The overall theme of the Conference will be "Higher Education – Making the Knowledge Triangle Work".
Download the Flyer of the 23rd Annual Conference here.
View here the presentation of Split and the Conference, delivered by Žarko Nožica during the 22nd Annual Conference (Riga, 10-11 May 2012).
Who should attend
- EURASHE Members
- Stakeholders: Ministry, Agencies for HE, Universities, Labor Market –Job Givers-Job Takers
- From All Regions and Sectors of EHEA.
The conference will present results of projects that can be considered milestones in ever envolving story of challenges in higher education on subject like
- Innovation (Social, too!!!)
It should strongly influence the future of HE
Approach to be taken
- Define thesis
- Work on the subject/come up with the results that can be considered “State of the Art” for the given moment
- Make conclusions/ reccommendations so that someone can do something with that
Our Annual Conferences greatly contribute to the professional development of our members, and are therefore vitally important for European Professional Higher Education (PHE). A EURASHE conference attracts a diversity of delegates – heads of institutions, higher education practitioners, policy-makers, academics and students – from the education community across Europe and beyond its borders.
It is recognized as a communication platform for education experts and professionals, and is characterised by its innovating and stimulating approach. The following list of conference themes demonstrates the wide scope and at the same time the targeted focus on issues that are relevant for PHE.
23rd Annual Conference, 9-10 May 2013 in Split (Croatia)
Higher Education – Making the Knowledge Triangle Work.
22nd Annual Conference, 10-11 May 2012 in Riga (Latvia)
Responding to challenges for European higher education: Lifelong learning (LLL) and the Welfare Society
21st Annual Conference, 31 March-1 April 2011 in Nice (France)
Examine Expanding Field of Professionally Oriented Programmes in Higher Education (HE)
20th Annual Conference, 14-15 October 2010 in Tallinn (Estonia)
Implementing Bologna: Turning rhetoric into reality. Special conference track: The Social Dimension aspect in the higher education reform process: Research findings about Equitable Access to Higher Education
19th Annual Conference, 2009 in Prague (Czech Republic)
Higher education (HE), Enterprises and Regions: Partnerships for Innovation and Development throughout Europe
18th Annual Conference, 8-9 May 2008 in Malta
Qualifications in a Quality Assurance (QA) Culture: moving Bologna and Copenhagen towards a lifelong and Europe-wide response to employability
17th Annual Conference, 2007 in Copenhagen (Denmark)
Research and Innovation & The Social Dimension of Higher Education (HE); Towards a broader interpretation
16th Annual Conference, 2006 in Dubrovnik (Croatia)
The Dynamics of University Colleges in the EHEA: Opening up Higher Education through links with Lifelong Learning (LLL) and Vocational Education and Training (VET) and New Masters in Higher Education (HE)
15th Annual Conference, 2005 in Vilnius (Lithuania)
University Colleges in the Bologna Process: Quality Culture and Applied Research
14th Annual Conference, 2004 in Nicosia (Cyprus)
Networking in the Open European Higher Education Area (EHEA)
13th Annual Conference, 2003 in Gyöngyös (Hungary)
After Graz / Before Berlin: The Assets of the Bologna Process for Professional Higher Education (PHE)
12th Annual Conference, 2002 in Galway (Ireland)
Towards Coherence in Europe on Higher Education (HE)
11th Annual Conference, 2001 in Viseu (Portugal)
After Bologna / Prague: Recent Developments in European Higher Education (HE)
10th Annual Conference, 2000 in Chania (Greece)
Higher Education (HE) in the 21st Century, Challenges and Potentials
9th Annual Conference, 1999 in Vienna (Austria)
Quality Assurance (QA) in Higher Education (HE)
8th Annual Conference, 1998 in Budapest (Hungary)
Changing Relations between Government and Higher Education (HE) in terms of Autonomy, Quality and Finance
7th Annual Conference, 1997 in Galway (Ireland)
Quality Assurance (QA) in Higher Education (HE)
6th Annual Conference, 1996, Cyprus
Innovation in European Higher Education (HE)
5th Annual Conference, 1995 in Bruges (Belgium)
Education and Economic Life: Living Apart or Together?
4th Annual Conference, 1994 in Dublin (Ireland)
Accessing Academic Partnership in Europe
3rd Annual Conference, 1993 in Copenhagen (Denmark)
Higher Education (HE) in Europe after Maastricht
2nd Annual Conference, 1992 in Portsmouth (United Kingdom)
Credit Transfer and European Collaboration
1st Annual Conference, 1991 in Setúbal (Portugal)
Role of Higher Education (HE) in the Development of Human Resources
Founding Conference, 1990 in Patras (Greece)
Founding Conference of the European Association of Institutions in Higher Education (EURASHE).
Se encuentra abierta la convocatoria para presentar casos de éxito en educación continua, este espacio para socializar en el marco del encuentro internacional esta concebido como una excelente opción de visibilidad institucional entorno a las mejores practicas y novedad de los programas de educación continua.
Abstract: The paper examines the behavior of universities at the level of the individual institution to create a taxonomy of actions and logics used to initiate international activities, engagements, and academic programs. The taxonomy is organized utilizing the concepts of activity clusters, modes of engagement, and institutional logics. Its purpose is to provide a framework for future research as well as a tool for scholars and practitioners to better analyze and understand what has become a rush by many universities to become more engaged globally. After a brief discussion of the importance of contextual variables such as academic discipline, academic program level, and the prestige hierarchy, the specific characteristics of the university as a social organization are considered. A central assumption is that the most meaningful and successful change in the university occurs when the decentralized nature of the organization and the significant formal and informal authority of faculty and academic staff is recognized and incorporated into decision processes in real and meaningful ways. The taxonomy of actions and logics is conceptualized as a list of modes of engagement that can be organized into seven clusters of activity. Clusters include individual faculty initiatives; the management of institutional demography; mobility initiatives; curricular and pedagogical change; transnational institutional engagements; network building; and campus culture, ethos, and leadership. Nine institutional logics are described and proposed as possible explanatory variables as to how universities interpret their global environment and justify strategies, policies, and actions they undertake. International and global realities have become a central strategic concern for many universities. The framework offered in this article is intended to help support empirical research on strategies, actions and logics at the institutional level and an on-going research project by the authors.
The Commissioner for Higher Education and Culture, Androulla Vassiliou, said: U-Multirank "will be useful to each participating higher education institution, as a planning and self-mapping exercise; and more should join as it proves its utility, and to respond to calls from students and others for greater transparency in European higher education. By providing students with clearer information to guide their study choices, this is a fresh tool for more quality, relevance and transparency in European higher education."
The basic characteristics of U-Multirank, which has been developed in close consultation with stakeholders, differ substantially from existing international rankings:
An initial pilot ranking covering at least 500 higher education institutions, both inside and outside Europe, and four fields of study (mechanical and electrical engineering, business – the fields included in the feasibility study – and physics) will be published in early 2014. U-Multirank will then be expanded regularly to include more institutions and fields of study. More information.
The ECA Winter Seminar will take place on 17th January 2013 in The Hague. Recognition and "automatic recognition" are important topics in the Bucharest Communique. ECA has been working on mutual recognition since 2003 and would like to explore the relationship between its work and the statements regarding recognition in the Bucharest Communique. To attend the seminar, please fill in the registration form.
Automatic recognition in the Bucharest Communiqué:
"Fair academic and professional recognition, including recognition of non-formal and informal learning, is at the core of the EHEA. It is a direct benefit for students’ academic mobility, it improves graduates’ chances of professional mobility and it represents an accurate measure of the degree of convergence and trust attained. We are determined to remove outstanding obstacles hindering effective and proper recognition and are willing to work together towards the automatic recognition of comparable academic degrees, building on the tools of the Bologna framework, as a long-term goal of the EHEA. We therefore commit to reviewing our national legislation to comply with the Lisbon Recognition Convention. We welcome the European Area of Recognition (EAR) Manual and recommend its use as a set of guidelines for recognition of foreign qualifications and a compendium of good practices, as well as encourage higher education institutions and quality assurance agencies to assess institutional recognition procedures in internal and external quality assurance."
Today internationalisation itself is perceived as an indicator for the quality of higher education, but so far only few European-wide approaches have assessed the quality of internationalisation. The current national accreditation systems do not explicitly include international and intercultural learning outcomes and a commonly agreed assessment methodology is lacking. Therefore, the European Consortium for Accreditation in higher education (ECA) decided to develop a European certificate for the assessment of internationalisation. In October 2012, a consortium of quality assurance agencies from eleven countries, the Academic Cooperation Association (ACA), and the German Academic Exchange Service (DAAD) started the development of a Certificate for the Quality of Internationalisation (CeQuInt). This ECA project is funded by the EU and coordinated by the Accreditation Organisation of The Netherlands and Flanders (NVAO). The overall aim of the project is to assess, reward and enhance internationalisation.
A positive assessment by an assessment panel will lead to the award by ECA of the Certificate for Quality in Internationalisation. This certificate confirms that a programme or institution has successfully included a significant international and/or intercultural dimension in the purpose, function and delivery of its education. The Certificate for Quality in Internationalisation is intended to lead to a substantial improvement in the transparency and level of internationalisation.
The first meeting of the CeQuInt project Steering Group took place in NVAO premises in the Hague on 13 November 2012. The project partners have given specific attention to the further definition of assessment methodology, the identification of candidates for the pilot procedures, the specific roles and profiles of experts in the assessment panels and the commencement of dissemination activities. The immediate agreed actions include a stronger involvement of experts from the professional field in the assessment panels, the introduction of a core group of experts that will take part in several pilot procedures and the reporting of national and international dissemination activities. The next Steering Group meeting is foreseen to take place in Slovenia in March 2013.
For more information please visit the CeQuInt project website.
EMQA: Erasmus Mundus Quality Assurance for International Higher Education Master and Doctoral programmes
Self assess your performance with Erasmus Mundus masters and doctorates. Look at the EMQA tool "Erasmus Mundus Quality Assessment" and improve your Excellence.
EMQA is a participatory approach to quality assurance that has been built since 2008 for the European Commission DG Education and Culture Erasmus Mundus Master and Doctoral Joint Programmes. EMQA is not a standard QA process of judging or ranking courses against a fixed set of ‘standards’. The underlying principle is that international programmes are innovating constantly and that this innovation needs to be communicated directly back to the HE sector. EMQA is a strongly participatory approach to excellence. The resources on this Web site can be used by any international programme – Master, Doctoral, Professional, or Commercial – to help you to review your own quality against a structured set of quality components drawn from Higher Education across the European Union. On this site you can:
1- Understand the 'landscape' of quality challenges that international programmes encounter;
2- Self-assess your own courses or programmes against a series of structured questions;
3- See in detail examples of excellent practice from programmes studied in depth since 2008;
4- Read online, and download, a Handbook of Excellence that guides you through the issues you need to consider when creating Master and Doctoral Programmes;
5- Contribute your own excellent practice and add to the body of evidence that will continue to develop the 'components of excellence'.
Please enter your login details or Register here.
For guidance, please refer to the User Guide which can be downloaded here.
By Jeannie Rea (NTEU National Office). The National Tertiary Education Union (NTEU) welcomed the announcement today (17 December) by the Minister for Tertiary Education, Senator Evans, on plans to double the number of Indigenous university students, but said that boosting the number of Indigenous staff at universities had to be part of the solution.
“Over the past decade the number of Aboriginal and Torres Strait Islander staff working at Australian universities has doubled. However, Indigenous academic and general staff are still only one per cent of the workforce though they constitute 2.2% of the Australian population aged 15-64 years,” said NTEU President Jeannie Rea.
Senator Evans made the commitment to population parity for Indigenous students in announcing the newly constituted Aboriginal and Torres Strait Islander Higher Education Advisory Council, which will advise on how to reach this goal.
“Having staff and students represented on the Council is critical to its success and we welcome the inclusion of nominees from both the NTEU and the National Union of Students,” Rea said.
Rea said that the NTEU had long campaigned to increase the number of Aboriginal and Torres Strait Islander staff working at Australian universities.
By Carmel Shute (NTEU National Office). Courses should come before iPads, says the National Tertiary Education Union (NTEU).
NTEU NSW Division Secretary, Genevieve Kelly, said today that the University of Western Sydney should be keeping language courses in Arabic, Italian and Spanish instead of offering free iPads to students and staff, at an estimated cost of at least $3 million.
“Giving every student and staff member a fourth-generation iPad comes at an unacceptable price. The UWS is taking a sledgehammer to courses and staff. Technology, however trendy, is nothing without content.
“UWS has just summarily abolished courses in Arabic, Italian and Spanish, cutting 4 full-time positions, and numerous casual jobs,” she said.
“These cuts to these community language courses come at the same time as Peter Garrett, the Federal Education Minister, is calling for more language study. UWS is in the heart of multicultural Sydney but appears to be contemptuous of the community it allegedly serves.
“While we’ve managed to whittle back cuts to jobs in humanities, commerce and arts from 25 to around 10-15, the number of jobs going in the School of Business has shot from 29 to 32. UWS was set to cut 10 staff in economics but, despite now committing to retaining eight out of its 24 economics units, it plans to cut 13 fulltime positions, three more than originally proposed. The only way this makes sense is if UWS intends to work staff as hard as Christmas elves, but right through the year.”
The abolition of Arabic, Italian and Spanish language courses disadvantages hundreds of students, including several doing their masters and doctorates.
In this post, dr Joanna Williams from University of Kent (UK) argues that there is a complex process by which students adopt a consumer perspective to higher education, and it is not merely tuition fees that contribute to this. The entry draws on her recent book "Consuming Higher Education: Why Learning Can’t Be Bought", London: Bloomsbury.
Recent news reports suggest the true cost of a university education for English students may be close to £100,000. It is perhaps not surprising then that students are increasingly described as ‘consumers’ of higher education (HE) (see Brown: 2011 and Molesworth, Nixon and Scullion: 2011). In Consuming Higher Education: Why Learning Can’t Be Bought I argue that the payment of university tuition fees (currently £9000 each year for English students) is a symptom rather than a cause of students being considered as consumers. Students are constructed as consumers both before entering HE and while at university by a range of government policies and institutional practices, many of which pre-date tuition fees paid by individual students. Indeed, students were first referred to as ‘customers’ of HE in government publicity in 1993, five years before they were required to pay any fees at all (see the Conservative government’s 1993 Charter for Higher Education).
Students are constructed as consumers from the moment they first begin to think about attending university. Government-sponsored websites offering guidance to school children present university as mainly concerned with future employment and material reward: ‘Higher education could boost your career prospects and earning potential … on average, graduates tend to earn substantially more … Projected over a working lifetime, the difference is something like £100,000’. The government’s perception of the benefit of HE emerges clearly: it is to enable youngsters to get a job and earn money. Education is presented as an essentially private investment from which material rewards can be accrued. The ‘good consumer’ will shop around to choose the university that will most efficiently yield the highest return on their investment. Read more...