explored different strategies to be applied in order to achieve this goal. Main obstacles are represented by the willing to include in this process partners from Morocco and Algeria and by the very different administrative procedures adopted in each EU country with reference to the establishment of new courses. In addition, the current university reforms and the financial crisis undergoing in EU, especially in Italy and Spain, are affecting the promotion and sustainability of new curricula within the academic offer. The established consortium had already discussed the possibilities of commercializing the on-line modules created. This could be done by selling modules to on-line universities and/or allowing students that wish to take single modules at partner universities to enrol paying the enrolment fees. This might be considered as the main solution for providing additional incomes without 37 2010 Erasmus Project sheets affecting students’ fees amount. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 38 2010 Erasmus Project sheets 510176-LLP-1-2010-1-NL-ERASMUS-ECDCE Leaders for European Public Health Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website Lephie Leaders for European Public Health Maastricht University, Department of International Health, FHML, CAPHRI Maastricht University, Department of International Health FHML, CAPHRI Dr Katarzyna Czabanowska kasia.czabanowska@maastrichtuniversity.nl tel: +31 43 3881592 Maastricht University (NL), Sheffield Hallam University (UK), Lithuanian University of Health Sciences (LT), Medical University of Graz (AT), ASPHER (Association of Schools of Public Health in European Region) (BE) LEPHIE website. Link: http://www.lephie.eu/ Project objectives (maximum 300 words) The goal of the Leaders for European Public Health (LEPHIE) project is to deliver a Leadership course for Public Health professionals using a problem-based, blended-learning methodology, piloted in the UK and subsequently run in Lithuania, the Netherlands and Austria. This competency-based course will provide a continuing education opportunity for Public Health professionals who hold or will hold leadership positions within their institutions. The course may also help prepare Public Health professionals interested in taking a leadership role in Public Health policy at the regional, country, and EU levels. The development of the course is supported by the consensus study on the development of Public Health Leadership Competencies Framework which will not only serve as an self-assessment tool facilitating the identification of knowledge gaps but also is useful for public health professionals to help define and link leadership competencies with public health functions and services. The consortium seeks to implement a mechanism for mutual recognition of final credits and subsequent institutionalization. In addition, the project involves an evaluation study on the effectiveness of a problem-based blended-learning method and the leadership content taught within a range of diverse educational and public health contexts. Finally the project aims to reach wider public health audience through dissemination activities such as participation and presentation at major public health scientific and educational events such as annual ASPHER/EUPHA conference, publications and project webpage. State of play of main deliverables/outputs of the project (maximum 300 words) The LEPHIE continuing education course, Leadership in Public Health, was piloted at Sheffield Hallam University on 2 June 2011 and lasted 8 weeks. Face-to-face meetings took place at the beginning of the course and were located at the host institution. Online meetings were taught by instructors from all of the partner institutions, and were facilitated by Elluminate and Skype. Following the pilot, changes were made to the programme based on feedback from the participants. Updates were also made to the nominal plan and teaching materials. In early 2012 the updated course will be taught at the remaining partner institution locations including: Maastricht University, Lithuanian University of Health Sciences, and the Medical University of Graz. The course will again make use of Elluminate and Skype to facilitate online meetings. The results of the project so far have been disseminated at two Public Health conferences: 2010 in Amsterdam and 2011 in Copenhagen. Innovative aspects in education and training and good practices (maximum 300 words) 39 2010 Erasmus Project sheets An innovative aspect of the LEPHIE course is the combination of blended-learning and problembased learning to tackle difficult to teach leadership competencies. Problem-based learning is a special educational model which centres on the student. It is based on four learning principles: (1) learning should be constructive process; (2) learning should be a self-directed process; (3) learning should be a collaborative process; and (4) learning should be a contextual process (Dolmans et al., 2005). This method of instruction is particularly valuable for teaching leadership, as it encourages participants to consider real-world leadership opportunities by interacting with case studies and collaborative discussions. Combining problem-based learning with blended-learning, instruction offered using a variety of platforms such as the web and physical classroom, allows instructors and participants to obtaining a wider context by interacting with participants from a variety of locations and backgrounds. The blended-learning environment is also more accessible for continuing education students who may not always be able to reach a traditional classroom on a regular basis. The innovative aspect of the course is also related to the fact that the content of the leadership module addresses public health functions and services and is competence-based. In addition, we assume an interdisciplinary and inter-professional approach to teaching and the development of content which is reflected in the backgrounds of the staff and participants involved. Dolmans, D.H.J., De Grave, W., Wolfhagen, I.H.A.P., & Van der Vleuten, C.P.M. (2005). Problem based learning: future challenges for educational practice and research. Medical Education, 39, 733. Challenges ahead (maximum 300 words) As the LEPHIE partners continue to pursue the Leadership in Public Health course, they will be faced with continuing to develop and accredit the program at their individual institutions. The challenge is to show that the course makes a clear contribution to the need for leadership instruction in the public health field which has been expressed by Health 2020 (WHO, The new European policy for health – Health 2020). In Health 2020 leadership, innovation and capacity for health and development, as well as investing in capacity for change constitute a key action and one of its principles. If the course is successful, it will become a regular part of institutional instruction at the partner institutions, and potentially be picked up or serve as a model for future problem-based, blendedlearning in the Public Health field. Moreover it is planned that the program will be offered to public health professionals through the ASPHER website and promoted to those who do the European Public Health Master studies or other postgraduate programs. There are two main challenges related to the success of this program. First, to keep and train motivated tutors who will be leaders themselves and able to support, coach and facilitate the module and participants on-line. And second, to overcome technological problems which some of the participating institutions may encounter. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 40 2010 Erasmus Project sheets 510184-LLP-1-2010-1-UK-ERASMUS-ECDCE MSc technology-enhanced Forest Fire Fighting Learning Beneficiary organisation Coordinating organisation MSc Technology Enhanced Forest Fire Fighting Learning MATEFL Buckinghamshire New University Buckinghamshire New University Coordinator name and contact details Prof Florin Ioras, Buckinghamshire New University, Queen Alexandra Road, High Wycombe, Bucks, HP11 2 JZ Project acronym and title Partners Project website Estonian University of Life Sciences, University of West Hungary, Transilvania University of Brasov, Technical University of Madrid http://www2.montes.upm.es/matefl/ Project objectives (maximum 300 words) The overall aim of the Project was to jointly develop and deliver a European Masters in Forest Fire Fighting based on the “Tuning” project framework. For this, the following objectives are pursued: -To develop modules tailored to technology assisted forest fire fighting -To develop teaching materials that utilise learning objects -To develop a virtual learning environment that facilitates learning and assessment -To disseminate the results to a wider European audience -To exploit the results by organising the transfer to other practitioners State of play of main deliverables/outputs of the project (maximum 300 words) WP1 Project management 100% WP3 Project web page 100% WP2 Key Competences 100% WP1 LLP Brussels meeting 100% Evaluation of Key Competences 100% WP1 Project meeting 2 100% WP2 Master programme 70% Innovative aspects in education and training and good practices (maximum 300 words) New ways of collaborative creation and exchange of learning content and metadata: While in traditional environments, user activities are usually limited to the communication about the content, users of VLE enriched environments can work directly on the content itself. Learning content is intended not to be delivered in a top-down approach as in traditional (e)Learning environments, but generated, modified, commented and rated by the learners themselves. Different kinds of content (text, pictures, sound, videos, etc.) can be combined, allowing for creative and diverse forms of expression. Virtual worlds and mash-ups are near-future trends; the extended integration of external social communities and tools is emerging. As a further near future trend, mash-ups, flexible individual combinations of functions from different applications, are employed. MATEFL is integrating external social communities like Facebook and content of other external Web 2.0 environments like YouTube. The latter tools are especially seen as rich resource databases for learning material that could be integrated in different teaching and learning scenarios. 41 2010 Erasmus Project sheets Challenges ahead (maximum 300 words) The challenge is that of determining how the VLE platform can ensure quality and innovation at all times to manage the cultural shift, the change of mind set, to effect the shift to the learning paradigm. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 42 2010 Erasmus Project sheets 510743-LLP-1-2010-1-UK-ERASMUS-ECDCE Rail Freight and Logistics Curriculum Development Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website RiFLE – Rail Freight and Logistics Curriculum Development Newcastle University NewRail Marin Marinov (on behalf of Tom Zunder) Newcastle University, Stephenson Building School of Mechanical and Systems Engineering Claremont Road Newcastle upon Tyne NE1 7RU, United Kingdom Partner P2 - University of Rome “Sapienza” - “Sapienza" Università di Roma Represented by Department of Dipartimento Idraulica Trasport e Strade - www.uniroma1.it Partner P3 - Todor Kableshkov Higher School of Transport Represented by Department of Technology, Organization and Management of Transport - www.vtu.bg Partner P4 - University of Applied Science in Ingolstadt Represented by Faculty M - www.haw-ingolstadt.de http://www.rifle-project.eu/ Project objectives (maximum 300 words) The objective of the RiFLE project is to develop Rail Freight and Logistics Curriculum for a complete cycle of study by using an innovative multidisciplinary approach, equipped with curriculum modelling tools. Specifically, we will develop Master Courses to be delivered in English language by the participating institutions as separate but shared programmes in their universities. The approach employed in RiFLE is to analyze, enhance and adapt existing courses already offered by the Universities of the participating institutions within a modern rail freight and logistics environment. State of play of main deliverables/outputs of the project (maximum 300 words) The project is well under way, The first RiFLE workshop on "Educational Programmes in Rail Freight and Logistics" was held on 3 November 2011 as an accompanying event to the 20th International Scientific Conference TRANSPORT 2011 at Todor Kableshkov University of Transport, Bulgaria. Innovative aspects in education and training and good practices (maximum 300 words) The innovative idea of this project is that the courses developed will run in all four participating institutions, and they will be compatible to allow for students to do some of their modules at one of the other universities. The courses developed will incorporate cultural and international elements of education, which are quite diverse and highly varied in Europe. Challenges ahead (maximum 300 words) To develop a Rail Freight and Logistics Curriculum of excellence; To develop open source modelling software tools, stepwise methodology for validation of curricula; To organize RiFLE workshop 2. 43 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 44 2010 Erasmus Project sheets Modernisation of Higher Education 510013-LLP-1-2010-1-BE-ERASMUS-EMHE Mapping University Mobility of Staff and Students Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website MAUNIMO – Mapping University Mobility of Staff and Students European University Association – EUA European University Association – EUA Elizabeth Colucci, Programme Manager Higher Education Policy Unit European University Association Avenue de l'Yser 24 B - 1040 Brussels Belgium Tel. +32 2 743 1 136 Fax. + 32 2 230 57 51 University of Marburg, Germany University of Trento, Italy University of Oslo, Norway Swansea University, UK www.maunimo.eu Project objectives (maximum 300 words) The MAUNIMO project departs from the notion that universities should have a clear view of ongoing academic mobility measures across the institution and how they interrelate. This would not only encourage a strategic reflection on all types of mobility and the purpose it serves, but also help universities respond to external pressures, in particular regarding national and regional political targets and the increasing drive to measure and evaluate mobility. The MAUNIMO project thus identifies two central factors that are critical to improving, increasing and contextualising mobility, as means for internationalisation and not simply an end: Institutional strategy/strategies on all levels of the institution that involve mobility- staff, researcher and student mobility - as well as relevant data collection on mobility which would provide a basis for strategic decision making and transparency. MAUNIMO project aims at developing and testing a Mobility Mapping Tool (MMT); an institutional self-assessment tool that will support universities’ to: Assess and further develop their institutional Strategies for International Mobility (IMS) Assess their data collection with regards to mobility (what, why and how collected), and how to enhance this for strategic institutional decision making Enhance and synergise strategic approaches regarding mobility across different levels of the institution (internationalisation, research, teaching etc) Evaluate the purpose of data collection in the institution and the ultimate beneficiaries or users of this data (students, employers, national statistical agencies, European Union...) Share creative practices and solutions in both strategising and in collecting/utilising institutional data on student and staff mobility Ultimately, the project will present a university perspective on mobility and the related data collection at institutional level. It will provide evidence for the complexity of mobility and allow institutions to dissect the benefits and challenges of mobility that extend beyond national or regionally prescribed quantitative measuring. It will encourage universities to be proactive in defining their individual approaches regarding mobility, while at the same time managing (and hopefully influencing) the national and regional data collection requirements. Therefore, the project is expected not only to render benefits to institutions, but also to provide insight to national and European policy makers. 45 2010 Erasmus Project sheets State of play of main deliverables/outputs of the project (maximum 300 words) MAUNIMO Background study to inform phase I of the project: This report outlines how mobility of students, early stage researchers and staff is currently measured at European/national levels, what type of mobility is monitored, and where the data gaps are. It also provides a glance (based on 5 universities) at how universities currently monitor mobility and the challenges they meet when collecting data. MAUNIMO Mobility Mapping Tool (MMT). This has been developed and is about to be tested on 35 universities. It requires several different exercises regarding strategy reflection and data collection that imply cross-institutional consultation and a joint effort of faculty, students and leadership. The tool is designed to guide institutions through a self-assessment exercise. It has elements of the SWOT (strengths, weaknesses, opportunities, threats) approach and will require a reflection both on the current state of affairs within the institution and on future developments. It is thus both a tool to analyse the state of play and for foresight. It will also allow development of a creative practice for capturing, interrogating and using data, sharing practice with other institutions and promoting the work of one’s own institution. The MMT is designed as an online survey. A ‘Maunimo Coordinator’ at each pilot university in is charge of driving the testing of the MMT internally, across different faculties and departments, each invited to access the questionnaire. The coordinator received the cross analysis and promotes/disseminates the analysis internally. An Induction Seminar has been held in Marburg Germany to present the MMT to all of the coordinators at the pilot universities and discuss procedures and expectations. Innovative aspects in education and training and good practices (maximum 300 words) The MAUNIMO project draws attention to the fact that though intergovernmental and governmental players set the legal and financial conditions for funding mobility, HEIs are directly driving and implementing mobility and should be able to react strategically, as they are major stakeholders regarding mobility. Progress on mobility targets will have to rely ultimately on institutional strategies and concrete initiatives. This is the case with regards to the quality and efficiency of mobility, but also with regards to insufficient and inconsistent statistical information. At institutional level mobility generally takes place through decentralised activities and programmes at faculty and departmental level, disjointed from the institutional strategy. Given the diverse nature of mobility actions, it is also challenging to establish a shared institutional vision of what mobility ultimately means for the development of teaching, learning and research and how this vision will evolve in the years to come. The innovative practice of the project lies in the approach: The MMT is being built by four different European universities to respond to their own interest, guided by the wider regional perspective of EUA. It is not intended to be a static product, but rather continually built throughout the project, via the testing phase and the seminars that support the universities in the testing and generate discussion on its design, flexibility and efficiency. What is more, the MMT is not prescriptive, but rather encourages universities to share practice on mobility data collection and strategic approaches. Challenges ahead (maximum 300 words) The testing of the MMT across the selected pilot universities is about to begin. There are a number of challenges that the coordinators and the project consortium are likely to face: Encouraging different faculties and international actors in the institutions to participate, given the time implications Keeping the various respondents (faculties, etc) in the institutions on schedule so that comparative results may be produced for the coordinators and communicated to leadership Communicating that the MMT is a work in progress: There may still be some technical problems or questions that may be improved: This is part of the testing process and needs to be 46 2010 Erasmus Project sheets made clear to all who participate Animating the practice sharing Forum (Maunimo Mobility Community), which is designed to help keep the coordinators engaged and exchanging experiences during the testing Devising a comprehensive and realistic sustainability strategy for the MMT, which will be done in consultation with all of the pilot universities and the project Sounding Board Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 47 2010 Erasmus Project sheets 510040-LLP-1-2010-1-BE-ERASMUS-EMHE Accountable Research Environments for Doctoral Education Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website ARDE – Accountable Research Environments for Doctoral Education European University Association European University Association Thomas Ekman Jørgensen Head of Unit EUA Avenue de l’Yser 24 B-1040 Brussels Thomas.jorgensen@eua.be Phone: +32 2 743 1 151 University College Cork CRASP (The Conference of Rectors of Academic Schools in Poland) UNIKO (Universities Austria) www.eua.be/arde Project objectives (maximum 300 words) Doctoral education is crucial to the creation of the European Higher Education Area and the European Research Area, serving as a bridge between them and preparing the researchers that will continue to forge the European knowledge society. Over the last decade, European universities have carried out major reforms in the field of doctoral education, establishing structured programmes and doctoral schools in an effort to provide more transparency and better support for their doctoral candidates. Giving an overview and raising awareness of these issues will be central to the continued improvement of doctoral education. Establishing tools to enhance transparency and accountability is essential to the internal development of these programmes as well as to the implementation of the universities’ research strategies. The impact of this project will therefore be of use to individual universities as well as to the research strategy of the EU as a whole. The ARDE project will examine European doctoral programmes in order to gather information about existing structures, good practice and areas of concern in assuring and enhancing quality in doctoral education. Despite the substantial reforms that have taken place in doctoral education in recent years and the fact that many would argue that there are fundamental differences between the quality assurance (QA) developed for the first and second cycle and that for doctoral education, the means of enhancing accountability in this area have not yet been addressed systematically. This project aims to begin the discussion on this issue. In order to achieve the abovementioned aims, the first phase of the ARDE project will involve distributing a survey among EUA Council for Doctoral Education (EUA-CDE) members in February 2011 to establish an overview of the state of doctoral education in European universities. An online discussion forum will also be established in spring 2011 where respondents can further communicate on the relevant issues. This data-gathering phase will be followed by a consultation process consisting of four focus group sessions which will take place between September 2011 and June 2012. A conference will then be held in autumn 2012 to disseminate the results and recommendations to a wide policy and institutional audience. Finally, a report on the project's findings will be drafted and circulated across European universities and to stakeholders, such as funding organisations and decision makers at national and European levels, in spring 2013. State of play of main deliverables/outputs of the project (maximum 300 words) At this point, the project is in the consultation phase. The survey has been launched and received 48 2010 Erasmus Project sheets a reasonable response rate that has pointed to relevant issues and given a rough idea about the state of institutional reform concerning quality. The survey outcomes have been disseminated at various international events. Two focus groups have been held concerning elements that the Advisory Board have found of particular interest in the survey (monitoring and indicators, supervision) and two more are planned in the spring (career services and evaluations). Attendance for the focus groups has been very good, and discussions have produced interesting outcomes. The online forum has just been established to post case studies. The consortium is preparing the programme for the workshop in September, which will be held in connection to other doctoral education events (the ‘Doctoral Week’) at Karolinska Institute, Stockholm, in September For the final report, the Advisory Board has decided to focus on practical aspects for practitioners, with clear recommendations and best practice examples Innovative aspects in education and training and good practices (maximum 300 words) The focus groups have been very innovative in their use of the survey results as a basis for discussion, combined with concrete case studies and interactive discussions. The ‘gallery walk’ concept of making small groups move between different flipcharts to write down ideas and comment on other groups’ input has been a good move to engage all participants and make conflicts and consensus points between different perspectives clear and tangible. Challenges ahead (maximum 300 words) At the moment, the consultation is going rather well. The survey served its purpose very well, but was heavily influenced by big, research intensive institutions, which makes it somewhat less representative. The challenge here is to validate results through the focus groups and the online forum. The focus groups for the spring have already received considerable interest and a good number of registrations. However, there is a strong bias in the groups towards North-Western Europe, which means that there is a lack of diversity in terms of institutions and systems. Case studies from South, Central and Eastern Europe would have to be included through the online forum or by actively contacting the EUA members in those countries. The workshop in September would also be an occasion to get case studies. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 49 2010 Erasmus Project sheets 510583-LLP-1-2010-1-BE-ERASMUS-EMHE Financing the Students' Future Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website FinSt – Financing the Students’ Future 510583-LLP-1-2010-1-BE-ERASMUS-EMHE ESIB-The National Unions of Students in Europe ESIB-The National Unions of Students in Europe Natalia Tarachiu Rue de la Sablonniere/Zavelput 20, 1000 Brussels, Belgium natalia@esu-online.org HIS - Hochschul-Informations-System GmbH (Germany); EUL - Eesti Uliopilaskondade Liit MTU (Estonia) ; OH - Osterreichische Hochschulerinnenschaft (Austria) ; NUS-UK - National Union of Students UK (Unitied Kingdom) http://www.esu-online.org/projects/current/finst/ Project objectives (maximum 300 words) Increasing the knowledge of the effects of financing systems in Europe over students’ population; Using the creative potential of NUS and together with the Research Team and the Advisory Board brainstorm on possible scenarios of developing funding mechanisms at the national level; Enhancing the capacity of the national unions of students (NUS) to active involvement in higher education funding reforms; Identifying students’ perspective in a more detail. State of play of main deliverables/outputs of the project (maximum 300 words) The research outcomes aim to investigate the correlation between HE financing systems across Europe and the students’ standard of living and wellbeing, which is central to all stakeholders. The mapping of financing systems in Europe and four research articles were developed on the first year of the project (Articles titles: Mapping how higher education is financed – process and practice; Participation – the social dimension of Higher Education and how funding effects this; How do national students’ unions in Europe perceive their student finance systems?; Commodification of education) A launch event was organized to promote the project and a Consultation seminar took place to debate on the produced outcomes of the project and possible scenarios of higher education funding system. Innovative aspects in education and training and good practices (maximum 300 words) It is rather evident that financing of higher education remains one of the major obstacles for further development of Europe as a knowledge-driven economy. This project will be not only addressing this, but moreover addressing the needs and the goals laid down in the upcoming EU2020 strategy which shall be shortly launched. Complementing this is certainly the trans-national approach taken in the setting of this project with a regionally-balanced list of partners addressing the needs of a multi-national student body and institutions. As the project will also provide a set of future scenarios for the development of financing systems, the policy recommendations stemming from the research phase will be of European value in the Bologna Follow-Up Group debates and within the EU Education and Training Strategic Framework. Challenges ahead (maximum 300 words) Designing Funding Scenarios for Higher Education from the students perspective is considered to be a big challenge, especially in this period when the focus is on finding solutions to the crisis, 50 2010 Erasmus Project sheets and hopefully without affecting the education financial support. All the research findings will be compiled in a final outcome: The Compendium of Financing the Higher Education. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 51 2010 Erasmus Project sheets 510682-LLP-1-2010-1-BE-ERASMUS-EMHE Quality System of S&T Universities for sustainable Industry Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website QUESTE-SI: Quality System of S&T Universities for Sustainable Industry EFMD EFMD and ENQHEEI – technical coordinator Dr. Christophe Terrasse Tel.: +32 2 629 08 10 E-mail: christophe.terrasse@efmd.org EFMD, ENQHEEI, EFEED, EUROCADRES, CLUSTER/IST, TUW, PoliTo, KIT, UPC, EPC, KTH, CVUT, ULB, WTU, CEFI, Mines ParisTech, GE-TH, CNL, RAEE (3rd country), EURM (3rd country) http://queste.eu Project objectives (maximum 300 words) The overall objective of the project is to promote quality and sustainable education in the field of technical and engineering education. In the QUESTE-SI project, sustainable education is defined as the integration of dimensions (in particular, economical, social, environmental) beyond technical dimensions in the engineering education. While many individual initiatives have been taken all over Europe by the higher education institutions, there is a lack of generally accepted standards for sustainable education. There is also a need for a quality assurance tool that will provide the institutions with directions and guidance to move towards a more sustainable education. The quality assurance tool will lead to the awarding of a label for the most advanced institutions in the field. This label will acknowledge their efforts and enhance their visibility. As more and more institutions are now presenting themselves as sustainable education institutions, and as sustainability is becoming a competitive advantage on the educational market, this label will also provide a useful clarification of the educational landscape. For individual institutions, the objective is to provide practical guidelines and continuous advice on how to develop a sustainable education strategy and how to implement it. The QUESTE-SI project aims at designing reference materials (referential and syllabus) and a methodology for the assessment (guide for self assessment and online scoring grids). The project will also ensure the training of a resource pool of qualified auditors who will audit the institutions and guide their development. The project will also create an internationally recognised awarding body, in charge of the accreditation of the leading institutions in the field, in order to recognize their achievements and promote the visibility of sustainable education among the various stakeholders (recruiters and students in particular). State of play of main deliverables/outputs of the project (maximum 300 words) The QUESTE-SI project outcomes are: A set of background documents including the analysis and comparison of international quality systems, case studies and proceedings of specialised workshops in the field of sustainable education. A set of reference documents, including the description of the quality criteria, a referential and guidelines for the self-assessment. This set of documents will be complemented via an online platform. An evaluation methodology, providing the higher education institutions the procedures to evaluate themselves, to benchmark their achievements and to put in place corrective actions, if needed. 52 2010 Erasmus Project sheets All these documents have already been finalised or are in the process of finalisation. A resource panel of auditors and field experts, trained to audit the institutions and to provide advice and guidance during the self-assessment process and guided development. A first group of experts have been identified and their training will be organised in the first half of 2012. The training materials and sessions are now being prepared. An accreditation body composed of authorities in the field, who will evaluate the institutions on the basis of their self-assessment and the results of the audit visits and decide to confer the quality label, QUESTE-SI. The first members of this body have confirmed their participation. Additional members will be added in the course of the project. A group of eight pilot higher education institutions from different European countries and from different engineering fields of expertise. This will ensure the quality of the documents and procedures and their adaptation to the needs of the higher education institutions, independently of their nationality or field of specialisation. The pilot institutions will constitute the first kernel of accredited HEIs, hence conferring a visibility to the initiative. The identification of the pilot institutions is currently under way. So far, six institutions have confirmed their interest in the process. Innovative aspects in education and training and good practices (maximum 300 words) Respecting the diversity of engineering higher education The project consortium includes a large number of partners coming from various geographical and professional backgrounds. This diversity is intended to avoid developing any bias in favour of a particular national system. It ensures its neutrality and it also guarantees that various institutions, operating in a variety of settings, can benefit from the QUESTE-SI quality improvement system. All deliverables and materials are conceived and reviewed by teams composed of international participants. Teams also include experts from various professional backgrounds. The implementation of the quality improvement process and the accreditation procedure will be tested on a sample of eight pilot-institutions, and will include at least six nationalities. As such, the project brings added political value, by carefully avoiding national rivalries. Building the quality assurance tool as a community initiative Contrary to other recent initiatives that have been developed by non-educational bodies, such as for example the ISO 26000 standards, the QUESTE-SI project is intended as a community initiative, designed by and targeted at Higher Education Institutions. This appears crucial to ensure the acceptability of the tool and its adoption by the various European institutions. Also, rather than being conceived as a top-down system, the QUESTE-SI initiative is designed to identify the grassroot innovations and best practises among the technical institutions and to facilitate their dissemination. Combining learning from both engineering and management education Partners coming from different domains, in particular engineering and management higher education, cooperate in the QUESTE-SI initiative. The project is taking full advantage of the structures and methodological schemes that have been developed by the accreditations in management. Challenges ahead (maximum 300 words) The first challenge is to ensure the acceptability of the quality assurance system and the quality label. The project promoters are taking care that the QUESTE-SI initiative does not give precedence to a national quality assessment tool nor to a branch or domain accreditation, as this would position it as a specialised initiative that cannot be applied in different settings. Also, as demonstrated by many initiatives in the field of quality improvement, the success of a label ultimately depends on its acceptance and adoption by the HEIs. If an accreditation is considered as enforcement from a third party, the label is bound to fail. The second essential aspect is building on existing initiatives and ensuring compatibility. 53 2010 Erasmus Project sheets The project includes an important research activity in order to identify the existing actions that have been taken in the domain, compare them and identify commonalities. This allows the project to avoid “reinventing the wheel”. It also builds on the public works and research of other institutions. This allows the quality label to find its place and consistency among the other initiatives and to bring added value for the HEIs and the stakeholders. The third key element is the visibility of the label. The pilot institutions, who will be the first to go through the self-assessment and the audit procedures to get the award, will play a crucial role to help building its visibility in their respective networks. Indeed, the main reason for engaging into such a process is twofold: first of all improving its performance in the domain of sustainable development but also getting recognition and improving the institution image among its stakeholders (other HEIs, students, companies, etc.) This imitation aspect will also have an influence on the sustainability of the quality assurance tool and the quality label. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 54 2010 Erasmus Project sheets 510747-LLP-1-2010-1-BE-ERASMUS-EMHE Quest for Quality for Students Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website QUEST - Quest for Quality for Students 510747-LLP-1-2010-1-BE-ERASMUS-EMHE ESIB-The National Unions of Students in Europe ESIB-The National Unions of Students in Europe Natalia Tarachiu Rue de la Sablonniere/Zavelput 20, 1000 Brussels, Belgium natalia@esu-online.org The Romanian Agency for Quality Assurance in Higher Education - ARACIS National Union of Students Scotland - student participation in quality Scotland – sparqs Freie Zusammenschluss von StudentInnenschaften – fzs http://www.esu-online.org/projects/current/quest/ Project objectives (maximum 300 words) The main aim of the project is to identify students’ views on quality of higher education in a pan-European perspective. This aim is subdivided into four objectives: - to identify what information students see as important to be provided to them from the side of higher education institutions and comparing this to existing modes of information provision. Create student centred models of meaningful information provision according to the identified students’ needs; - to compare and see how the students’ views to the already existing and implicit transparency tools like Quality Assurance (with European Standards and Guidelines and UNESCO/OECD guidelines and EQAR and Qrossroads) as well as various information databases complement the findings. To identify what are strengths and weaknesses of those and identify how quality defined through students eyes could be reached and assured; - to develop practical capacity building tools to strengthen and empower meaningful student participation in quality enhancement and assurance processes; - to provide ESIB and student unions with capacity to multiply the knowledge and support European cooperation in quality assurance on the national level and to strengthen ESIB’s network of student experts on quality assurance. State of play of main deliverables/outputs of the project (maximum 300 words) Online survey designed to map the students’ view on quality is under development and will contribute to the Student Quality Concept publication. A first workshop of a series of three was organised and it gathered students experts in quality assurance from all over Europe empowering them to provide support to the National Unions of Students to develop their capacity to work on quality assurance issues. Innovative aspects in education and training and good practices (maximum 300 words) ESU started the QUEST project in 2010 and during the next two years, we will try to find a concept of quality that gives a better answer to the learner-centred high quality model of higher education students in Europe. This idea of a student quality concept can bring revolutionary change in the field of quality in terms of transcending the discussion surrounding quality assurance and information provision to reflect the views of students as the main benefactors rather than other actors. 55 2010 Erasmus Project sheets Challenges ahead (maximum 300 words) As the project is already in the second year of implementation, we still have more action to be taken: two more workshops will be organised to enhance the knowledge and skills of the students experts; The Student Quality Concept publication will be developed until the end of the project; a Final Conference to promote and disseminate the project’s results will take place in autumn 2012. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 56 2010 Erasmus Project sheets 510453-LLP-1-2010-1-DE-ERASMUS-EMHE Web 2.0 supported Higher Education Institutional Learning Scenarios for Collaborative Learning Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website WEBWISE - Web 2.0 supported Higher Education Institutional Learning Scenarios for Collaborative Learning Friedrich-Alexander University of Erlangen-Nuremberg Friedrich-Alexander University of Erlangen-Nuremberg Mr Thomas Kretschmer thomas.kretschmer@fim.uni-erlangen.de +49 9131 8521185 Innovation in Learning Institute - Friedrich-Alexander-University of Erlangen-Nuremberg (DE) Scienter (IT) Sofia University (BG) University College London (UK) University of Magdeburg (DE) National School of Public Health (GR) University of Ljubljana (SL) MENON Network EEIG (BE) True Blue Consultancy Foundation (UK) www.webwise.odl.org Project objectives (maximum 300 words) The general objective of WEBWISE is to improve the efficiency and accessibility of Higher Education provision in the field of (especially ) public health, through specific innovations in provision utilizing the structural tools provided by the Bologna Process and methodological tools provided through Web 2.0 collaborative learning scenarios. Within this objective, the project will aim to: Identify typical learning pathways, interactions, pedagogies and learning designs within public health education; Report, suggest and test a number of innovations based on Web 2.0 pedagogies aimed at improving the learning process within these pathways; Identify and elaborate the key improvements made to systems in a series of pilot studies and their specific source; Recommend how such improvements may be reproduced in public health education, and possibly be extrapolated to other areas of Higher Education provision Formulate these as general recommendations and bring them to the attention of European and National decision/policy makers. State of play of main deliverables/outputs of the project (maximum 300 words) The project has worked on the following products in the first year: Compendium of management meeting minutes: a short compilation of the results from the face-to-face project meetings: Collaboration tools: WEBWISE has developed a set of communication and collaboration tools to support the work; Partner agreements: WEBWISE has strengthened the contractual security within the partnership by signing individual agreements; Mid-term activity report: it was developed after the first year; Scope of analysis and methodological approach: this reports acts as the toolbox for the research work; Public health education: fitness for purpose: this report sets the baseline and the basis for all developmental work within the project, describing the situation within public health in the 57 2010 Erasmus Project sheets different countries of the consortium; Learning scenarios in public health education: input from a literature review, an IPTStender and the experience of the partnership feed into the extraction of learning scenarios, deduced from real-world scenarios already in place; Piloting handbook: the manual to set up the piloting in the different public health training institutions; Dissemination plan: a plan to define the dissemination strategy, adapted to the special needs of the topic and the actors in the field; Project website: main tool for dissemination and the portal to the project; Newsletter: to inform interested stakeholders about project updates; Miscellaneous dissemination material: for different dissemination actions Quality and evaluation plan: the toolbox to guarantee valuable results that can be used after the project’s end; Impact audit report: external advice on the work done within the partnership; Compilation of status reports: internal feedback on the status of the different work packages. Innovative aspects in education and training and good practices (maximum 300 words) The project breaks new ground in several areas: - Innovative Approach - rather than test solely pedagogical innovations, or try to bring about structural changes in line with the Bologna Process, the project attempts to merge the two approaches, utilising the structural changes to encourage and support the pedagogical innovations emerging. - Innovative Methodology - the 'learning scenario' concept, whereby a specific input and output of a course will be identified, the process by which the input (student in certain socioeconomical, educational, situation) is converted into the output (student with particular competence and skill-set), will be analysed, and then improvements applied in terms of Web 2.0 Collaborative Learning Techniques, is innovative in terms of the degree of specificity of the pilots, allowing for an accurate evidence base of policy solutions to be created - Innovative Solutions - Not least amongst the project's innovations, the actual improvements applied to the processes, will be custom-adapted/developed Web 2.0 Collaborative Learning Techniques, which, if proven successful, will be transferable to other scenarios - Scale of Innovation - the innovations of the project will not be limited to the project, but due to the efforts put into identifying, explaining and recommendations for implementing transferability of the innovation, will be easily and effectively applicable in a range of different Higher Education learning scenarios throughout Europe. Challenges ahead (maximum 300 words) Piloting: The second year of the project will start with the piloting of the learning scenarios developed during the first year; it will take place in several universities across Europe. Dissemination/Valorisation/Exploitation Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 58 2010 Erasmus Project sheets 59 2010 Erasmus Project sheets 510866-LLP-1-2010-1-NL-ERASMUS-EMHE European Training of QA Experts Project acronym and title Beneficiary organisation Coordinating organisation European Training of QA Experts (E-TRAIN) Nederlands-Vlaamse Accreditatieorganisatie (NVAO) Nederlands-Vlaamse Accreditatieorganisatie (NVAO) Coordinator name and contact details Mark Frederiks Telephone number: +31 70 312 23 52 e-mail: m.frederiks@nvao.net Partners Project website Nederlands-Vlaamse Accreditatieorganisatie (NVAO, Netherlands and Flanders), Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA, Spain), Österreichischer Akkreditierungsrat (ÖAR, Austria), Zentrale Evaluations- und Akkreditierungsagentur Hannover (ZEvA, Germany) Polska Komisja Akredytacyjna (PKA, Poland) http://www.ecaconsortium.net/main/projects/e-train Project objectives (maximum 300 words) The project European Training of Quality Assurance Experts (E-TRAIN) intends to strengthen the European dimension in quality assurance by making it possible for QA agencies to identify trained and experienced experts from other European countries. The overall aim of E-TRAIN is to facilitate the sharing of trained, knowledgeable, and internationally experienced experts who will be better equipped to participate in quality assurance procedures to the benefit of the higher education institutions under review. There are two main objectives developed to support this overall aim: The first objective of the project is to develop a European training programme for experts in quality assurance procedures. This programme will provide training for staff members of quality assurance agencies and for training of experts (peers) who will be part of assessment panels. The second objective of the project is to develop a programme to share experts among quality assurance agencies in Europe. This programme will develop a template portfolio for panel members and a database providing easy access to quality assurance agencies to these portfolios. State of play of main deliverables/outputs of the project (maximum 300 words) In order to develop a methodology for the training of European experts a survey has been conducted among 26 QA agencies and 2 stakeholder organisations representing ECA member agencies, some selected quality assurance agencies from outside of Europe and stakeholder organizations within European higher education. The main objective was to create an inventory of national training of experts’ programmes and to identify good practices among these. The survey results were analyzed and published as Guide to Good Practices for Training of Experts. (available here: http://www.ecaconsortium.net/main/news/detail/new-publication:-goodpractices-for-the-training-of-experts/30) The results of the survey and the feedback from the Focus Group (a group of 6 experienced European experts) and the Stakeholder Group (more than 10 European agencies) served as a base for the analytical report indicating main themes and objectives for the training of international experts. The report indicated ways forward for devising a European training programme for experts, contributed to the outline of the training, identified possible target groups and gave suggestions regarding the content. The report published as Guidelines for Training of Experts is available here: http://www.ecaconsortium.net/main/news/detail/new-publication:-guidelines-for-the-training-of60 2010 Erasmus Project sheets experts/31 Furthermore, the programme for the first pilot training session has been developed and the training session for the international experts has been conducted. Also the first training workshop for the quality assurance agencies staff has been held. The participants of both events have given their feedback which will be the basis for improvement of the second pilot training sessions.A Knowledge Base with relevant materials (on QA systems etc.) for the European experts is in development. The Knowledge Base will contain course materials that can be used for the trainings. The second main objective of the E-TRAIN project is to develop a database to share experts among quality assurance agencies in Europe. The main actions in order to accomplish this objective will be undertaken in the second year of the project. At this stage the template of the expert portfolio was developed. Innovative aspects in education and training and good practices (maximum 300 words) The E-TRAIN project’s most significant innovative aspects are the international dimension of the experts training and the sharing of experts so that they can participate in different European QA systems. Experts from different Euroepan countries will be trained in order to take part in international quality assessment procedures. The achievement of this aim requires inventing a new approach to the experts training. The first pillar of the training is the European context of the quality assessment, including an overview of the national practices and international policies in this subject. The second dimension of the training is the intercultural context of the international quality assessment. Raising the intercultural awareness will be the second main aim of the training. Within the E-TRAIN project the Knowledge base containing training materials and information concerning quality, quality assurance and QA procedures is being developed. The QA Knowledge Base will additionally enable the sharing of experiences among staff of QAAs that provide training to experts. The knowledge base is designed as “one stop shop” for experts (i.e. panel members and staff of QAAs) looking for (training) course material and additional handson, practical information about quality assurance procedures and methodologies. Another innovative aspect of the project is establishing a European database of experts. The main aim of the database is to support European accreditation agencies in introducing international experts in their national procedures. The database will contain international experts’ portfolios providing the QA agencies with necessary information concerning the expert’s profile and experience. Challenges ahead (maximum 300 words) The main challenge is the development and conduction of the second pilot training sessions. The feedback from the first pilot training sessions will be used for that purpose. The experiences with the training sessions and the reports published in the first year of the ETRAIN project will allow to develop the handbooks that will provide all the contents, references and instructions to organize training events for experts and QA staff. The design of the Knowledge Base is entering the final stage and it will be implemented before the second training session for experts in 2012. The E-TRAIN experts’ database will be finalized by the end of the E-TRAIN project. It will give access to the experts portfolios included in the experts database. The manuals containing information, including examples, on how to establish automatic communication between a database of a QA agency and the portfolio database will then be developed too. The results and methodology of the project will be presented during the dissemination conference scheduled for June 2012. 61 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 62 2010 Erasmus Project sheets 509961-LLP-1-2010-1-UK-ERASMUS-EMHE Harmonization & Standardization of European Dental Schools' Programs of Continuing Professional Development for Graduate Dentists Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website DentCPD - Harmonization & Standardization of European Dental Schools' Programs of Continuing Professional Development for Graduate Dentists Cardiff University, Wales, UK School of Postgraduate Medical & Dental Education Professor Jonathan Cowpe – j.cowpe@btinternet.com National and Kapodistrian University of Athens, Greece; University of Helsinki, Finland; Academic Centre for Dentistry, Amsterdam, Netherlands; Association for Dental Education in Europe, Dublin, Eire; Rīga Stradiņš University, Latvia http://www.dentcpd.org Project objectives (maximum 300 words) Continuing Professional Development (CPD) is essential to the maintenance of dentists’ knowledge and skills, underpinning safe clinical practice. However, there is no harmonisation on the ‘essential’ content or regulation of CPD for graduate dentists in the EU. CPD is provided by a variety of enterprises, including dental schools in higher education institutions (HEIs), as well as public sector organisations and industry. Not all are subject to quality management. As the principal providers of undergraduate training, European dental schools in HEIs need to enhance their role in the strategic management of CPD across the continuum to ensure ‘fitness to practice’. This project aims to identify agreed essential CPD requirements of an EU graduate dentist and provide guidelines for the management and delivery of high quality CPD by European dental schools in HEIs. The specific objectives are to: 1. produce an inventory of existing CPD programs and providers, agreeing essential components and identifying areas of best practice; 2. develop guidelines for dental schools on organization and quality management of CPD programs, including methodology, innovative delivery modes and desired learning outcomes; 3. provide guidelines for dental schools to deliver competence-based CPD, employing modern technological advances in pedagogy and develop an exemplar teaching module on a core CPD topic. Outputs 2 & 3 will be informed by Output 1, drafted by the Task group, locally tested and further developed/amended through workshops. State of play of main deliverables/outputs of the project (maximum 300 words) Overview Work-package 1 – Management – ongoing for duration of project Work-package 2 - Quality Plan – ongoing for duration of project Work-package 3 – Development – CPD Survey & Inventory – completed Work-package 4 – Development – Continuing Education Guidelines – ongoing Work-package 5 – Development Teaching Module for Core Dental CPD subject – ongoing Work-packages 6 & 7 – Dissemination & Exploitation – ongoing for duration of project Progress Reports submitted – end of year 1 - 31.10.2011 Deliverables completed Deliverable Title Delivery Date Completed 1.1 Creation of Task Group 01/11/2010 63 2010 Erasmus Project sheets 1.2 2.1 2.2 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 Project Workplan and Financial Handbook Identification of Evaluator Indicators to Assess Progress & Quality Task Group meeting Questionnaire and Literature/Internet Search Agreement on Core Components of CPD Inventory of CPD for Graduate Dentists in EU Draft Guidelines for CPD Managers and Educators Task Group meeting Presentation to European Meeting/Conference Guidelines for CPD Managers and Educators 01/04/2011 01/11/2010 01/12/2010 06/01/2011 20/02/2011 30/09/2011 31/10/2011 25/08/2011 25/08/2011 25/08/2011 01/12/2011 on-going Innovative aspects in education and training and good practices (maximum 300 words) This is the first project of its kind in Dentistry, building on the 2009 EU theme of ‘Creativity and Innovation’. There have been several CPD studies analysing doctors’ performance and health care outcomes, but few previous attempts to investigate CPD provision for dentists in different countries. Focused on continuing education and the strategic role of Dental Schools, this project builds on the success of the DentEd program which produced three key strategic documents for undergraduate education. This project represents a natural progression into CPD and seeks to harmonize the continuing education of qualified dentists thus strengthening a seamless transition from undergraduate training into a period of lifelong learning. This should be the aspiration of all graduate dental professionals. It will draw on views and experiences of stakeholders involved in the delivery of dental education and promote communication between teaching institutions, regulatory bodies, specialist societies and other stakeholders. This wealth of expertise should seek to achieve the convergence of views on the delivery of structured, fit for purpose CPD across the EU. The partnership with ADEE is central to the exploitation of the project’s outcomes. This project places the European Quality Framework, the National Quality Framework and thus the Framework for Qualifications of the Higher Education Area high on the agenda by improving understanding of educational levels of CPD activity. Standardization and harmonisation of CPD can facilitate enterprises in different countries recognizing each other’s CPD activities, promoting opportunities for EU graduate dentists to live and work anywhere in the EU, providing a high quality clinical service for patients. The work of the project includes the development of an exemplar teaching module for a core CPD topic. This exemplar will be designed to make best use of technology to support learning and demonstrate good practice in the principles of adult learning. Challenges ahead (maximum 300 words) The project has progressed well in its first year. Challenges ahead include: Maintaining the Website Getting dental schools and other providers engaged in Work packages 4 (guidelines) and 5 (exemplar module). This includes encouraging their use of the output and their feedback to the project team. Managing the budget (making best use of staff resources and the project moves into its second and final year). The European financial situation is distinctly different now to the time we submitted the application and remains uncertain. Continuing to raise awareness of the project outputs, dissemination and exploitation – promoting publications resulting from the work undertaken. We are fortunate to be able to continue to utilise the ADEE global networks. 64 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 65 2010 Erasmus Project sheets 510321-LLP-1-2010-1-UK-ERASMUS-EMHE Impact of Policies for Plagiarism in Higher Education across Europe Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website IPPHEAE – Impact of Policies for Plagiarism in Higher Education Across Europe Coventry University Coventry University Irene Glendinning - ireneg@coventry.ac.uk Technical University of Lodz, Poland Mendel University in Brno, Czech Republic University of Nicosia, Cyprus Aleksandras Stulginskis University, Lithuania http://IPPHEAE.eu Project objectives (maximum 300 words) Aims To discourage student plagiarism by developing knowledge and skills in all participants Promote understanding of the difference between plagiarism and other forms of cheating Foster better understanding of the need for measures to prevent plagiarism in EU HEI learning communities Explore and compare current expectations of teachers and students for standards in academic writing Compare how HEI policy and procedures for handling plagiarism are established and how they are operating in HEIs across the EU Improve ways for detecting and preventing plagiarism by providing national language repositories Encourage use of readily available resources for prevention of plagiarism To involve as many participants as possible in the research and dissemination activities Objectives - Across European HEIs Greater understanding of author’s rights, plagiarism prevention policies and academic writing practices Explore, develop information resources, tools and methods for plagiarism detection and penalties Document cases of good practice in plagiarism prevention Evaluate effectiveness and impact of policies for prevention of plagiarism Recommendations for improving plagiarism prevention policies and tools State of play of main deliverables/outputs of the project (maximum 300 words) Progress, Achievements – completed: Quality, risk management and project plans; Review literature and resources; Surveys designed and agreed: Students, teachers, management, national ; Guidance notes for survey participants; Ethical approval for surveys granted; Pilot runs of surveys completed, analysed, evaluated; Translations completed: French, German, Bulgarian, Italian, Greek, Polish, Lithuanian, Czech, Romanian, Portuguese, Spanish; Participants identified, contacted, some permissions granted; Project web site, collaborative workspace, repository ; On-line survey platform - almost ready (this is needed urgently) ; Search tools for Lithuanian Academic e-library comparison for plagiarism prevention; Project meetings: Face-to-face, video-conference; Project seminar by video-conference: Jude Carroll 16th May 2011; 66 2010 Erasmus Project sheets Workshops operated for staff and students, UK, Hong Kong; “Good Academic Practice Quiz” – designed, delivered and implemented university wide – Coventry University; Data being collected for analysis and evaluation – WP04; Purchased license Turnitin – implementation at University of Nicosia; Identification research foci and analyses for survey data collected; 2 PhD students making good progress; Successful completion of 1 bachelor thesis and student graduation (Mendelu); Further student projects in progress at master’s level (University of Nicosia, MendelU) Conferences attendance for dissemination of project objectives (UK, Poland, Cyprus); Symposium planning September 2012, Cyprus; Conference planning Summer 2013, Czech; Negotiations with TurnitinUK about sponsorship and further involvement in the project Negotiations with other parties about sponsorship and support; Redesign and implementation of university-wide procedures for plagiarism detection and prevention – Coventry University; Design of staff guidance notes – Coventry University; Staff development briefings and workshops for implementation of new procedures – Coventry University; New mobility agreements between consortium institutions; Innovative aspects in education and training and good practices (maximum 300 words) Adaptation and reuse of existing resources for deterring and detecting plagiarism, particularly: Good Academic Practice Quiz based largely on Open University Open Learn resources, will be refocused for general reuse before release. Workshops for staff and students developed locally, redesigned for general deployment Development of front-end tools for Lithuanian academic e-library to enable plagiarism detection by comparison of academic papers – made adaptable for deployment elsewhere; Development of innovative software for comparing graphical objects embedded in academic papers; General purpose survey questionnaires developed, piloted and refined, based on best practice elsewhere; available for future research. Challenges ahead (maximum 300 words) Communication with and between partners; Ensuring partners deliver according to the agreed deadlines; Ensuring all project outputs are of appropriate quality; Completion and release of the survey platform; Uploading all surveys and translations to the survey platform; Testing reliability and robustness of the survey platform; Completing the Europe-wide surveys by October 2012; Getting sufficient participants in each institution and European country to capture a representative and meaningful data set; Handling the roll-out of the survey and data collection is a major task; Ensuring every project team member has the opportunity to pursue some research of personal interest during the project; Organising dissemination events for the project; The delay in WP2 means that WP2 and WP4 will run in parallel rather than in series as originally intended, this makes it more difficult to identify interesting case studies for WP4; A six month extension to the project will be requested shortly. 67 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 68 2010 Erasmus Project sheets Virtual Campuses 510718-LLP-1-2010-1-ES-ERASMUS-EVC Testing an Open Education Resource Framework for Europe Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website OERtest: Testing an Open Education Resource Framework for Europe University of Granada University of Granada Rosana Montes (rosana@ugr.es ) Virtual Learning Center (http://cevug.ugr.es) C/ Real de Cartuja, 36-38. 18071 Granada (Spain) Scienter, Open University of Catalonia, University of Edinburgh, University of Bologna, United Nations University, EFQUEL, University Duisburg-Essen http://www.oer-europe.net Project objectives (maximum 300 words) The primary objective of the project is to test the feasibility of using open educational resources as a mode of training provision. More specifically OERtest aims to: Propose a set of guidelines for the offering of OER and associated assessment services by institutions, including: o Assessment guidelines (how to assess work done exclusively through Open Educational Practice) o Quality standards o Verification of workload o Award criteria, and associated mapping to ECTS equivalencies Examine the feasibility of enacting such a framework, through a programme of pilots made within the partnership Examine the potential of such a framework to meet the current challenges of HEIs, namely the massification of education, recognising the HEIs role within a wider society and the necessity of providing continuing education, refocusing educational provision increasingly towards technology, and ensuring equity in access, progress as well as completion. State of play of main deliverables/outputs of the project (maximum 300 words) In the first year of the project the partnership has established and developed a methodology of work, a collaborative space for communication, a shared vision of the project strengths, weaknesses, opportunities and threats, the logo and project website, plus some other dissemination activities. In order to develop a framework of learning based on study using OERs, that is shared among several universities, OERtest stimulated the exchange between Higher Education experts in quality assurance, recognition of prior learning, credit transfers and institutional issues through the conduction of two Expert Meetings, and some prior local expert meetings. These activities resulted in four briefing papers on: 1. Assessment methods 2. Requirements and standards of resources 3. Credentialization, certification and recognition (institutional) 4. Inter-institutional collaboration Secondly, these briefing papers were the basis to develop a draft Regulatory Framework for OER Assessment, i.e. a set of rules and guidelines that might enable the universities to certify learning outcomes acquired through the use of OERs. Currently we are move to the creation and testing of a framework for provision of OER within 69 2010 Erasmus Project sheets Europe that is related to other on-going deliverables which are the: creation of a single portal for accessing Euro-originated OER content (clearing house). development of quality standards, assessment guidelines, financial models, curricular provisions and any other administrative requirements necessary to allow for HEIs within the EU to assess learning received exclusively through OER assessment of the feasibility for EU HEIs to offer assessment services for OER establishment of a European network to promote and follow the development of OER and Open Educational Practices within the EHEA. The consortium is look into the possibility of creating a Special Interest Group as a starting point for network collaboration. Innovative aspects in education and training and good practices (maximum 300 words) Providing open and free knowledge to the masses constitute the seed of the OER test project. However, the realities of the knowledge economy require not only the provision of knowledge, but also of training on how to utilise the knowledge and how to assess such skills and knowledge against pre-determined learning outcomes. Neither of these has been a strength of the OER movement, and the lack of them has limited the benefit of OER as a ‘serious’ educational tool. Challenges ahead (maximum 300 words) The main challenge of the project now is to define a complete and flexible set of quality standards, assessment guidelines and financial models. We should pay attention to this difficult task, as it is the core of the second and last year of the project. Due to time constraints we are not able to test the framework twice, meaning that the resulting experience might give enough information to feed further deliverables. This is the case of a set of policy recommendations and the OER Euro Network. Good indicators of the success of the project would be: reach the desired number of subscribers to the newsletter increase the access to the website through updated content and the OERtest Advocacy Pack disseminate properly the outputs of the project in academic papers, national and European conferences reach policy makers and raise awareness about the potential of Open Educational Resources for higher education teaching and learning reach the number of envisaged new network partners by the end of the eligibility period Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 70 2010 Erasmus Project sheets 510212-LLP-1-2010-1-GR-ERASMUS-EVC ICT-enabled Education for Sustainable Development Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website ICTeESD ICT-enabled Education for Sustainable Development University of Crete University of Crete Vassilios Makrakis, University of Crete, Dept. of Education 74100 Rethymnon, Crete, Greece Cel Tel + 30 6936863051 Daugavpils University, Latvia Dublin City University, Ireland Frederick University, Cyprus University of Graz, Austria Open University of Cyprus Uppsala University, Sweden icteesd.edc.uoc.gr Project objectives (maximum 300 words) The overriding goal of the project is to develop a joint Master degree on ICT in Education for Sustainable Development (ESD) deployed virtually to respond to the increased needs of practitioners who want to play a key role in moving forward the issue of ESD in their working environments. The specific objectives are to: 1. Develop a joint Master on ESD supported by ICTs consisting of interdisciplinary modules amounting to 120 ECTS. A Diploma Supplement will also be issued with the joint degree. 2. Develop course modules addressing the environmental, social, cultural and economic pillars of sustainable development supported by social software tools and infused by open source learning objects. 3. Develop a virtual learning platform for uploading course content, enrolment and maintenance of student records, academic profiles, scheduling of units, course monitoring, liaison etc. combining two open source platforms (Moodle & Mahara). 4. Develop a blended training toolkit addressed to university staff who, want to infuse ESD into their teaching and courses and/or apply virtual tutoring modalities. 5. Implement the training toolkit with 25 university staff from partner institutions to support the running of the joint Master. State of play of main deliverables/outputs of the project (maximum 300 words) An internal and external Quality Assurance Group is set up by all partners. Each partner appointed one representative for the internal group and outside experts are appointed for the external group by the Project Management Board. 70 prospective Master students were selected to take part in the diagnostic, formative and summative analysis and the VLMS (Virtual Learning Management System) validation and the Master course curriculum. The Virtual Learning Environment developed consists of the Virtual Learning Management System which is already in place, the digitised curriculum of the Master programme, that consists of 12 courses (the 12 course syllabi have been already developed and the modules in each course are being developed). We have already worked on a model for formative evaluation. This model is part of a scientific paper which will be presented in an international e-learning conference. Other papers derived from deliverables such as curriculum development and online pedagogy have been presented and are also being prepared for dissemination. The feedback we get through these events is instrumental to finalise the methodology for the assessment of both the course content and the 71 2010 Erasmus Project sheets course delivery system. The project is being disseminated through the Global Regional Centres of Expertises on ESD, the Mediterranean Information Office and UNESCO. We will continue updating our links with these channels. In terms of exploitation, we are being updated drafts of three important documents: 1) Consortium Agreement, 2) Consortium Curriculum Agreement and 3) Business Plan. These three documents provide also the basis for the accreditation and recognition process that will start November 2011 in each partner Institution. This process is critical as it will lead to the implementation of the Master programme. Innovative aspects in education and training and good practices (maximum 300 words) The ICTeESD project develops a joint Master degree on ICT in ESD equivalent to 120 ECTS to respond to the increased needs of practitioners who want to play a key role in moving forward the issue of ESD in their working environments. A pedagogical framework has been developed integrating four learning strategies: 1) learner-centred instructional design; 2) transformative use of ICTs; 3) problem-based learning; and 4) online student-tutor-peers interactions. Based on the pedagogical framework, the programme of study (curriculum) is developed focusing on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development. The joint Master degree will be deployed virtually and enabled through synchronous (videoconferencing, live streaming, collaborative workspaces, and computer mediated conferencing) and asynchronous modes of communication. Joint supervision will be practiced and offered virtually, using the affordances of the VLE. Challenges ahead (maximum 300 words) Among the challenges ahead is the development of e-tutors Toolkit which is part of the Virtual Learning Environment. We have understood that it is a very important step and provisions should be much earlier before the training starts. Some of them will be elicited from the working groups participating in various WPs; others will be elicited from our own universities. The target group is to have about 25 people to be trained as e-tutors, using the e-tutors Toolkit. The trainees will be familiarised both for the content/courses and the delivery means and its tools integrated into it. This group will also be used as evaluators of the whole Virtual Learning Environment. In the long-term, the e-training toolkit for e-tutors will contribute in training and supporting e-tutors. Another challenge concerns the recognition and accreditation process for the joint Master degree. Since November 2011 we have been working on the Consortium Agreement, the Consortium Curriculum Agreement and the Consortium Business Plan to facilitate the process. According to our business plan we plan to take up to 120 students for the Master course. The challenge ahead also refers to the strategies for reaching prospective students. We have already started using the most effective channels and networks we are affiliated, which have thousands of members. Publications and participation in conferences and other local, national and international events is also a challenge for us. The sustainability of the programme will be maintained through the fees of students and according to our initial prospects it seems that there will be great demand. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance 72 2010 Erasmus Project sheets Quality assurance 73 2010 Erasmus Project sheets 510771-LLP-1-2010-1-NL-ERASMUS-EVC Networked Curricula - Fostering trans-national partnerships in open and distance education and blended learning Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details NetCu: Fostering transnational partnerships in open and distance education and blended learning EADTU EADTU George Ubachs Managing Director EADTU PO Box 2960 NL - 6401 DL Heerlen T: +31 (0)45 576 2214 E: george.ubachs@eadtu.eu I: www.eadtu.eu Partners ◦EADTU ◦UNED ◦Open Universiteit Nederland (NL) ◦Uninettuno (IT) ◦Tallinn University (EE) ◦FernUni in Hagen (DE) ◦KU-Leuven ◦Anadolu University (TR) ◦Open University Cyprus (CU) ◦Universidade Aberta (PT) ◦VUB (BE) ◦KTU (LT) ◦Hungarian e-University Network (HU) ◦ CADUV (CZ) ◦Formation universitaire à distance (CH) ◦Moscow State University of Economics (MESI) Project website www.eadtu.eu/netcu Project objectives (maximum 300 words) The overall project objective is to stimulate and facilitate the set-up of new networked curricula and improve existing ones. The general aim of the NetCU project is to develop models, guidelines and strategies for transnational networked curricula, based on European representative examples. Networked curricula supply a broader range of content and learning activities, that deliver state-of-the-art knowledge. Most examples show an important role of innovative ICT to support the international setting of the curriculum. The project intends to validate on existing representative examples of networked curricula by developing a Guide on organizing networked curricula, a bibliography, a Lexicon and a Toolbox on ICT support. State of play of main deliverables/outputs of the project (maximum 300 words) In November 2010, the NetCu project kicked-off with a first meeting in Vilnius. The consortium of in total 14 partners represents some 20 good practices of networked curricula. The core group of WP-leaders started immediately after the kick-off with a structured approach of data collection to grasp the essential common and distinguishing elements of the various models of networked education within and outside our consortium. For this purpose a questionnaire was developed and 74 2010 Erasmus Project sheets distributed on 8 main topics: 1. Basic info of the Networked Curriculum 2. Management 3. Teaching and learning 4. Didactic tools 5. Technical aspects 6. Mobility 7. Quality assurance 8. Key aspects in networked curricula design The examples used showed great diversity on all topics, including very sophisticated models. On all 8 issues differences and common success factors can be reported. These are currently further analyzed and to be reported on. In all, a very representative data collection for the whole of Europe In practice the commitment and involvement of students and/or institutions can be different. At this point we can distinguish three models under which we can categorize examples: -Individual exchange mobility -Networked mobility -Structured or embedded mobility In our 2nd Consortium meeting in Lisbon (June 2011), all collected data were processed and analysed for further discussion. We now continue collaboration after our physical meeting in an environment under Google-docs for: the Guide, the bibliography, the Lexicon and the standardized tables on questionnaires. Still before the end of the first year of the project, the outcomes were captured in a first draft of the Guide. Innovative aspects in education and training and good practices (maximum 300 words) While joint programmes and international collaboration in higher education have been on the agenda for several years, networked curricula in open and distance education and blended learning have not been separately and in-depth researched so far. Thus NetCU is a major step forward towards a complete and comprehensive coverage of transnational partnerships in European higher education. The ODE and blended learning dimension in transnational cooperation is further strengthening the link between internationalization of higher education and lifelong learning. The existing networked curricula in ODE and blended learning are merely disconnected bottomup approaches making them difficult to transfer to new partnerships. By abstracting overarching models of networked curricula from the current practices and developing guidelines for implementation the NetCU project is facilitating the establishment of new networked curricula in ODE and blended learning. This is not only innovative in itself but also leading to more innovation in the field. By collecting, transferring and testing innovative ICT and educational instruments the project is adding and further developing the crucial technological dimension for the field. Innovative ICT strategies are an important factor in ODE and blended learning in general and for the design of networked curricula in particular because distance is getting more complex, mobility and communication is happening in a virtual space, defined and designed by technology. Thus the project is pushing the new technologies to foster international cooperation and virtual mobility. Challenges ahead (maximum 300 words) The biggest challenge is to come from mostly spontaneously developed networked curricula to a structured and guided approach. All explicit and implicit considerations and decisions from these mostly bottom-up examples will now be processed in a handbook of organising networked curricula in more generic European models. Foreseen activities in the second year are 2 external stakeholder meetings and a series of 12 internal local seminars. This to test the handbook in practice and receive feedback for further fine-tuning and improvement. Next to continued dissemination on the NetCu project from the 75 2010 Erasmus Project sheets starting date of the project, emphasis will be given to the launch of the final outcomes at the EADTU annual conference 2012 under the EU-Presidency of Cyprus, 27-28 September 2012. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 76 2010 Erasmus Project sheets 509941-LLP-1-2010-1-RO-ERASMUS-EVC European Virtual Academy Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website EVA - European Virtual Academy Babeș Bolyai University Cluj Babeș Bolyai University Cluj Conf univ. dr. Doru Aurel Pop +40 0744 370346 popdoru@gmail.com Milano-Bicocca University - UNIMIB; Pirkanmaa University of Applied Sciences - TAMK; Sapientia University Cluj - SHUT; Hochschule Mittweida - University of Applied Sciences, Mittweida, HSMV. www.evaonlinecourses.eu Project objectives (maximum 300 words) EUROPEAN VIRTUAL ACADEMY project aims to provide a comfortable space for learning and teaching the universities of the XXIst century. It will initiate and develop a transnational educational platform, following the general tendency for digitization of the cultural discourses, and by this the project is meant primarily to start a series of virtual online courses, developed by professors from arts and humanities sciences, linked with visual culture education. This would involve professionals who already have artistic background (studies in imaginary, studies in the philosophy of visual culture, studies on film and television and so on), and their knowledge and skills are going to be placed in the context of learning in an augmented reality setting. State of play of main deliverables/outputs of the project (maximum 300 words) The development of the online platform and the first courses developed are build and the pilot testing of the platform is underway. Some of the difficulties were addressed early on (like communication in the platform, among partners, attribution of tasks), while some are still to be addressed (like procedures and partner involvement, levels of complexity, different online platforms integration). Five of the scheduled courses and the tutorials are available on the educational platform, while five others are under development, at a very good level. These courses will be available by the Spring semester 2012. All the courses that have been developed are running in the platform available online here: http://evaonlinecourses.eu Innovative aspects in education and training and good practices (maximum 300 words) Providing specific access to content by means of internet and integrating mobile devices and particular tools for evaluation. The virtual campus, still under development, it aims to provide a high level of interactivity. Challenges ahead (maximum 300 words) Some of the key difficulties stem from communication issues, integrating the platforms and softwares, practices among partners. Some were addressed (like procedures and partner involvement, levels of complexity), others are still underway (like different online platforms integration). 77 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 78 2010 Erasmus Project sheets Cooperation between Higher Education and Enterprises 510416-LLP-1-2010-1-AT-ERASMUS-ECUE Sustainable Know-How in Intercultural Learning in Student Placements and the Knowledge Transfer to Enterprises Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website SKILL2E - Sustainable Know-How in Intercultural Learning in Student Placements and the Knowledge Transfer to Enterprises 510416-LLP-1-2010-1-AT-ERASMUS-ECUE Fachhochschule Salzburg GmbH (Salzburg University of Applied Sciences) Fachhochschule Salzburg GmbH (Salzburg University of Applied Sciences) Prof. (FH), Mag. Dr. Gabriele Abermann Fachhochschule Salzburg GmbH Urstein Süd 1, 5412 Puch/salzbrug +43-50-2211-1304 gabriele.abermann@fh-salzburg.ac.at University of Alicante, Spain ARCADA, Finnland Mugla Univeristy, Turkey Southampton SOLENT University, UK Technical University of Timisoara, Romania Chamber of Commerce Salzburg MOSDER, Turkey ETA2U, Romania UNIVERSUM, Finland 3rd country Partners: IDI, LLC , USA Zicklin School of Business, City University of New York, USA www.skill2e.net.ms Project objectives (maximum 300 words) The Skill2E Project supports the sustainable intercultural competence acquisition of students during a transnational placement. This is achieved through a comprehensive framework that includes intervention measures both at the universities and the enterprises. The projects objectives and target beneficiaries are therefore threefold: equipping graduates not only with domain-specific but with those generic skills needed to cope with the challenges of a diverse workforce and globalized work environment. Graduates will thus have a competitive edge as they will be able through the guided reflection and critical analysis of their experience to explain to future employers what exactly this competence means strengthening the dialogue and knowledge transfer between the worlds of work and education. Enterprises can trial the cultural mentor concept with placement students as a model for addressing an increasingly diverse workforce. Enterprises are supported by the expertise of the consortium partners ranging, for example, from mentor training to the evaluation of the mentoring process. The feasibility of the theory-informed SKILL2E approach is put to the test in the business context and can thus be realigned and improved through this feedback accordingly involving all relevant stakeholders in the project activities. This should secure the integration of the project results at the institutional and policy-making levels Students are supported by the SKILL2E intervention measures in transforming their experiences into sustainable intercultural competence acquisition or gain. Higher educational institutions represented by placement supervisors and officers, curriculum designers and institutional policymakers can implement the SKILL2E model to enhance the learning experience and 79 2010 Erasmus Project sheets competence gain of their graduates. Enterprises can avoid or substantially reduce culturally induced frictions and misunderstandings in the integration of placement students when using the Skill2E concept. Enterprises can also trial the SKILL2E cultural mentor concept and thus test the feasibility of this model against their general organizational attitudes and policies towards diversity management. State of play of main deliverables/outputs of the project (maximum 300 words) The conceptualization phase was characterized by desktop research, employer interviews in all involved countries, intensive discussions and feedback loops with the university experts, enterprises and a first small group of students. It resulted in draft concepts of the major deliverables: 1) the usage scenario of an assessment instrument for intercultural competence 2) the pre-departure training of the placement students 3) the online reflection scenario to heighten awareness and critical thinking 4) the cultural mentoring and 5) the overall SKILL2E evaluation model. These results have been presented both to the academic community through conference presentations as well as to enterprises through a symposium, a first enterprise workshop and individual consultations. The conference contributions are available via the SKILL2E website. In a protected area, enterprises can post placement offers where it is guaranteed that the full Skill2E concept including mentoring is piloted. The implementation phase has started now with the first training for students and enterprises already being delivered. In every consortium country, at least one enterprise will prototypically implement the concept. These experiences will feed into the enterprise handbook in the form of best practice examples. A combination of quantitative and qualitative measures based on the Qsort approach is used to evaluate the results. Innovative aspects in education and training and good practices (maximum 300 words) Addressing the intercultural competence acquisition and gain as a major benefit of a transnational over a national placement has so far been remarkably neglected by higher educational institutions in their too narrow focus on domain-specific skills. This additional learning, however, does not happen automatically but as indicated in the study Mapping Mobility in European Higher Education needs an adequate “framework of support [...] to ensure a smooth and meaningful mobility experience” . The SKILL2E project provides a comprehensive framework with targeted intervention measures to secure a sustainable learning mobility that can be translated into concrete skills appreciated by the labour market. This has not been endeavoured in this comprehensive way before to our knowledge The project also contributes to the university-enterprise dialogue as testified among others in the Business Forum and the Knowledge Alliance Initiatives and the importance that according to the latest Eurobarometer survey is attributed by employers to “soft skills”. Over 90% said that the ability to work in teams and to adapt to new situations as well as communication skills are of high relevance. These skills can be enhanced and trained in the context of transnational placements and are all aspects of intercultural competence as well. Again, our approach is an integrated one that has not been trialled before to this extent and provides the possibility for accountability through the usage of an intercultural development instrument. The SKILL2E cultural mentoring concept also provides a model for the better integration of workers with a migratory background or other diversity attributes such as generation or gender and thus addresses social inclusion as part of the Innovation Union initiative of inclusive growth. Challenges ahead (maximum 300 words) We have been faced with 3 major challenges, which will also be relevant for the second part of the project The challenge of experiencing and dealing with multicultural approaches in the consortium. 80 2010 Erasmus Project sheets Even if we are all experienced in dealing with colleagues from other countries, sometimes seemingly very trivial incidents have complicated project communication and progress. The challenge of using the appropriate language and media for partners and the intended target groups Finding the right mode of discourse and channel, for example, with enterprises was and still is an important learning experience. Enterprises do not want to be bothered with theory but want to see what’s in for them. Devising a win-win strategy and present this convincingly to enterprises, is not always easy for academics, who are more familiar with scientific discourse. This is even further complicated across national boundaries. Business discourse has some universal principles but also different forms of expressions in different cultural contexts. This needs to be taken into account when dealing with business partners across cultures. The challenge of integrating associated partners When discussing our project approach with enterprises, we encountered a lot of interest. When we approached them again for the pilot implementation, the commitment was low for various reasons. One might be that enterprises do not yet see intercultural competence as high priority. Diversity also seems to be an issue on the enterprises radar screen but is only slowly becoming an issue where enterprises see a need for action. It is also not yet seen as an aspect that needs to be addressed at any level of the enterprise, not only in those departments dealing with international clients including expats, where usually some training is already provided. We believe that the enterprise workshop brochure and the enterprise handbook will be useful instruments in convincing enterprises of the significance and relevance of the SKILL2E approach. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 81 2010 Erasmus Project sheets 509962-LLP-1-2010-1-CY-ERASMUS-ECUE Improving the Placements and Internships from Academia to Enterprises Project acronym and title INENTER: Improving the Placements and Internships from Academia to Enterprises Beneficiary organisation University of Cyprus Coordinating organisation University of Cyprus Coordinator name and contact details Dr Gregory Makrides, +357 22894288, +357 99641843, Makrides.g@ucy.ac.cy Partners Project website UNICA Tallinn University of Technology Vilnius University Université Libre de Bruxelles University of Warsaw University of Vienna University of Latvia European Association of Erasmus Coordinators Chamber de Commerce et d´industrie de Paris EUE-Net/MAC Team Universite de Lausanne University of Zagreb www.inenter.eu Project objectives (maximum 300 words) The concrete objective of the project is to improve processes that will support the better quality of placements for the students in Europe and try to develop indicators in measuring the quality of such placements. At the same time, the project aims to develop a platform to facilitate the research activity of postgraduate students that could involve enterprises. Thus, the improvement of cooperative relationships between academia and enterprises are a must for the implementation of the aforementioned activities. As a result, the project will try to promote and support such a cooperation. More thoroughly, the objectives of the project are: 1. A collection of useful information through a structured survey in the partner countries and beyond. 2. Analysis of data collected and use of it as a basis for developing the outcomes of the project. 3. The design of a training course for ERASMUS coordinators, career, placement officers and managers. 4. Organization of Round Table meetings for placements/internships for students, for postgraduate research, for staff training among academia, business, industry and related authorities. 5. Design a web-site for the project for dissemination, communication and exploitation purposes. 6. Plan a European Conference on placements. 7. Publicity and dissemination plan and informative promotional material to stimulate interest of academia, enterprises and students. The result of the achievement of all the above objectives will be the harmonization of the placement procedures and practices that will benefit the overall collaboration between enterprises and universities in the European Higher Education Area. 82 2010 Erasmus Project sheets State of play of main deliverables/outputs of the project (maximum 300 words) Three out of six meetings (agendas and minutes) have been carried out and the Logo and the Website of the project in eight languages (www.inenter.eu) have been developed. To carry out the project´s survey activities, the survey methodology and survey sampling (collection of contact details of IRO offices in Europe) had been completed first. A questionnaire was developed in two languages (EN and FR) and in two versions (short and long version questionnaire). The questionnaire was available in three formats: on-line version, word version and pdf version. The two last versions were collected and then entered into the on-line system by the partnership. Incentives were given for the target audience taking part in the survey based on the version answered. First round of survey implementation ended in July 2011 thus, survey analysis and first draft of report have been carried out. The survey was decided to remain open for replies of the short version of the questionnaire until the end of May 2012. Dissemination activities are constantly implemented such as production of leaflets and articles in local newspapers and European level magazines, participation in exhibitions e.g. ERACON Conference exhibition fair, presentations at Conferences e.g. INENTER Round table session at ERACON 2011 and Session 7.03 at EAIE Conference 2011. Dissemination from all partners is collected in a spread sheet. During the 3rd meeting of the partnership in Vienna, Round Table discussions took place. The results of the discussions will provide useful insights to build the Guide of Good Practices. Evaluation Reports are also produced so as to constantly acquire feedback on the quality and progress of the project. A preliminary structure and content of the Grundtvig training course has been set out. Promotion and planning activities for INENTER Conference planned for 17-19 April 2012 in Cluj-Napoca, Romania have already begun. Innovative aspects in education and training and good practices (maximum 300 words) First of all, by the very nature of the project´s subject matter it is obvious that it tries to create an entrepreneurial culture within universities in terms of promoting exchanges and bridging the gap between universities and enterprises. The ultimate result will be the better absorption of graduates to the labor market. Also, one of the most important objectives of the project is to create a “new” Guide of Good Practices for transnational placements that will set out the guidelines for measuring the quality of placements and the quality of procedures in the management of such placements. This Guide will be the result of the European Wide survey conducted in parallel in the eight partner EU countries and two partner non-EU countries and beyond, reaching replies from 32 countries. Input from Round Table discussions will be added to the results of the survey for further improvement and finalization of the Guide that will be translated in eight Languages EN, DE, FR, EL, PL, EE, LV, and LT. The Guide will be a useful tool for future quality placements. Within the projects activities is the design of an all inclusive, updated course for ERASMUS coordinators and staff of enterprises who will support placements and internships. The structure of the Grundtvig training course has already been developed. The INENTER Conference planned to take place on 17th -19th April 2012 aims to gather those stakeholders who are interested in placements and traineeships from the academic and enterprise world as well as students. This annual conference is expected to be institutionalized and form a place where exchange of ideas will take place to further promote and ameliorate the relationship of academia and enterprises for students benefit. Challenges ahead (maximum 300 words) At the moment, one of the challenges of the project is to try to attract people from the enterprise world to attend the INENTER Conference so as to present their point of view on quality and procedural issues relevant to placements/internships. Another challenge ahead is to heavily promote the survey so as to obtain more results. A target for another 100 replies was set. 83 2010 Erasmus Project sheets Finalization of the Guide of Good Practices and publication of proceedings of the INENTER Conference which is expected to be the “how to do” complement of the Guide of Good Practices are another two challenges faced. Finally, there is also the issue of the publication of the course to be offered after the project ends. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 84 2010 Erasmus Project sheets 510579-LLP-1-2010-1-ES-ERASMUS-ECUE An EU Postgraduate Training and Working Programme to achieve “Total Mobility” of postgraduate students across the EU Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website EU-GRAD: An EU Postgraduate Training and Work Programme to achieve “Total Mobility” of postgraduate students across the EU Fundación Universidad-Empresa Fundación Universidad-Empresa Oscar Cubillo Fundación Universidad-Empresa Serrano Jover, 5 - 28015 Madrid Tel. + 34 91 548 98 74 ocubillo@fue.es Instituto de Formación Integral – IFI (Spain) Fundación CIFF (Spain) Universidade Catòlica Portuguesa – Oporto (Portugal) Universitá degli Studi di Padova (Italy) Cap Ulysse (France) Fundacja Rozwoju Przedsiebiorczosci (Poland) http://www.eu-grad.eu/ Project objectives (maximum 300 words) Increasing employability and mobility of young graduates is a clear priority for the European Commission, as well as for European business, higher education institutions, and many other organizations which support and foster schemes with this objective in mind. However, there are many barriers that hinder full development of “total mobility” of EU postgraduate students wishing to undergo transnational training or work programmes. The EU-GRAD project aims to deliver an important contribution to the realisation of the European Commission’s priorities on the issues of employability and mobility by: identifying the existing barriers to “total mobility” of EU postgraduate students wishing to undergo transnational training or work programmes providing conclusions and making recommendations on how to overcome or alleviate these obstacles proposing a transferable and sustainable model for a transnational postgraduate training and internship programme based on strong university-business cooperation Project objectives are focused on: providing mechanisms which, based on strong cooperative links between academia and business, can contribute to increasing mobility of EU graduate students. State of play of main deliverables/outputs of the project (maximum 300 words) Launch Meeting 1st Partnership Meeting Management and Coordination Plan Financial Management Plan Monitoring and Evaluation Plan Information and Communication Plan Exploitation of Results Plan Website Dissemination Products Dissemination Events Guidelines for Wp1 85 2010 Erasmus Project sheets Design of Work Methodologies and Procedures for National Case Studies Elaboration of Questionnaires to Collect Info and Carry out The National Case Studies Background Information and Documents Setting Up of National Work Groups (University + Business) National Case Studies Conclusion Report on Barriers to Total Mobility of EU Graduate Students Wishing to Undergo Transnational Training and Work Programmes: Identification, Analysis, Recommendations on Possible Drivers for Mobility International Seminar: Learning & Training Mobility in Europe: Drivers for Total Mobility of University Graduates 2nd Partnership Meeting Progress Report: Confidential Part / Public Part Guidelines for Workpackage 2 Innovative aspects in education and training and good practices (maximum 300 words) The EU-GRAD transnational postgraduate training + internship programme will be designed based on results from consultation with universities and business and implementation will be based on strong university-business cooperation schemes in order to provide participating graduates with the professional skills and tools needed to increase their employability in today’s global market. The programme will combine online training with one-year in-company internships across the EU. Programme partners will work through an online network community. Challenges ahead (maximum 300 words) Identification and development of joint university-business mechanisms and procedures to facilitate mobility of graduate students across the EU, under the principle of “any student in any country in any company” Develop the framework and design the guidelines and content for a EU postgraduate learning + training mobility programme, based on close university-business cooperation, with a double objective: facilitate total mobility and increase graduate employability National Valorisation Seminars, which will lead to the setting up of the online universitybusiness network community which will ensure stakeholders participation and cooperation beyond project closure Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 86 2010 Erasmus Project sheets 510111-LLP-1-2010-1-FI-ERASMUS-ECUE Empowering the Professionalization of Nurses through Mentorship Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website EmpNURS - Empowering the Professionalization of Nurses through Mentorship Turku University of Applied Sciences Turku University of Applied Sciences Project Manager Mr. Dr. Mikko Saarikoski – mikko.saarikoski@turkuamk.fi (or Project Planner Ms. Heini Toivonen – heini.toivonen@turkuamk.fi ) P1: Turku University of Applied Sciences - Turku, Finland (FI) P2: Masaryk University - Brno, Czech Republic (CZ) P3: Teaching Hospital Brno Bohunice - Brno, Czech Republic (CZ) P4: Lithuanian University of Health Sciences - Kaunas, Lithuania (LT) P5: 2nd Kaunas Clinical Hospital - Kaunas, Lithuania (LT) P6: “Gr. T. Popa” University of Medicine and Pharmacy of Iasi Iasi, Romania (RO) P7: University Emergency Hospital “Sf. Spiridon” Iasi – Iasi, Romania (RO) P8: University of Salford - Great-Manchester, United Kingdom (UK) P9: Windesheim University of Applied Sciences - Zwolle, the Netherlands (NL) P10: National Institute for Quality- and Organizational Development in Healthcare and Medicines, GYEMSZI (former ETI) - Budapest, Hungary (HU) P11: National Institute for Medical Rehabilitation - Budapest, Hungary (HU) www.empnurs.eu Project objectives (maximum 300 words) The EmpNURS project is for benefiting nurse educators and student and qualified nurses in enabling them to experience a learning supervision model. It can both support and promote nursing as a profession and its practice by empowering present and future practitioners. Nursing profession contributes with other professions to delivery of patient care. The specific aims of the EmpNURS are: to improve the quality of nurse education by advancing a new supervision culture of student nurses during their clinical practice to increase the readiness of registered clinical nurses to act as supervisors and mentors for student nurses during their clinical placements to pilot a Mentorship model developed by the project partner organisations in the collaborating hospitals and universities of 4 moderately new EU countries to evaluate the introduction of a Mentorship model in relation to changes in current practice and future developments State of play of main deliverables/outputs of the project (maximum 300 words) WP1: Continuous management: there has been 3 workshops with memos (November 2010, May and September 2011), active co-operation is ongoing using also virtual learning database Optima, www-sites (>800 visitors). 87 2010 Erasmus Project sheets WP2: Exploration of current practices has been carried out by quantitative web-based-survey (study1) in CZ, HU, LT and RO in Spring 2011. The CLES+T evaluation scale has been translated into 4 languages, analysis has been made and reported to participants and a first scientific paper is in writing process. WP3: Mentorship training courses are being prepared. The Mentorship training programme will be delivered by four city universities in CZ, HU, LT and RO. Together with participating university and its teaching hospital it will be implemented and evaluated in the clinical practice environments. There will be approx. 70-80 trained clinical staff nurses that will be capable to act as students’ mentors and corresponding number student nurses who will get an experience as mentee after the pilots. WP4: Materials are prepared for national pilots and coming mentors recruited i.e. chose soon in Winter 2011. Mentorship pilots will happen in Spring 2012. WP5: Synthesis of Mentorship models will take place after the pilots. WP6: Dissemination activities: media spots, websites, short articles, national meetings, project workshops, submitted papers, international conference and national networks presentations, discussions and contacting people. EmpNURS project has been demonstrated as a good project example in Finnish LLP promoter CIMO website: http://www.cimo.fi/ohjelmat/erasmus/kokemuksia . WP7: Partners are committed to exploitation and spread the result. The project has produced a flyer promoting the Concluding Seminar (public) in Budapest September 2013. WP8: Evaluation takes place along the project using both quantitative (e.g. study2 using the same evaluation tool than study1) and qualitative data, at this moment project diaries, assessing the cooperation, keeping the time schedule, aims and choosing right actions. Innovative aspects in education and training and good practices (maximum 300 words) EmpNURS project emphases nursing profession’s role in teaching of student nurses during their clinical placements. E.g. just in CZ, HU, LT and RO decades after 2nd world war have indicated a period of isolation. Without international cooperation with Western European countries many fields of life and science have stayed in place, for example development of nursing profession. It means that in many new EU countries (in the area of former Eastern block), nursing as profession and as educational field, has been dominated by medical profession and nursing as an independent profession is just transforming at this moment. Mentorship relationship between a clinical nurse and a student nurse is an essential part of clinical studying of student nurses in old EU countries (e.g. in Finland, England, Holland etc.) but quite new and unknown supervision procedure in CZ, HU, LT and RO. During the EmpNURS project there will be carried out four Mentorship pilots in four teaching hospitals in these countries. The pilots will be operated in cooperation of the local university and its teaching hospital. The project anticipates that the piloted and evaluated Mentorship model will then be adopted in the participating universities and in their partnership teaching hospitals and will transform as permanent practice in many similar educational environment in these countries as well, as a part of the valorization process of the EmpNURS project. Challenges ahead (maximum 300 words) Despite the common project language is English; the EmpNURS has to deal a lot with local languages in CZ, HU, LT and RO. Not all clinical nurses speak English or can use English 88 2010 Erasmus Project sheets language materials without support and national translations. The cultural aspects have to be honoured and respect in all actions and share all good things together for shared expertise. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 89 2010 Erasmus Project sheets 510635-LLP-1-2010-1-GR-ERASMUS-ECUE University Enterprise Training Partnership Networking for upgrading skills using online tools Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details UETPNET- University Enterprise Training Partnership Networking for upgrading skills using online tools UETP Action Link/ Action Synergy S.A. UETP Action Link/ Action Synergy S.A. Anastasia Balaska Director Education & Training Action Synergy S.A. Patroklou 1 & Paradeisou GR15125 Maroussi, Athens, Greece Telephone: 00302106822606 E-Mail: euprograms@action.gr Partners RTD TALOS Ltd (Cyprus) Project website University of Nicosia (Cyprus) BUCKS New University (United Kingdom) University of Granada (Spain) Associazione SINTESI (Italy) Universita’ degli studi di Palermo (Italy) National Council of Small and Medium Sized Enterprises (Romania) Universitatea POLITEHNICA din Bucuresti- CTANM (Romania) www.uetpnet.eu Project objectives (maximum 300 words) General Objectives To improve the employability of the university graduates To improve the possibility of the enterprises to find easy qualified workers who are competent to fill their job positions To promote the skills based approach in the description of the university qualifications as well as the job positions of the enterprises To improve the transparency of the skills of the University graduates To facilitate the enterprises to find the most suitable candidates for their job positions To allow the universities to identify possible gaps between the skills offered and those needed by the market To support the “New Skills for New Jobs” Initiative Specific Objectives To develop an innovative web based “skills matching” tool in which there will be a description of the skills that the University offers to their graduates and a description of the skills that the enterprises require from their employees. The tool will allow the university graduates to be notified each time that there is a job position that matches their skills and the enterprises to select the right candidate for the job position they offer. To develop an E-Learning platform which will be used for the organization of seminars for enterprises organized by university teachers as well as joint training sessions organized in common by Universities and enterprises and a web tool where there will be published joint initiatives by Universities, events/ activities organized by enterprises which are of interest for the Universities and vice versa. To develop a network between the stakeholder organizations in order to foment the cooperation between them and make this process sustainable 90 2010 Erasmus Project sheets State of play of main deliverables/outputs of the project (maximum 300 words) The main deliverables of the project are 3 web based tools: Online Matching Skills Tool for the matching of the skills possessed by the university students and graduates and the skills requested by the enterprises. E-Learning platform for the organization of common seminars between universities and enterprises and the development of the student skills on the basis of the SOAR model. Online Events Publishing Tool for the publication of common events organized between universities and enterprises. The e-learning platform is ready and available in the website www.actione-learn.eu/uetpnet The courses are going to start from the beginning of 2012. The other two online web tools envisaged by the project (Online Matching Skills Tool and Online Events Publishing Tool) are in the process of development and they are going to be ready and available from the end of March 2012. From the beginning of April 2011, the piloting of these outputs will start in 6 European countries (Greece, Cyprus, Italy, Spain, UK and Romania) involving a big number of stakeholders. All these outputs have been based on an initial research realized in all the partner countries during the 2st period of the project during which all the relevant stakeholders (universities, enterprises, students) have been interviewed and have participated in focus groups. Innovative aspects in education and training and good practices (maximum 300 words) The first innovative aspect of the project is that it is addressing an old need with a new way. The need to match the skills offered by the Universities and the skills needed by the enterprises is old. But until now, because of a difficulty in the collaboration between these sectors, these efforts were made in an unsystematic way. These difficulties depend mainly on the unclear nature of the skills of some qualifications given by the universities. As a result, the enterprises did not have a clear idea and were reluctant to employ the graduates. This project suggests that the qualifications should be analyzed in skills and competencies in order to enable the enterprises to recognize what they need. On the other hand the enterprises should analyse in skills the job positions and internships they offer in order to allow the university to propose them the most qualified graduates and in order to discover its own gaps, that is to say the areas where the skills needed by the enterprise do not match the skills that the university offers. The web tool for the matching of skills is innovative because it provides the framework within which this “skills based approach” could be developed. The use of electronic tools in this process gives innovative character and the collaborative tools give motives to sustain this cooperation after the end of the Erasmus funding. Challenges ahead (maximum 300 words) The main challenge faced by the project is to maximize the involvement of the stakeholders during the piloting phase of the project. The piloting phase is an extremely important phase of the project because it makes the tool known to the community of stakeholders, evaluates the short term impact of the project and gives the chance to obtain important feedback which will allow the project consortium to take corrective action. Also, a main challenge of the consortium is to expand the impact of the project also to countries that do not participate in the consortium and to make contacts and pre-agreements with universities and mainstreaming organizations in order to ensure the sustainability of the results of the project after the project’s end. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education 91 2010 Erasmus Project sheets Higher Education governance 510432-LLP-1-2010-1-IE-ERASMUS-ECUE SME University Partnership – Online Resource & Training Beneficiary organisation Coordinating organisation SUPORT SME University Partnership – Online Resource & Training LCEB LCEB Coordinator name and contact details Joe English joe.english@lceb.ie Partners NMEA - UK, NCC-Poland, Canice Consulting –UK, Mindshare – France, University Valencia – Spain, Martin Luther University - Germany www.suport-project.eu Project acronym and title Project website Project objectives (maximum 300 words) The aim of SUPORT is to develop resources which enables SMEs to break down barriers and gain access to dormant research at HEIs and allow universities to find outlets for current and previous research, making them more responsive to current market needs Project objectives: • Identify the barriers that SMEs face when trying to access HEI research, the training needs of growth orientated SMEs who wish to innovative, particularly with regard to the commercialisation of applied research. • Identify the barriers & training needs that HEI staff have in accessing and engaging SMEs in their research projects. • Design and produce a handy roadmap, outlining the routes SMEs should take to access HEIs’ applied research, & the routes HEIs should take to access SMEs. • Design & produce a training course for delivery to SMEs and HEI students as part of business studies programmes. • Design & produce a complementary web-site, directly targeting SMEs offering “bite-sized versions” of the full course. • Pilot test the training resource with target users. • Promote the resources to maximise uptake, by entrepreneurs and also by SME support bodies and HEIs • Carry out an evaluation of the project, to feedback into future policy and practice and sustained collaboration between SMEs, the SME support profession and HEIs. State of play of main deliverables/outputs of the project (maximum 300 words) The overall project plan is a logical progression from research through to development and deployment of products. The initial stages focused on collating the best practice in SME/HEI collaboration to set a baseline for the consortium to understand the current ‘state-of-the-art’ in technology transfer. In-depth research was then conducted with a broad range of SMEs, academics and business intermediaries to understand the barriers that each group face when dealing with each other and also to learn from the experience of practitioners at the coalface. The results of this research was then applied to the development of roadmaps - simple but powerful visual images of what is required to achieve successful innovation and knowledge transfer between SMEs and HEIs. These roadmaps then form the basis of the content of the training course and the eLearning materials. The research stage has been completed and the roadmaps developed. The research is summarised in a White Paper ‘Barriers in Knowledge Transfer’, a very readable summary of the practicalities of engaging in SME/HEI collaboration. The White 92 2010 Erasmus Project sheets Paper, detailed research findings and Roadmaps are available on the project website. The consortium is now heavily engaged in the development of the training course and eLearning materials. Innovative aspects in education and training and good practices (maximum 300 words) The innovative aspect is that the consortium plans to produce material that seeks to educate two different and diverse groups about the behaviour of the other group. It is planned to accomplish this through direct face-to-face training and also through the user of modular on-line training. The training content has been developed through interviews and surveys targeted at each individual group, and questionnaires designed to elicit comment about the ‘other’ group. The training materials produced are thus developed from real-life experiences of the two groups. The two groups are quite separate, but work as customers of each other. An extremely interesting dynamic. Challenges ahead (maximum 300 words) Three major deliverables remain: Development of the DVD Resource Training pack and the e-Learning material, along with the realisation of the project website. These are the core products for this project. The objective is to identify, and develop materials in line with need analysis and good practice review to write and produce a training resource pack that can be used by the target audience to assist in implementing technology transfer programmes. The final product will be used as a library with actual material related to the needs to improve research relations between SME and HEI. Once complete the DVD and eLearning materials will be available at the website of the project. To get to that point it will be necessary to approve the final version of the content structure, and organize all the contributions from the partners, in order to have enough material to cover the needs of the e-learning course. All this material will be linked with the corresponding chapters on the e-learning course with a guideline about best practices about e-learning. All material will be tested as part of a pilot test. After the pilot test eLearning materials will be amended in line with the recommendation in the pilot test report, ready for the product launch. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 93 2010 Erasmus Project sheets 510852-LLP-1-2010-1-IT-ERASMUS-ECUE Generating Research projects through interaction between Academy and Enterprises Project acronym and title GRACE- Generating Research projects through interaction between ACademia and Enterprises Beneficiary organisation Università degli studi Suor Orsola Benincasa Coordinating organisation Università degli studi Suor Orsola Benincasa Coordinator name and contact details Claudio Delrio Phone: +390522522679 e-mail: claudiodelrio@libero.it Partners Project website Universitat Politècnica de Catalunya Landi Renzo Design Innovation Espana Polytechnic University of Bucharest Budapest University of Technology and Economics MENON Website: www.grace-project.eu Blog: http://grace-project.blogspot.com/ LinkedIn group at: http://linkd.in/qqAP8i Project objectives (maximum 300 words) Fostering creative co-generation of innovation... How to foster multi-stakeholders generation of research projects? How to enhance European Creativity and innovation capacity? What are the challenges to tackle in view of fostering dialogue between Academia, Industry and other stakeholders on research projects co-generation? GRACE wants to find answers to these questions. The overall aim of GRACE - Generating Research projects through interaction between ACademia and Enterprises is fostering multi-stakeholders co-generation of research projects combining various techniques and approaches such as goal setting creativity techniques, diversity management, cross-sectoral and cross-cultural negotiation, in an open innovation perspective. Its specific objectives are: to understand what’s going on, by analysis existing research and collect good practices in relation to methodologies and innovative practices supporting the multi-stakeholders generation of research projects To increase the awareness of European enterprises, Universities, research intermediaries, user representatives and stakeholders about the need of promoting creative cogeneration of research projects and increasing the capacity of these actors to address this need. To develop an approach for improving the research project generation process involving different stakeholders To test and validate the proposed approach in pilot experiences covering all the different phases of the research project generation process and explore its transferability potential Foster dialogue among all those actors interested in the project objectives, and particularly European enterprises, Universities, research intermediaries, user representatives and stakeholders State of play of main deliverables/outputs of the project (maximum 300 words) Our achievements so far The Review of state of the art aimed at analysing existing research and collect good practices in relation to methodologies and innovative practices supporting the multi-stakeholders generation 94 2010 Erasmus Project sheets of research projects but it also intends to pave the way for the next stages of the project. The methodology for co-generation of research projects is expected to enable universities, enterprises and stakeholders (e.g. users or governments representatives) to constitute a creative working environment leading to the joint generation (co-generation) or joint evaluation of research projects/services/products. Storyboard of Piloting Experiences illustrates the design of the GRACE pilot experiences, which are aimed at: validating and evaluating the proposed methodology in real-life scenarios enriching the methodology thanks to the feedback of participants to the pilot experiences, Understanding better stakeholders’ needs, concerns and expectations in multistakeholders partnerships pave the way to the exploitation of the GRACE methodology and using the lesson learnt for the formulation of the GRACE handbook Review of tools for generating research projects. This report intends to underline the role of ICT in supporting generation of research projects. Secondly, it intends to present a selection of those state-of-the-art tools which might be suitable for multi-stakeholders generation of research projects. Thirdly it intends to support the GRACE methodology by providing target groups with tools which might support the piloting stage. Presenting and discussing results with stakeholders All the public results of the GRACE project can be found in our web spaces (website, blog, LinkedIN group). They have also been discussed in meetings and international conferences. Moreover, informal discussions with advisors, representatives of EU projects, University-industry foundations and living labs, as well as initiators of good practices described by GRACE took place. Innovative aspects in education and training and good practices (maximum 300 words) Everybody needs somebody to innovate ! In the current scenario, enhancing methodologies for the creative co-generation of research projects involving universities and industries is fundamental for enterprises competitiveness and for universities in their modernisation agenda. Recent studies of innovation have pointed to the growing relevance of external sources of innovation. Rather than relying on internal R&D, Enterprises are reported to increasingly engage in ‘open innovation’ (Chesbrough 2006 Open innovation: Researching a new paradigm. Oxford University Press.) and strengthen links with universities. This convergence process involves also Universities, which incorporate more and more structural relations with industries in their “business models”. Significant advances have been made over recent years (e.g. the set up of living labs), and yet the dynamics of these collaborative relationships remain under-researched and probably their potential is underdeveloped. In particular, despite of the plethora of interface mechanisms, few research and innovative practices focuses on the development of methodologies for the multistakeholders generation of research projects. In order to tackle this need, the GRACE project have elaborated a methodology that will enable universities, enterprises and stakeholders (e.g. users or governments representatives) to constitute a creative working environment leading to the joint generation (co-generation) or joint evaluation of research projects/services/products. This has been done relying on the good practices collected and analysed as well as on the review of literature and dialogue with stakeholders. For instance the GRACE consortium promoted the participation of a Living Lab already at the stage of methodological definition. GRACE project partners have formulated a methodological proposal foreseen to achieve two main objectives. On one hand, as process itinerary that provides information and guidelines on how to ensure a multi-stakeholder co-generation approach. On the other hand, as a selfevaluation tool which can be effective for project management. Challenges ahead (maximum 300 words) Making things happen in real-life contexts 95 2010 Erasmus Project sheets During the second year of activities the GRACE methodology for multi-stakeholders generation of research projects will be validated through pilot experiences involving the universities and companies belonging to the consortium in the first place, but also stakeholders. Participants to the pilot experiences and dialogue with stakeholders will enrich the methodology for the cogeneration of research projects by bringing in different points of view and perspective. Stakeholders will also support the consortium in identifying the strengths and areas of improvement of the methodology. The second year of activity will also be dedicated to the elaboration of a Training handbook on research projects co-generation management for research facilitators into industries and intermediaries with University. At the same time a Multi-stakeholders working group aimed at discussing exploitation, transferability and sustainability pathways will be established. The GRACE consortium will continue to use the dissemination channels prompted also in view of recruiting participants in the pilot experiences and maximise diffusion of project results. Online presence and participation in social media will grow over time due to dissemination activities carried out by project partners towards target groups. Moreover, the GRACE project consortium will emphasise further cross-fertilisation and cooperation with similar projects or relevant actors. The presence of project representatives into relevant international conferences will be ensured. This will be also the case for publications into journals or proceedings of international conferences. In addition to that, the Consortium will organise a final international conference. Finally, the consortium will pave the ground for the exploitation of project results. The project exploitation strategy will focus on the possibility to generate new research projects according to the GRACE methodology involving primarily universities, industries and stakeholders. It will also explore the possibility to set up a GRACE brand. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 96 2010 Erasmus Project sheets 510216-LLP-1-2010-1-NL-ERASMUS-ECUE Cross Border Virtual Incubator Project acronym and title Beneficiary organisation Coordinating organisation Cross Border Virtual Incubator (CBVI) EADTU EADTU Coordinator name and contact details Kees-Jan van Dorp Kees-jan.vandorp@eadtu.eu Partnership Partners P1 European Association of Distance Teaching Universities P2 Institut fuer Gründungs- und Innovationsforschung P3 Universidad Nacional de Educacion a Distancia P4 International Development Management Española, S.A. P5 Iberian Equities AV, SA P6 Miskolci Egyetem P7 Chamber of Commerce and Industry Borsod-AbaújZemplén County P8 Swansea University P9 Open Universiteit P10 “Politehnica” University of Timisoara P11 Timisoara Software Business Incubator P12 Technische Universitaet Graz P13 Tallinn University P14 CITY Conversity AB P15 International Telematic University UNINETTUNO P16 Maria Curie Sklodowska University P17 Anadolu University Project website http://www.eadtu.eu/cbvi.html 97 2010 Erasmus Project sheets Project objectives (maximum 300 words) On the strategic level, CBVI aims to systematically improve discussion and cooperation between higher education institutions (both education and research-based) and regional stakeholders in order to optimise the opportunities for entrepreneurship and the design of the associated entrepreneurship ecosystem. It aims to provide for more transparency of practices to help stimulate improvements and accelerate knowledge transfer on these practices, taking into consideration that these partners are often located in so called science regions, innovative regions, collaborative regions or development regions. On the tactical level, CBVI aims to support business planning & tenant incubation, utilising social and professional media & networking as a contributor to entrepreneurial success. CBVI subscribes to the need for (networked) business development and joint innovation, with purposive inflows and outflows of professional knowledge in order to accelerate enterprise startups. To improve the skilling of individuals in enterprise start-up, it hosts multiple development pilots, which are regional, and are conducted with students, stakeholders, SMEs and multipliers. Both professional intermediaries and experienced entrepreneurs assist in the transfer of knowledge and consultancy to starters. By virtue of the large partner network, the sourcing of expertise is able to transcend one's own region. On the operational level, CBVI intends to demonstrate that start-ups can utilise more contemporary open tools, technologies and services, in order to decrease the financial threshold of enterprise creation. Overall, CBVI is to sustain a social and learner-centric entrepreneurship environment, which is benign to (individual or multi-party) transfer of resources concerning market conditions, access to finance, technology, culture, legislation, showcases and practice models: a platform which is conducive to the training of non-traditional learners and the start-up of enterprises. State of play of main deliverables/outputs of the project (maximum 300 words) Up to this moment, CBVI has effectuated far reaching pilots on (networked) business planning. In this first phase the project focused mostly on the intra consortium effectuation of the project. This means reaching out to the university staff and professionals of partner institutions to gather a broad basis for implementation of the pilots through academic staff support, regional partners that have a close connection to the university as regards the dissemination of the project and or facilitate advisory tasks or coaching, and students and workers that have an interest in entrepreneurship that would play a part in the pilots. We have managed to engage students and adult students in education-based pilots, based on the dissemination of the project. An active approach was taken towards the dissemination to include ample students in the pilots and have a series of pilots executed on entrepreneurship. The pilots ranged from education – based pilots with flexible (online) and pedagogically-rich masterclass materials on entrepreneurship, to fully fledged support and coaching by for example chambers of commerce in the region. In this stage also a cross-analysis of entrepreneurship & incubator models was performed. Selective models from country & regions are described. Literature, survey questionnaires, expert interviews, and local consultation seminars, were ways of working in charting the different initiatives for comparison. Based on the different country reports and the profiles of the different universities participating within the partnership, recommendations are formulated on improving the practice of incubatorship. Innovative aspects in education and training and good practices (maximum 300 words) The CBVI project clearly forwards an innovative approach to the coaching and incubation of new entrepreneurs: the entrepreneurship-centric learning environment. This, as explained, is a multilayered environment, a networked environment, providing assistance and support to different levels of entrepreneurship: from layman to digital native. It is inclusive to non-traditional learner groups. It encompasses an off-campus didactical concept, pedagogically-rich learning materials, delivery specifically designed for flexible learning, state-of-the-art technology & platforms for 98 2010 Erasmus Project sheets highest accessibility, innovative support services for group interaction, and the creation of collaborative and individual incubation spaces. CBVI aims to make full use of (social) tools and services as an instructional way to train and incubate new entrepreneurs. By capitalising on social & professional networking as a crucial factor in entrepreneurial success, CBVI intends to accelerate the progression of entrepreneurship in learners, and improve the prospect of companies starting-up. CBVI acknowledges entrepreneurship as being among the key competences in European HE, and accordingly makes a pathway to a more holistic view on entrepreneurship education, one which includes both mainstream and distance education. Challenges ahead (maximum 300 words) The long term objective is to get our report, practices, and experiences on stimulating (flexible) entrepreneurship education, across to a much larger audience of interestees and stakeholders within European. We wish to share our experiences on education-based and field-oriented pilots as conducted by working in an networked environment, with a consortium of partners, and facilitated by open network tools and shared entrepreneurship materials and resources. To target new entrepreneurs in HE, deliverables of the project are valorised inside existing programmes and curricula, in an effort to make an educational imprint. The approach is integrated with dissemination of the professional partners to actually spearhead (regional) exploitation. Post-project valorisation of resources could also include trainings & workshops for regional individuals, extra-curricular, which are notably interested in starting up a business. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 99 2010 Erasmus Project sheets 510022-LLP-1-2010-1-UK-ERASMUS-ECUE An Approach to Qualifications through Negotiated Work Based Learning for the EU Project acronym and title An Approach to Qualifications through Negotiated Work Based Learning for the EU (WBLQUAL) Beneficiary organisation Coordinating organisation Staffordshire University, UK Coordinator name and contact details Rosie Borup r.borup@staffs.ac.uk Partners CESIE (IT), Riga Technical University (LV), University of Lodz (PL), Southern Denmark University (DK) Project website http://www.wblqual.com Project objectives (maximum 300 words) The aim of WBLQUAL is produce a more effective way of improving the skills and behaviours of work based employees, through the use of academic WBL programmes. By conducting extensive research into each of the 3 participants (HEI, Employer, Learner), within different academic institutions, across national barriers and in a range of employment sectors the project aim is to gain a deep understanding of the issues, incentives and barriers held by these three partners, and to use this understanding to formulate a tri-partite approach to WBL qualifications in the EU. The project will produce evidence for the relevance and viability of the approach, and improve employer and employee knowledge and confidence in WBL qualifications by linking employer strategic objectives and staff development and mapping academic curriculum to this. It will also improve HEI confidence by addressing issues of academic robustness, integrity of assessment, APEL etc. This project is intended to be a platform for future collaboration between employers and HEI’S for skills development and for a broader range of learners to be able to participate in higher level qualifications. 1. Investigate aims, aspirations, issues, incentives and barriers through the following activities: 2. Conduct research into employer’s views by gathering information from a range of employers in Poland, UK, Italy, Denmark and Latvia 3. Conduct research into learner’s views by gathering information from a range of learners in Poland, UK, Italy, Denmark and Latvia 4. Conduct research into Academic views by gathering information from a range of HEIs in Poland, UK, Italy, Denmark and Latvia 5. Conduct research into application of WBL as a sector specific skills gap solution 6. Integrate findings of research and formulate best practice for communicating the benefits of WBL to learners, employers and HEIs 7. Disseminate findings as widely as possible State of play of main deliverables/outputs of the project (maximum 300 words) WP1 (management) and WP2 (quality) continue throughout the project. So far all deliverables (1.1, 1.2, 2.1, 2.2) related to these WPs have been completed on target and as to the project plan. A website (deliverable 7.1) has also been developed, and will continue to be populated throughout the project. There has been slight slippage on the dates for the WP4 workshop, which has been re-scheduled from September 2010 to October 2010. This was in part due to some initial delays in staff availability in the early stages of the project, and project planning giving insufficient regard to the holiday months of July and August! The following table shows the activities for WP3 and the deliverables completed: 100 2010 Erasmus Project sheets Partner CSR P1 Staffordshire University completed Add numbers completed P2 CESIE Quest. Case Studies Workshop / Summary Report Yes completed Available to view completed completed Deliverable 3.1 Workshop completed Deliverable 3.2 completed - Available to view Some operational completed problems – not yet complete completed completed P3 Rigas Techniska Universitate completed P4 Uniwesytet Lodzki completed P5 University of South Denmark completed completed completed WP4 is partially complete with the activities outlined below contributing to a workshop held in Riga, October 26/27 2011. This will be followed by a Summary Report. Partner Sector Quest. Case CSR Summary Specific Studies Report Research P1 Staffordshire IT completed completed completed University Health Available Available Childcare to view to view P2 CESIE Childcare completed completed completed P3 Rigas Techniska Universitate ICT completed completed completed P4 Uniwesytet Lodzki Business completed and Managment Travel and Not Tourism included in plans completed completed P5 University of South Denmark Deliverable 4.1 Workshop completed Deliverable 4.2 Completion by January 2012 completed completed When WP5 (University) views are collected and analysed, the project will be in a position to formulate a methodology for aligning academic qualifications with employer expectations.(WP^) and disseminating best practice (WP7) Innovative aspects in education and training and good practices (maximum 300 words) This project is directly related to Innovative aspects in education and training and the dissemination of good practices in employer led curriculum and work based learning. Benefits will include a more informed, innovate, negotiated approach to WBL, which will have huge potential, and will be applicable to HEIs, employers and learners across national boundaries, economic sectors and industrial contexts. To reach as wide an audience as possible a conference is planned inviting an audience from industry, academia and relevant EU organisations, using the contact databases maintained by the 101 2010 Erasmus Project sheets project partners. Speakers from industry will balance academic input, and quantitative and qualitative data from case studies in the project will be presented, as well as the final focus of the recommendations: Recommendations of best practice to engage learners in WBL, and Recommendations of how HEIs can manage the tripartite relationship, and different demands of Employer, learner and Academic in WBL programmes. The outputs of the project are directly related to many of the key EU policies, Delivering on the Modernisation Agenda for Universities: Encourage structured partnerships with enterprises will be needed to bring universities closer to the world of business. Universities must also provide knowledge and skills geared to the needs of the labour market. Facilitate the development of innovative practices in education and training at tertiary level. The New Skills for New Jobs initiative: Promote better anticipation of future skills needs Develop better matching between skills and labour market needs Bridge the gap between the worlds of education and work The concrete future objectives of education systems: Improving the quality of education and training systems Making access to learning easier Opening education and training to the world Challenges ahead (maximum 300 words) The long term challenge of this project is to ‘change’ the HEI sector so that it becomes the first choice solution for employers requiring workforce up-skilling. This cannot be done without a fundamental change in the concepts and practices of HEIs, literally taking the University out of the classroom and into the workplace, and delivering not only academic knowledge, but ‘adding value’ through learning, in a way that can be observed as real improvements in work performance, thus meeting the needs of employers and thus contributing economic benefits. Universities are not homogenous organisations. Even within one HEI, different faculties will have differing attitudes and practices for engaging with work based learners, and experience ranging from zero engagement to extensive engagement across different employment sectors. The organisational structure, policies and procedures of HEIs have evolved to meet the needs of traditional learners on traditional courses, and are only slowly responding to the needs of nontraditional learners. To meet the needs of work based learners and their employers in a way that delivers maximum benefits, the challenge will be to examine and where necessary review many established policies and practices such as: award validation, accreditation of prior experiential learning, delivery methods, and assessment and feedback mechanisms. HEIs will also need to respond in a timely and commercial way to employer’s needs, including: tendering, costing 102 2010 Erasmus Project sheets financial and legal aspects of external contracts. At the same time HEIs must retain complete control over quality assurance – ensuring that WBL delivery has the academic rigour and integrity as any other type of delivery. Staff development and training to facilitate the above. Academics have long argued that an educated workforce is a key factor for economic success. By developing a methodology and framework for HEIs to work more effectively with WBL, This project will facilitate the embedding of education and life long learning in the workplace, and help to deliver on that aspiration. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 103 2010 Erasmus Project sheets 510778-LLP-1-2010-1-UK-ERASMUS-ECUE Employability: Learning through International Entrepreneurship Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website ELIE: Employability: Learning through International Entrepreneurship University of Salford, UK University of Salford, UK Dr Carolyn Downs; c.downd@salford.ac.uk P1 – University of Salford, UK (Lead partner) P2 – Chapel Street Business Group, UK P3 – Turku School of Economics, Finlad P4 – Ardin Software Oy, Finland P5 – University of Lodz, Management Faculty, Poland P7 – SEERC (South East European Research Centre), Greece P8 – TCCI (Thessaloniki Chamber of Commerce), Greece http://www.elie-project.eu/ Project objectives (maximum 300 words) ELIE’s aim is the development and piloting of a learning framework (LF) that facilitates Employability and Entrepreneurship in a Cross-Cultural Environment with particular emphasis on providing knowledge and skills sets for SMEs and students in accessible informal and formal settings. In order to ensure the utility of our deliverables we work closely with a wide range of people from SMEs, immigrant groups, students and colleagues across the EU in pursuit of our objectives. Our objectives provide clear project goals and deliverables that will be transferable across the EU: 1) Critically examine the lived-experience of 200 immigrant entrepreneurs to establish the key elements of successful entrepreneurship in a cross-cultural environment 2) Work with immigrant-led SMEs in the four partner countries on the establishment of innovative and accessible LF that will allow students and SMEs across the EU to benefit from knowledge synthesised from the lived experience of successful cross-cultural entrepreneurs 3) Pilot the LEARNING FRAMEWORK with 60 non-immigrant SME participants and 120 students 4) Establish what the most significant barriers are to cross-cultural entrepreneurship amongst HE students 5) Ensure that the LEARNING FRAMEWORK provides an accessible model for adoption by HE establishments by incorporating this into HE courses allowing students to learn how to better access EU-wide opportunities 6) Develop and sustain an online learning and support resource accessible to SMEs and students across the EU that builds on best practice in e-learning pedagogies State of play of main deliverables/outputs of the project (maximum 300 words) The most significant achievements of the ELIE project at this stage has been the collection of 194 detailed interviews in four countries. These have been analysed for common patterns of experience and then narrowed down to 40 case studies that reflect these commonalties of experience. There are a number of concrete outputs from this stage of the project. A short report for policy makers summarises our detailed case study report. In addition there is a report of Work-package 1 which explores issues such as recruitment of participants, workshops and other practicalities of the project at this interim stage. 104 2010 Erasmus Project sheets Our Case Study report has already been adopted as a core text within entrepreneurship education at the University of Salford Business School and has been published by the University of Salford as a stand-alone report. We have a good web-presence; with all ELIE project outputs available online at www.elie-project.eu and shorter accessible versions of the case studies are available within the site with links to the full case study material and reports. Our student newsletters have attracted direct contact from many students enquiring further about our project. We have made three successful conference presentations to academics. Our report for policymakers will shortly be developed into a brochure about structural barriers to entrepreneurship that will be directly targeted at policymakers level and will enable policy changes to be developed that positively support entrepreneurship. All of our work within this stage of the project leads directly to the development of our learning materials. All project results such as Case studies of immigrant entrepreneurs, report on Lived Experiences of Immigrant entrepreneurs and Report for policy makers can be found at ELIE project website www.elie-project.eu along with other information: partners details, links to Participating SMEs, newsletters (including in partner languages), events, project brochure. Our in-depth report and new taxonomy of international entrepreneurship is published online in the University of Salford Institutional Repository http://usir.salford.ac.uk/18636/ and has already attracted interest from the academic publishers, Sage, who would like it to be developed into a text book. Innovative aspects in education and training and good practices (maximum 300 words) ELIE has been exceptionally significant in directly affecting the way Entrepreneurship Education within Salford Business school is planned and delivered. The innovations are linked to developing teaching that addresses socio-cultural barriers to entrepreneurship. These are known to be intractable to policy changes but the findings of the work with immigrant entrepreneurs showed how such barriers could be overcome. For example, the typical language of business is seen as frightening by people, so through using language carefully (so instead of a planning a business, planning a project; not capital, but funding a project). Another example is in the development of creative thinking about skills, for even with carful use of language many people do not have access to any form of capital. However, through creative mapping of existing skills, knowledge and experience can often develop ideas for a small business that require no or minimal investment in money. These new approaches are being disseminated through the text book but also through Enterprise Educators UK. Dr Carolyn Downs was invited to present these new approaches to a regional conference held in Lancaster on 21st November and has now been invited to the International Entrepreneurship Educators conference in Plymouth UK in September 2012 in order to both speak and run workshops teaching Enterprise Educators how to develop this new approach. Challenges ahead (maximum 300 words) We are currently working hard to develop our well-received skills and competencies ladder into innovative learning materials that will shape the way enterprise skills are developed within HE and far beyond. We have identified levels of learning need in those interested in entrepreneurship, in migrants and immigrants considering entrepreneurship as a way of improving their lives in a new country, for enterprise educators and for business support groups and academics. The key to success will be to provide a progression thorough our materials that is relevant, engaging and useful. We plan to learn from a range of approaches to online learning and to adopt approaches such as skills mapping, creative thinking techniques, effective language acquisition advice and an ask the experts section. The findings from ELIE have also shown us that there is a currently unmet need for strategies to reduce socio-cultural barriers to entrepreneurship, so our next challenge is to deliver a new project called ELIEMental, which will be submitted for consideration in the coming round of applications to Erasmus. 105 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 106 2010 Erasmus Project sheets Networks Structural Networks 177103-LLP-1-2010-1-DE-ERASMUS-ENWS International Medical School 2020 Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners Project website IMS 2020 - International Medical school 2020 Humboldt Universität zu Berlin Charité Universitätsmedizin Berlin Rachel Seeling BA (Hons) IMS 2020 Project Manager Charité International Cooperation (ChIC) Charitéplatz 1, Virchowweg 24 10117 Berlin Tel: 030 450 576 337 Fax: 030 450 576 900 E-Mail: rachel.seeling@charite.de Charité Universitätsmedizin Berlin Brussels Education Services CHE Consult Université Paris Descartes University of Antwerp Sapienza University of Rome Medical University of Warsaw Karolinska Institutet Monash University Melbourne http://www.ims-2020.eu/ Project objectives (maximum 300 words) IMS 2020 envisages the creation of a structural network of medical schools in Europe (and beyond) that will study, learn from and act upon the impact of 'internationalization' on the following three key issues: - Quality Assurance - Staff Training and Management - Autonomy and Accountability. Within the structural network the above issues form three Task Forces, each with its own specific agenda and activities. The ultimate aim of these three Task Forces will be the creation of an "International Medical School" label with Europe-wide recognition which medical schools will be able to apply for. The label will eventually help to identify top international medical schools across Europe and beyond. In doing this we will actively foster strategies for mobility and exchange. State of play of main deliverables/outputs of the project (maximum 300 words) TF 1 has successfully established a framework of criteria necessary for label indicators. These indicators will determine eventual label standards and ratings. TF1 has also developed a methodology for the entire label process including peer visits, self-assessment and empowerment. Additionally TF1 has drafted a comprehensive study on quality assurance in general and more specifically quality assurance that relates to IMS 2020. In year 2 TF 1 aims to refine the methodology of the label by involving the partner universities, It also aims to test the entire methodology within the group of partner universities. 107 2010 Erasmus Project sheets TF 2 has drafted and run its first staff training programme in Berlin. The programme consisted of a 2.5 day programme (in the form of topic modules) focusing on “Internationalization Management and Intercultural Awareness in Medical Training and Research” for an international medical school of the future. The programme was attended by a total of 18 representatives from the partner medical schools and received a very positive and encouraging response. In year we will enhance these trainings and adapt them to local needs.. The contents of these trainings will also feed into the label and form indicators for label ratings. TF 3 has investigated with greater clarity the notions of ‘Autonomy and Accountability’. Two important documents proved very useful in reaching this clarification: These are: - the Report of the European University Association (EUA) on ‘University Autonomy in Europe’ (2009) and - the consensus document ‘Global Consensus for Social Accountability of Medical Schools’ (2010) approved by an international reference group supported by the WHO. In year 2 TF 3 will determine exactly which conditions and criteria an international medical school 2020 must meet in order to act truly internationally. These criteria will feed into the IMS 2020 label and will also form indicators for label ratings. Innovative aspects in education and training and good practices (maximum 300 words) Our label measuring standards in internationalization of medical schools in Europe will be the first of its kind in medical education in the European medical scene. Our staff training programme is highly innovative and will guide applicants in staff training issues enabling them to reach a better outcome in the labelling process. The staff training programme comprises of training modules. Medical schools will be able to design their own trainings based on local needs by “picking and choosing” modules that are relevant at their home institution. Many modules are based on best practice examples (eg. the award winning Charité International Academy” which provides foreign medical staff with language and cultural assimilation skills. Challenges ahead (maximum 300 words) Our main challenge will be incorporating the work of the three different TF’s into a comprehensive and efficient labelling system Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 108 2010 Erasmus Project sheets Networks Academic Networks 177316-LLP-1-2010-1-DE-ERASMUS-ENWA Linking Interdisciplinary Integration Studies by Broadening the European Network Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners LISBOAN – Linking Interdisciplinary Integration Studies by Broadening the European Academic Network University of Cologne, Germany University of Cologne, Germany Prof. Dr. Wolfgang Wessels Jean Monnet Chair of European Studies Research Institute of Political Science Gottfried-Keller-Str. 6 50931 Cologne Germany P1 Institut für Europäische Politik (Iep) E.V. P2 Budapest College of Communication and Business P3 The University of Liverpool P4 The University of Sheffield P5 Middle East Technical University P6 University of Oslo P7 Universität Duisburg-Essen P8 Institute For World Economics of The Hungarian Academy of Scie P9 University of Cyprus P10 Fondation Nationale des Sciences Politiques P11 Universiteit Maastricht P12 Universidad de Málaga P13 Diplomatische Akademie Wien P14 Austrian Academy of Sciences P15 Austrian Institute for International Affairs P16 University of Salzburg P17 Universiteit Gent P18 Bulgarian European Community Studies Association P19 Trans European Policy Studies Association P20 New Bulgarian University P21 Plovdivski Universitet "Paisii Hilendarski" P22 Charles University in Prague P23 Danish Institute for International Studies P24 Roskilde Universitetscenter P25 University of Copenhagen P26 University of Tartu P27 Institut d'Etudes Politiques de Bordeaux P28 Centre d'excellence Jean Monnet de Rennes P29 Humboldt Universität Zu Berlin P30 Universität Trier 109 2010 Erasmus Project sheets P31 P32 P33 P34 P35 Project website Hellenic Foundation for European and Foreign Policy (Eliamep) University of Iceland University College Dublin Centro Interdipartimentale Ricerche Sul Diritto Dell Comunitá Istituto Affari Internazionali Libera Università Internazionale Degli Studi Sociali-Luiss "Guido P36 Carli" P37 Rigas Stradina Universitate P38 Hochschule Liechtenstein P39 Vilnius University P40 Centre d’études et de Recherches Européennes Robert Schuman P41 European Institute of Public Administration P42 Universiteit Twente P43 Foundation for European Studies – European Institute P44 Warsaw School of Economics P45 Technical University Of Lisbon P46 Universitatea " Babes-Bolyai" Din Cluj Napoca P47 European Institute Of Romania P48 Universitatea Oradea P49 Comenius University P50 University of Ljubljana P51 Campus Universitat Autònoma de Barcelona P52 Karlstads Universitet P53 Swedish Institute of International Affairs P54 Stockholm International Peace Research Institute P55 Sabanci University P56 The Federal Trust for Education And Research P57 Universtiy College London P58 University of Tampere P59 University of Athens P60 Netherlands Institute of International Relations ‘Clingendael’ P61 Finnish Institute of International Affairs P62 University of Malta P63 University of Cambridge P64 Institute for International Relations P65 University of Groningen www.lisboan.net Project objectives (maximum 300 words) LISBOAN’s aim is to strengthen cooperation between institutions of higher education and research in Europe with a view to teaching and researching the Treaty of Lisbon, the European Union's legal foundation since December 2009. The project runs from October 2010 - September 2013. 1) Reading Lisbon – More than a Treaty The Treaty of Lisbon represents the fundamental framework of the EU's evolution in the years to come. LISBOAN brings together analyses of the new framework. As the Lisbon Treaty introduces a large number of changes, dedicated workshops observe their effects on day-to-day policy-making and assess test cases to deepen our understanding of the 110 2010 Erasmus Project sheets integration process and to refine and adapt integration related theories. 2) Teaching Lisbon – Enhancing EU Studies by Translating Research Results Finding ways of transporting research results into the classroom is a key challenge of today's academic world. LISBOAN explores a wide range of tools for making students and scholars familiar with scientific insights on the Lisbon Treaty. A comprehensive overview of teaching and research ("Lisbon Watch") helps to map the fragmented field and enhance the quality of teaching in higher education. A series of guest lectures and three PhD schools provide a more diversified didactic approach, spreading new perspectives and skills among a new generation of lecturers and researchers on European integration. 3) Understanding Lisbon – Exchange across Countries and Disciplines LISBOAN is geared to spread best practices across national and academic frontiers in order to exploit the creativity of the wider EU. With the Lisbon Treaty as a common point of departure, this network goes beyond existing approaches. Complementing its extensive geographical coverage and interdisciplinary approach, the network connects formerly rather isolated strands of research and teaching on European integration studies. Through large annual conferences and awards, LISBOAN contributes to the establishment of an integrated European Higher Education Area. State of play of main deliverables/outputs of the project (maximum 300 words) The project website (www.lisboan.net) has been operational as foreseen since December 2010. Three issues of the newsletter have been published so far. The newsletter provides information on events and publications relevant to the project’s focus. Moreover, it contains brief presentations of participating researchers and a short featured article on a topical issue. LISBOAN partners have proposed to carry out a total of 12 workshops. So far two workshops have taken place (“Representative Democracy after the Lisbon Treaty” and “Governance changes in AFSJ after the Lisbon Treaty”), with another five planned over the next six months. The “Lisbon Watch” is an annual report on teaching and researching the Lisbon Treaty with contributions from LISBOAN partner institutions. The first issue of the “Lisbon Watch” offers a unique multi-disciplinary perspective on the Lisbon Treaty’s impact on integration studies. The first annual conference of the network, entitled “Researching & Teaching Lisbon – Taking Stock” was held in Brussels on 16th and 17th June 2011 and was attended by around 70 participants from all over Europe. Two LISBOAN Awards, one for outstanding research on the Lisbon Treaty, one for excellence in teaching it, were awarded during the conference. A PhD school, entitled “Europe in the World”, took place on the Island of Crete from 12th – 25th September 2011. In order to strengthen its cooperative dimension, LISBOAN organised the event jointly with the ECPR. 15 PhD students and 6 lecturers from the LISBOAN network participated. The series of guest lectures has been opened by an event at Plovdiv University, Bulgaria. Outlook: Over the coming months, a number of workshops are scheduled. Moreover, preparations for the second issue of the “Lisbon Watch” have begun, as well as the organisation of the second annual conference. Innovative aspects in education and training and good practices (maximum 300 words) A series of guest lectures and three PhD schools linked to the Lisbon Treaty’s innovations provide a more diversified, research-based didactic approach. Geographic diversity and a multi-disciplinary approach, including political science, sociology, law, history and economics, facilitate the spreading of best-practices among scholars of European integration. Award competitions open to everyone draw attention from the wider community of academics and students in the fields relevant to LISBOAN, in particular the study of the Lisbon Treaty. Thus, the network contributes to the establishment of an integrated European Higher Education 111 2010 Erasmus Project sheets Area. The first issue of the Lisbon Watch with contributions from 37 project partners offers a unique multi-disciplinary perspective on the Lisbon Treaty’s impact on integration studies. A team of internal evaluators provides for internal quality assurance, notably through an annual report presented to the Steering Committee. This practice has helped to monitor network activities and to challenge the way they are organised in a constructive fashion. Challenges ahead (maximum 300 words) The first Quality Assurance Report on the Lisbon Treaty, prepared by three internal evaluators, concludes that the project has got off to a solid start and has been professionally organized, including its more technical aspects (website etc). At the same time the report highlights a number of areas where improvements could be made. In particular, more weight should be given to the project’s goal of improving teaching quality. To this end, the project will aim to increase the visibility of its teaching award. Moreover, the “Lisbon Watch” template will be redrafted following proposals of the General Assembly and the Steering Committee. Finally, the annual conference will give more attention to the matter, for example by organising a working group discussing an European integration teaching syllabus. Whereas events at network level (setting up the infrastructure, first issue of Lisbon Watch, first annual conference) took center stage during the first twelve months, the first workshops have taken place later than planned. It will be necessary to coordinate the upcoming workshops carefully in order to avoid clustering of events in a short period of time. From a management perspective, the next challenge is the 18 month mid-term reporting. Experience so far has shown that open issues must oftentimes be resolved bilaterally between individual partners and the project manager. The high number of participating partner institutions thus necessitates a relatively long lead time for all reporting activities. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 112 2010 Erasmus Project sheets 177075-LLP-1-2010-1-FR-ERASMUS-ENWA Network forTuning Standards & Quality of Education programmes for SLT in Europe Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners NetQues Network for Tuning Standards and Quality of Education Programmes in Speech and Language Therapy In Europe Comité Permanent de Liaison des Orthophonistes-Logopèdes de l'Union Européenne Comité Permanent de Liaison des Orthophonistes-Logopèdes de l'Union Européenne (CPLOL) Aileen Patterson General Secretary CPLOL 1 Tullyvar Park LISBURN, United Kingdom BT28 3HJ P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24 P25 P26 P27 P28 P29 P30 P31 P32 P33 Haute Ecole Léonard de Vinci University College Ghent Catholic University of Leuven South West University "Neofit Rilski" Univerzita Palackého V Olomouci Deutscher Bundesverband Für Logopädie University Hospital Aachen and Aachen University Universidad de Castilla La Mancha Åbo Akademi University Oulun Yliopisto Institut d'orthophonie " Gabriel Decroix" The Manchester Metropolitan University University of Dublin, Trinity College Irccs Fondazione Santa Lucia Università degli Studi di Torino Fh Joanneum University of Applied Sciences Fh Wiener Neustadt für Wirtschaft und Technik Latvijas Universitate Hogeschool Zuyd Hanzehogeschool, School of Health Care Studies Escola Superior de Saude do Alcoitao Polytechnics Institute of Setubal Lunds Universitet Linköping Universitet Karolinska Institutet University Of Oslo Technological Educational Institute Of Patras Uniwersytet Marii Curie-Sklodowskiej University of Hradec Králové Royal College of Speech Language Therapists University College Arteveldehogeschool Lessius Hogeschool Catholic Universtiy College Bruges-Ostend 113 2010 Erasmus Project sheets P34 P35 P36 P37 P38 P39 P40 P41 P42 P43 P44 P45 P46 P47 P48 P49 P50 P51 P52 P53 P54 P55 P56 P57 P58 P59 P60 P61 P62 P63 P64 Project website Université de Liège European University - Cyprus Hochschule für Gesundheit Syddansk Universitet Universidad Complutense de Madrid Universidad de Valladolid Tampereen Yliopisto University of Helsinki Ecole d'orthophonie de Lorraine Elte University "Barczi Gusztav" Felag Talkennara Og Talmeinafraedinga Liepajas Universitate Berufsverband der Logopädinnen Und Logopäden Liechtensteins Siauliu Universitetas Association Luxembourgeoise des Orthophonistes University of Malta Fontys University of Applied Sciences Hogeschool Utrecht Windesheim University of Applied Sciences Hogeschool Van Arnhem En Nijmegen Universidade Fernando Pessoa University Babes-Bolyai Cluj-Napoca Univerza V Ljubljani University of Gotheburg Comenius University Education, Research and Training Centre for Speech and Language Pathology Looscoil Luimnigh, University of Limerick University of Silesia in Katowice Bulgarian National Association of Logopedists Eesti Logopeedide Uhing Leeds Metropolitan University www.netques.eu Project objectives (maximum 300 words) Currently SLT education varies in curriculum & level across EU. NetQues is created to facilitate quality improvement of SLT education across European learning providers, disseminating & valorising best practices in a partnership of 65 academic institutions and professional associations representing all 27 EU member states plus Liechtenstein, Norway and the EU-candidate countries of Iceland and Turkey to collaborate to address the needs of tuning speech and language therapist / logopaedist (SLT) education in Europe through defining educational benchmarks and sharing best practice in teaching, learning and assessment. More specifically, its objectives are to • Map and describe all areas of SLT education, training and practice using the Tuning methodology • Develop and ensure quality SLT standards across the EU based on this information and publish agreed bench mark statements • Identify, share and encourage development of best practice in SLT education to promote high 114 2010 Erasmus Project sheets performance, innovation and a European dimension in systems and practices in the field • Foster development of Lifelong Learning (LLL) at EU level and nationally to underline the crucial importance of lifelong learning and best continuing education practices to maintain standards of professionals and ensure that all SLTs are fit for purpose and fit for practice at all stages in their professional lives. Promote Quality Assurance in Higher education & in LL of the SLT professional; Drive standards & accountability as well as expectations of quality in range of opportunities available. Share examples of good practice in QA in academic and clinical education, assisting programs in further developing QA improvement and enhancement appropriately. • Provide opportunities for Higher Education Institutions and professional bodies to engage with each other and to influence educational debates on implementation of Bologna and other EU policies /initiatives • Provide information that enables greater staff, student and workforce mobility and help create opportunities for more cross border collaborations State of play of main deliverables/outputs of the project (maximum 300 words) MANAGEMENT: WP1 Face-to-face and Skype meetings have been held as planned including kick off meeting in Paris and first annual meeting in Berlin. Work package(WP) teams of partners have been active. Project management steering group has met several times face to face and through Skype meetings overseeing all activity. DEVELOPMENT The coordinator and WP2 have focused on developing the online survey instrument based on Tuning Methodology to access key information on SLT education programmes and in devising how it can be successfully used across the EU in all languages. This has been piloted, refined and now translated into all required European languages. It will become live online for completing in January 2012 by different categories of respondents across all countries in their own language A terminology/glossary of key terms has been translated; a database of key information gathered. These latter deliverables will be enhanced as the project progresses. WP3 responsible for survey analysis has begun its work engaging with WP2 ensuring the survey is set up for relevant analyses and different language versions can be amalgamated. DISSEMINATION Dissemination WP has published an information leaflet in print, also available online in pdf. The public website and intranet (for partners) are active. The coordinator submitted an abstract of the project for presentation at the largest SLT global professional gathering in the United States which was accepted. The presentation took place in November 2011 and there was considerable interest shown from across the world in the project and its outcomes. . QUALITY ASSURANCE WP has produced QA Guidelines and self assessment audit tools. These have been used throughout the first year and annual audit report drawn up using the results. EXPLOITATION The WP team for exploitation have drawn up plans for exploitation and have been liaising with the Dissemination WP team Innovative aspects in education and training and good practices (maximum 300 words) To date the main innovations have been The creation of a unique resource through the network & web base for exchange of subject specific information as this is the first key site dedicated specifically to SLT education at EU level The SLT/logopaedics discipline has evolved from backgrounds of medicine, education, psychology and social sciences into developing the education of the professional responsible for identifying and working with people of all ages with communication disorders. Thus the 115 2010 Erasmus Project sheets discipline was conceived and developed in different ways across Europe. Thus a major innovation is to have brought together key expertise from a diverse range of educational structures and philosophies and cultures and to have agreed the survey instrument to be used to gather the data outlining the professional competences of the SLT, common to all, to develop a coherent approach to SLT regardless of educational background, paradigm, organizational, and professional culture, which is sensitive to local needs, and based on educational values. So far we have achieved sufficiently common terminology that embraces diversity in programme design and description and was able to be translated into and understood in different European languages. We have agreed the list of specific and generic competences to be surveyed for relevance by all programmes, graduates and employers of the professional. However until the survey is actually conducted and data analysed we cannot state how robust this is for recognition, legitimacy and comparability of SLT professional education and qualifications. By the end of the project major innovations will include adoption & implementation of European SLT Benchmark Standards documentation of Curriculum innovation and development across different models which exist Up-dating or extending pedagogic practices, through sharing knowledge & skills & innovative technologies Development of new knowledge through incorporation and heightened awareness of research & evidenced-based practice Challenges ahead (maximum 300 words) A major challenge is to collate and analyse data from a large survey completed online in over 20 different languages by three different groups of respondents per country. Dealing with any anomalies in the actual data that could arise from the study being completed in languages other than those of the partners involved in the data analysis. Following the analysis reporting and making coherent the results which will then also be required to be accurately translated back into partners’ languages. Ensuring accuracy of translations especially on key professional terminologies which may have only subtle differences in one or another language. Keeping all partners engaged in the process to meet tight deadlines while important also to keep others motivated who may be in a less busy phase. Organisational challenges of Skype meetings and large face to face meetings. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 116 2010 Erasmus Project sheets 177267-LLP-1-2010-1-FR-ERASMUS-ENWA Innovation in the Teaching of Sustainable Development in Life Sciences in Europe Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details I.S.L.E – “Innovation in the teaching of Sustainable development in Life Sciences in Europe” AgroSup Dijon, France AgroSup Dijon, France Ms Corinne STEWART Direction des Relations Europe et International (DREI) AgroSup Dijon BP 87999, 21079 Dijon cedex France c.stewart@agrosupdijon.fr - Life Science Universities; - Research Institutes, - Enterprises; - NGO’s, Partners Project website in Austria, Belgium, Bulgaria, Czech Republic, Cyprus, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia , Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Sweden, Turkey, United Kingdom.... www.isle-project.eu Project objectives (maximum 300 words) The I.S.L.E network: Innovation in the teaching of Sustainable Development in Life sciences in Europe, involves HEI’s, Research institutes, NGO’s and enterprises from 30 European countries interested in introducing the concept of Sustainable Development in their curricula and institutions having had experience in this area and who are willing to transmit their know-how on this subject. In order to implement the concept of Sustainable Development in Higher Education programs, the total implication of Management and Faculty members is necessary including : changes to general organisation, to course content, to individual and collective behaviours, creation of new pedagogical tools, transversal approach, consultation and partnership with the civil society …. The challenge of sustainable development is of the essence today. Higher Education structures are vested with significant responsibility and should ensure that they incorporate this concept in a transverse and structured way. The existence of such a network dedicated to the development and dissemination of progress on this issue therefore seems essential. Firstly, the network needs to make the appropriate institutions within and outside the consortium who have not yet placed the issue of sustainable development at the heart of their concerns aware of the importance of doing so. In order to do this, the network will aim to provide the means to go beyond expectations and truly collect and build specific tools (Good practices compendium, experimentation on innovation), devices (benchmarking protocols and diagnostic grids) for concrete action and to instil a pragmatic approach on a subject that is often seen as volatile and indefinable. State of play of main deliverables/outputs of the project (maximum 300 words) - A ISLE logo, - A project website, - Newsletters, Flyers, Brochures, posters… 117 2010 Erasmus Project sheets - Four successful meetings in France, Italy, Malta and Portugal; - A “State of the art” information collection concerning sustainable development in Life Sciences in Europe, now available on CD Rom; - A “New professions” survey has been sent to European companies in order to define the needs of civil society; - Cross-fertilization implemented through a “Sustainable Practices and Innovation” professionalisation fair which took place in Lisbon in November 2011; - A compilation of « good, sustainable and user-friendly good practices » is underway. Innovative aspects in education and training and good practices (maximum 300 words) The I.S.L.E network proposes something new and will focus on a theme that has not been investigated enough. "Everyone" talks about sustainable development, its demand is evident. In terms of education, work has been carried out on the subject, but it is not formatted and it still requires huge changes to make it work in a interdisciplinary way. The number of partners in 30 European countries who overwhelmingly wanted to get involved in a project of this type, clearly demonstrates its relevance, its need and its innovative nature. Challenges ahead (maximum 300 words) Year two and three will see the data collected and the tools set up in the previous work packages being offered to other HEI’s outside of the consortium during an “Exploitation seminar” which will take place in April 2012 in the UK. Future work also includes innovation proposals on contents and pedagogical methods for sustainable development in the teaching of life sciences which would result in the production of a “Innovation Practices” compendium. Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Employability of graduates New skills for new jobs Transparency for Higher Education Quality assurance 118 2010 Erasmus Project sheets 177242-LLP-1-2010-1-IE-ERASMUS-ENWA SHARE Academic Network Project acronym and title Beneficiary organisation Coordinating organisation Coordinator name and contact details Partners SHARE Academic Network (STEP CHANGE HIGHER ARTS RESEARCH + EDUCATION) DUBLIN INSTITUTE OF TECHNOLOGY GradCAM, Graduate School of Creative Arts and Media DUBLIN INSTITUTE OF TECHNOLOGY GradCAM, Graduate School of Creative Arts and Media, c/o NCAD, 100 Thomas St, Dublin 8 DUBLIN 8 Dublin 8, IE Phone: 00 353 1 646 11 81 Fax: 00 353 1 646 11 81 Email: mick.wilson@gradcam.ie Internet site address: http://www,gradcam.ie Dr Mick WILSON: DUBLIN INSTITUTE OF TECHNOLOGY Gradcam, c/o NCAD, 100 Thomas St, Dublin 8 DUBLIN 8 Dublin 8, IE Phone: 00 353 1 646 11 81 Fax: 00 353 1 646 11 81 Email: mick.wilson@gradcam.ie Internet site address: http://www,gradcam.ie P1 Dublin Institute of Technology Graduate School of Creative Arts & Media P3 Hogeschool Sint-Lukas Brussel P4 National Academy for Theatre and Film Arts P5 Vysoké učení technické v Brně – Brno University of Technology P6 Den Danske Filmskole The National Film School of Denmark P7 Kunsthochschule für Medien Köln Academy of Media Arts Cologne P8 Estonian Academy of Music and Theatre P10 Universitat Ramon Llull-Fundació Privada (Architecture) P11 Ecole Superieure d’art et Design de Saint-Etienne P12 Ecole Supérieure des Beaux – Arts de Nantes Metropole P13 Iuav University of Venice P14 European University Cyprus P15 Latvijas Mākslas akadēmija / Art Academy of Latvia P16 Vilnius Academy of Arts / Vilniaus dailes akademija P17 Moholy-Nagy University of Art and Design Budapest P18 Universita ta’ Malta / University of Malta P19 Utrecht Graduate School of Visual Art and Design P20 Hogeschool van Beeldende Kunsten, Muziek en Dans – Den Haag Royal Academy of Fine Arts, Design, Music and Dance P21 European League of Institutes of the Arts P22 Akademie der bildenden Künste Wien Academy of Fine Arts Vienna P23 University of Applied Arts Vienna P24 Akademia Sztuk Pieknych W Poznaniu P25 Faculdade de Belas Artes da Universidade de Lisboa P26 Universitatea Nationala de Arte Bucuresti / National University Of Arts Bucharest P27 Univerza v Ljubljani,Akademija za likovno umetnost in oblikovanje / University of Ljubljana, Academy of Fine Arts and Design P28 Vysoká škola výtvarných umení v Bratislave 119 2010 Erasmus Project sheets P29 P30 P31 P32 P33 P34 P35 Project website Academy of Fine Arts and Design Bratislava Kuvataideakatemia – Finnish Academy of Fine Arts Göteborg University/University of Gothenburg Camberwell, Chelsea and Wimbledon Colleges University of the Arts London The Glasgow School of Art Hacettepe University Faculty of Fine Arts, Iceland Academy of the Arts Norwegian Fellowship Programme for Artistic Research www.sharenetwork.eu Project objectives (maximum 300 words) Through the SHARE Academic Network, the European Higher Arts Education sector delivers a systematically coordinated STEP CHANGE in realising an EU-wide integrated enhancement of 3rd cycle creative education. The 3rd cycle in higher arts education is the essential education and research bed for the creative industries, a key fast growing sector in Europe. The EU wide systemic enhancement of the third cycle, generates the essential core human capital, cultural wealth, innovation and content development (across the visual and performing arts, music media, and cultural heritage) that underpins creative economy growth. An authentic, innovative and creative knowledge society needs a new generation of skilled and entrepreneurial creative practitioners capable of tackling complex problems, providing creative leadership and original thinking by building upon deep competencies in their disciplines. PhDs, Graduate Schools and Research Centres for the arts have already emerged from the Bologna Process inclusion of the 3rd cycle and the emphasis on research. Increasingly, arts research underpins innovation in all spheres of life, providing a framework for key issues - sustainability, technology, cultural diversity/ social cohesion and change. Operating at the intersection of culture, education, research and innovation, SHARE creates a EU-wide ecosystem for enhancing the research base of creative industries; builds a flexible European collaborative infrastructure attuned to divergent regional needs; and enables competitive access to national and European Research Funding programmes. The SHARE coalition of 35 active partners, across Europe and Turkey, mobilises existing arts research networks: 1. graduate schools, research programmes and centres seeking world leadership in 3rd cycle arts education; 2. peer community of artist-researchers and supervisors originated in the Erasmus Network Artesnet; 3. network of art schools in the process of setting up 3rd cycle programmes and 4. European League of Institutes of the Arts –ELIA , connecting with all art schools in Europe. State of play of main deliverables/outputs of the project (maximum 300 words) Of the 22 specific deliverables /outputs specified in the original application (Section C.2 List of deliverables) 10 items (numbered: 1,4,5,11,12,15,16,18,19, and 21) are due for completion before end-of-January 2012. Progress is identified below against these 1 Case studies Graduate Schools Progress: First draft discussion papers circulated at First Annual SHARE Conference. Collated reader of case studies on target for distribution to Network 13/1/2012. 4 NEEDS ANALYSIS: Progress: Completed in Spring 2011 and publicly presented by the leaders of each workpackage as part of the programme of the first Annual SHARE conference in Helsinki 4th and 5th 5 CASESTUDY/PILOT Progress: This 20 page research paper is due for publication 30/1/2012 as per original application. Topics addressed included curriculum innovation, summer school models, international collaboration in curriculum development, and supervisory enhancement measures. 11 Baseline study and Overview PhD degrees and research structures: Progress: Concluded and executive analysis and summary due for circulation 13/1/2012 12 Strategy and Advocacy Paper: 120 2010 Erasmus Project sheets Progress: Concluded, circulated at First Annual Conference Helsinki, November 2011 15 Quality Plan: Progress: Drafted and implemented with two key strategies prioritised: (i) external consultant Judith Staines appointed to act as external monitor and adviser on quality and coherence of network programme and activities (2010-2013); and (ii) guest evaluator invited to provide quality analysis and formal feedback report on the conclusion of each Annual SHARE dissemination conference (Dr. Suzana Milevska, Lecturer,, Faculty of Fine Arts, Ss. Cyril and Methodius, Skopje, Macedonia for Year 1; with different reviewers for Year 2 and 3 to be appointed to ensure variety of perspectives alongside sustained external review under (i) above.) 16 BOLOGNA Policy Working Papers Progress: Drafted, circulated internally and presented at First Annual SHARE conference. Currently being collated and edited for distribution as integrated .pdf via www.sharenetwork.eu for public access 30/1/2012 18 Network Website+ Newsletters Progress: Website implemented and regular news updates established across SHARE Network 19 Network Events Progress: All events implemented to-date as per original bid, with an especially successful implementation of First Annual SHARE Conference in Helsinki 4/5th November 2011 with 140+ participants from 50 countries. 21 Project Communication Progress: The SHARE network has established clear internal and external communications practices and protocols and has achieved global visibility attracting participants to dissemination events from across 50 countries. Innovative aspects in education and training and good practices (maximum 300 words) The SHARE Network has enabled a dynamic exchange of experiences and supported a European research collaboration in different disciplines and thematic areas, helping emerging researchers to exchange their findings and methodologies and to foster innovation and on all levels relevant to the arts and its influence on society, in all unpredictability of arts research. Through SHARE a series of new initiatives - such as the first NIDA interdisciplinary summer school for artistic researchers (Lithuania, July 2012); the first KUNO doctoral workshop on sound art and audio-culture (Denmark, October 2012); and the first International Academy for Artist Researchers (Finland August 2011) - have been seeded and enabled in a trans-European space attracting participation from across Europe and beyond. These are each experimental platforms for developing new curriculum models, new teaching and learning practices and new international interdisciplinary peer-communities to underpin artistic research and the 3rd cycle. While existing initiatives such as the Journal of Artistic Research (JAR); the associated research database for artistic research; and the second EUFRAD conference (Sweden, September 2011) have been given greater reach and more extensive European-isation through the action of the SHARE Network. Through the work on Graduate School models new paradigms of graduate school structure and research platforms for the arts are being developed. In tandem with these, existing paradigms are being disseminated much more widely, effecting important knowledge transfer work and netter understanding of the intricate relationships between research, organisational practices and forms, and the specific modalities of art research. Challenges ahead (maximum 300 words) The radically changed – and changing – operational context of cultural educational institutions across Europe with the attenuation and exacerbation of the fiscal and economic crisis creates a challenging environment. But it also creates an added urgency to the developmental work of the network in enhancing the research base of the cultural industries and creative economy and promoting the educational leadership of Europe for creative arts research in the global context. 121 2010 Erasmus Project sheets Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 122 2010 Erasmus Project sheets 177315-LLP-1-2010-1-AT-ERASMUS-ENWA Landscape Education: New Opportunities for Teaching and Research in Europe III Project acronym and LE:NOTRE III title Beneficiary Vienna University of Technology organisation Coordinating Vienna University of Technology organisation Coordinator name and contact details Partners Prof. Richard Stiles richard.stiles@tuwien.ac.at Internet site address: http://www,le-notre.org P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24 P25 P26 P27 P28 P29 P30 P31 P32 P33 P34 P35 P36 P37 P38 Has Den Bosch University of Forestry Universidad Pontificia Bolivariana Hogeschool Gent Slovak University of Technology In Bratislava, Faculty of Architecture Universidad San Pablo Ceu The University of Trás-Os-Montes and Alto Douro Ankara University Kalecik Vocational School Hochschule Für Wirtschaft Und Umwelt Nürtingen-Geislingen Aarhus School of Architecture University of Natural Resources and Applied Life Sciences Poznan University of Life Sciences University of Applied Sciences Weihenstephan West Pomeranian University of Technology, Szczecin Universita Degli Studi Di Camerino Kauno Misku Ir Aplinkos Inzinierijos Kolegija Instituto Universitario Bios European Landscape Architecture Student Association Erasmushogeschool Brussel University of Architecture, Civil Engineering and Geodesy Estonian University of Life Sciences Aalto University School of Technology Oulu University of Applied Sciences, School of The Renewable Natural Resources Hochschule Neubrandenburg Technische Universität München University of Applied Sciences Erfurt Internationale Gartenschau Hamburg 2013 Gmbh University of Kassel, School of Architecture, Urban and Landscape Planning Rheinisch-Westfälische Technische Hochschule Aachen Leibniz Universität Hannover Technical University Of Kaiserslautern Hochschulkonferenz Landschaft – German Universtities Conference for Landscape Affairs Hochschule Anhalt (Fh) Aristotle University of Thessaloniki Corvinus Universty Budapest University College Dublin Università Di Padova Politecnico Di Milano - Facoltà Di Architettura E Società 123 2010 Erasmus Project sheets P39 P40 P41 P42 P43 P44 P45 P46 P47 P48 P49 P50 P51 P52 P53 P54 P55 P56 P57 P58 P59 P60 P61 P62 P63 P64 P65 P66 P67 P68 P69 P70 P71 P72 P73 P74 P75 P76 P77 P78 P79 P80 P81 P82 P83 P84 P85 P86 P87 P88 P89 P90 P91 P92 Latvia University of Agriculture Vilnius Gediminas Technical University Academy of Architecture, Amsterdam School of The Arts Internationale Agrarische Hogschool Larenstein Wageningen University, Landscape Architecture Group Norwegian University of Life Sciences European Council of Landscape Architecture Schools Netherlands Environmental Assessment Agency Silesian University of Technology Warsaw University of Life Sciences Bialystok Technical University University of Agronomical Sciences And Veterinary Medicine Technical University of Zvolen Slovak Agricultural University Institute of Management, Slovak University of Technology University of Ljubljana Yüzüncü Yil University Ankara University Akdeniz University Bartin UNIVERSITY Istanbul Technical University Yeditepe University Edinburgh College of Art University of Sheffield Ecole Nationale Supérieure du Paysage de Versailles-Marseille Swedish University Of Agricultural Sciences, Alnarp Hafencity University Hamburg Bilkent University Faculty of Art, Design And Architecture Mendel University In Brno Technische Universität Darmstadt Banat University of Agricultural Sciences And Veterinary Medicine Timisoara Icomos-Ifla International Scientific Committee On Cultural Landscapes Tallinna Tehnikaülikooli Tartu Kolledž Fundación Juana De Vega / Escola Galega Da Paisaxe Katholieke Universiteit Leuven Ecole Nationale Supérieure d’architecture et de Paysage de Bordeaux Leeds Metropolitan University Karadeniz Technical University Ecole Nationale Supérieure de La Nature et du Paysage, Blois Topos - The International Review of Landscape Architecture and Urban Design Newcastle University Suleyman Demirel Universitesi The Oslo School of Architecture and Design Technical University of Dresden Hochschule Fuer Technik Und Wirtschaft Dresden University of Canakkale Onsekiz Mart University of Sassari Namik Kemal University The University of Porto University of Copenhagen Hamk University of Applied Sciences École Nationale Supérieure d’architecture et de Paysage de Lille Agrocampus Ouest Fachhochschule Osnabrück 124 2010 Erasmus Project sheets P93 P94 P95 P96 P97 P98 P99 P100 P101 P102 P103 P104 P105 P106 P107 P108 P109 P110 P111 P112 P113 P114 P115 P116 P117 P118 P119 P120 P121 P122 Project website Landbúnaðarháskóli Íslands University of Genova Università Di Roma “Sapienza” International Federation of Landscape Architects Uniwersytet Przyrodniczy We Wroclawiu Tadeusz Kosciuszko Cracow Univerity of Technology Swedish University of Agricultural Science Istanbul University University of Greenwich Manchester Metropolitan University Sopot College University of Turin Çukurova University Agricultural University of Lublin University of Algarve Birzeit University University of Toronto Lincoln University University of Buenos Aires Univerzitet U Novom Sadu University of Belgarde Mosul University Ìçãúé Çáãæõá Universidade de São Paulo Seoul National University The Pennsylvania State University University Ss Cyril and Methodius University of Sarajevo Ínönü Üníversítesí Ege University University of Zagreb www.le-notre.org Project objectives (maximum 300 words) The LE:NOTRE 3 Project will play a key role in ensuring the long term sustainability and broad dissemination and exploitation of the results of this Thematic Network Project, while at the same time laying a strong and innovative foundation for the further development of collaboration within and beyond the discipline of landscape architecture both across Europe and on a global scale. Because of the success of the project in extending involvement to a far wider constituency than the original network of European academics, the original intention of re-absorbing the project outcomes back into the European Council of Landscape Architecture Schools, the initiating body, is no longer feasible without sacrificing much of what has been achieved. In order to both secure the past achievements and create a new and innovative basis for the future development of international collaboration within the discipline, a new organisation is to be created. The ‘LE:NOTRE Institute’ will provide for the long term and suitably broadly based continuation of the activities initiated by the Thematic Network. The new Institute will be a decentralised virtual organisation inspired by the model of the European Institute of Innovation and Technology. It will make use of and build upon the interactive web site created by the project, continuing to strengthen the three sides of the knowledge triangle within the discipline. A varied programme of activities to this end will be initiated within the scope of LE:NOTRE 3. The importance of this is highlighted by the European Landscape Convention, which celebrates its 10th anniversary this year, and to the implementation of which the LE:NOTRE Project has been able to contribute materially. The Convention calls explicitly for the promotion of university courses, the international exchange of information and expertise and makes necessary the sharing of best practice, 125 2010 Erasmus Project sheets especially in the field of urban landscapes where there is the need for much new work. The new LE:NOTRE Institute will ensure and facilitate the continued collaboration in developing the highest quality education, research and innovative practice in the field, involving a wide range of external organisations and related disciplines to this end, while developing as an operational model for the function of the European Higher Education Area. State of play of main deliverables/outputs of the project (maximum 300 words) 1.1 Staff Development Body Questionnaire on aspects to be covered; Summer school held in Dessau; Development of work programme 1.2 Feasibility Study for Conversion Masters Programme First concept for structure and mechanism of delivery prepared and presented at Dessau Network Meeting; First proposals for course units also proposed in Dessau 1.3 Standards Council Working group established; Four meetings held with representatives from the European Foundation for Landscape Architecture; Cooperation with German Chamber of Architects 2.1 European Landscape Ontology Initial collection of terminology developed during 2011 Dessau Summer School; Initial discussions regarding methodology and software 2.2 Virtual European PhD Programme Meetings in the context of ECLAS Conference and Dessau Network Meeting; Virtual seminars; First concept for programme of course units as discussion document 2.3 Research Database Collaboration with European Science Foundation and COST established for the planning of the forthcoming 2012 Antalya Network Meeting. 3.1 Landscape Monographs Detailed work on the preparation of the first monograph in advance of forthcoming 2012 Antalya Network Meeting 3.2 Design Projects Database Collaboration being established with the Landscape Architecture Europe Foundation to set up new joint web site 3.3 Clusters Subject areas defined in advance of Antalya Network Meeting 4.1 LE:NOTRE Institute 4.2 Extension of Network to outside Europe Contacts with and invitation to South America and work started to establish a South American arm of the LE:NOTRE Network; Enquiries made with Central Asian universities; 4.3 LE:NOTRE Web Site Small scale improvements to be followed shortly by a much wider redesign to focus on usability aspects and to update the site generally 5.1 Meetings Regular monthly committee meetings using internet seminar room; 4 Steering committee meetings; 1 network meeting completed, 1 in planning 5.2 Monitoring & Reporting Ongoing 5.3 Communication Ongoing 5.4 Evaluation Mid-term report to be prepared shortly Innovative aspects in education and training and good practices (maximum 300 words) Most aspects of the project Challenges ahead (maximum 300 words) Maintaining the motivation of the rest of the network 126 2010 Erasmus Project sheets Developing and implementing the strategy for long-term sustainability Higher education policy lines covered by the project Higher education policy lines covered by the project Lifelong learning in Higher Education Recognition Strategies for mobility & removal of barriers Funding of Higher Education Employability of graduates New skills for new jobs Transparency for Higher Education Higher Education governance Quality assurance 127
