2017 27th Annual Conference: All contributions

2017 27th Annual Conference: All contributions by misc, Version 2017, EURASHE_AC_LeHavre_170330-31_contributions.zip (65.2 MB) -

All contributions to EURASHE's 27th Annual Conference: posters, keynotes, breakout sessions, and good practices

Applied Universities as Platform-Based Innovation Hubs

Applied Universities as Platform-Based Innovation Hubs by Hannes Raffaseder, Gabriele Permoser, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_RAFFASEDER-PERMOSER.pdf (1.5 MB) -

Amongst the most influencing effects of digitalization is a shift from product to platform-based companies. Instead of selling products, organizations such as Google or Airbnb establish multi sided platforms to manage relationships with various stakeholders and enable direct interactions between them. These transitions have a major impact on business models and workflows as well as everyday life as part of a new digital culture. Universities have been regarded as product-based providers of education and research offering courses and degrees to students as well as scientific papers and other research outcome to industry and society. However, they have strong potential to act as platformbased innovation hubs providing a vehicle for smart individuals from different disciplines and a diverse variety of institutions to interact with each other. Finding overlaps between different needs is key to sustainable success and interdisciplinary skills, creativity and collaboration are core competences to keep up with an accelerating digital society. While an inside-out approach is in general more difficult for the industry, universities tend to have problems with outsiders engaging in academic activity. Thus, HEIs not only have to develop competence profiles of study programs and research on digital topics, but have to re-think their missions and strategies to become consistent with a digital society. The breakout-session promotes a shift into platform-based innovation hubs. After a short overview of related theory, major challenges are discussed. Participants share ideas and approaches to manage relationships with various stakeholders and enable direct interactions between them in order to implement a “digital culture”.

Focusing on innovation competencies –examples of successful projects with the help of EU co-funding

Focusing on innovation competencies –examples of successful projects with the help of EU co-funding by Liisa Kairisto-Mertanen, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_KAIRISTO-MERTANEN.pdf (2.9 MB)

IUT of Nantes and the Factory of the Future / Industry4.0 in machining / Cyber Physical production System

IUT of Nantes and the Factory of the Future / Industry4.0 in machining / Cyber Physical production System by Olivier Cardin, Mathieu Ritou, Victor Godreau, Fabrice Brau, Sebastien Le Loch, Benoit Furet, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_CARDIN-etal.pdf (9.5 MB) -

The Institute of Technology of Nantes University develops many Industrie4.0 activities, from the manufacturing process to the production activity control. This contribution aims at presenting a full scope of those activities: design, control and manufacturing. The general objective of the Institute is to train graduate and undergraduate students from Bachelor to PhD on several industrial fields: Logistics, Mechanical engineering, Materials science, Energy management and Electronics. The teaching is based on the use of many experimental platforms in a shopfloor of 1500 m.. Examples of European or National research projects will be presented together with industrial transfer and education activities. These include: practical works of robotics and vibration monitoring for undergraduate students; datamining in manufacturing with the support of EmmaTools; use of robotics in classical and additive manufacturing; machine learning and advanced PLM; implementation and evaluation of Cyber-physical Production Systems on a digital factory experimental platform. An insight about the integration of digital technologies in future design methodologies will also be presented: digital composite manufacturing platform, concurrent engineering with 3D Experience, Bring Your Own Device design platform and a multidisciplinary 3D design platform.

2017 Conference ‘UAS4EUROPE’: Programme evening

2017 Conference 'UAS4EUROPE': Programme evening by UAS4EUROPE, Version 2017, 20170307_UAS-Evening_Flyer.pdf (0.5 MB)

2017 Conference ‘UAS4EUROPE’: Programme daytime

2017 Conference 'UAS4EUROPE': Programme daytime by UAS4EUROPE, Version 2017, 20170307_UAS-Daytime_Flyer.pdf (0.5 MB)

Training Art and Design Researchers in Participation for Public Space

Training Art and Design Researchers in Participation for Public Space by Veerle Van der Sluys, Selina Schepers, Version 2017, UAS4EUROPE-WS6-LUCA-2017-15-03.pdf (1.4 MB)

Research in Robotics: Experience and Perspectives at Kauno Kolegija / University of Applied Sciences (Lithuania)

Research in Robotics: Experience and Perspectives at Kauno Kolegija / University of Applied Sciences (Lithuania) by Danielius Adomaitis, Nijolė Zinkevičienė, Version 2017, UAS4EUROPE-WS5-Adomaitis-Zinkeviciene-2017-15-03.pdf (1.9 MB)

Universities of Applied Sciences HORIZON 2020 and Beyond Living and Working in the 21st Century Best Practice

Universities of Applied Sciences HORIZON 2020 and Beyond Living and Working in the 21st Century Best Practice by Nina J Zugic, Version 2017, UAS4EUROPE-WS3-Zugic-2017-15-03.pdf (0.4 MB)

EU projects in practise – Bioeconomy in EU and in Finland

EU projects in practise - Bioeconomy in EU and in Finland by Kirsi Knuuttila, Version 2017, UAS4EUROPE-WS2-Knuuttila-2017-15-03.pdf (1.3 MB)

Strengthening practice oriented health research in The Netherlands

Strengthening practice oriented health research in The Netherlands by Jacky Bax, Version 2017, UAS4EUROPE-WS1-Bax-2017-15-03.pdf (0.3 MB)

Towards the EU Research & Innovation Programme after 2020

Towards the EU Research & Innovation Programme after 2020 by Brendan Hawdon, Version 2017, UAS4EUROPE-EC-Hawdon-2017-15-03.pdf (1.7 MB)

UAS4EUROPE: Statement on the mid-term review Horizon 2020

UAS4EUROPE: Statement on the mid-term review Horizon 2020 by UAS4EUROPE, Version 2017, 21070110_Statement-UAS4EUROPE-MTR-Horizon-2020.pdf (0.5 MB)

2017 Conference ‘UAS4EUROPE’: Invitation evening

2017 Conference 'UAS4EUROPE': Invitation evening by UAS4EUROPE, Version 2017, UAS4EUROPE-Event-INVITATION_Evening.pdf (0.3 MB)

2017 Conference ‘UAS4EUROPE’: Invitation daytime

2017 Conference 'UAS4EUROPE': Invitation daytime by UAS4EUROPE, Version 2017, UAS4EUROPE-Event-INVITATION_Daytime.pdf (0.3 MB)

The Role of Professional Higher Education in Regional Development –Good Practice in Northern Hungary

The Role of Professional Higher Education in Regional Development –Good Practice in Northern Hungary by László Dinya, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_DINYA.pdf (1.7 MB)

SMEsperspectiveon collaborationwith HE institutions

SMEsperspectiveon collaborationwith HE institutions by Mika Tuuliainen, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_TUULIAINEN.pdf (1.5 MB)

HEIs, Regional Knowledge Exchange and Lessons from the HEInnovate Review of Ireland

HEIs, Regional Knowledge Exchange and Lessons from the HEInnovate Review of Ireland by Richard Thorn, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_THORN.pdf (1.0 MB)

Challenges for Higher Education Diversification to Enhance their Engagement with the Regions and Businesses – CZ

Challenges for Higher Education Diversification to Enhance their Engagement with the Regions and Businesses - CZ by Karel Šima, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_SIMA.pdf (1.0 MB)

Regional foundations of Austrian UAS and their contribution to regional development

Regional foundations of Austrian UAS and their contribution to regional development by Michael Roither, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_Roither.pdf (2.8 MB)

Higher Education as a Driver of Regional Development -Applied Sciences and Research within Diversified Higher Education Systems, and their Role in Knowledge Exchange and Regional Development

Higher Education as a Driver of Regional Development -Applied Sciences and Research within Diversified Higher Education Systems, and their Role in Knowledge Exchange and Regional Development by Ján Piteľ, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_PITEL.pdf (3.3 MB)

Potential Role and Missions of Slovak HE within Regional Development Agenda – lessons learnt from the project “Higher Education as a Driver of the Knowledge Society Development”

Potential Role and Missions of Slovak HE within Regional Development Agenda - lessons learnt from the project “Higher Education as a Driver of the Knowledge Society Development” by Peter Obdržálek, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_OBDRZALEK.pdf (0.9 MB)

Role & Mission of European Universities of Applied Sciences As Actors in Regional Knowledge Exchange

Role & Mission of European Universities of Applied Sciences As Actors in Regional Knowledge Exchange by Michal Karpíšek, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_KARPISEK.pdf (3.3 MB)

Automotive Industry of the Slovak Republic and transformation of the education

Automotive Industry of the Slovak Republic and transformation of the education by Jaroslav Holeček, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_HOLECEK.pdf (3.3 MB)

Concepts and Practices of Regional Integration of Professional Higher Eductaion Institutions

Concepts and Practices of Regional Integration of Professional Higher Eductaion Institutions by Ulf-Daniel Ehlers, Version 2016, EURASHE_sem_reg_dev_Bratislava_06-07122016_pres_EHLERS.pdf (0.8 MB)

A Successful Cooperation BetweenHigher Educationand the Business world

A Successful Cooperation BetweenHigher Educationand the Business world by José María González-Alorda Iriarte, Jesus Porres, Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_GONZALEZ-ALORDA-IRIARTE_and_PORRES.pdf (4.8 MB)

Engaging students, lecturers and SMEs – The SME innovation scan

Engaging students, lecturers and SMEs - The SME innovation scan by Rogier Cazemier , Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_CAZEMIER.pdf (2.6 MB)

Crowdsourcing Student Engagement in Applied RDI

Crowdsourcing Student Engagement in Applied RDI by Flemming Binderup Gammelgaard, Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_BINDERUP-GAMMELGAARD.pdf (29.9 MB)

Research and Doctorate with German Universities of Applied Sciences

Research and Doctorate with German Universities of Applied Sciences by Martin Sternberg, Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_STERNBERG.pdf (1.1 MB)

Towards a Platform for Collaborative Innovation: A road map for a small University of Applied Sciences

Towards a Platform for Collaborative Innovation: A road map for a small University of Applied Sciences by Hannes Raffaseder, Gabriele Permoser, Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_RAFFASEDER.pdf (2.8 MB)

European applied research as one of EURASHE key topics

European applied research as one of EURASHE key topics by Michal Karpisek, Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_KARPISEK.pdf (1.0 MB)

TTK University of Applied Sciences Technology transfer center and innovation vouchers for SMEs

TTK University of Applied Sciences Technology transfer center and innovation vouchers for SMEs by Oliver Kallas , Version 2016, EURASHE_sem_RDI_Seville_26-270916_pres_KALLAS.pdf (3.4 MB)

Research excellence in the arts: research, development, innovation

Research excellence in the arts: research, development, innovation by Johnny Golding, Version 2015, PHExcel_151118-19_pres_GOLDING.pdf (1.4 MB)

How to achieve excellence in research, development and innovation?

How to achieve excellence in research, development and innovation? by Christophe Debout, Version 2015, PHExcel_151118-19_pres_DEBOUT.pdf (1.3 MB)

UAS4EUROPE: Smart Partnerships for Regional Impact

UAS4EUROPE: Smart Partnerships for Regional Impact by UAS4EUROPE, Version 2016, UAS4EUROPE_paper_Smart-Partnerships-for-Regional-Impact_May2016.pdf (1.2 MB)

Contribution of UAS4EUROPE to the European Innovation Council (EIC)

Contribution of UAS4EUROPE to the European Innovation Council (EIC) by UAS4EUROPE, Version 2016, UAS4EUROPE_EIC-Contribution_Apr2016.pdf (0.4 MB) - European Commissioner for Research, Science and Innovation Carlos Moedas presented his priorities ‘Open Science, Open Innovation and Open to the World’ in June 2015. Part of his thinking is to build a European Innovation Council (EIC), which is welcomed by UAS4EUROPE. This contribution is to support the Commissioner in setting up an EIC. UAS4EUROPE is convinced that it is in the interest of Europe as a whole to be as innovative as possible in order to bring continuous economic growth. The European knowledge economy provides the intellectual capital to be able to be a top innovator. However, good innovation governance, adequate funding mechanisms, overcoming regulatory barriers, skills investment for innovation and proper financing and budget are the five pillars of importance to achieve the goal of being a top innovator. When successfully tackled by the EIC, UAS4EUROPE believes that Europe can be the future top innovator of the world.

HEInnovate: A self-assessment tool for higher education institutions (HEIs) wishing to explore their entrepreneurial and innovative potential

HEInnovate: A self-assessment tool for higher education institutions (HEIs) wishing to explore their entrepreneurial and innovative potential by Zsuzsa Javorka, Rebecca Allinson, Version 2016, EURASHE_AC_Belgrade_21-220416_pres_JAVORKA_ALLINSON.pdf (1.7 MB) - HEInnovate is an online self assessment tool which helps Higher Education Institutions in identifying and working on their entrepreneurial and innovative potential. The tool has been designed and developed by the European Commission in cooperation with the OECD. By reviewing seven broad areas for development, higher education institutions can open up discussion and debate on their entrepreneurial and innovative nature. In its third year, HEInnovate has been used by over 650 HEIs worldwide. This hand-on workshop will: Provide a background on HEInnovate and the potential benefits of its use; Explain how to use the tool to its maximum potential; Engage participants in discussions on identifying strengths and weaknesses in their institutions; Highlight where to get support and advice on HEInnovate.

European University-Business Cooperation: Collaborating to innovate and innovating to collaborate (2016)

European University-Business Cooperation: Collaborating to innovate and innovating to collaborate (2016) by Victoria Galan-Muros, Version 2016, EURASHE_AC_Belgrade_21-220416_pres_GALAN_MUROS.pdf (2.7 MB)

Science Without Borders: Lessons Learned From Brazil Europe Large-Scale Mobility Experiences

Science Without Borders: Lessons Learned From Brazil Europe Large-Scale Mobility Experiences by Joaquim Ramos de Carvalho, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_RAMOS_DE_CARVALHO.pdf (0.5 MB)

Making European Professional Higher Education a Key Player in the Development of a Fastly and Unpredictably Changing Society

Making European Professional Higher Education a Key Player in the Development of a Fastly and Unpredictably Changing Society by EURASHE, Version 2015, EURASHE_Making European PHE a Key Player_Apr2015.pdf (0.2 MB)

QM in Research ‘HR Excellence in Research ‘ & ‘Profiling Research Units’

QM in Research ‘HR Excellence in Research ‘ & ‘Profiling Research Units’ by Peter Eigenmann, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_EIGENMANN.pdf (1.5 MB) - 'HR Excellence in Research' and 'Profiling Research Units by mean of an extended set of application oriented indicators'. The contribution elaborates measures applied and developed to enhance the quality in research at Bern University of Applied sciences BFH. BFH is a typically application oriented, public university in Switzerland, with a broad range of different specialized fields of study and research and member of swissuniversities, the Swiss University Rectors Conference. The institutional implementation of the The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers contained a gap analysis exercise resulting in an action plan within the strategically important aspects for further development. A second tool for quality improvement focuses on profiling and positioning the different research units by developing and applying a comprehensive set of measurable indicators.

International Cooperation in Research: a Case Study

International Cooperation in Research: a Case Study by José Santos, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_SANTOS.pdf (3.5 MB)

Research and Innovation in a Global World

Research and Innovation in a Global World by Carlos Ramos, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_RAMOS.pdf (0.2 MB)

Bridging companies & University college towards co-creation & co-innovation

Bridging companies & University college towards co-creation & co-innovation by Evi Knuts, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_KNUTS.pdf (2.5 MB)

Building bridges for a more professional higher education – workshop session: Research, Development and Innovation

Building bridges for a more professional higher education - workshop session: Research, Development and Innovation by Karlo Kolesar, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_KOLESAR.pdf (6.7 MB)

The importance of high education in technologies on Development and Innovation – Focus on the “Institut Universitaire de Technologie”

The importance of high education in technologies on Development and Innovation - Focus on the "Institut Universitaire de Technologie" by Jean-Pierre Lacotte, Version 2014, EURASHE_sem_PHE_Otocec_16-171014_pres_LACOTTE.pdf (0.7 MB)

A quality review of research activities conducted at University College Cork

A quality review of research activities conducted at University College Cork by Norma Ryan, WGSII.12_Papers_Ryan.pdf (0.2 MB) - This paper describes an approach taken to conduct of an institutional quality review of research activity carried out by University College Cork (UCC), Ireland, in 2008/09. The review was novel and innovative and no other Irish higher education institution has conducted such a review. The criteria and procedures for the conduct of the review were developed using a collegial approach and with engagement of the academic and research communities in the University and was based on examination of international practice for these types of review. The paper describes the methodology used in development of the metrics which were used and the procedures, together with the outcomes of the review, including the report and its publication, and includes a brief discussion of the issues and questions that arose before, during and after the process.

Applied transdisciplinary research Doxa-Praxis Continuum as a result of applying EMMY to human thinking and acting

Applied transdisciplinary research Doxa-Praxis Continuum as a result of applying EMMY to human thinking and acting by Liviu Drugus, Version 2005, EURASHE_AC_Vilnius_050428-29_pres_DRUGUS_text.pdf (0.2 MB)

Applied Research as a “Doxa-Praxis Continuum” The case of EMMY applied to Social Sciences and Humanities

Applied Research as a “Doxa-Praxis Continuum” The case of EMMY applied to Social Sciences and Humanities by Liviu Drugus, Version 2005, EURASHE_AC_Vilnius_050428-29_pres_DRUGUS.pdf (0.2 MB)

A Framework for Qualifications of the European Higher Education Area

A Framework for Qualifications of the European Higher Education Area by Bryan Maguire, Version 2005, EURASHE_AC_Vilnius_050428-29_pres_MAGUIRE.pdf (0.4 MB)

Various kinds of research: A challenge for University Colleges and Polytechnics

Various kinds of research: A challenge for University Colleges and Polytechnics by Josef Koubek, Version 2005, EURASHE_AC_Vilnius_050428-29_pres_KOUBEK.pdf (0.5 MB) - Colleges and Polytechnics are excellent places for performing applied and output-oriented research. Moreover, research is looked at as an integral part of the teaching process at higher education institutions (HEIs) of all types and levels. HEIs are important actors in the European Research Area (ERA) establishment and its running. HEIs research should be oriented on outputs into practice and society.
Research thinking should be the most powerful tool in the teaching process. Research training should be carried out by doing research in an appropriate HE environment.
A co-existence of teaching and research is part of the HEI identity, and this is of great importance even at BA levels. A simple answer will be given to the question: “Why would an undergraduate want a research-oriented teacher?” Setting or improvement of knowledge transfer between HEIs and companies and society is of great importance . The collaborative type of research is a necessity. The concept of Responsible Partnering developed by EIRMA, EUA, EARTO and PROTON will be presented.
The crucial point of Responsible Partnering is recognition that the greatest benefits of collaborative research tend to be achieved within long-term partnerships. Trust and stability are preconditions for establishing the significant research programmes. Companies and HEIs operate according to different objectives, and long-term partnerships cannot be guaranteed by contract at the outset.
Supportive public policy measures at the local, regional and national levels are also necessary to ensure the success of Responsible Partnering through long-term corporate and institutional commitment. It is important to tailor these measures to suit local needs, but they must also be consistent in key respects across national boundaries.

Research Development in Irish Institutes of Technology

Research Development in Irish Institutes of Technology by Paul Hannigan, Version 2005, EURASHE_AC_Vilnius_050428-29_pres_HANNIGAN.pdf (0.7 MB)

New Relationships between Research and Teaching

New Relationships between Research and Teaching by Bert Hoogewijs, Version 2006, EURASHE_AC_Dubrovnik_060427-28_pres_HOOGEWIJS_1.pdf (63 KB) - Quite ironically, research has shown that there is little or no scientific evidence for the thesis that “Research has a beneficial effect on teaching”. Since most researchers and policymakers nevertheless continue to think and act as if it were a universal fact anyway, three main outcomes of this attitude and belief will be dissected.

One effect of this thesis is that universities see themselves as research centres first, with teaching as a derivative business. This ideology tends to cultivate secure spaces for disinterested research and to condemn ‘useful knowledge’. Taking knowledge societies into consideration, universities may be advised to contribute to social discourse and the wider public sphere – thus exchanging the closed Senate building for the open Agora square.
Second, teaching is not taken seriously without the guidance of research. It is not seen as self-contained, nor is it able to enhance itself. It must be clear however that a wide range of pedagogical approaches defined as ‘critical inquiry’ is perfectly fit to introduce research or research-like attitudes in teaching.
Third, the belief that research and teaching are the exclusive spaces to be occupied by each and every university – and by each level and discipline within that structure – leads to one-dimensional institutions. Society, however, is rather in need of a wide variety of institutions that cater for more brains and higher levels of education and schooling among a most diverse audience.

In conclusion, it would appear that new roles and spaces lie ahead for our universities - and particularly for the new universities - thus introducing new relationships between research and teaching, whereby:
• It is advisable for universities to occupy more types of spaces, notably a) pedagogical-didactical b) scholarly and c) intellectual-discursive ones.
• The scholar is seen as a bridge between research and teaching.
• ‘Critical inquiry’ methodologies can guarantee the continuation of a research culture in teaching.
• Scientific modes and content could well be certified by new types of learning, inquiring and data researching – mostly of electronic and digital nature.
• Finally, supporting research in teaching is expected to develop teaching into a self-contained discipline.

Strengthening and Diversifying Research Strategies and Missions

Strengthening and Diversifying Research Strategies and Missions by John H. Smith, Version 2007, EURASHE_AC_Copenhagen_070426-27_pres_SMITH.pdf (1.0 MB) - The presentation will address the changing nature of the research missions being developed in Higher Education
Institutions at various levels, from doctoral programme reform to new instruments for research funding at the European and national levels, and new partnerships with regional agencies and businesses. Higher education institutions are working to strengthen and diversify their research strategies (in both fundamental and more applied research) through introducing more strategic management approaches. They are seeking increasingly to enhance their research and innovation capacities by developing further collaboration with external partners, consortia building and clustering in specific research domains, and by professionalising their processes of knowledge transfer. The current policy framework will also be reviewed to explore the degree to which the required synergy is being provided by European, national and regional research and innovation initiatives to support effectively higher education institutions in developing their research missions.

The European Institute of Technology (EIT), relation with professional education

The European Institute of Technology (EIT), relation with professional education by Ronald Guillen, Version 2007, EURASHE_AC_Copenhagen_070426-27_pres_GUILLEN.pdf (2.3 MB) - In February 2005, the President of the European Commission, J. M. Barroso, declared that a European Institute of Technology (EIT) must be created to develop innovation by connecting research, education and business. After a wide-ranking consultation (at the end of 2005), the European Council of 23-24th March 2006 recognises that “a European Institute of Technology will be an important step to fill the existing gap between higher education, research and innovation”. The Commission was invited to work about this structure. The EIT must respond to: the lack of critical mass, not enough top-class excellence, low business involvement, limited entrepreneurial initiative from education and research structures, brain-drain, lack of funding .
After consultations of the Member States (research and academic communities) the Commission has proposed in November 2006 a regulation of the European parliament and the Council, establishing the EIT. It will start in 2008 and its objective is to contribute to industrial competitiveness by reinforcing the innovation capacity of the Member States and the Community. A Governing Board (balance of business experience and academic/research experience) will approve the EIT strategy and define the fields in which the Knowledge and Innovation Communities (KICs) will be established.
In this work, a brief explanation of the EIT will be presented, describing the structure and finalities in terms of social and economic developments. Then a discussion will be proposed about the relation between the EIT and the higher education institutions, taking into account the professional and applied research and the rapid application of results of research for innovation and development.

Regional Cooperation Between Regional Centres of Knowledge, Local Authorities and Enterprises

Regional Cooperation Between Regional Centres of Knowledge, Local Authorities and Enterprises by Richard Thorn, Version 2007, EURASHE_AC_Copenhagen_070426-27_pres_THORN.pdf (1.4 MB)

Mobilising higher education for cities and regions: OECD reviews of HE in Regional and City Development

Mobilising higher education for cities and regions: OECD reviews of HE in Regional and City Development by Jaana Puukka, Version 2009, EURASHE_AC_Prague_090521-22_pres_PUUKKA.pdf (0.8 MB) - Higher education drives growth and innovation in cities and regions and can help them become more innovative and globally competitive. Reviews of Higher Education in Regional and City Development are the OECD’s vehicle to mobilise higher education institutions (HEIs) for economic and social development. The reviews facilitate stronger collaboration between HEIs and governments at all levels and provide regions with tools and ideas to harness the innovation potential of higher education. They draw together ‘town and gown’ and link HEIs to public and private agencies to identify and work towards strategic goals. Drawing the lessons and key conclusions from the OECD publication ‘Higher Education and Regions - globally competitive; locally engaged’ (OECD, 2007) reporting on the first round of reviews in 2004-2007 of 14 regions in 12 countries as well as the preliminary lessons from the second round in 2008-2010 which is reaching out to 15 new regions in 11 countries, this presentation highlights the economic and social benefits of higher education for cities and regions, and discusses why local and regional development is becoming more important in the era of globalisation. It highlights good practice examples on how HEIs can strengthen regional innovation systems, human capital development and social and cultural development in their cities and regions. It identifies constraints for more active engagement of HEIs at national, regional and institutional level and suggests how these constrains can be removed. Finally, it argues that the HEIs can be best mobilised for economic and social development in the context of cities and regions and by mainstreaming this work in teaching and research.

The Role of Higher Education Institutions in the Support of Regions Innovation Development

The Role of Higher Education Institutions in the Support of Regions Innovation Development by Zbynek Pitra, Version 2009, EURASHE_AC_Prague_090521-22_pres_PITRA.pdf (0.2 MB) - Innovation means pursuing radical new business opportunities, exploiting new or potentially disruptive technologies, and introducing change into the core concept of the company’s business. The higher education institutions (HEI) must accept three important roles within
this innovation development process at the regions of their activities:
1. The role of an innovation ideas creator.
2. The role of such ideas distributor and a coordinator of different subjects’ effort that focuses on promising innovation project easy implementation - the role of an innovation intermediary.
3. The role of an educator, the catalyst that spreads the knowledge necessary for innovation’s successful launch to the target market among the members of teams that co-operate within the process of creative idea transformation into cash.
During playing the role of innovation idea creator HEI must respect that companies can shop for innovation in various stages of development. Because an innovation is a business phenomenon, transferring the promising idea into commercially successful output means to develop a new business model - to change the company’s behavior.
Within the role of an intermediary HEI would be in a unique position to visualize new opportunities synthesized from insights and technologies provided by several companies - ideas that might never occur to companies working on innovation programs on their own.
To fulfill the role of an educator successfully, the HEI have to abandon an education model resembling filling the bottles from the lake of knowledge and sending them along the line of users who will drink from the bottle when needed. This obsolete model must be replaced by another model:
Give the potential users boats and compasses and let them paddle on the lake of knowledge to the needed sources themselves.

Higher Education, Enterprises and Regions: Partnerships for Innovation and Development throughout Europe – Conclusions

Higher Education, Enterprises and Regions: Partnerships for Innovation and Development throughout Europe - Conclusions by Volker Gehmlich, Version 2009, EURASHE_AC_Prague_090521-22_pres_GEHMLICH.pdf (1.4 MB)

Being at the cross-roads of R+D+I+B: the Károly Róbert College – Gyöngyös

Being at the cross-roads of R+D+I+B: the Károly Róbert College - Gyöngyös by László Dinya, Version 2009, EURASHE_AC_Prague_090521-22_pres_DYNIA.pdf (0.6 MB) - The presentation is going to focus on the case study of a Hungarian college and its strategic orientation on research and development in the field of bioenergy and its impact on the school’s structure and study offer.

Québec Cégep’s: Leaders in Regional Developments

Québec Cégep's: Leaders in Regional Developments by Michel Gravel, Version 2009, EURASHE_AC_Prague_090521-22_pres_GRAVEL.pdf (2.2 MB) - Three point presentation:
Cegeps the Educational system in Quebec, tools for regional development and the Cegep of Jonquiere an example.
The Cegeps have a three fold mission: Accessibility and quality, consolidation of career choice and support for regional development. The third is the main topic of this presentation. We will look briefly at the general tools concerning the competency approach, mobility of students, structure of regional development, College Centers for the transfer and technology and funding. Concluding with the example of the Cegep of Jonquiere this will provide an overall look with its large family of programs, the Continuing Education as well as the Self Financing Departments.

Science and Technology Park: Bridge between the Science and the Business World

Science and Technology Park: Bridge between the Science and the Business World by Martin Černý, Version 2009, EURASHE_AC_Prague_090521-22_pres_CERNY.pdf (0.8 MB)

The supporting role of innovation and applied research in creating knowledge triangle

The supporting role of innovation and applied research in creating knowledge triangle by Armando Pires, Version 2014, EURASHE_AC_Yerevan_15-160514_pres_PIRES_1.pdf (2.8 MB)

Les enjeux de la recherche dans l’enseignement supérieur européen – presentation FR

Les enjeux de la recherche dans l'enseignement supérieur européen - presentation FR by Stefan Delplace, Version 2012, EURASHE_repr_121024_Cegeps_pres_DELPLACE.pdf (4.1 MB) - Depuis l’implantation du processus de Bologne en Europe, la recherche est majoritairement reconnue comme faisant partie de la mission même des établissements d’enseignement supérieur. Cependant, cette recherche fait aussi face à une série d’enjeux reliés entre autres à la disponibilité des sources de financement, la compétition entre les établissements d’éducation supérieure et le clivage en matière de recherche entre les différents niveaux d’enseignement (licence, master, doctorat et autres).
EURASHE en tant que représentant du secteur professionnel de l’enseignement supérieur dans le processus de Bologne est au milieu du débat sur la contribution des filières professionnelles dans l’innovation et le développement régional. En accord avec le thème général du Congrès «Les enjeux de la recherche collégiale », vous sont proposés des pistes de réflexion pour voir comment le Québec et l’Europe peuvent se comparer et s’inspirer mutuellement en matière de recherche en enseignement supérieur.

Since the implementation of the Bologna process in Europe, research is largely recognized as part of the mission of higher education institutions. However, this research also faces a series of challenges linked to the availability of sources of funding, competition between higher education institutions and research cleavage between the different levels of education (bachelor, Master, Doctorate , etc.).
EURASHE as representing the professional sector of higher education in the Bologna process is in the midst of the debate on the contribution of vocational courses in innovation and regional development. In line with the general theme of the Congress "Challenges of college research ", we explore how Quebec and Europe can compare and learn from each other regarding research in higher education.

La recherche dans la mission des institutions d’enseignement supérieur : le modèle européen – input FR

La recherche dans la mission des institutions d’enseignement supérieur : le modèle européen - input FR by Stefan Delplace, Version 2012, EURASHE_repr_121024_Cegeps_input_DELPLACE.pdf (1.1 MB) - Depuis l’implantation du processus de Bologne en Europe, la recherche est majoritairement reconnue comme faisant partie de la mission même des établissements d’enseignement supérieur. Cependant, cette recherche fait aussi face à une série d’enjeux reliés entre autres à la disponibilité des sources de financement, la compétition entre les établissements d’éducation supérieure et le clivage en matière de recherche entre les différents niveaux d’enseignement (licence, master, doctorat et autres).
EURASHE en tant que représentant du secteur professionnel de l’enseignement supérieur dans le processus de Bologne est au milieu du débat sur la contribution des filières professionnelles dans l’innovation et le développement régional. En accord avec le thème général du Congrès «Les enjeux de la recherche collégiale », vous sont proposés des pistes de réflexion pour voir comment le Québec et l’Europe peuvent se comparer et s’inspirer mutuellement en matière de recherche en enseignement supérieur.

Since the implementation of the Bologna process in Europe, research is largely recognized as part of the mission of higher education institutions. However, this research also faces a series of challenges linked to the availability of sources of funding, competition between higher education institutions and research cleavage between the different levels of education (bachelor, Master, Doctorate , etc.).
EURASHE as representing the professional sector of higher education in the Bologna process is in the midst of the debate on the contribution of vocational courses in innovation and regional development. In line with the general theme of the Congress "Challenges of college research ", we explore how Quebec and Europe can compare and learn from each other regarding research in higher education.

The Innovation Union, Societal Challenges and Universities of Applied Sciences (2)

The Innovation Union, Societal Challenges and Universities of Applied Sciences (2) by Henrik Wolff, Version 2011, EURASHE_repr_110914-15_EDUPROF_pres_WOLFF.pdf (3.7 MB) - The EDUPROF project of UASnet aims at recognition for Universities of Applied Science (UAS) as a crucial Research and Development (R&D) actor. A better visibility of R&D ensure a better understanding and finally, better policy support and funding.
Society faces new challenges, such as climate change and aging population, that require new solutions. The Common Strategic Framework for Research and Innovation is a solution but will not suffice. Applied and fundamental research are necessary. For society, UAS R&D leads to more jobs, improved lives and a better society.

The Innovation Union, Societal Challenges & Universities of Applied Sciences

The Innovation Union, Societal Challenges & Universities of Applied Sciences by Jussi Halttunen, Version 2011, EURASHE_repr_110914-15_EDUPROF_pres_HALTTUNEN.pdf (3.6 MB) - The JAMK University of Applied Science, in Finland, is active in research and development, mostly at regional level. For instance, it coordinated the BIOCLUS project, developing innovation and research environment in 5 European regions in the field of sustainable use of biomass resources. It involves higher education institutions, regional authorities and local businesses.

Growth of Research Capacity in Ireland’s Institutes of Technology – an EDUPROF Case Study

Growth of Research Capacity in Ireland's Institutes of Technology - an EDUPROF Case Study by Tim Creedon, Version 2011, EURASHE_repr_110914-15_EDUPROF_pres_CREDON.pdf (3.1 MB) - The institutes of technology in Ireland (IOT) are regionally located and intend to respond to the learner, industry and community's needs. The award all higher education levels up to PhD.
Since 1992, Research and Development (R&D) is a mission of IOT. The presentation goes over the strong points and weaknesses of the strategies on applied research.

Beyond the Bologna Process: Creating and connecting national, regional and global higher education areas

Beyond the Bologna Process: Creating and connecting national, regional and global higher education areas by EURASHE, BUSINESSEUROPE, et al., Version 2012, EHEAConf_contribution_EURASHE_BUSINESSEUROPE_Apr2012.pdf (0.8 MB) - Higher education and research have long been among the main drivers of cross-national openness and inter-cultural dialogue. One of the very recognisable modern trends is the growing imperative of higher education institutions worldwide to internationalize – to integrate an international/intercultural dimension into teaching, research and community service – in order to enhance the relevance of their contribution to societies and their academic excellence, while also increasing their competitiveness.
In this context, the creation of higher education areas linked to geographical proximity, and – at least to some extent – cultural heritage and shared history is a natural development. But in order to achieve the desired freedom of knowledge and allow higher education to fulfil its multi-faceted mission, these higher education areas need to be connected and to cooperate with each other.
With this in mind, the Third Bologna Policy Forum proposes to focus its high level debates on four broad issues:
 Global student mobility: incentives and barriers, balances and imbalances
 Global and regional approaches to quality assurance
 Public responsibility for and of higher education
 The contribution of higher education reforms to enhancing graduate employability
Because cross-border educational activities bring into play many actors and policy areas in a country, an effective policy strategy regarding internationalisation of higher education must take into account this diversity and ensure co-ordination, or compatibility, between several policy agendas such as: quality assurance, qualifications frameworks and recognition policy; public policy for the development of education systems and institutional autonomy, understandings of quality development and assurance informed by an understanding of the multiple purposes of education, development assistance in education and policies for economic development; other domestic educational policies; cultural policy; migration and visa policy; trade policy; economic policy etc.
This paper aims to briefly introduce the four board issues mentioned above and to ask targeted questions that could start a rich and valuable dialogue between the participants of the Bologna Policy Forum. The results of this inter-governmental dialogue will be documented by the Third Bologna Policy Forum Statement and followed-up in the years to come in a joint fashion by all invited participants.

Indicators of valorisation

Indicators of valorisation by Frank Ziegele, Version 2013, EURASHE_AC_Split_130509-10_pres_ZIEGELE_2.pdf (0.6 MB) - show the aspects of valorisation and how they could be measured by indicators
list quality criteria for the assessment of indicators
give an overview on options to measure valorisation, incl. indicators used in existing data systems
analyse the strengths and weaknesses of indicators of valorisation

Public engagement as integral part of the innovation ecosystem

Public engagement as integral part of the innovation ecosystem by Vladimír Šucha, Version 2013, EURASHE_AC_Split_130509-10_pres_SUCHA.pdf (2.9 MB) - Today, with internet, the citizenship, businesses etc. can come from grassroots, online, shared by communities. That fosters innovation. It allows to link the rational and emotional approach. Knowledge is better developed together, globally. There are thus seven joint research centers (JRC) in Europe to foster innovation.

Making an Impact: Higher Education and/in the Knowledge Society

Making an Impact: Higher Education and/in the Knowledge Society by Ellen Hazelkorn, Version 2013, EURASHE_AC_Split_130509-10_pres_HAZELKORN.pdf (1.4 MB) - Today, higher education institutions provide education from associate degree to PhD level, conduct research, participate in outreach initiatives, and are a source of innovation and entrepreneurship. They are emblems of nation-building; to some they are the engine of the economy, to others a critical partner in the ecosystem. Beyond imparting education, they are the source of human capital; act as a regional, national and/or global gateway attracting highly-skilled talent and investment, actively engaging with a diverse range of stakeholders through knowledge and technology transfer, and underpinning the global competitiveness of nations and regions. Some have medical schools, museums, theatres, galleries, sports facilities and cafes – all of which play a significant role in their community, city and nation. As a group, they sit within vastly different national context, underpinned by different value systems, meeting the needs of demographically, ethnically and culturally diverse populations, and responding to complex and challenging political-economic environments.
This paper will look at the way in which HEIs and systems have evolved in response to what Neave (2000) has called a further step in the democratisation of the “Humboldtian ethic”. In contrast to a time when institutional boundaries reflected a relatively simple understanding of society, knowledge systems and labour markets, as knowledge has become more complex and society more demanding, diverse higher education models have developed. The transformation from elite to universal higher education has given birth to multi-dimensional diversity. What are the implications of these developments for higher education institutions and their wider region? What role does/should higher education play, and what are its responsibilities within a broader innovation eco-system?

Merging education and innovation – Croatian perspective

Merging education and innovation – Croatian perspective by Mile Dželalija, Version 2013, EURASHE_AC_Split_130509-10_pres_DZELALIJA.pdf (0.4 MB) - Current higher education, research and innovation practice in Croatia does not well fit to the labour market and, in general, to the society needs. Education models still rely heavily on conventional input oriented approaches to student learning. New technology complexities that face the future of higher education, combined with the demands of technologically literate students, challenge researchers and educators to be responsive to advance outcome oriented learning, and relevant for students and labour market. Policy of the current research system focuses its outputs to formal elements, such as number of publications in peer-reviewed international journals, impact factors of journals, and number of co-authors at publications, which has small impact on relevant innovations.
Input of this presentation will include brief description of the current education, research and innovation practice in Croatia comparing to practices in some other countries. Additionally, there will be an input on the main elements of new reforming instrument in Croatia – qualifications frameworks, including strengths and challenges during its development and implementation phase.

The Synergy System – Building the Value Chain from Innovation to Enterprise Development

The Synergy System – Building the Value Chain from Innovation to Enterprise Development by Pat Coman, Version 2013, EURASHE_AC_Split_130509-10_pres_COMAN.pdf (5.2 MB) - The Institute of Technology Tallaght (ITT Dublin) strategic plan 2009 to 2014 makes a firm commitment to support targeted research in designated priority areas to create a significant resource for regional and national industry and contribute to the success of the knowledge economy. The plan confirms ITT Dublin as a hub for the advancement of commercial innovation within the region and its desire to collaborate with research funding partners and other institutions to create a comprehensive innovation support framework for industry. It is committed to providing design, development and validation services, within its areas of expertise, to those engaged in applied research and innovation regionally and nationally, and to the growth of knowledge based enterprise through the provision of a comprehensive enterprise development package including facilities, equipment, and business development support.

Research in Universities of Applied Sciences

Research in Universities of Applied Sciences by Henrik Wolff, Version 2010, EURASHE_AC_Tallinn_101014-15_pres_WOLFF.pdf (4.5 MB)

The Role of the EIT in the Educational Landscape

The Role of the EIT in the Educational Landscape by Richard Thorn, Version 2011, EURASHE_AC_Nice_110331-01_pres_THORN_speech.pdf (98 KB) - Modern, knowledge driven and productive economies and societies demand highly diverse institutions meeting highly diverse needs. Strategic differentiation is a requirement in modern higher education.

Innovation Union, the European Research Area and the role of Universities of Applied Science

Innovation Union, the European Research Area and the role of Universities of Applied Science by Cyril Robin-Champigneul, Version 2011, EURASHE_AC_Nice_110331-01_pres_ROBIN-CHAMPIGNEUL_speech.pdf (0.1 MB)

Innovation, its importance for regional development and its relationship with vocational training courses Ex : France

Innovation, its importance for regional development and its relationship with vocational training courses Ex : France by Jean-Pierre Lacotte, Version 2011, EURASHE_AC_Nice_110331-01_pres_LACOTTE.pdf (1.4 MB)

Innovation Union & Universities of Applied Sciences

Innovation Union & Universities of Applied Sciences by Tim Creedon, Version 2011, EURASHE_AC_Nice_110331-01_pres_CREEDON.pdf (0.9 MB)

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.

EURASHE UASnet Position Paper on Research and Innovation

EURASHE UASnet Position Paper on Research and Innovation by EURASHE, UASnet, Version 2012, EURASHE_UASnet_position_paper_April2012.pdf (0.4 MB)