European Universities Initiative: How Universities May Contribute to a More Sustainable Society

Valdés, Rosa María Arnaldo; Comendador, Fernando Gómez

doi:10.3390/su14010471

Cited by 15 publications

(3 citation statements)

References 15 publications

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“…Recent studies on the European Universities Initiative suggest it promises to assign a more prominent role to topics of sustainability, focusing on societal challenges, and searching for strategies for civic participation [22]. The authors also observe that the alliances formed by the initiative could test different ways of inter-institutional cooperation and best practices sharing, ideally aiming to form a "network of networks".…”

Section: University Alliances As Learning Networkmentioning

confidence: 98%

Responsibility in University Ecosystems and Challenge Based Learning

Fuchs

Bombaerts

2022

2022 IEEE Global Engineering Education Conference (EDUCON)

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This Research to Practice Full Paper focuses on the European Universities initiative, which has launched the creation of European University networks to develop the European education sector and to enhance institutional capabilities for tackling grand societal challenges. We critically discuss the rationale and goals for establishing such alliances, focusing on the example of the EuroTeQ Engineering University. How can the formation of university alliances create learning networks and, in this way, increase moral reflexivity? For this purpose, we will consider the role of universities of technology in the 21 st Century and the role that university alliances as learning networks can play to fulfil this role.

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Section: University Alliances As Learning Networkmentioning

confidence: 98%

Responsibility in University Ecosystems and Challenge Based Learning

Fuchs

Bombaerts

2022

2022 IEEE Global Engineering Education Conference (EDUCON)

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“…The concept of European Universities was developed under the leadership of the European Commission, in cooperation with member states, higher education institutions, and student organisations. It was launched with support and funding from the Erasmus Programme in October 2018 (Valdés & Comendador, 2022).…”

Section: A European Universities Modelmentioning

confidence: 99%

Displaced universities in Ukraine: Challenges and optimal development models

Orzhel,

Trofymenko,

Porkuian

et al. 2023

Euro J of Education

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The article investigates two cases of displaced universities facing challenges after a new phase of Russia's aggression against Ukraine in February 2022. We analyse prospects for displaced universities. Also, we identify models suitable for developing and reinventing universities, aligning their activities with wartime needs and allowing them to play a transformative role during post‐war recovery. Four modern university models were investigated: (1) a traditional university model where the dominating social missions are (I) teaching and learning, and (II) research; (2) a civic university model where the mission to serve society and community engagement (a third social mission; III) is equally as important as the first and second missions; (3) an open university allowing for open access for diverse groups of learners to personal and professional development. We also analyse a European Universities model (4). The fourth model aims at pooling resources and boosting cooperation between several universities and non‐academic institutions. The purpose of the fourth model is to enhance excellence in education, research and innovation in specific subject areas. It also facilitates internationalisation and community service at the local, national and global levels. The civic university was identified as the optimum model for advancing the development of displaced universities. Similarly, a combination of features from the models analysed can be an appropriate solution to ensure a sustainable development of displaced universities during wartime and post‐war recovery. Based on research findings we formulate policy recommendations on the following topics: a review of the missions and strategies of displaced universities, and the launch of the Programme in Support of Displaced Universities. Also, the recommendation to develop crisis management plans at the national and institutional levels to ensure multilevel readiness for future emergencies is discussed.

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“…The modulization of online course content (OER) makes it possible to integrate MOOCs and micro-credentials in campus programs, or they may function as supplemental learning for students, who want an alternative perspective on their learning material (Rivard, 2013 ). The European Commission European Universities Initiative emphasizes the need for both virtual and on-campus learning in the development of new pathways for students in European HEIs (Arnaldo Valdés & Gómez Comendador, 2022 ). Learners from different geographical locations and backgrounds can document their competence, participate in academic educational discourses and develop their capabilities (Biesta, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

2023

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While technological change in organizations is fast and eminent to most people, the adoption of Massive Open Online Courses, micro-credentials, and flexible and scalable online courses, appear to be comparatively slow in Higher Education in the Nordic countries. To explore this phenomenon, we completed 10 qualitative interviews at ten different higher education institutions across Norway in fall 2020. The informants were strategically selected among employees who had been involved in open platform technology, MOOC production and support for faculties. Adopting thematic analyses, we found entrepreneurs who positioned themselves in pockets of innovation with the intention to transform teaching and learning. Rather than seeing technological innovations as “more of the same”, the entrepreneurs embraced the possibilities emerging in new educational practices. Inspired by New Institutionalism, we focused on the organizational conditions for MOOC production. The entrepreneurs often entered interpretive struggles at higher organizational levels in competition with other stakeholders. Despite national initiatives and funding, many stakeholders questioned the value of MOOCs. Our study points to discrepancies in understanding the disruptive and transformative change that new technology can bring to study programs and lifelong learning. The informants also experienced insufficient support from leaders and lamented the lack of a national platform for open online access. We link these findings to embedded theories, belief systems and discourses in educational cultures and management in Higher Education.

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European Universities Initiative: How Universities May Contribute to a More Sustainable Society

Cited by 15 publications

References 15 publications

Responsibility in University Ecosystems and Challenge Based Learning

Responsibility in University Ecosystems and Challenge Based Learning

Displaced universities in Ukraine: Challenges and optimal development models

Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context

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