The concept of evidence-based learning and teaching is complex and multifaceted. The EUA Learning & Teaching Thematic Peer Group on “Evidence-based approaches to learning and teaching” understands it as connecting learning and teaching to evidence-based methods, strategies and processes through the cultivation of an institutional culture that is committed to continuous improvement of student learning.
Assessment is an essential and influential element in the learning journey of all students. There is commitment across universities to promoting a holistic assessment design, based on co-creation between students and academic staff. Nevertheless, the design and implementation of student assessment remain challenging.
The EUA Learning & Teaching Thematic Peer Group on “Internationalisation in learning and teaching” considers strategic and comprehensive internationalisation as a fit-for-purpose and timely means for universities to address global challenges and provide high-quality education. This paper presents the work and conclusions of the group.
At the centre of a student’s university experience stands the programme that they follow. Therefore, creating curricula that are fit-for-purpose is at the heart of an institution’s teaching mission.
Building synergies between education, research and innovation across disciplines is crucial to tackling the major challenges our societies face. As the European Union projects ambitious policy goals, such as the Green Deal or mastering the digital transformation, synergies and complementarities between different funding instruments are becoming increasingly important.
Universities are key players in Europe’s research and innovation landscape. EUA, therefore, welcomes the revival of the European Research Area (ERA), where research-based knowledge is mobilised for a better and more sustainable future. In this EUA position, the Association offers a detailed list of recommendations for the ERA.
Study programme development is one of the most challenging processes at universities since all faculty is involved. And in our experience, the redesign of already existing programmes seems to be even more difficult: Whereas innovative forces want to pick up new trends (e.g. digitalisation or other new teaching concepts) more conservative forces emphasise values and refer to existing experience with current concepts.
The Public Funding Observatory report 2019/20 is accompanied by individual country sheets with specific data on the 34 higher education systems covered in the study. The sheets offer an overview of the data collected for each system, including funding, inflation, and student and staff numbers.
The Public Funding Observatory Report 2019/20 offers the most up-to-date information on 34 higher education systems across Europe.
Enhancing Digital Capacity in Teaching and Learning in Irish Universities is a three year project that aims to mainstream digital in teaching and learning across the seven Irish universities by addressing the professional development of all who teach.
Student-centred learning and student success both act as lenses for reframing institutional activity with a core focus on the needs and values of individual students. While there is signficant crossover between the values of these two paradigms, however, their ultimate objectives do not fully overlap.