This EUA-CDE report presents the results of an extensive and unique study on the state of play of doctoral education in Europe. Offering findings gathered from more than 300 institutions across Europe, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.
Higher education stakeholders are increasingly aware of the need for systematic continuous professional development opportunities for university teachers. This report reflects the outcomes of the work of EUA’s Learning & Teaching Thematic Peer Group on “Continuous development of teaching competences”. It presents the group’s recommendations for a targeted approach to developing pedagogical competences at the European, national, institutional, programme and individual levels, alongside case studies based on practices and initiatives in group members’ institutions.
Attention to career paths in teaching and staff development, in order to enhance learning and teaching, has gained importance in the European policy arena in recent years. This paper is the result of the work carried out by the EUA Learning & Teaching Thematic Peer Group on “Career paths in teaching”. It reflects the group’s discussions on the importance of staff development and better recognising teaching as central to the academic profession. It also points to how teachers’ professional career paths can contribute to the overarching goal of continuous improvement in teaching, and what can be done to better promote teaching as an important factor in career progression.
This report is a milestone of the EU-supported project “Transition to University Autonomy in Kazakhstan” (2017-2020) and focuses on the state of play of university governance and recommendations for the reform process.
A substantial share of public investment is spent on public procurement in the European Union and quality public services depend on well-managed and efficient modern procurement. Public higher education institutions, including university hospitals, are important public procurers. Universities act not only as buyers (of goods, services and works), but also as providers for other public authorities as well as companies, particularly in the context of research, development and innovation.
The next six months will be an important period for policy makers, the university sector and many other stakeholders engaged in Research and Innovation Smart Specialisation Strategies (RIS3). With the ongoing preparations for the EU’s 2021-2027 Multiannual Financial Framework, the European Workshop on Smart Specialisation, entitled “Universities as Regional Lead Institutions”, held under the auspices of the Austrian Presidency of the EU Council, provided an opportunity to take stock of past achievements and identify emerging priorities for building successful European innovation ecosystems in the post-2020 period.
Many European universities are initiating strategic transformation programmes that either seek a step change in institutional efficiency, respond to drastic shifts in higher education policy and financing, or improve their competitive academic advantage. Key ingredients for successful strategy implementation at universities include effective institutional leadership (governance and management), coherent operating models and structures and institutional culture. Leadership provides direction and defines accountability and responsibility for strategic academic outcomes. Operating models and structures provide an institutional platform for effective and efficient delivery, and culture is an all-pervasive feature of academic life that defines the shared institutional beliefs, which shape how the university delivers its academic mission.
In recent years, the enhancement of learning and teaching has become a priority, not only for higher education institutions, but also for national governments, the European Union and the Bologna Process. This report aims to map the learning and teaching landscape in 28 higher education systems and to provide insight into how teaching enhancement is organised between public authorities and higher education institutions.
Sustainable development is crucial to the future of Europe and the entire planet. The framework of the Sustainable Development Goals ensures social cohesion, economic prosperity and protection of the environment. Education, research and innovation are essential in sustainable development, making universities key contributors to achieving the goals. EUA presents this overview about how universities facilitate social, environmental and economic development.
This essay is the result of the 15th Transatlantic Dialogue held in July 2018. The seminar, organised by EUA, the American Council on Education and Universities Canada, and hosted by the European University Institute in Florence, offered a timely opportunity for transatlantic comparisons and a rich dialogue among peers about the role that higher education can play in a politically disrupted world.
In recent times e-learning in different forms has been integrated in a high percentage in the study offerings of HEIs in Europe. The quality assurance of this type of provision has become a concern both for HEIs and for QAAs. Considering this and the fact that a new version of the revised ESG was published in 2015, an ENQA’s working group on quality assurance of e-learning was established. The aim of the working group was to work on a set of considerations for quality assurance of e-learning provision taking as reference the ESG 2015, examining the applicability and relevance of the ESG.