RELEASING THE FULL POTENTIAL OF PROFESSIONAL HIGHER EDUCATION TO SERVE OUR SOCIETIES

RELEASING THE FULL POTENTIAL OF PROFESSIONAL HIGHER EDUCATION TO SERVE OUR SOCIETIES , Policy-paper-digital.pdf (25.0 MB)

Setting up systematic structures for policy-recommendations and best-practice sharing: PROCSEE project

Setting up systematic structures for policy-recommendations and best-practice sharing: PROCSEE project by Alicia-Leonor Sauli-Miklavčič, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_SAULI-MIKLAVCIC.pdf (1.0 MB)

Project Proposals’ Assessment and Evaluation The Point of View of the Evaluator

Project Proposals’ Assessment and Evaluation The Point of View of the Evaluator by Nina J Zugic, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_ZUGIC.pdf (1.0 MB) -

Rationale: Assessment and evaluation requirements are vital to the success of a project proposal. Expertise of each member of the Consortium, clear objectives that are corresponding the outcomes, and robust implementation of the work plan are the key elements for addressing the Excellence, Impact and Implementation criterion of HORIZON 2020 project proposal evaluation. Learning Objective(s):- To introduce Project Proposals’ Assessment and Evaluation Criterion - To develop better understanding of the Assessment and Evaluation process - To share good practice of successfully funded projects. Overview: This workshop will assist attendees in the analysis of project proposals’ assessment and evaluation process. Abstract Details: This workshop will use samples of successfully funded HORIZON 2020 project proposals to showcase the assessment and evaluation process. The Evaluator’s point of view will help attendees understand the process better. Attendees will identify its personal/future proposal development needs, in a form of a group exercise. Attendees will be also encouraged to transfer this knowledge in developing its own proposals, involving Universities of Applied Sciences and other PHE institutions. Workshop Interactivity: Workshop will be interactive, with examples, case studies and group exercises.

Strategic Partnerships And Building A Consortium Of Universities Of Applied Sciences: The Good Practice Of The Urban Research And Education Knowledge Alliance (U!REKA)

Strategic Partnerships And Building A Consortium Of Universities Of Applied Sciences: The Good Practice Of The Urban Research And Education Knowledge Alliance (U!REKA) by Erik van den Berg, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_VANDENBERG.pdf (2.7 MB) -

This good practice will share insights and experiences of building close-knit international partnerships. The Amsterdam University of Applied Sciences took the initiative to found U!REKA to enhance the quality of applied sciences and professional education. Collaboration between the six U!REKA partners will focus on an urban agenda of smart cities, innovating regions and a triple helix approach. This good practice will center on conceptual and operational challenges of preferred partnerships and invites you to share your experience and reflect on the suitability of this approach for your own institution.

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)

Strategic Partnership for Building Professional Higher Education Capacity in Europe: the BuildPHE Project

Strategic Partnership for Building Professional Higher Education Capacity in Europe: the BuildPHE Project by Marek Frankowicz, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_FRANKOWICZ.pdf (0.8 MB) -

The main objective of the Erasmus+ Strategic Partnership “BuildPHE” project is to increase the quality of the connection of Higher Education with the world of work (WoW) in all its aspects, including teaching, learning, research and governance. The project is coordinated by the State Higher Vocational School in Tarnow (Poland), other partners are institutions from Czech Republic, Croatia, Estonia and Slovenia, as well as EURASHE and Knowledge Innovation Centre Malta. The project is made up of three complementary activities: analysis of institutional strategies, collection of best practice, design of interventions to strengthen institutional strategies. Twelve HAPHE criteria, developed in the framework of HAPHE (Harmonizing Approaches to Professional Higher Education) project have been used as the basis for the design of the self-assessment tool (SAT) for PHE institutions. The tool has been tested in 15 PHE institutions (3 in each Partner Country) and now it is being optimized. In parallel, the examples of best practice for each HAPHE criterion are collected and will be made available for the wider public. The project will, inter alia, foster improved collaboration between PHEIs and enterprises, increase the choice of learning pathways available to students, in particular strengthening ‘dual’ options involving a mixture of studies and work experience such as apprenticeships and contribute towards addressing skill-shortages in key technical areas of employment. The project will also make recommendations to national policy-makers as to measures to improve and enhance cooperation between academia and enterprises. At EU level, the project will facilitate exchange of practice and increased cooperation between Institutions and Associations of Professional Higher Education.

Policy Challenges for Professional Higher Education in Central and South-Eastern Europe

Policy Challenges for Professional Higher Education in Central and South-Eastern Europe by Jasmina Poličnik, Alicia Leonor Sauli Miklavčič, Flavia Alupei-Durach, Žarko Nožica, Ondřej Chrást, Iva Voldánová, Michal Karpíšek, László Dinya, Anna Medve, György Wéber, Réka Racsko, Petra Perényi, Anthony F. Camilleri, Version 2017, PROCSEE_report_policy-challenges-PHE-CSEE.pdf (1.1 MB) - This report comprises a full analysis of challenges and problems faced by the PHE sector throughout Central and South-Eastern Europe, based on stakeholder consultations held in 6 countries and extensive consultation with experts.

Impact Analysis of Quality Assurance in Higher Education: The Experience of the IMPALA Project (2)

Impact Analysis of Quality Assurance in Higher Education: The Experience of the IMPALA Project (2) by Theodor Leiber, Version 2017, EURASHE_sem_QA_170206-07_pres_LEIBER_3.pdf (0.9 MB)

Impact Analysis of Quality Assurance in Higher Education: working groups

Impact Analysis of Quality Assurance in Higher Education: working groups by Theodor Leiber, Version 2017, EURASHE_sem_QA_170206-07_pres_LEIBER_2.pdf (0.1 MB)

Impact Analysis of Quality Assurance in Higher Education: The Experience of the IMPALA Project (1)

Impact Analysis of Quality Assurance in Higher Education: The Experience of the IMPALA Project (1) by Theodor Leiber, Version 2017, EURASHE_sem_QA_170206-07_pres_LEIBER_1.pdf (0.6 MB)

EUR-ACE Accreditation and the IMPALA Study in JAMK School of Engineering

EUR-ACE Accreditation and the IMPALA Study in JAMK School of Engineering by Jouni Jurvelin, Version 2017, EURASHE_sem_QA_170206-07_pres_JURVELIN.pdf (0.6 MB)