Choose your language:

Switzerland

Towards a 2030 Vision on the Future of Universities in Europe

Policy Report
Publisher: 
Publications Office of the European Union
City: 
Luxembourg
Category: 
Abstract: 
The study assignment, “Towards a 2030 Vision on the Future of Universities in Europe” was commissioned by the European Commission’s Directorate-General for Research and Innovation (DG RTD). It was undertaken by the Centre for Strategy & Evaluation Services LLP (CSES), supported a team of high-level experts composed of academics and ex-academics. This study is an independent consultancy study report. The report required close consultation with key stakeholders as part of a participatory process. The Vision and transformation modules were developed in liaison with key stakeholders. Two stakeholder workshops took place in Brussels, followed by a validation webinar. There was then further consultation with key university networks. In addition, a Steering Group consisting of different Commission policy units from DG RTD and DG Education and Culture (DG EAC) actively guided and participated in the consultation process through four Steering Group meetings. Its members provided inputs to ensure that existing EU policy and programming initiatives were reflected, given the need to ensure that future EU support builds on current and previous support. Europe’s university landscape comprises more than 5000 universities, and is characterised by its heterogeneity. The Vision provides an enabling, non-prescriptive framework, which recognises the imperative of maintaining the autonomy of universities, and ensuring the principle of academic freedom. It also embodies the values provided in EU primary legislation, which will underpin the Vision’s implementation. Accordingly, the Vision – and the transformation modules that underpin it – need to be flexible enough to accommodate differences between universities. These include the degree of emphasis on their different missions (e.g. educational, teaching, research and innovation, societal), the extent of their existing contribution and future capacity to contribute to excellent science, and their different disciplinary and inter-disciplinary strengths. Reflecting this diversity, the Vision seeks to support universities and to enable them to autonomously determine their own developmental needs and pathways towards the achievement of the 2030 Vision. Given that the Vision covers a broad range of issues, challenges and opportunities for universities between now and 2030, an effort was made to build a consensus among stakeholders. However, whilst the analysis presented in the report has been closely informed by desk research, stakeholder events and feedback from the university networks, there are divergent viewpoints in some areas. This reflects different viewpoints among different types of universities in Europe and variance in the baseline situation in terms of how strong particular universities are in the research and innovation domain already, and what progress remains. As such, the study represents the authors’ best efforts to establish a degree of consensus on the main priorities for universities in Europe. In parallel with the publication of the revitalised 2020 ERA Communication (September 2020), this report is designed to provide inspiration for the development of an EU policy framework on the future of universities in the fields of research and innovation. The study therefore provides an important starting point to inform the policy debate on a possible follow-up Communication on the Future of Universities in Europe to 2030 in 2021. This could set out in greater detail how Europe might best support and further enable universities’ ongoing transformations, building on the section of the new ERA Communication which addresses this topic. The study team would like to thank all stakeholders for their active participation and engagement in the debate.

II International Congress on Biorefineries and Renewable Energies Supported in ICts: bresict

Publisher: 
Ediciones Universidad Cooperativa de Colombia
City: 
Bogotá
Volume, number, page: 
Evento Científico N.° 3
Category: 
Abstract: 
The II International Congress on Biorefineries and Renewable Energies Supported by ICTs (bresict) opened its doors from 17 to 20 February 2020 at the facilities of the Instituto Colombiano de Petróleo (icp), at Piedecuesta, Santander, to actors from the academic and industrial public and private sectors. National and international guest speakers, students, entrepreneurs, professors, and managers met in order to transfer, develop, and identify solutions based on the capabilities and technologies developed by universities, industry or government that are applicable to the country’s energy and global challenges. This version had a certified attendance of 150 visitors among attendees and speakers, from 13
countries, who had the opportunity to participate in two main activities held during the Congress: the academic and industrial papers presentation and the “Identification of collaboration opportunities for research and innovation projects” Workshop. During the co-creation workshops there were 64 attendees, including researchers, academics, and businessmen. Four research project proposals emerged: two from the renewable energy table and one from the respective tables in Biorefineries and Industry 4.0.

The Internal quality assurance as an instrument for the integration and improving of higher education :

analysis of best practices in the European Union and Latin America
City: 
Barcelona
Volume, number, page: 
123 p.
Category: 
Abstract: 
The aim of this work is to identify the main factors which influence in the implementation and development of Quality Assurance Systems in higher education institutions (HEIs), and compare different regions with similar changes. In such scenary, it becomes a necessary task try to understand the processes that have led to the current education policy as well as the changes in the vision which the European Community (EC) has had on higher education over time. In this vein, higher education and education in general have moved from a marginal location towards the center of the concerns in almost all over the world. So far, Higher Education Institutions (HEIs) do not work in a vacuum, but they are an important part of today's knowledge society. Through out a multiple case studies and two indepth case studies (Qualitative Methodology), was analyzed the way in which different internal quality assurance systems (IQAS) have been implemented and developed in six universities, [three from the Euroepan Union (EU) and three from Latin America (LA)]. From the observation of these cases in the field of quality assurance in higher education, we propose the use of some categories that provide an overview of the quality assurance as a policy domain within which policies are formulated. Derived from literature review were identified three big lines of work related with quality assurance issues in higher education; historical analysis; theoretical approaches, and political change. The latter has served as guideline to guide our work within the quality assurance in HEIs, particularly in reference to recurrent practices to evaluate the quality of some of the HEIs activities and the structures associated with these practices (Vlǎsceanu et al. 2007). In this proposal we follow a comparative approach to the political process, the outputs and outcomes of policies that facilitate discovering empirical relationships between variables, particularly in the field of public policies. Far to find answers, the results take us to consider some questions about possible patterns or guidelines associated to processes like the Bologna's for instance and compared with the Latin-American situation. This assignment speaks of quality assurance as a tool for the integration and improvement of higher education, also considers the quality assurance within the policy domain, as well as its different forms of implementation resulting from a national policy or transnational and whose impact is reflected in the actions taken by the HEI's. Even though is not a prescriptive framework, the EFQM excellence model perspective, allows to identifying the basic elements which compose the structure of QA system which is based on the application of the principles of Total Quality Management (TQM) towards educational institutions. Whatever the origin of these new activities, no doubt the normative framework derived from the Bologna Declaration has set some trends of accreditation in Europe. It is clear that, in one way or another, this has influenced the development of varied quality assurance outlines in Latin America, as is demonstrated by the development of the QA actions identified on presented cases

Research on Biodiversity and Climate Change at a Distance

Collaboration Networks between Europe and Latin America and the Caribbean.
Publisher: 
PLOS
City: 
San Francisco
Volume, number, page: 
11:6: pp.1-19.
Abstract: 
Biodiversity loss and climate change are both globally significant issues that must be addressed through collaboration across countries and disciplines. With the December 2015 COP21 climate conference in Paris and the recent creation of the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES), it has become critical to evaluate the capacity for global research networks to develop at the interface between biodiversity and climate change. In the context of the European Union (EU) strategy to stand as a world leader in tackling global challenges, the European Commission has promoted ties between the EU and Latin America and the Caribbean (LAC) in science, technology and innovation.
However, it is not clear how these significant interactions impact scientific cooperation at the interface of biodiversity and climate change. We looked at research collaborations between two major regions—the European Research Area (ERA) and LAC—that addressed both biodiversity and climate change. We analysed the temporal evolution of these collaborations, whether they were led by ERA or LAC teams, and which research
domains they covered. We surveyed publications listed on the Web of Science that were authored by researchers from both the ERA and LAC and that were published between 2003 and 2013. We also run similar analyses on other topics and other continents to provide baseline comparisons. Our results revealed a steady increase in scientific co-authorships between ERA and LAC countries as a result of the increasingly complex web of relationships that has been weaved among scientists from the two regions. The ERA-LAC coauthorship increase for biodiversity and climate change was higher than those reported forother topics and for collaboration with other continents. We also found strong differences in international collaboration patterns within the LAC: co-publications were fewest from researchers in low- and lower-middle-income countries and most prevalent from researchers in emerging countries like Mexico and Brazil. Overall, interdisciplinary publications represented 25.8%of all publications at the interface of biodiversity and climate change in the ERA-LAC network. Further scientific collaborations should be promoted 1) to prevent less developed countries from being isolated from the global cooperation network, 2) to ensure that scientists from these countries are trained to lead visible and recognized biodiversity and climate change research, and 3) to develop common study models that better integrate multiple scientific disciplines and better support decision-making.

After brexit

the challenges of Higher Education in Europe and Latin America
Publisher: 
CES - Centre of European Studies
City: 
Bucharest
Volume, number, page: 
11:2, pp.7-20
Abstract: 
This paper presents a discussion of the main issues involved in the Brexit decision and negotiations for Higher Education, Science, Technology and Innovation both for the EU and the UK. It analyses the challenges posed by the results of the British referendum in 2016, providing current data and figures about students, faculty, research and funding and how it might affect the future relations between the EU countries and the UK after 2019. In view of the new avenues opened after Brexit for higher education, research and innovation in the UK and the EU, it also addresses the current conditions and challenges of cooperation between Europe and Latin America and the Caribbean. The author, who is President of a birregional academic initiative, the Academic Permanent Forum for Latin America, Caribbean and the European Union (FAP ALC-UE), offers a summary of the main steps taken by this organization since 2012, which have led to the presentation of proposals to the political summits of Heads of State and Government of CELAC and the EU in Santiago de Chile (2013) and Brussels (2015). This is a grass-root movement constituted by members of universities and research centres in both regions whose main purpose is to put forward proposals for the establishment of a Common Birregional Area for Higher Education, Science, Technology and Innovation.
Subscribe to RSS - Switzerland