The wide-ranging ambitions of the European Green Deal provide a policy framework to integrate the scientific, educational, and institutional dimensions of universities’ contribution to the green transition.

With this text, the European University Association (EUA) presents a set of guiding considerations to support universities in using global rankings responsibly.

The 2023 edition of the European University Association’s Autonomy Scorecard, the most comprehensive yet, provides a full comparative analysis of the state of play of university autonomy in 35 higher education systems in Europe.

At least 20% of students within the European Higher Education Area should experience mobility to an institution abroad.  This briefing examines why this target has never been reached, the ensuing risk to its credibility, and the need to re-think it.

This report presents the key findings and recommendations of the  NEWLEAD project’s efforts to build the capacity of university leaders across Europe in steering change and addressing new priorities on the institutional transformation agenda.

This report is another NEWLEAD project output exploring the transformation agenda in the higher education context and leadership styles.

This paper presents the results of the first phase of the “Quality Assurance Fit for the Future” (QA-FIT) project, which aims to map the state of play of quality assurance in the EHEA and to critically evaluate the fitness for purpose of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).

The European University Association (EUA) presents a set of recommendations on sustaining Ukrainian universities and enabling them to continue their research and teaching activities.

This NEWLEAD guide offers recommendations and reflections for university leaders, university sector representatives and policy makers interested in setting up a leadership development programme (LDP).

This report summarises the main results, insights and open questions of the DIGI-HE project and sets them in the wider context of Europe’s institutions and systems. As such, this final report publication reflects on digitally enhanced learning and teaching (DELT) that took place in very unusual times, i.e. the Covid-19 pandemic. It may also help some institutions to reflect on their own journey through this period and consider their next steps.