Previous annual conferences

Learn more about other EURASHE annual conferences, that took place all over Europe, since 1990.

Tallin 2018

28th Annual Conference

The challenges emerging in most areas of society and life, especially those brought by the digitalisation of production and services, have gotten into the core attention of discussions on the future role and development of higher education.

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Le havre 2017

27th Annual Conference

EURASHE organised its 27th Annual Conference titled ‘Professional Higher Education 4.0: A Change for Universities of Applied Sciences‘ in Le Havre (France) on 30-31 March 2017. It is organised by EURASHE and the IUT of Le Havre with the Assemblée des Directeurs d’Institut Universitaire de Technologie (ADIUT).

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Belgrade 2016

26th Annual Conference

Entitled ‘Centres of cooperation striving for excellence: Professional higher education and the world of work’, the Annual Conference developed through 3 main themes seen as the biggest strengths of the cooperation built between PHE institutions and the world of work: employability, regional development and innovation. When talking about employability, we addressed different indicators and discussed modes of cooperation and engagement that support graduates’ employability.

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Lisbon 2015

25th Annual Conference

The theme of the 25th Annual Conference of EURASHE, which was hold this year in Lisbon (Portugal), is ‘Professional Higher Education more Relevant than Ever – Challenges for the Future’. In the run-up to the next Ministerial Conference of the European Higher Education Area (EHEA), taking place in Yerevan (Armenia) in May 2015, the choice of this topic shows relevance of a sector of Higher Education, which is considered as one of the key players in influencing and developing the society of present and future.

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Yereban 2014

24th Annual Conference

The theme of the 24th Annual Conference of EURASHE, which is held this year in Yerevan, the capital of Armenia, is ‘Qualifications for the Labour Market’. In the run-up to our 25th anniversary and to the next Ministerial Conference of the European Higher Education Area (EHEA), also to be held in Yerevan in 2015, the choice of this topic shows the confidence of a sector of higher education, which has gained in status and relevance. Professional qualifications are also a focal point in EURASHE’s EU-funded pilot project HAPHE, which is an attempt at mapping professionally-oriented programmes in a number of countries, in different national systems and contexts, irrespective of the level or qualification.

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Split 2013

23rd Annual Conference

The 23rd Annual Conference of EURASHE in 2013 comes at a moment when we are in a process of re-formulating our priorities, on the basis of our overarching policy paper ‘Towards a Diversified, Responsive and Competitive European Higher Education’, which was communicated to the Ministers of the European Higher Education Area (EHEA) on the occasion of the Ministerial Conference in April 2012 in Bucharest (Romania).

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Riga 2012

22nd Annual Conference

The 22nd EURASHE Annual Conference brought together leaders in the field of Professional Higher Education for a comprehensive overview of both related themes. The Conference was hold in Riga (Latvia) on May 10-11, 2012 at the Radisson Latvija Hotel. The Conference is hosted by the Banku Augstskola in partnership with the FLLLEX project consortium. The Conference is traditionally a meeting of EURASHE’s members, outside experts from a range of academic fields and stakeholders to construct a unique range of educational experiences of relevance to professionals from all geographical regions and sectors of the European Higher Education Area (EHEA) and beyond.

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Nice 2011

21st Annual Conference

This year’s conference is particularly important for professional higher education” said conference co-organiser and the Vice-President of the ADIUT Philippe Pierrot. “The IUTs (Instituts Universitaires de Technologie), which form an integrated part of the university system, focus on the professionally oriented programmes in France. These technological and commercial tracks within the university system, contribute to regional development and applied research.

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Tallin 2010

20th Annual Conference

The Tallinn event is also a 20th Anniversary celebration of EURASHE as an association, coinciding with the launch of the European Higher Education Area in 2020. We highlight this by means of a special EURASHE publication of 10 scientific articles dealing with the priority areas of the HE reform, and consisting of contributions from individual experts in higher education, who are affiliated to EURASHE or have a stake in professional HE. Three conference tracks presented and debated upon in plenary sessions, with breakout sessions for interactive workshops.

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Prague 2009

19th Annual Conference

EURASHE organised its 19th Annual Conference titled ‘Higher education, Enterprises and Regions: Partnerships for Innovation and Development throughout Europe‘ in Prague (Czech Republic) on 21-22 May 2009. It is organised by EURASHE, the Czech Association of Schools of Professional Higher Education (CASPHE), the College of Polytechnics Jihlava (VŠPJ), the University of Economics in Prague (VŠE), the Ministry of Education, Youth and Sports (MŠMT) (Czech Republic) and the Czech Presidency of the Council of the European Union.

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Malta 2008

18th Annual Conference

EURASHE organised its 18th Annual Conference titled ‘Qualifications in a Quality Assurance Culture: Moving Bologna and Copenhagen towards a lifelong and Europe-wide response to employability‘ in Malta on 8-9 May 2008. It is organised by EURASHE with Malta College of Arts, Science & Technology (MCAST), University of Malta and Malta Qualifications Council (MQC).

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Copenhagen 2007

17th Annual Conference

EURASHE organised its 17th Annual Conference titled ‘Research and Innovation and The Social Dimension of HE – Towards a broader interpretation‘ in Copenhagen (Denmark) on 26-27 April 2007.

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Drubovnik 2006

16th Annual Conference

EURASHE organised its 16th Annual Conference titled ‘The Dynamics of University Colleges in the EHEA‘ in Dubrovnik (Croatia) on 27-28 April 2006. It is organised by EURASHE with the Croatian Council of Universities and University Colleges of Applied Sciences (VVIVŠ).

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Vilnius 2005

15th Annual Conference

EURASHE organised its 15th Annual Conference titled ‘University Colleges in the Bologna Process: quality culture and applied research‘ in Vilnius (Lithuania) on 28-29 April 2005. It is organised by EURASHE, the Rectors’ Conference of Lithuanian University Colleges (LKDK), and Vilniaus Kolegija/University of Applied Sciences (VIKO).

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Nicosia 2004

14th Annual Conference

In several European countries, the cooperation and even partnerships and associations between universities and institutions of professional higher education are increasing. How can this be realized in such a way, that both sectors of higher education are maintaining their profiles and strengths, when approaching a more coherent landscape of European higher education? And how will this evolution influence subjects and periods of study and success rates in the two sectors? Many other questions could be raised.

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TitleSummaryYearCategoriesLinkdoc_categories_hfilter

2009
2009 Bologna Stocktaking findings on the Higher Education Quality Assurance

2009report
A case study between Hungarian and British institutions which highlights quality issues related to Recognition of Qualifications

2011others
A normative theory concerning the welfare state and its inherent dilemmas

2010others
About the «Legal Tech» laboratory of the Center of Legal Initiatives and Innovations of the Tashkent State University of Law

2022others
Accreditation comparative study in higher education system of different countries to propose an appropriate accreditation

Quality assurance in higher education was until relativelyrecently an implicit activity. measured but could be recognized by academics when andwhere it existed were prevalent. However, over the last two decades, a number of factors have combined to challenge traditional views about quality in higher education and how it is assured. These factors have been elaborated by many commentators – individuals and organizations such as UNESCO and the World Bank – and have led to the making of quality assurance in higher education “a central objective of governmental policies and an important steering mechanism in higher education systems …

2008publication
Accreditation paradigm shift in higher education

2001position-paper
An audit process as a tool for quality assurance and enhancement at the University of Helsinki

2008policy-paper
An Evaluation of the Quality (Assurance) Evaluation – Case Study: The University of Bucharest

2009report
Assessment of cooperation between higher education institutions and employers in Europe

2012report
Assessment report: European Master of Law and Economics

2013report
AUDIT Programme: an Initiative to Promote Internal Quality Assurance Systems in Higher Education Institutions

2008policy-paper
Australia’s Higher Education Quality Framework – Components and Current Challenges

2008policy-paper
BARRIERS AND DRIVERS IN EUROPEAN UNIVERSITY

2011publication
Blended Learning for Lifelong Learners in a Multicampus Context

2012report
Bureaucracy: the enemy of a quality culture – Angela Short

2006others
CAF and education: a tool for self-assessment and preparation of National Quality Agency evaluation

2009policy-paper
Can we make the bureaucracy of monitoring the quality of a University’s Learning and Teaching more acceptable?

2010position-paper
Changing Patterns of the Higher Education System and the Pernnial Search of the Second Sector for Stability and Identity

2000publication
Christoph Veigel speech

2011others
Creativity and diversity challenges for quality assurance

2009publication
Creativity and diversity: Challenges for quality assurance beyond 2010

2009publication
Creativity and Diversity: Challenges for quality assurance beyond 2010 ‘Zen, Motorcycle Maintenance, and the Metaphysics of Quality’

2011others
Cultural mirrors A dialectical approach to quality culture Dries Berings

2013others
Developing a national rpl framework for higher education in scotland

2012others
Developing a System of Quality Enhancement in a Post-Conflict University Environment

2006report
DEVELOPING INSTITUTIONAL LANGUAGE POLICY

2011report
Developing internal QA mechanisms

2008report
ECTS Users’ Guide

The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher …

2015publication
Employability and Mobility of Bachelor Graduates in Europe

2011publication
Engaging in the Modernisation Agenda for European Higher Education

2012publication
ENGAGING IN THE MODERNISATION AGENDA FOR EUROPEAN HIGHER EDUCATION EXECUTIVE REPORT

2012report
Enhancing Education Quality Assurance Using Data Mining

2008policy-paper
EUA Quality Culture Project

2006others
EUA quality culture project-Sursock

2006others
EURASHE Annual Report 2011

In my capacity of President of EURASHE, it is my pleasure to share with you the diverse activities and initiatives of the European Association of Institutions of Higher Education which took place in 2011. For those who are familiar with EURASHE, they know how we are evolving from a stakeholders organisation for professional higher education mainly active in the implementation of the Bologna Process into a truly members’ association. As such we are expanding continually our field with more direct services to members, which are individual higher education institutions with profiles that are growing more and more diverse. The areas in which we have offered such support were so far limited to the hands-on seminars on development in lifelong learning and projects on the same theme, in which we also took due care to involve some national associations which are members of …

2011report
EURASHE Annual Report 2012

The 2012 Annual Report of the European Association of Institutions in Higher Education (EURASHE), which I am sharing with you, is again a document that bears witness of an organisation that is continually developing as a stakeholders’ organisation with a broad range of higher education institutions and programmes of study that profess themselves as professionally …

2012report
EURASHE Annual Report 2013

2013 was for the European Association of Institutions in Higher Education (EURASHE) a year of both consolidation and expansion of our association. In line with our policy of opening up our network to individual membership of institutions of higher education, we accepted as full or associate members 14 institutions and organisations, spanning the whole European Higher Education Area, of which 10 are individual institutions of higher education, ranging from research universities (with professionally oriented programmes) to specialised colleges, all offering professionoriented higher education from Bachelor’s level …

2013report
EURASHE Annual Report 2014

2014 was for the European Association of Institutions in Higher Education (EURASHE) a year of both consolidation and expansion of our association. In line with our policy of opening up our network to individual membership of institutions of higher education, we accepted as full or associate members 6 institutions and organisations, spanning the whole European Higher Education Area (EHEA), ranging from research universities (with professionallyorientated programmes) to specialised colleges, all offering profession-orientated higher education from Bachelor’s level …

2014report
EURASHE Annual Report 2016

Our forebears and we have ceaselessly put forward our belief that our brand of higher education carried strength and potential. Over the years, we have gradually been recognised as major players in higher education. We have taken the lead in quality assurance initiatives, we have contributed to excellence in teaching and learning and in the last few months, UAS4EUROPE, our consortium for information and advocacy, has been able to federate action in applied …

2016report
EURASHE Annual Report 2017

We are developing innovative and hands-on projects in line to our priorities and in response to the challenges facing European higher education. Our approach is multi-disciplinary, politically independent and combines (applied) research and policy development with concrete initiatives. EURASHE also contributes to projects through consultative, advisory and stakeholder …

2017report
EURASHE Annual Report 2018

«We are developing innovative and hands-on projects in line with our strategy and in response to the challenges facing European higher education. Our approach is multi-disciplinary, politically independent and combines (applied) research and policy development with concrete initiatives. EURASHE also contributes to projects through consultative, advisory and stakeholder …

2018report
EURASHE Annual Report 2019

At EURASHE we care about our members’ opinion and engagement in all our activities, that’s why in 2019 we did a survey with the aim of learning more about their preferences and needs, to be able to offer them inspiring events and activities and up-to-date information on project opportunities and on policy development at the European …

2019report
EURASHE Policy Paper on Quality Assurance and Transparency Tools

During the 1990s, following the rise of international markets and informatics in the preceding decade, fundamental world-wide economic shifts occurred. These changes can be summarised in terms of globalisation, individualisation, digitalisation and the information boom. The economic and financial crisis of the 2000s has not only deepened and hastened these changes, but also set new challenges to the world, in terms of restructuring the knowledge society through creativity and innovation and specifically the formulating of new responses to climate change, issues concerning immigration as well as attempts to address the widening gap between rich and …

2012policy-paper
EURASHE Position Paper on Permeability between PHE and VET

Europe is facing various socio-economic challenges including youth unemployment, discrepancy of qualifications with labour market requirements, social tensions and changes brought on by technological developments and by the digitalisation agenda. The solutions lie in the promotion of a wider concept of employability, in flexibility, relevance and openness of education systems where learners can enter, leave and combine their own learning opportunities to build, update and refresh their profile and …

2017position-paper
EURASHE_sem_PHE_Belgrade_090315_pres_PETROVIC_srb

2006others
EURASHE’s Position on the European Level of Quality Assurance (QA) & Accreditation

The Bologna process embodies QA both as a means to ensure/measure and to improve the quality of European higher education. EURASHE firmly believes in the necessity of QA, comprising internal & external QA, and accreditation, as interlinked processes. There is an intensified European discussion on QA, which is justly placed within the Bologna process, since it is a declaration to affirm the quality of …

2005position-paper
European wide introduction of QA in e-learning; a benchmarking approach

2008report
Evolving diversity. Participation of students with an immigrant background in European Higher Education

2012publication
Examples of successful projects with the help of EU co-funding

2017publication
Executive Agencies and their role in H2020

2017report
Existing tools for measuring or evaluating internationalisation in Higher Education

2010others
External Quality Assurance in the EHEA: Quo Vadis? Reflections on functions, legitimacy and limitations

2008report
Flexibility through Learning Outcomes: Implications for Quality

2008others
France: an old tradition of validation of prior learning and experience

2010others
FUNDING HIGHER EDUCATION: A VIEW ACROSS EUROPE

European higher education institutions need to modernise their governance and train their leaders to operate in increasingly complex sets of interactions at the institutional, regional, national and European level. European policies call for universities to play a strong role in the Lisbon Agenda and in making Europe a strong knowledge-based economy. Although the need to train university leaders is so obvious, the supply of management support to higher education institutions, their leaders and managers is highly fragmented in …

2010report
Guidelines for the background report for a country review

2013report
Higher Education Governance Reforms Across Europe

2009publication
History, Theory, and Quality Indicators of Distance Education: A Literature Review

A controversial topic in higher education today revolves around the enormous growth of distance education (Novak, 2002; Meyer, 2002). According to Mehrotra, Hollister, and McGahey (2001), “distance learning, or distance education, is not a future possibility for which higher education must prepare, it is a current reality creating opportunities and challenges for educational institutions; a reality offering students expanded choices in where, when, how, and from whom they learn; a reality making education accessible to ever larger numbers of persons” (p. ix). Interest in the concept of distance education has grabbed the attention of university and college administrators, faculty, and other professionals all over the world (Willis, 1994; Birnbaum, 2001; Moore, 2003). A myriad of questions, concerns, and opinions from professionals in these university and college settings regarding the topic of distance education has bombarded the literature base. What is distance education? Where is it going? What types of technology should be used? What is the market? What type of support does distance education need from administration/faculty? What types of incentives are needed for faculty to be interested? What are the differences in traditional, on-campus courses versus coursed delivered via distance …

2005publication
How to achieve excellence in research, development and innovation?

2015others
IMPLEMENTATION OF QUALITY MANAGEMENT SYSTEM ACCORDING TO ISO 9001

2006policy-paper
Implementation of Quality management system according to ISO 9001 at VSB

2006report
IMPLEMENTING AND USING QUALITY ASSURANCE: STRATEGY AND PRACTICE

Quality assurance is so omnipresent and its vocabulary so pervasive nowadays in higher education policy and discourse that one forgets how relatively recent the enthronement of the term “quality” actually is. Hence, before embarking on an attempt to trace the key paths and challenges which quality assurance will be facing in the years to come, it may be helpful to put the concern with assuring quality in higher education into context. This should not just be a historical exercise, of course, but should also serve to emphasise that quality development in higher education is a great deal more than the formal quality assurance processes that policymakers like to focus upon when they speak about quality in higher education. Clearly, quality enhancement is the sum of many methods of institutional development, ranging from competitive hiring procedures, creating appropriate funding opportunities, to facilitating communication between disciplines and supporting innovative initiatives through institutional …

2008publication
Implementing tools at institutional level for quality assurance and quality enhancement

2007report
Institutional program accreditation as a force for change in south africa higher education institution

2006report
Integrated Quality Management System at Tomsk Polytechnic University

2008policy-paper
International Mobility at the IUT

2006others
INTERNATIONAL MOBILITY PATTERNS OF RESEARCHERS AND THEIR DETERMINANTS

2010others
Internationalisation of Higher Education in Europe and its assessment, trends and issues

2010publication
Introduction to MINT – Mapping Internationalization

2009others
Introduction to the theme Professional Higher Education – Delplace

2013publication
Is quality assurance leading to enhancement?

2012others
Key Considerations for Cross-Border Quality Assurance in the European Higher Education Area

The European Association for Quality Assurance in Higher Education (ENQA), European Students’ Union (ESU), European University Association (EUA), European Association of Institutions in Higher Education (EURASHE) and European Quality Assurance Register for Higher Education (EQAR) were part of the stakeholder group drafting the Standards and guidelines for quality assurance in the European Higher Education Area (ESG)1 and each organisation also works actively with their members to promote and further develop quality assurance (QA) whether at system or institutional …

2017publication
LANGUAGE POLICIES IN EUROPEAN HIGHER EDUCATION AREA.

2011policy-paper
Les Enjeux de la Recherche dans l’Enseignement Supérieur Européen

2010others
Lifelong Learning Strategies: Progress & Setbacks In Institutional Practice in Flanders

The present study represents a follow-up of the report published by EURASHE in January 2009, entitled “Lifelong Learning: Impediments and examples of good practice”. This previous research study focused in detail on a number of general aspects concerning the implementation of lifelong learning at European level: the European Qualifications Framework (EQF), Recognition of Prior Learning (RPL), Employability and Lifelong Learning Strategies. While the present study is based on these previous findings, it adopts, however, a new approach. It will focus less on the development of lifelong learning at policy-making level, being instead, orientated towards its implementation within professional higher education …

2009publication
Lifelong Learning within the Bologna Process

2008others
Lifelong Learning: Impediments & Examples of good practice

The degree of implementation of both the European Qualifications Framework and the National Qualifications Framework varies from one country to another, ranging from total lack of implementation to partial or full …

2008publication
Lithuanian experience in internal quality assurance

2013others
Looking back – looking forward: Quality Assurance and the Bologna Process

2007policy-paper
Mapping mobility in European higher education. Volume II: Case studies

2011report
Measurable Learning Outcomes for Intercultural Competence in Transnational Internships

2009others
Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe

2016report
Measuring the impact of university-business cooperation

2014publication
Micro-credentials in Professional Higher Education

2021position-paper
Micro-credentials in Professional Higher Education | EURASHE statement within the European Public Consultation

In the field of professional higher education, micro-credentials are viewed as flexible, less-timeconsuming, quickly-developed, up-to-date and affordable short courses addressing some coherent set of competences and particularly skills embedded in the newest applied sciences environment. Microcredentials may provide opportunities for reaching better the existing target groups, attract learners from less traditional cohorts and strengthen links to …

2021position-paper
Misconceptions on internationalization of higher education

2011publication
Modernisation of Higher Education as part of the ET 2020 Agenda of the European Commission – EURASHE position paper

The European Commission organised a consultation on the Modernisation Agenda for Higher Education in Europe. EURASHE, as one of the main stakeholders in higher education at the European level, took part in the consultation through its membership. Our position paper reports on the consultation exercise. It focuses on cross-validating the guiding principles for policy and action within the ET 2020 …

2016position-paper
Modernisation of Higher Education in Europe. Access, Retention and Employability

2014report
NATIONAL POLICIES FOR THE IMPLEMENTATION OF LIFELONG LEARNING

2010policy-paper
New Paradigm for Quality Assurance

2009others
Overview of Caribbean countries and their Higher Education systems

The Caribbean Region is commonly defined as an area of 24 island countries plus 4 mainland countries maintaining close ties with the Caribbean islands (Guyana, Belize, Surinam and French Guyanne). The 28 countries represent a total population of 40 million, covering a total area of 727,000 km2 and share a common geographic and climatic area as well as a complex cultural background where commonalities and specificities are equally …

2012report
OVERVIEW OF TRENDS IN PROFESSIONAL HIGHER EDUCATION IN EUROPE

2014publication
Peer learning for the social dimension

2015publication
Pilot Survey Report on Caribbean Students’ and Researchers’ Perceptions of the European Higher Education Area

2011report
Policy Paper on Mobility

Increasing globalisation imposes a constant necessity to change, to evolve and to adapt. Higher education (HE) in this process, demonstrably at the apex of technological progress and the development of new ideas, is a key contributor. In being open towards universal values and in building transnational HE communities which encompass people from various cultural backgrounds, is indispensable for the building of a creative and responsive society. Adaptability is key to the new “Conceptual Age”, an age of creativity and innovation, acknowledged by David Pink (“A Whole New Mind”), which demands a new reaction in HE towards sharpening its effectiveness and in the preparation of societies to participate in an increasingly diverse world, in which flexibility is becoming a pre-eminent …

2012policy-paper
Position paper on European Union policy after 2020 on Vocational and Educational Training

2018position-paper
Position paper on Research and Innovation

Pre-eminently, the development of a European knowledge area is crucial in our wish to sustain, and further develop, the welfare and prosperity of European citizens. The development of new economic powers (BRICcountries and others) in the face of diminishing natural resources, drives Europe towards its most powerful resources, which are knowledge, and the power to innovate. As the systems of production and processing of goods are moving towards other parts of the world, Europe is seeking for a new and intensified role as a technical innovator at various levels of input, performance and …

2016position-paper
Postsecondary Professional Education Issues and Challenges in Croatia

2008report
Professional Higher Education 4.0: A Change for Universities of Applied Sciences

2017report
Professional Higher Education in Europe: Characteristics, Practice examples and National differences

Chapter 1 starts out with a short historical view on “academisation” and “professionalisation,” illustrating how much professional higher education (PHE) in Europe has been in flux in the past years. With examples from France and Ireland, the chapter argues how a new spectrum of missions, differences in national organisation of PHE and a variety of denominations for PHE providers and programmes has slowed down a shared understanding of what PHE commonly …

2014report
PROFESSIONAL HIGHER EDUCATION IN EUROPE. CHARACTERISTICS, PRACTICE EXAMPLES AND NATIONAL DIFFERENCES

2014report
qualifications and quality assurance in the european higher education area

2011report
Quality assurance advances in curriculum development

2006others
Quality assurance and the learning journey: the value of monitoring progress for the student experience

2012policy-paper
Quality Assurance of Cross-border Higher Education–Perspectives from Asia Pacific

2015others
Quality Assurance System to monitor the teaching and learning process at the University of Aveiro (Portugal)

2011report
Quality culture quality assurance and impact-overview of discussions

2006others
QUALITY MANAGEMENT VS QUALITY CONTROL: LATEST DEVELOPMENTS IN ESTONIAN HIGHER EDUCATION

2006report
Quality Tools for Professional Higher Education Review and Improvement

2014publication
Revising the learning outcomes debate

2010others
Scenarios for virtual and virtually supported work placements

2011others
SCHE in Portugal addendum

2011report
Seminar on RDI Skylife Engineering Seville

2016report
Seminar on Regional Cooperation Profiling Professional Higher Education

2016report
Short Cycle Higher Education in Europe

2011publication
SKASSS Studentska konferencija akademija strukovnih studija Srbije

2015others
Social capital, citizenship and continuing education: What are the connections?

2008publication
STRATEGIJA RAZVOJA OBRAZOVANJA U SRBIJI

2015others
Strategy for the University of Copenhagen

2016publication
Students participation in quality assurance

2013others
Supporting Student Mobility

2011others
Survey of Entrepreneurship in Education in Europe

2012report
SURVEY OF LIFELONG LEARNING PROVIDERS

2012report
The challenge of writing competency-based learning outcomes

2008others
The Development of an Internal Quality Assurance Policy for Research at the University of Cyprus

2006report
The Emrex Project. Supporting Student Mobility

2017publication
The European Strategy for Internationalisation of Higher Education

2011others
The Professional Value of ERASMUS Mobility

The VALERA project (VALERA = Value of ERASMUS Mobility) aims to establish the impact of mobility within the ERASMUS sub-programme of SOCRATES on the mobile students’ and teachers’ careers. For this purpose, representative surveys were undertaken of formerly mobile ERASMUS students and formerly mobile ERASMUS teachers. In addition, university leaders were asked to assess the role of student and teacher mobility at their institution, and employers were requested to report about the experience with formerly mobile students. Moreover, a broad range of actors and experts stated their perceptions of the impact of ERASMUS mobility in an expert survey and in discussions during general and field-specific …

2006report
The Professional Value of ERASMUS Mobility

2006report
The Quality of Internationalisation of Higher Education in Europe: Towards a European Certificate

2010report
The role of teachers in QA

2015others
THE SMART FACTORY WITH A PART PRODUCTION CONCEPT IN HIGHER EDUCATION

2016publication
The structure of higher education in Norway

2006report
The transition towards regional sustainable futures: a position paper on exploring a transdisciplinary view on the INVEST Living Lab approach

2022position-paper
The Use of Embedded Awards in the Irish National Framework Of Qualifications to Promote Lifelong Learning

2010report
Tracking the development of a Quality Culture Is the discourse translated into action?

2009others
Trends, Issues and Challenges in Internationalisation of Higher Education

With pleasure we present an overview of recent publications by professor (lector) in internationalisation of education, Hans de Wit, from the School of Economics and Management of the Hogeschool van Amsterdam, University of Applied Sciences. This overview includes his complete Public Lecture, titled: Law of the Stimulative Arrears? Internationalisation of the Universities of Applied Sciences, Challenges and Misconceptions, held on April 6, 2011. This selection of articles published in recent years by Hans de Wit, both as author and co-author, in international books and journals provides an overview of conceptual thinking and trends, challenges and misconceptions with respect to internationalisation of higher education, all main topics expressed in Hans de Wit’s Public Lecture. This publication, together with the school’s research programme and the international symposium (including the proceedings) organised by Hans de Wit’s research group on the occasion of the public lecture, illustrate how the School of Economics and Management and its Research Centre, the Centre for Applied Research on Economics & Management (CAREM), implement internationalisation as a key strategic dimension both in teaching and in …

2011publication
UAS4EUROPE Position Paper Horizon Europe

UAS4EUROPE believes it is essential to invest in the mobility, training and career development of researchers. To this purpose, the EC has successfully supported the Marie Skłodowska-Curie Actions (MSCA) for over 22 years. However, even though in theory UAS can participate in the MSCA, in practice the MSCA schemes such as the Individual Fellowships, the Innovative Training Networks or the Research and Innovation Staff Exchanges focus mainly on candidates from fundamental science-oriented …

2019position-paper
UAS4EUROPE Smart Partnerships for Regional Impact

Europe needs more and stronger involvement of the universities of applied sciences (UAS) in applied research and innovation. This conclusion is unavoidable if we look at the European objectives in the area of innovation and growth. The impact of the European challenge-based approach to research must be increased. The potential impact of UAS at the European level has not been fully utilised. In this position paper we will argue that Europe as a whole will benefit from realising this potential further and by focusing on the role of UAS as connectors, that is, connectors linking citizens, companies (especially SMEs) and public …

2016position-paper
UAS4EUROPE Statement on the European Universities Networks

To ensure that European Universities Networks do not become silos or closed clubs, UAS4EUROPE encourages the European Commission (EC) to foster the creation of networks composed of institutions with different profiles, covering all three areas of education, research and innovation. The new instrument will only be able to realise its full potential, if the full diversity of European Higher Education Institutions is considered. Hence, European Universities Networks should not be restricted to purely research-intensive universities, but also allow participation of UAS and universities of teacher education, which can contribute through practice-oriented and applied science …

2019statement
UAS4EUROPE Statement on the mid-term review Horizon 2020

This document lays down the views of UAS4EUROPE on the Horizon 2020 (H2020) Framework Programme for Research and Innovation. UAS4EUROPE is a networking platform launched on 31 May 2016 to act as the voice of Universities of Applied Sciences (UAS) in the field of applied research and innovation. Our ideas for cooperation with the European Commission were identified in our first position paper on ‘Smart Partnerships for Regional Impact’1 . UAS4EUROPE represents UAS which have been strongly involved in European research and innovation programmes since FP7. UAS4EUROPE would like to take the opportunity to share our opinion …

2017statement
University Engagement and Regional Innovation

2010publication
University governance and quality assurance: what is at stake?

2010literature-review
University of Oxford. Strategic Plan

2008others
Vet4EU2 Position paper on European Union policy after 2020 on Vocational and Educational Training

Many of the VET policy initiatives have 2020 as a policy horizon. The European Commission is forward looking in developing both an evaluation and a new direction for VET policy at the European level. As VET providers’ associations cooperating in VET4EU2 we outline our contribution to this policy development …

2018position-paper
Virtual Mobility. A Best-Practice Manual

2006publication
What has changed and what does it mean for the qa professionals

2016report
Work Based Learning Partnerships between Higher Education Institutes and External Employer Organisations – material

2017publication
ПРОБЛЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ В РЕСПУБЛИКИ ТАДЖИКИСТАН-Faiz Gulmadov

2008others