In our resource library you can find and read position papers, event reports, publications and more documents related with Professional Higher Education in Europe.

UASiMAP Flagship Report

The UASiMAP project has developed a framework for self-assessment and benchmarking that is presented in a Flagship Report.

EURASHE Annual Report 20222023report
’Stand by Youth’ | Students and Graduates Guidance for Student Advisory Services2022, publication
EURASHE 32nd Annual Conference Full Programme2023others
EURASHE 32nd Annual Conference Additional Information

EURASHE 32nd Annual Conference Additional Information

EURASHE 31 Annual Conference Report2022, publication
EURASHE Annual Report 20212022report
Five leading universities co-create the next generation of degrees for a sustainable Europe – INVEST2021, , publication
Neapolis University Pafos, Full Member of the E-Merge Consortium2021, , , others publication
NextEducation Research Group Update 20222021, publication
The transition towards regional sustainable futures: a position paper on exploring a transdisciplinary view on the INVEST Living Lab approach2022, , position-paper
About the “Legal Tech” laboratory of the Center of Legal Initiatives and Innovations of the Tashkent State University of Law2022, , others
Position paper on European Union policy after 2020 on Vocational and Educational Training2018, position-paper
Examples of successful projects with the help of EU co-funding2017, , publication
Seminar on RDI Skylife Engineering Seville2016, report
Seminar on Regional Cooperation Profiling Professional Higher Education2016report
Changing Patterns of the Higher Education System and the Pernnial Search of the Second Sector for Stability and Identity2000, , publication
Survey of Entrepreneurship in Education in Europe2012, report
The structure of higher education in Norway2006, report
Professional Higher Education 4.0: A Change for Universities of Applied Sciences2017, report
The Emrex Project. Supporting Student Mobility2017, , publication
Les Enjeux de la Recherche dans l’Enseignement Supérieur Européen2010others
Guidelines for the background report for a country review2013, , report
Executive Agencies and their role in H20202017, , report
Revising the learning outcomes debate2010, , others
Can we make the bureaucracy of monitoring the quality of a University’s Learning and Teaching more acceptable?2010, , position-paper
University governance and quality assurance: what is at stake?2010, , literature-review
New Paradigm for Quality Assurance2009, others
CAF and education: a tool for self-assessment and preparation of National Quality Agency evaluation2009, , policy-paper
Implementing tools at institutional level for quality assurance and quality enhancement2007, , report
Looking back – looking forward: Quality Assurance and the Bologna Process2007, policy-paper
Quality culture quality assurance and impact-overview of discussions2006, , others
Is quality assurance leading to enhancement?2012, , others
Assessment report: European Master of Law and Economics2013, , , report
Quality Assurance of Cross-border Higher Education–Perspectives from Asia Pacific2015, , others
An audit process as a tool for quality assurance and enhancement at the University of Helsinki2008, , policy-paper
AUDIT Programme: an Initiative to Promote Internal Quality Assurance Systems in Higher Education Institutions2008, policy-paper
European wide introduction of QA in e-learning; a benchmarking approach2008, report
Enhancing Education Quality Assurance Using Data Mining2008, , policy-paper
Developing internal QA mechanisms2008, , report
2009 Bologna Stocktaking findings on the Higher Education Quality Assurance2009, report
Developing a System of Quality Enhancement in a Post-Conflict University Environment2006, , report
The challenge of writing competency-based learning outcomes2008, , others
Implementation of Quality management system according to ISO 9001 at VSB2006, , report
EUA quality culture project-Sursock2006, others
Institutional program accreditation as a force for change in south africa higher education institution2006, , report
Developing a national rpl framework for higher education in scotland2012, , others
Lithuanian experience in internal quality assurance2013, , others
Students participation in quality assurance2013, , others
qualifications and quality assurance in the european higher education area2011, , report
Accreditation paradigm shift in higher education2001, , position-paper
Quality assurance advances in curriculum development2006, , others
What has changed and what does it mean for the qa professionals2016, report
Creativity and diversity challenges for quality assurance2009, , publication
The European Strategy for Internationalisation of Higher Education2011, , others
Postsecondary Professional Education Issues and Challenges in Croatia2008, , report
Social capital, citizenship and continuing education: What are the connections?2008, , publication
Misconceptions on internationalization of higher education2011, publication
University Engagement and Regional Innovation2010, , publication
Christoph Veigel speech2011, , others
Supporting Student Mobility2011, others
EUA Quality Culture Project2006, , others
Creativity and diversity: Challenges for quality assurance beyond 20102009, , publication
Strategy for the University of Copenhagen2016, publication
The Use of Embedded Awards in the Irish National Framework Of Qualifications to Promote Lifelong Learning2010, report
Pilot Survey Report on Caribbean Students’ and Researchers’ Perceptions of the European Higher Education Area2011, , report
Evolving diversity. Participation of students with an immigrant background in European Higher Education2012, , publication
SCHE in Portugal addendum2011, , report
Mapping mobility in European higher education. Volume II: Case studies2011, , report
The Quality of Internationalisation of Higher Education in Europe: Towards a European Certificate2010, , report
Existing tools for measuring or evaluating internationalisation in Higher Education2010, , others
Introduction to MINT – Mapping Internationalization2009, , others
Modernisation of Higher Education in Europe. Access, Retention and Employability2014, , report
International Mobility at the IUT2006, , others
Engaging in the Modernisation Agenda for European Higher Education2012, , publication
Lifelong Learning within the Bologna Process2008, , others
Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe2016, , report
Flexibility through Learning Outcomes: Implications for Quality2008, , others
Integrated Quality Management System at Tomsk Polytechnic University2008, , policy-paper
The Development of an Internal Quality Assurance Policy for Research at the University of Cyprus2006, , report
External Quality Assurance in the EHEA: Quo Vadis? Reflections on functions, legitimacy and limitations2008, , report
Scenarios for virtual and virtually supported work placements2011, others
Creativity and Diversity: Challenges for quality assurance beyond 2010 ‘Zen, Motorcycle Maintenance, and the Metaphysics of Quality’2011, , others
Cultural mirrors A dialectical approach to quality culture Dries Berings2013, , others
A case study between Hungarian and British institutions which highlights quality issues related to Recognition of Qualifications2011, , others
The role of teachers in QA2015, , others
Australia’s Higher Education Quality Framework – Components and Current Challenges2008, , policy-paper
Bureaucracy: the enemy of a quality culture – Angela Short2006, , others
Quality assurance and the learning journey: the value of monitoring progress for the student experience2012, , policy-paper
Quality Tools for Professional Higher Education Review and Improvement2014, , publication
Quality Assurance System to monitor the teaching and learning process at the University of Aveiro (Portugal)2011, , report
Blended Learning for Lifelong Learners in a Multicampus Context2012, , report
How to achieve excellence in research, development and innovation?2015, , others
An Evaluation of the Quality (Assurance) Evaluation – Case Study: The University of Bucharest2009, , report
Tracking the development of a Quality Culture Is the discourse translated into action?2009, others
The French VAE2010, , others
Employability and Mobility of Bachelor Graduates in Europe2011, , publication
Higher Education Governance Reforms Across Europe2009, , publication
A normative theory concerning the welfare state and its inherent dilemmas2010, , others
Peer learning for the social dimension2015, , publication
SKASSS Studentska konferencija akademija strukovnih studija Srbije2015, others
University of Oxford. Strategic Plan2008, , others
Work Based Learning Partnerships between Higher Education Institutes and External Employer Organisations – material2017, , publication
Measurable Learning Outcomes for Intercultural Competence in Transnational Internships2009, , others
EURASHE Seminar PHE Belgrade – Petrovic2006, , others
Introduction to the theme Professional Higher Education – Delplace2013, publication
Internationalisation of Higher Education in Europe and its assessment, trends and issues2010, , publication
Measuring the impact of university-business cooperation2014, , publication
Short Cycle Higher Education in Europe2011, , publication
Assessment of cooperation between higher education institutions and employers in Europe2012, , report
Virtual Mobility. A Best-Practice Manual2006, , publication
The Professional Value of ERASMUS Mobility2006, , report

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 Europe.

2010, , report
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 worldwide”


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 incentives.

2008, publication
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 seminars.

2006, , report
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 education.

2015, publication
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 research.

2011, publication
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 important.

2012, , report
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 education?

2005, , , publication
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 skill.

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

Europe is facing various socio-economic challenges. The solutions lie in the promotion of a wider concept of employability, in flexibility, relevance and openness of education systems.

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 process.

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 institutions.

2016, position-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 outcome.

2016, position-paper
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 poor.

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 EHEA.

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

ENQA, ESU, EUA, EURASHE and EQAR were part of the stakeholder group drafting the Standards and guidelines for quality assurance in the European Higher Education Area (ESG).

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 implementation.

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 Agenda.

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 institutions.

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 characterises.

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

 Microcredentials may provide opportunities for reaching better the existing target groups, attract learners from less traditional cohorts and strengthen links to alumni.

UAS4EUROPE Position Paper Horizon Europe

UAS4EUROPE believes it is essential to invest in the mobility, training and career development of researchers.

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 re

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.

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 EURASHE.

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 onwards.

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 onwards.”

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 research.”

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 boards.

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 oriented.

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 boards.”

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 level.