2012 22nd Annual Conference: Rationale

2012 22nd Annual Conference: Rationale by EURASHE, Version 2012, EURASHE_AC_Riga_120510-11_rationale.pdf (0.3 MB)

2012 22nd Annual Conference: Programme

2012 22nd Annual Conference: Programme by EURASHE, Version 2012, EURASHE_AC_Riga_120510-11_programme.pdf (0.9 MB)

2012 22nd Annual Conference: Report – Responding to Challenges in European Higher Education: Lifelong Learning and the Welfare Society

2012 22nd Annual Conference: Report - Responding to Challenges in European Higher Education: Lifelong Learning and the Welfare Society by EURASHE, Version 2012, EURASHE_AC_Riga_120510-11_Report.pdf (11.8 MB) - The 22nd EURASHE Annual Conference took place in Riga on 10 and 11 May 2012. It was organised in cooperation with Banku Augstskola School of Business & Finance of Riga, Danish Rectors’ Conference – University Colleges Denmark, UC-DK, both members of EURASHE and the FLLLEX project. 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. Its two main topics this year were: Lifelong Learning and Welfare Society; in line with the theme of ‘Active Ageing’ promoted this year by the European Commission. The combination of these two topics is rooted in our firm belief that education is not only firmly embedded in the wellbeing of citizens, but also one of the main pillars of society.

The EHEA in 2012: Bologna Process Implementation Report

The EHEA in 2012: Bologna Process Implementation Report by Andrejs Rauhvargers, EURASHE_AC_Riga_120510-11_pres_RAUHVARGERS.pdf (5.5 MB) - The indicators of implementation of the Bologna Process.

An interdisciplinary masters course and further education in Ambient Assisted Living

An interdisciplinary masters course and further education in Ambient Assisted Living by Maxine Saborowski, Version 2012, EURASHE_AC_Riga_120510-11_pres_SABOROWSKI.pdf (1.7 MB) - In the talk, we will present the concept for our new Masters course in combination with an advanced vocational training in the field of “Ambient Assisted Living (AAL)”. The programme aims to train employed persons to become experts in ‘AAL product design and consulting’. AAL tries to let older people benefit from new information and communication technologies (e.g. through smart-home technologies that allow them to live at home independently).
Starting in the winter term 2013/2014, the Alice Salomon – University of Applied Sciences Berlin will offer a part-time interdisciplinary Masters course in the area of AAL in cooperation with the Hochschule fuer Technik und Wirtschaft – University of Applied Sciences Berlin. The course will be developed in line with the “Tuning Educational Structures in Europe” model. Therefore, it will be recognised and relevant across Europe. Individual modules from the course will be offered to a wide variety of people in the context of further education and continuing vocational training. In the vocational training as well as in the Masters course the participants will be studying in interdisciplinary groups: We aim to bring together people from the disciplines of humanities, the engineering sciences and design. The participants will be trained to develop, produce and design AAL technologies, as well as to advise on, plan for and evaluate the deployment of these technologies.
The project “MAAL – Master in Ambient Assisted Living” is supported by the German Federal Ministry for Education and Research (BMBF).

Practice based research on chronic disease management

Practice based research on chronic disease management by Tessa Avermaete, Version 2012, EURASHE_AC_Riga_120510-11_pres_AVERMAETE.pdf (1.3 MB) - Simultaneous with the raise of welfare and the ageing population, the incidence of chronic diseases has grown dramatically in all Western European countries. This tendency raises challenges in the economic, health and social fields of European countries.
Chronic disease puts pressure on the day-to-day life of the patient. Patients with a chronic disease need sufficient knowledge about their condition, treatment, and preventive measures in order to adopt the most adequate health promoting behaviours. In this context, patient education towards sustainable self-management has become an integral part of health care. Patient education and follow-up in a comprehensive, structural way, helps patients to (1) integrate the disease in day to day life, (2) find solutions for difficulties they encounter in day to day disease management, and (3) adopt and persevere the most adequate health promoting behaviours.
The provision of high quality patient education in managing chronic diseases has remained firmly on the health care agenda. Investments in preventive health care measures, as opposed to curative health care has become the preferred strategy of both politicians and health care workers.
Two bottlenecks occur in the current debate on education for chronic diseases. On the one hand, education is often limited to ‘informing’ rather than on self-management of the patients. Innovative systems of supportive, evidence-based educational interventions are created to provide better and more efficient self-management education services. Lack of social capacity, knowledge and awareness about the potential of these tools may explain why innovations - such as multimedia application - are not yet widely spread among health educators. On the other hand, there is a lack of evidence based research on the patient’s preference about the different formats of education (such as face-to-face meetings, follow-up by peers, use of m-tools, …). Research in this domain would be an added value for the development, implementation and further generation of new educational materials.
Leuven University College has built experience in both domains. Concerning the first issue, a self-management module for diabetes type 2 patients is developed. The tool is an online application, accessible for patients as well as for his health care workers. Concerning the second issue, a qualitative research has been carried out. A quantitative research, in cooperation with the University Hospital of Leuven, is in progress.

Using FLLLEX results in developing an institutional strategy on Lifelong Learning

Using FLLLEX results in developing an institutional strategy on Lifelong Learning by Gökay Özerim, Version 2012, EURASHE_AC_Riga_120510-11_pres_OZERIM.pdf (0.5 MB) - The main purpose of the presentation is to provide information regarding to understanding and practices of lifelong learning in the level of universities in Turkey. The presentation will refer to the FLLLEX project process and outputs by specifically indicating remarks and experiences within the FLLLEX project at institutional level

Typologies of Lifelong Learners in Professional Higher Education and their relevance for LLL strategies of Higher Education Institutions (HEIs)

Typologies of Lifelong Learners in Professional Higher Education and their relevance for LLL strategies of Higher Education Institutions (HEIs) by Sigrid Nindl, Version 2012, EURASHE_AC_Riga_120510-11_pres_NINDL.pdf (0.5 MB) - In the FLLLEX project surveys were conducted for the development of a self-evaluation instrument to enable HEIs to test their flexibility in LLL. Lifelong learners in Belgium, Finland, France, Ireland, Lithuania, Netherlands, Turkey, UK, who are studying at HEI’s and are concurrently in employment, were asked about their motives to study and possible barriers. 1,525 students participated.
On the basis of a typology by Markowitsch/Hefler (2009) five main target groups of Lifelong Learners with a focus on education were identified. The results of the survey were used, in the context of the typology, to categorise types of learners and analyse differences. 34% of the participants were classified as Compensating Learners, 31% Transforming, 15% Reinforcing, 12% Completing, 9% Returning.
Reinforcing Learners tend to receive more support from their companies than others. Compensating Learners have an above average chance of receiving educational leave, and Returning Learners have the lowest percentage in this regard (17%).
More than 60% of the participants had prior learning recognised for their study. Most learners who searched for information on this found it at the HEI; 77% of Completing, 51% of Reinforcing Learners. For both groups recognition of prior learning was the most relevant factor in beginning their study.
In terms of what they want from their HEIs, Completing Learners most frequently wish for upgrades in the quality of teaching and timetable adaptations to employed students; Returning Learners wish for upgrades in the quality of teaching and flexibility when job-related requirements increase. Transforming/Compensating Learners primarily want timetable adaptations and flexibility. Reinforcing Learners’ wishes refer to improvements in the recognition of prior learning or experience and in flexibility.
The results show that there tend to be differences in the motives/needs of the identified types of lifelong learners, which can be taken into account by HEIs.

Impact of Lifelong Learning on Professional Higher Education in Europe: a review of findings from the FLLEX-Radar

Impact of Lifelong Learning on Professional Higher Education in Europe: a review of findings from the FLLEX-Radar by Rob Mark, Version 2012, EURASHE_AC_Riga_120510-11_pres_MARK.pdf (1.2 MB) - The FLLLEX project set out to examine the impact of lifelong learning strategies on professional higher education. As part of the project a self-evaluation tool was developed to help higher education institutions identify strengths and weaknesses in implementing lifelong learning strategies.
This presentation will examine the results of the institutional self-assessment exercises undertaken by eight partner institutions of professional higher education that were partners in project by evaluating the effectiveness of the FLLLEX-Radar for self-assessment that was developed by the European Association for Quality Assurance in Higher Education (ENQA) and by making recommendations emerging from these activities.

Institutional Experience using the Self-Assessment Tool

Institutional Experience using the Self-Assessment Tool by Oran Doherty, Version 2012, EURASHE_AC_Riga_120510-11_pres_DOHERTY.pdf (0.3 MB) - Letterkenny Institute of Technology (LYIT) used the FLLLEX-Radar. As part of the assessment the views and opinions of important stakeholders including lecturers, heads of department, learners and employers were sought in relation to the Life Long Learning provision at LYIT. The feedback from these groups contributed significantly to the Life Long Learning programme currently been offered at LYIT.

Developments in Equity Research in Europe

Developments in Equity Research in Europe by Anthony F. Camilleri, Version 2012, EURASHE_AC_Riga_120510-11_pres_CAMILLERI.pdf (1.2 MB) - The presentation will use multiple sources, including initial results from the second phase of the EQUNET project, and the latest Bologna stocktaking report, to look at the latest trends in access to Higher Education in Europe - particularly as related to the situation of migrants (both internal migration with the EU and external migration). It will also highlight some selected micro-case studies of effective policies/actions to enhance equity/access in various EU member states. The presentation will endeavour answer the following questions: Is the EHEA also an area for equitable access? What are the main lacunae in current policies? What has been proven to work in terms of policy and activities, and can policies for equity be compatible with the fiscal consolidation currently taking place in nearly all EU states at the moment?

Welfare technology – use of technology in developing and defending welfare society in Europe

Welfare technology – use of technology in developing and defending welfare society in Europe by Anthony Lewis Brooks, Eva Petersson Brooks, Version 2012, EURASHE_AC_Riga_120510-11_pres_BROOKS_and_PETERSSON.pdf (5.1 MB) - A third-culture thinker, Brooks’ research from 1985 originated a body of research titled SoundScapes that has been a catalyst for investigating specific Information Communication Technology (ICT) applied across Welfare Society situations where potentials for development, wellbeing, and life quality are questioned. Participants span ability, age, and condition. Findings point to the need for next-generation strategies in Lifelong Learning to optimally integrate ICT to support future service industries predicted shortfall to address the changing demographics of aged. An aim of the work is to optimally motivate active participation via an end-user experience of play, creativity and ludic engagement. Increased social interactions are also targeted. In line with this each program and session design has specific ‘formal’ goals according to expert input, thus the role and capabilities of facilitator, educator, or instructor is of prime importance. SoundScapes’ non-formal/informal strategies will be exemplified and discussed in the workshop, including the emergent models for (a) ‘in-action’ intervention, and (b) ‘on-action’ evaluation. Expectations are of audience analogy to own context. SoundScapes’ latest incarnation is a residential coaching retreat being built on the Danish south-West coast near Denmark’s 5th city Esbjerg to address the presented need.

The emergence of a “creative society” is imminent, a world where creativity rather than productivity constitutes the source of economic value; a making-and-doing-culture. But what is creativity? The adjective creative can be defined as “having the quality or power of creating”. For whom, then, is the creative society? Shouldn’t it include every member of the society at every level of activity (from macro to micro levels) so as to enrich and develop actions in areas such as business, public and private life? Creativity in interaction with others is crucial, as it fosters human well-being and quality of life. This presentation addresses ludic engagement designs for all by investigating current and new opportunities for people to creatively explore, design and invent by means of different resources such as interactive environments, toys, and creativity workshops (i.e. high-tech, low-tech, and no tech). The ambiguity of these resources is particularly emphasised in relation to how they can foster and enhance creative thinking and creative expression. Such processes are iterative and are similar to design activities; testing of boundaries, experimenting with ideas, exploring opportunities. In this way, ludic engagement designs for all becomes a central attribute for processes of change and ambiguity and, as such, a central metaphor for the use and design of resources for the creative society.

Developing Lifelong Learning Strategies, Business Plans and Actions

Developing Lifelong Learning Strategies, Business Plans and Actions by George Ubachs, Version 2012, EURASHE_AC_Riga_120510-11_pres_UBACHS.pdf (0.5 MB) - Although lifelong learning is a concept broadly supported and strongly recognised by universities, governments and the EU, it is still in the initial phases of being implemented. Lifelong learning is not widely implemented yet. Most universities are not sufficiently prepared to deliver lifelong learning. This can easily be explained when looking at their principle task and target groups. In general, universities are bound to their conventional business models focussing on research and innovation and educational programmes in the BA/MA structure. This is the right strategy for the target group of traditional students. To reach a new target group of LLL-students we need to develop new strategies and new business models.
This explains for the most part the hesitation of universities to take the next step in organising lifelong learning. The USBM consortium is bringing together university strategies and business models for lifelong learning that already fulfil the conditions for successful implementation. Within EADTU, in a collaborative setting of Associations in distance education, conventional universities and distance teaching universities have worked towards institutional strategies and business models for LLL. The results are captured in 3 publications:
> Showcases of University Strategies and Business Models for Lifelong Learning – a synthesis of the findings from questionnaires that have been analysed in the USBM project.
> Organising Lifelong Learning – frames the central questions that need to be taken into account when considering implementing lifelong learning.
> On-line Lifelong Learning Implementation Guide for Universities – online guide that presents many of the lessons from showcases and aims to provide useful information for institutions to implement sustainable lifelong learning strategies and business models.

Assessing institutional strategies for life-long learning: a self-assessment with stakeholders’ views

Assessing institutional strategies for life-long learning: a self-assessment with stakeholders’ views by Josep Grifoll, Version 2012, EURASHE_AC_Riga_120510-11_pres_GRIFOLL.pdf (2.4 MB) - In a context in which lifelong learning varies from country to country, not only in its interpretation by Higher Education institutions themselves, but specially on how lifelong learning is understood and used by different actors; the proposed self- assessment tool, theFLLLEX-Radar, is addressed to facilitate better connections between the institutions and stakeholders.
A look at the aims of the FLLLEX-Radar gives a clear idea of what is highlighted in the proposed approach:
- To provide food for thought, at different levels within Higher Education institutions, on the future development of lifelong learning;
- To open dialogues with stakeholders and other groups of interest on lifelong learning provision;
- Or to facilitate the identification of indicators on the impact of lifelong learning.
The FLLLEX-Radar includes the use of different Focus Groups (students and learners, teachers, labour market representatives, etc.). It is designed to provide a broad space for debates and analysis; but the tool is, at the same time, promoting the importance of lifelong learning among different national sectors (employers and social representatives). All of them are invited to give their opinion on the 4 different blocks of the FLLLEX-Radar:
a) The analysis of the current context;
b) How is lifelong learning provision at the institution?
c) The expectations for the future;
d) And how quality assurance plays its role in the provision of lifelong learning.
In conclusion, this is a self-assessment tool to be used to know where we are and to figure out what are the expectations for the future; and not recommended to be used in a traditional quality assurance cyclical mode, or to rank the institutions according a certain set of standards.

How to use the FLLLEX-Radar in your institution

How to use the FLLLEX-Radar in your institution by Margriet de Jong, Version 2012, EURASHE_AC_Riga_120510-11_pres_DEJONG.pdf (1.0 MB) - This contribution will focus on how to use the FLLLEX-Radar (presented in the previous contribution) carrying out a self-assessment on LLL , in particular:
- How to prepare a self-assessment
- How to work with focus groups
- How to communicate the results of the self-assessment and the follow-up within the institution and towards external stakeholders.

Demographic change and Healthy Ageing: one of the grand societal challenges of Europe and an opportunity for Universities of Applied Sciences

Demographic change and Healthy Ageing: one of the grand societal challenges of Europe and an opportunity for Universities of Applied Sciences by Joost Degenaar, Version 2012, EURASHE_AC_Riga_120510-11_pres_DEGENAAR.pdf (1.1 MB) - Demographic change and Healthy Ageing is one of the grand societal challenges of the European Union. 2012 is the European Year of Active Ageing and solidarity between generations. The European Innovation Partnership on Active and Healthy Ageing is launched and will influence the European research programmes of Horizon 2020.
Healthy Ageing is also a hot topic in the north of the Netherlands, because of a combination of increase of older people and shrinking regions. In the Healthy Ageing Network Northern Netherlands, a triple helix organization, knowledge institutes like the University Medical Center Groningen, the research University Groningen and the four universities of Applied Sciences, cooperate with companies and with regional authorities. There is a real knowledge hub on ageing.
Hanze University of Applied Sciences Groningen had chosen Healthy Ageing as a strategic theme. Hanze UAS has a broad research portfolio on Active and Healthy Ageing with a range from care, social work, sports, entrepreneurship to medical technology and eHealth. The new focus is on prevention, participation and lifestyle with important themes Physical exercise, Food and contexts Labour and Living.
Healthy Ageing is a component in about 20 of our educational bachelor and master programmes and there are also minor and excellence programmes on Healthy Ageing.
UAS is partner in many regional, national and international research and innovation projects. Hanze UAS responds to the needs of the region and profiles itself with Healthy Ageing as a strong partner. The international perspective is very important.

FLLLEX: introduction and results of a project on Lifelong Learning

FLLLEX: introduction and results of a project on Lifelong Learning by Klaas Vansteenhuyse, Version 2012, EURASHE_AC_Riga_120510-11_pres_VANSTEENHUYSE.pdf (0.4 MB) - The FLLLEX project has investigated how national governments attempt to implement European strategies into their national legislation. Results from our project show that national and European strategies are only implemented in varying degrees. The project also aimed to aid institutions in assessing the relationship between their strategy to incorporate lifelong learning within their institution in response to the needs of learners and businesses. This resulted in the FLLLEX-Radar. The main findings of the project will be presented

From Policy to Practice – Higher Education Institutions and Lifelong Learning

From Policy to Practice – Higher Education Institutions and Lifelong Learning by Richard Thorn, Version 2012, EURASHE_AC_Riga_120510-11_pres_THORN.pdf (1.8 MB) - With the exception of the northern European countries the track record in respect of lifelong learning provision in Europe is, at best, average. The paper examines the policy drivers underpinning lifelong learning in a number of selected European countries. It identifies those drivers or combinations of drivers that have resulted in better than average performance and identifies ways in which Institutions can use policy ‘hooks’ to develop institutional strategies for lifelong learning.

Flexible learning for working adults in higher education: results, lessons learned and current developments in the Dutch approach

Flexible learning for working adults in higher education: results, lessons learned and current developments in the Dutch approach by Patrick Leushuis, Version 2012, EURASHE_AC_Riga_120510-11_pres_LEUSHUIS.pdf (0.4 MB) - From the end of 2009 until the end of 2011 seven Dutch Universities of Applied Sciences participated in a national program on lifelong learning in higher education. In their projects these HEI’s further developed into institutes for lifelong learning, offering flexible learning pathways for working adults, using recognition of prior learning, work based learning and distance learning to tailor learning programs to their needs and possibilities.
Evaluation results indicate these UAS have successfully attracted more working adults and increased their market share. Key success factors that have been identified indicate that organizational developments are crucial. Changes in organizational structure and culture and development of specific staff competences proved to be crucial to make investments in increased market orientation and co-creation with (regional) businesses successful. Strategic alliances with business partners become more meaningful and successful in an integrated approach in which cooperation and co-creation on flexible learning for working adults is combined with HEI’s expertise and services on (applied) research and innovation.
Related to the lessons learnt announcements have been made recently on future changes in Dutch government policy. Changes in the financing system and changes in laws, rules and regulations will be made in order to reinforce flexibility in the provision of training and education and meet the demands of target groups in the labour market.

Lifelong learning, social innovation and the welfare society

Lifelong learning, social innovation and the welfare society by Joeri van den Steenhoven, Version 2012, EURASHE_AC_Riga_120510-11_pres_VANDENSTEENHOVEN.pdf (0.2 MB) - What Europe today is encountering is not just a crisis of our welfare society. What we are seeing is the rough shocks of a fundamental transformation towards a knowledge society. This transformation poses many challenges to people, institutions and society at large. Among them certainly are institutions of higher education. They have a crucial role to play in tomorrow’s society. If they want to help present and next generations all over Europe to have a prosperous life, two roles are central for them. First, preparing and supporting people for change, which means a lifelong learning. Second, helping to renew our welfare society and finding new answers to the social challenges of our time, which means social innovation.
In his opening address Joeri van den Steenhoven will give his perspective of the changes in society we see today and his views of what higher education needs to do. But he is not just setting the stage. From his own practice as a social innovator and educator he will present possible strategies and approaches. Through that he hopes to contribute to a lively debate on the role of higher education in a changing society.

A normative theory of the welfare state and its inherent dilemmas

A normative theory of the welfare state and its inherent dilemmas by Jørn Henrik Petersen, Version 2012, EURASHE_AC_Riga_120510-11_pres_PETERSEN.pdf (0.2 MB) - The lecture develops a normative ideal typical theory of the welfare state and discusses four inherent dilemmas or tensions:
- Dilemmas or tensions following from the absence of role reversibility;
- Dilemmas or tensions concerned with the weakening of personal responsibility (spontaneous humanity replaced by formal humanity);
- Dilemmas or tensions following from the individuals- difficulties to behave in correspondence with the welfare state’s order of being;
- Dilemmas or tensions between individual incentives and civic virtues.

Lifelong Learning & Welfare State

Lifelong Learning & Welfare State by Lauma Sīka, Version 2012, EURASHE_AC_Riga_120510-11_pres_SIKA.pdf (0.4 MB) - The more educated people are, the more opportunities they have. They tend to have a better life and more positive view. The right to education is guaranteed and lifelong learning is more and more needed, as the skills evolve rapidly and workers change workplace more often than before, they need to constantly adapt their skills.

LLL & HE Higher education institutions contributes not only by ensuring formal education provision but also play an important role as non-formal and modular education providers from 2012 the new role of HE will be validation of knowledge and skills acquired outside formal education system. The situation is still evolving, and improving!