Measuring happiness from the older EU citizen’s perspective SPARK Workshop Leiden, 29-­‐30 January 2016 final version EIT Health Campus Executive and professional education Annex Activity 2.2.1 CCentre Frans van der Ouderaa Jolanda Lindenberg Executive Summary
EIT Health is one of 5 KIC instruments designed by the EU to foster application of science in the market place to the benefit of the EU citizen. EIT Health contains three ‘’pillars’’ one of which is the education one, named ‘Campus’’. One of the four segments of Campus, the segment on Professional and executive education, convened a two-­‐day SPARK workshop with 33 delegates from 8 EIT Health countries on ‘’measurement of happiness and wellbeing from the older EU citizen’s perspective.’’ The objectives of the workshop were three-­‐fold: (a) generate content material for development of education products (b) form networks in an area of translation of science where current networks are generally local and not international (c) utilize the content generated and the emerging network for submission of EIT 2017 call proposals The SPARK workshop format is a unique, but well-­‐tried, facilitated co-­‐creation process for strategy development. The two-­‐day workshop comprised of a divergent and a convergent phase. Each session was followed by discussions about the cultural dimensions of wellbeing across Europe, matching measures to target group needs, target groups and user needs, and approaching target audiences. The composition of the five discussion tables changed during the workshop to encourage network formation. The first session included presentations on the principles of the science of happiness, as well as the concept of ‘Emic’ healthcare as opposed to ‘Etic’ care. Understanding older individuals from an emic perspective includes looking at their own values, attitudes and desires and what they themselves find important in their lives. This helps to comprehend the necessary elements of citizen centric care, by starting from the citizens’ perspectives and taking these as a frame of reference for care, needs and wishes of older European individuals. In the second session different measures of happiness were presented. It was shown that these measures can be used for different purposes, for instance to assess the quality of life of at a national level, the success of medical interventions at an individual level, and the state of individual wellbeing. Furthermore, different methods can be used to measure happiness. The presentations included normative, individual, and idiographic methods. Examples of how the mind-­‐set of executives and professional staff in dealing with institutional seniors could be improved were shown in the third session. Contributions from delegates representing local government and an NGO suggested that substantial education is needed for professional staff and to achieve this future innovative education routes should be defined. The final, convergent discussion session had as purpose to define the way forward. The tables were chaired by representatives of the user domains; the local government (Northern and Southern Europe), the financial industry and NGO. Seven specific education/training project ideas were formulated. 2 Introduction, context and objectives
This is the year that the exciting journey of EIT Health, within with the Campus activities as one
of its three pillars, begins in earnest. As a kick-off to the Professional and executive education
programme, activity 2.2.1, within Campus, the Leyden Academy on Vitality and Ageing has
hosted the first of two, two-day co-creation workshops. The rationale of the Workshops is
presented in Appendix I.
This report presents the main outcomes and conclusions from the first workshop of activity
2.2.1 entitled “Measuring happiness from the older EU citizen’s perspective”. The workshop was
attended by 33 delegates originating from 8 EIT countries, and included 9 individuals that were
active in the societal domain and 6 from health care industries, the other delegates were from
knowledge institutes. Delegate details are in appendix II.
EIT Health Campus has as its first objective to support the drive for entrepreneurial
implementation of fundamental science in society to benefit the citizen. Its second objective is
to support a paradigm shift towards more citizen-centric healthcare processes. In his
introductory words, Professor J.P.J Slaets (LUMC, Leiden) expressed this as that “the citizens’
needs and desires are the starting point for the Education programmes” and the definition of the
needs and desires of the citizen are indeed the focus of Annex 2.2.1.
The following objectives were tabled for the Workshop:
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Co-create ideas, concepts and inputs for the Professional and executive education
programme, in particular Annex 2.2.1;
To create a network of the participants attending;
Use our emerging network to jointly submit proposals for the 2017 EIT Education
CAMPUS call (March 2016) or other calls within the context of EIT Health.
Session 1: Concepts and definitions of wellbeing and quality of life
The first session of the workshop concerned presentations on the concepts and definitions of
wellbeing and quality of life. Although most people have an implicit understanding of the
concepts of happiness and wellbeing, most have a hard time distinguishing the various concepts
commonly used in the field.
Prof. R. Veenhoven (Erasmus University, worlddatabaseofhappiness.eur.nl; Erasmus University,
Rotterdam) therefore set the scene by introducing some definitions from positive social
psychology. Happiness was described as the subjective enjoyment of one’s life as a whole and
synonymous to subjective enjoyment and subjective wellbeing. Happiness splits into two
components: firstly hedonic wellbeing, which is a shorter-term balance of pleasant and
unpleasant affect and secondly contentment or fulfilment, which is more cerebral and consists
of the evaluation of the life course. The hedonic element is regarded as the more dominant
emotion of senior people in evaluating wellbeing. Prof. R. Veenhoven detailed how research
shows that Western and Eastern cultures appreciate different attributes contributing to
happiness. In Western cultures dominant were attributes such as freedom of choice, autonomy,
environmental mastery and individual growth. In Eastern cultural duties and social relations
seem to be more important.
In a second thought-provoking talk prof. R.G.J. Westendorp (Copenhagen University,
Copenhagen) showed that health as defined by objective biomedical criteria and life satisfaction
are only weakly related. Furthermore, he showed that most studies suggest that life satisfaction
is virtually unaffected by age. This is for instance illustrated by the apparent paradox found in
Denmark: the Danes are the happiest people, but their average longevity is lower than in other
Western European countries. Interestingly, according to data from the European SHARE study
3 the full range of disabilities ranging from perfect health to bedridden explains less than a point
on a scale of 10.
In the context of the EIT citizen-centric paradigm of healthcare provision J Lindenberg, PhD
(Leiden University Medical Centre/ Leyden Academy on Vitality and Ageing) introduced the
anthropological concepts ‘etic’ and emic’. The ‘etic’ perspective of group is the outsider’s view,
notably in this healthcare context the standards and views of professionals constitute the
starting perspective. The alternative ‘emic’ perspective starts from the values, needs and wants
of the studied or targeted audience, in this case the citizen. Using people’s own values and
desires may constitute a potentially important route to empowerment and subjective wellbeing.
Additionally, empowerment generates a mind-set for own responsibility, self-respect, and can
endorse the preservation of dignity and empathic behaviour. Emic based healthcare needs to be
mirrored by behaviours and processes of professionals (within executive and professional
education this is pursued in activities 2.2.3 and 2.2.6).
The parameters for successful ageing as perceived by lay people have been reviewed in detail
by Dr. T. Cosco (MRC, London). In his elaborate review on perspectives of lay people on
successful ageing he found that the main components are psychosocial (e.g. self-awareness,
acceptance and engagement), biomedical, and extrinsic factors (such as financial security).
Whilst the main (etic-type) parameters used by scientists are cognitive and physical functioning,
lay (emic) perspectives are more multi-dimensional and include personal resources,
engagement and finance prominently. Interestingly, health status does not figure as such.
The importance of social networks for older individuals was described by Dr. V. Hlebec
(University of Ljubljana, Ljubljana). Using data from the European Quality of Life Survey, she
showed that the local social context appears to be more important than the country context in
evaluation of quality of life. Social networks are transient, but are particularly important support
during important life transitions. Over the life course, network sizes tend to shrink and become
less diversified. A core group of individuals in a social network is usually not larger than 5-10
persons.
Session 2: Measures
In the second session of the workshop measures of happiness and wellbeing from three
perspectives were reviewed: at the level of whole countries, as a tool to assess treatment
effects and at the individual level.
To assess the state of the nation, which was traditionally measured solely by its economic
performance, the UK government instituted a survey with subjective measures of country
wellbeing in 2011. Prof. P. Allin (Imperial College, London) reported on this survey and how it
came about. Importantly, this survey signalled a move towards a focus on personal wellbeing.
Societal progress became a policy objective: instead of asking: what are we producing in terms
of money; the focal question is now what makes life worth living? This is in tune with the WHO
sustainable development goals. Over the period 2011 to 2015 the UK average life satisfaction
score improved from 7.4 to 7.6.
Dr. E. van den Akker (Leiden University Medical Centre, Leiden) presented alternative
instruments, namely surveys to compare costs and quality of life of participants in Randomized
Control Trials as commonly used in the biomedical sphere. These instruments generally focus on
disease specific medical and health outcomes (e.g. EQ-SD; SF 36) and offer answers to
questions set by the researcher. It is therefore important, she argued, to determine the
research goals and delve into the assumptions underlying the instruments before deciding on an
instrument to use.
4 An ‘emic’ wellbeing instrument was presented by Dr. J. Huijg (Leyden Academy on Vitality and
Ageing, Leiden). The instrument is a result of qualitative research with older people and a
follow-up survey developed from this. The tool allows the individual to select and categorize
their own attributes of importance and prioritize these. In a second step individuals are asked to
reflect on how satisfied they are with the attributes chosen. In a final step they are invited to
think about their resulting attributes of importance and reflect on what would they rather see
differently? What is necessary to maintain the current level of life satisfaction? This personal
perspective on what is important for you and how satisfied you are can thus subsequently be
used to develop action plans to improve wellbeing. Both analogue and digital forms of this tool
now exist in Dutch. A plan is in place to work with local city councils to implement this
instrument and evaluate its added value in practice. Additionally in the discussion sessions links
were made with Scandinavian delegates to translate this tool and implement it in practice there
in the future.
An alternative assessment process was presented by Dr. B.F. Jeronimus (University
Medical Centre Groningen, Groningen). Dr. Jeronimus advocated an idiographic method
to understand an individual’s emotional state, which includes a broad set of attributes
such as positive and negative emotions, stress, physical activity, sleep, feeling valued
loneliness, and mindfulness. His research group has measured these longitudinally in a
small cohort. Whilst this method is a very accurate research tool and does not have
risk of stereotyping and bias, it is an intensive and complex tool that needs further
development and exploration for population use. One interesting finding of his research
is that neuroticism declines over the life course whilst at the same time
conscientiousness increases. , and that these personality changes can largely account
for the higher levels of subjective well-being reported by elderly relative to younger
adults.
An ethicist’s reflection on the second session was given by Prof. N. Bilbeny (Barcelona). In his
view, ‘old age’ is the most heterogeneous phase of life both at the individual and the societal
level. He emphasized the need to pay attention to the transcultural nature of our societies
resulting in plurality in beliefs on health, illness, ageing, happiness, fulfilment, disappointment,
but also in a pluriform use of language and communication of paradigms generally. He further
mentioned that in his opinion older migrants from other cultures are generally more at risk of
poor quality of life because of lower education levels, loneliness, and language barriers. Training
opportunities for foreigners who act as carers (transcultural nursing) are generally not available,
which can be to the detriment of the carer and the patient.
Session 3: applications and Interventions
An encouraging, emerging, early example of a dialogue of EIT with the citizen was shown by
mr. E. Heeneman (Achmea, Zeist). He showed that within EIT Health instead of simply sending
information, interaction is sought via social media. He presented a Facebook try-out in which a
paper of R.G.J. Westendorp and U. Wewer posited a provocative opinion on lifelong learning.
The comments and reach were then analysed. These results can be used in the future to make
initiatives that fit the ideas and comments that were posted on Facebook. Citizens can then be
involved in a feedback loop of ideas and responses after which the EIT Health can once projects
have been developed communicate back how the comments and suggestions were taken into
account. As such, the EIT Health can become genuinely citizen-centred.
Similarly mrs. E. Kuiper (Espria, Groningen) showed some early ‘best practice’ examples of
attitudes of care professionals pre- and post-training consisting of care-giver empathy and
interaction towards older people. Her argument was that generally care systems are of an ‘etic’
5 nature i.e. geared towards efficiency, accountability and control, thereby minimizing time to
explore, learn and reflect upon the needs, concerns and ambitions of older, often
institutionalized older people. She proposed more freedom and responsibility for the
professional to define the scope of care and ways of working in their job, furthermore processes
for continuous learning should be established.
Mr. C. Skadhauge (PKA, Copenhagen) voiced a perspective from the pension industry starting
off with the – for him – rhetorical question as to whether pension funds should in addition to
financial support offer members ways to improve their happiness and wellbeing. Compared to
other pension funds, PKA has already made important strides to make its pension schemes
more flexible to allow people to part retire or work longer according to their own wishes. It
appeared from surveys that members rate the value of financial security, health and social
connections differently than was the expectation by PKA. In fact, financial security was not
considered the most important, social connections were on top of the list of their pensioners.
The company shares the ideas regarding the ‘emic’ concept and intends to embrace happiness
and wellbeing as a focus; however the understanding of members’ behaviours would need more
definition, notable also in ways to change behaviours to prevent people from needing hospital
care.
Mrs. L. Alksten (Stockholm City Council) outlined the needs and wishes from seniors from a
large Northern European conurbation employing 12.000 care workers. The future vocational
training of professionals should be designed to deliver the care to support ’emic’ strategies.
Personal career development should, different from the present, support development of career
paths for specialists (as opposed to managers) and be built on modules that are certified. The
intention is to construct digital and blended learning platforms to achieve lifelong learning for
council employees, which stimulates innovation in the workplace and creates a mind-set of
openness to change in processes.
The activities to innovate new care processes that are being carried out in Stockholm in the
Open Lab were presented by Prof. J. Bornebusch. The Open Lab creates a broad interdisciplinary
platform together with EIT Campus activity Flagships to offer master level courses based on
design thinking to educate care individuals with fresh mind-sets to help seniors to stay
independent; encourage activities which foster general routes to prevention and healthier
lifestyles for instance by optimizing diets as well as prevention of falls.
Prof. J. Goodwin (Age UK, London) explained the needs of their organization with 300 full time
employees and over 10,000 volunteers. His organization entirely operates according to ‘emic’
principles. He cited Daniel Kahneman in that their leading motto is “life satisfaction is the
primary goal of people”. However, their research in the UK suggests that older people still feel
patronized, discriminated against and can still be seen as a low priority group. Innovation in
care needs to be soundly evidence based in his opinion. The main concern of Age UK is the
training of their volunteers. His group has developed an index of wellbeing which includes
attributes such as: high quality health and care services; enjoy life and feel well; participation in
society and sufficient financial means. The research indicates that personal circumstances
(living arrangements, family status, care giving) and financial means are the most important
attributes related to wellbeing for older UK individuals.
Session 4: Marketing, user differentiation and novel pedagogic routes
Dr. B. Jones (Sheffield) reported on entrepreneurship education notably to empower the over
50 year olds to fully exploit their unique personal skills. Europe has already programmes
addressing this e.g. http:/www.meet-change.eu/index.php/en/. He gave as the rationale of reparticipation by ‘’olderpreneurs’’ in the economy the obvious financial rewards, but also other
objectives such as fulfilment of one’s true potential and the enablement of social participation
6 and structure provided by being at work. Olderpreneurs could use their unique backgrounds to
inspire and team up with young people.
Prof. N. Casamitjana (Barcelona) summed up the challenges for EIT Campus:
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People have been trained at schools and colleges to prepare for life but not for an
unexpected older age than they were to expect from the longevity of their elders.
Important roles for social networks are underestimated.
We should be educated to pursue a happy life, face ageing and live and interact with
ageing people.
We need to move from decline and disability to enabling ambitions, things that matter.
We should offer people better skills to make ‘emic’ decisions for older age.
The question is how to achieve the etic to emic transition with professionals as well as
citizens.
Another question is who is responsible for lifelong learning: what roles should there be
for academia; vocational training centres; adult education colleges, personal coaching
and mentoring to create the social environments to successful ageing.
Opportunities for Professional and executive education
The final convergent, break-out session of the workshop on how to move forward resulted in the
following CAMPUS/education ideas:
(a) Pension Funds aimed to change their product ranges to provide wellbeing of their clients as
an objective instead of a purely financial arrangement between the pension fund and its
(pensioner) clients. This would require coaching the management and employees of the fund to
embrace a novel emic mind-set in the relationship with their clients as well as educating them
to use tools to assess and evaluate wellbeing in their client cohort.
(b) Health insurers could make a similar mind-set transition however with the distinction that
their objective would be to empower their clients to embrace the ‘emic’ health care model. The
first steps would be to convince the top management of the company to start a pilot project to
define unmet needs of the members as well as to involve them in course development. to
inspire staff members to accept change
(c) Local Government (1) to change the focus of its care infra-structure for older citizens to an
‘emic’ mind-set by (a) creating awareness at the political and management levels, for instance
with a short MOOC to engender passion for the ‘emic’ way of working (b) develop and introduce
tools to teach the concepts and assessment tools for subjective wellbeing, (c) measure
wellbeing at the individual level, (d) innovate novel personalized solutions for individuals using
the design method, (e) implement and refine. Following pilots in Sweden within EIT Health
Campus, the next phase could be an international roll out.
(d) Local Government (2) this proposal aims to re-invent retirement, in a course named
‘Second life 55+’. It focuses on HR managers to assist their 55+ years old employees,
especially in regard to preparation of retirement and alternative plans for retirement, such as a
second career, flexible careers and flexible entry and exit out of the labor market. It aims to
change the way organizations organize the workplace, and ultimately, if necessary, the
legislation around it. It will do so from an intergenerational perspective, to ensure that the
problem of "competition between the generations" is not popping up. Ultimately, the
educational product aims to "stretch the life course". In this product the focus is on human
resource management and it aims to include the local government as a facilitator. The course
aims to support organizations in how to cope with flexible approaches to working life, and offers
7 a training programme for and through the HR departments. This course includes workshops for
older employees, wishes in careers and ways to endorse wellbeing, facts on flexible retirement
approaches and stretching the life course and good practices (such as how to prepare for 55+
entrepreneurship and business cases). Most innovative in this education product is the "learning
by doing" module that is included, that entails a direct implementation of course ideas by
participants into the local government by what we call "life shops". The life shops also includes
elements of learning by example (train the trainer to enable organizational change and the
facilitation/spread of the programme) and if possible certification of the local government if
successfully offering this course and becoming "Second life proof".
(e) NGO focuses on the improvement of the skill base as well as the numbers of volunteers.
NGO’s, even Age UK, are resource constrained and an important objective is the wellbeing of
the volunteer force.
The first element to be developed is a training programme of the NGO staff who directs the
volunteer resources. The second element is the design of the actual training modules for the
volunteers themselves. This is to be based on surveys of the needs of the volunteers to develop
skills. A significant part of this going to be e-learning including certification.
(f) Careers of caregivers: the concept of ‘’setting caregivers free’’ was coined by one of the
delegates; in this context career development of caregivers came up, for instance to offer them
education tools to develop greater cultural and emotional competencies and to institute career
development paths for both managers and specialists with appropriate emuneration strategies.
(g) A slightly different opportunity is the Europe wide of application of Emic” tools for
assessment of wellbeing and happiness: the LAVA tool and the idiographic method are
complementary and could be used in tandem where necessary. The second generating more
granularity in individual cases where this is required. In the first instance the most urgent
requirement is the validation of both methods and additionally their translation into other
languages than Dutch. Their use could yield highly necessary further insights in the way older
citizens perceive wellbeing.
Conclusions
In this workshop, the first of a series to co-create and design content for the Professional and
executive education programme, we set ourselves three objectives: generation of content for
education, formation of new cross- European networks and joint activities towards 2017 call
proposals.
We look back at the workshop with satisfaction that the EIT Health Professional and executive
education segment of Campus indeed has commenced, after all the partner discussions, with
the content of the segment in 2016. The workshop generated excellent material for
development of courses as per the 2016 BP and additionally we obtained better insights in the
needs of the target users and tools to assess these.
Judging from the commitment and passion of the delegates during the workshop the first two
objectives were certainly fully met. There was a true atmosphere of building on each other’s
ideas. This is further illustrated by the harvest of the opportunities section above. Whilst the
2017 EIT Campus programme is for a significant degree already determined by the 2016 BP, we
are confident that the insights and networks of the workshop shall generate further high quality
new additional proposals for the BP2017 and has created a network of individuals across
countries in EIT Health and more importantly has created novel connections between individuals
from different domains, societal, commercial and academic.
8 Appendix I
EIT Health Campus: Professional and executive education
Rationale
EIT Health (www.EIThealth.eu) is one of several multi-billion European Institute of Innovation
and Technology consortia. With over a 140 partners the objective is to contribute to healthy
living and active ageing. Its vision is to change the current health care paradigm in two ways:
firstly, to put a much stronger emphasis on translation of new insights from science
(behavioural, medical and technological sciences) to benefit the citizen and, secondly, to reshape health care to become citizen-centric. It focuses on a transformation of the existing
generally ‘etic’ (professionally and technology driven) health care paradigm into an ‘emic’
(citizen, demand-perspective) one. This will create a more personalized health care perspective
that simultaneously relies more on self-management and active involvement of citizens.
Resulting from this, there are several challenges that executives and professionals in health
care face. Amongst these are at the system level an escalation of costs, demands for more
personalized care, and addressing the modest success of attempts to innovate health care. At
the same time they are presented with the need to retain vital members in the workforce and
last but not least to overcome the inertia of professionals that is stimulated by the current
system.
The CAMPUS of EIT Health, in conjunction with the other “pillars” of EIT Health (namely,
Innovation and the Accelerator) has the objective to address these challenges. It embraces four
components: the EIT health graduate school, professional and executive education, MOOCs
(massive open online courses) and digital learning.
The professional and executive education segment of CAMPUS is geared to develop courses and
other educational products in five areas:
Understanding the heterogeneity of the European 55+ citizen: values, attitudes, habits and
desires regarding health and wellbeing to understand the needs of citizens to create true
citizen-centric health care, this could additionally inspire innovators to service the ‘grey market’
(activity 2.2.1, led by F. van der Ouderaa and J. Lindenberg, Leiden)
Innovate workplace practices and workplace adaptations to create enlightened HRM practices
and foster sustainable workplaces and careers, to enable older employees to continue to
contribute to the competitiveness of Europe and additionally to help Care Organizations to
exploit opportunities of novel ITC (activity 2.2.2, led by W. Cottaar and A. Burdorf, Eindhoven
and Rotterdam)
Creating a mindset change among (especially health care) professionals to embrace the change
to personalization and citizen-centric care and fostering more self-management by an informed
dialogue with citizens that desire this citizen-centred paradigm shift (activity 2.2.3, led by M.
Nawijn, Groningen and S. Snowball, Ghent)
Leadership of innovation management in health care with emphasis on the earlier mentioned
paradigm shifts to enable senior management and directors to implement successful
organisational changes that allow and endorse citizen-centred health care (activity 2.2.4 led by
J. Ribera, Barcelona)
Interactive and novel routes of learning to engage professional citizens, policy makers, civil
servants and NGO’s to reorient their ideas and practices (e.g. learning festivals, social media
activities and blended learning programmes) (activity 2.2.5 led by J. Pereira Miguel and F. van
der Ouderaa, Lisbon and Leiden).
9 The CARE programme to improve education of caregivers and close the current gap in staff
numbers in health care. It helps and supports caregivers, gives them knowledge and skills to
deal with their caregiving challenges. At the same time it focuses on employers whose
employees are caregivers, by assisting them in their caregiving engagements and helps them in
finding work-caregiving balance to accommodate those employees (activity 2.2.6 led by L.
Middleton, London)
It is critical for the development of the courses and educational products to co-create these
educational products jointly with representatives of future users.
To achieve this end, we have embarked in programme 2.2.1, above, on two 2-day co-creation
Workshops in Q1 2016. The first of these concerns “measuring happiness from the older EU
citizen’s perspective” (Leiden 29-30 January). The second has as its focus “the understanding of
the heterogeneity of the 55+ European citizen: values, attitudes, habits and desires” (Leiden,
25-26 February). Workshops in the other activities with similar targets are planned from April
2016 onwards.
10 Appendix II
Participant details
Anéh Hajdu
University Copenhagen
aneh.hajdu@sund.ku.dk
Angela Barnes
Lay representative UK
md.abconsulting@gmail.com
Anne Stiggelbout
LUMC Leiden
a.m.stiggelbout@lumc.nl
Annika Remaeus
University Uppsala
annika.remaeus@akademiska.se
Anton Peeters
Eurapco Zurich
anton.peeters@eurapco.com
Bertus Jeronimus
UMCG Groningen
b.f.jeronimus@umcg.nl
Bjorn Engsten
Folkuniversitetet Stockholm
orsokonsult@gmail.com
Brian Jones
University of Leeds
B.T.Jones@leedsbeckett.ac.uk
Claus Skadhauge
PKA, Copenhagen
cs@pka.dk
Elske van den Akker
LUMC, Leiden
vandenakker@lumc.nl
Erwin Heeneman
Achmea, Zeist NL
erwin.heeneman@achmea.nl
Esther Kuiper
Espria, Emmen NL
e.kuiper@espria.nl
Frans van der Ouderaa
EIT Health Campus
ouderaa@leydenacademy.nl
Hans van Zonneveld
Philips Eindhoven
hans.van.zonneveld@philips.com
Ineke Vlek
Leyden Academy
vlek@leydenacademy.nl
James Goodwin
Age UK London
J.Goodwin3@lboro.ac.uk
Johan Bornebusch
Södertörns högskola
johan.bornebusch@sh.se
Jolanda Lindenberg
EIT Health Campus
lindenberg@leydenacademy.nl
Joris Slaets
Leyden Academy
Slaets@leydenacademy.nl
Josanne Huijg
EIT Health Campus
huijg@leydenacademy.nl
José Mª López
Abbott, Spain
jose.m.lopez@abbott.com
Karin Folcker
University Uppsala
karin.folcker@uadm.uu.se
Lena Alksten
Stockholm municipality
lena.alksten@stockholm.se
Lex van Delden
Leyden Academy
delden@Leydenacademy.nl
Min Min Teh
MMT Consulting UK
min-min@mmtconsulting.co.uk
Norbert Bilbeny Garcia
University Barcelona
bilbeny@ub.edu
Nuria Casamitjana
University Barcelona
nuria.casamitjana@isglobal.org
Paul Allin
Imperial College London
p.allin@imperial.ac.uk
11 Pedro Grilo
Lisbon municipality
pedro.grilo@cm-lisboa.pt
Rudi Westendorp
University Copenhagen
westendorp@sund.ku.dk
Ruut Veenhoven
Erasmus University Rotterdam
veenhoven@fsw.eur.nl
Theodore Cosco
University College London
t.cosco@ucl.ac.uk
Valentine Hlebec
University of Ljubljana
Slovenia
Valentina.Hlebec@fdv.uni-lj.si
12