The Institute for the Development of Education (IDE) is a non-governmental organisation that contributes to the development of higher education policy, provides expert support to institutions, connects domestic and international experts and enables individuals in Croatia and Southeast Europe to achieve their educational goals. IDE is based in Zagreb (Croatia) and since its launch in 1999, it has succeeded in consolidating its position as the leading Croatian think tank (NGO) in the field of higher education. In addition to working at the national level in Croatia, IDE works at the European level through its participation in Bologna Follow-up Group (BFUG), the BFUG Advisory Group on the Social Dimension of the Bologna Process (2018-2020; 2010-2012), the European Commission’s Network of Experts on Social Dimension of Education and Training (NESET) (2019-2021; 2013-2014), the European Commission’s European Expert Network on Economics of Education (EENEE) (2017-), the OECD’s Higher Education Forum (2017). IDE has also worked closely with Open Society Foundation’s Network Scholarship Programmes (1999-2012) and the US State Department, Bureau of Educational and Cultural Affairs (ECA) (EducationUSA Network) (1999-2019).
EURASHE is a partner in the InclusiPHE project on Inclusive Engagement of Non-Traditional Students in Professional Higher Education.
Underneath are further information on:
InclusiPHE will focus specifically on PHEIs which typically attract a more diverse range of students with a higher proportion of non-traditional students compared to more classical higher education institutions. PHEIs tend to have a higher percentage of adult students, lifelong learners, parent students, students from a migrant background, students with a disability, etc. enrolled. At the same time, PHE curricula have specific characteristics that influence student engagement which is often overlooked in European and national higher education policy discussions, such as shorter times spent in the institution due to many students studying at shorter courses and considerable time spent on practical placements outside the institution. InclusiPHE will explore the complex engagement of different students in the life of their institutions. The project aims to improve policies, mechanisms and practices for inclusive engagement of all students regardless of their background and circumstances – to engage students in all aspects of teaching & learning learning journey, quality assurance and institutional decision making, within the life of the institution and student life in the wider sense and also enabling them to fully embrace the democratic values of HE in their interactions with wider society.
More concretely, the project will:
- Analyse existing models and patterns within students’ engagement at PHE institutions.
- Identify potential good practices and innovative ways for more inclusive engagement of PHE-specific student target groups.
- Develop student-led strategies for creating more inclusive PHEIs and student organisations.
- Develop a capacity-building toolkit and pilot for inclusive student engagement training.
The project will result in:
- Increased information (quantitative and qualitative) on inclusive engagement of PHE students at European, national and institutional level.
- Better understanding of the impact of more inclusive students’ engagement in the governance, internal QA and curriculum development of PHEIs and in the advancement of equality and inclusion.
- Increased awareness of students, institutional leaders and policy makers on inclusive students’ engagement in the PHE sector and of the European vision and consensus on student engagement and social inclusion.
- Enhanced support of PHEIs and student organisations in their efforts to increase participation of non-traditional and underrepresented groups within PHE institutional formal and informal systems of students’ engagement.
- Provision of instruments, methods and tools PHE institutions and student organisations can apply to support the development of an inclusive student engagement culture within their institutions and organisations, showing how to integrate the concept of inclusive student engagement into their existing processes and quality managements systems.
Mondragon University was created in 1997 by the association of three educational cooperatives, with the guarantee of an extensive career and experience in the world of education, which nowadays constitute the University’s two Faculties and School: Faculty of Engineering, Faculty of Business Studies and Faculty of Humanities and Education Sciences. In 2011 one more Faculty is added to University; the Culinary Science Faculty.
At Mondragon University we have a commitment towards social transformation, which is specified in our participatory model. We are a cooperative university, which belongs to the MONDRAGON Corporation, with a clear human vocation and a commitment to our environment, our society and our time.
Our teaching model involves a system of relationships which, with the educational system as the central theme, aims to involve the companies and institutions in the area, in order to guarantee social accessibility, the combination of work and study, the development of research and the provision of Continuing Education.
MCAST Mission Statement
“To provide universally accessible vocational and professional education and training with an international dimension, responsive to the needs of the individual and the economy.”
Established in 2001, the Malta College of Arts, Science and Technology is the country’s leading vocational education and training institution. Six Institutes in Malta and the Gozo Campus, MCAST offers 180 full-time and over 300 part-time vocational courses ranging from certificates to Master’s degrees (MQF Level 1 to Level 7).
The six MCAST Institutes namely the Institute of Applied Sciences, the Institute for the Creative Arts, the Institute of Engineering and Transport, the Institute of Business Management and Commerce, the Institute of Community Services, the Institute of Information and Communication Technology and the Gozo Campus provide all the technical and professional expertise towards the delivery of the programmes at MCAST. They also maintain the aim of driving forward all the areas of study under their respective responsibility. This corporate structure enables focused strategies, which address the specific needs of students at each level while maintaining a healthy dialogue with all interested stakeholders in order to provide the best programmes for the needs of the local economy and society
University Colleges Leuven-Limburg is a university college with campuses in Leuven and Diest. In 2012, the university college has around 7,500 students and around 725 members of staff. You can follow bachelor degree courses in the areas of education, commercial sciences and business administration, health care, industrial sciences, and social and community work. University Colleges Leuven-Limburg also offers advanced bachelor’s programmes, postgraduate certificates and other continuing studies. As an institute of knowledge, the university college also takes part in research and provides services. UCLL comprises four departments: Department of Business Studies, Department of Teacher Education (in Leuven and in Diest), Department of Health and Technology and Department of Social Work in Heverlee. Our education, staff, IT, communication, finance, administration and logistics policy is co-ordinated at General Services. These are housed in the fantastic Abdij van Park in Heverlee.
The Cooperative State University Baden-Wuerttemberg (DHBW) is the largest university in Baden-Wuerttemberg with currently 34,000 students, over 9,000 partner companies and over 160,000 alumni. It is the first higher education institution in Germany which combines on-the-job training and academic studies and therefore achieves a close integration of theory and practice, both being components of cooperative education.
The university’s official seat is in Stuttgart. Based on the US State University System, the organizational structure of DHBW is unique in Germany for it comprises both the central (DHBW headquarters) and the local level (DHBW locations and campuses). Throughout its nine locations and three campuses, the university offers a broad range of undergraduate study programmes in the field of business, engineering, and social work. All degree programmes are both nationally and internationally accredited, count as intensive study programmes and are worth 210 ECTS credits. In addition, DHBW offers postgraduate degree programmes with integrated on-the-job training.
At the Heilbronn site there are currently about 1,300 students studying in business administration: commerce, service management, or food management. The modern “Bildungscampus” – education campus – in the center of the city of Heilbronn is excellently equipped with lecture rooms and laboratories offers.
The Knowledge Innovation Centre is a dynamic consultancy focusing on knowledge brokerage and innovation of knowledge transfer processes. The Centre brings together a variety of local and European experts from a variety of fields, and has worked extensively within Quality Assurance of Higher Education, Technology Enhanced Learning, Student Services and knowledge economy (as it relates to the Lisbon Agenda and Barcelona Process). The Centre has forged close relationships with a number of stakeholders in the regional innovation and Higher Education fields, and is active in leveraging such relationships to build multi-disciplinary, multi-country networks for knowledge transfer and capitalisation. The Centre also offers a variety of online solutions geared at maximising quality assurance mechanisms, public relations and services.
The European Students’ Union (ESU) is an umbrella organisation of 47 National Unions of Students from 39 countries. The aim of ESU is to represent and promote the educational, social, economic and cultural interests of students at the European level towards all relevant bodies. For ESU it is key that change-leading quality assurance is implemented with a holistic approach according to the needs of the students. It should lead not only to ensure the delivery higher education, in whatever form of delivery, according to agreed standards but also to enhance higher education provision within the continuous improvement cycle. It is vital that all higher education stakeholders enjoy ownership over quality assurance, and thus there is a stakeholders’ close cooperation.