DOCSLIB.ORG

Towards a 2030 Vision on the Future of Universities in Europe

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Towards a 2030 Vision on the Future of Universities in Europe Policy Report Centre for Strategy & Evaluation Services LLP (CSES) September – 2020 Towards a 2030 Vision on the Future of Universities in Europe European Commission Directorate-General for Research and Innovation Directorate G – Research & Innovation Outreach Unit RTD.G2 Contact Stijn DELAURE Email [email protected] [email protected] European Commission B-1049 Brussels Manuscript completed in September 2020. Revised/Corrected/nth edition. This document has been prepared for the European Commission, however it reflects the views only of the authors, and the European Commission is not liable for any consequence stemming from the reuse of this publication. More information on the European Union is available on the internet (http://europa.eu). PDF ISBN 978-92-76-21568-4 doi: 10.2777/510530 KI-03-20-599-EN-N Luxembourg: Publications Office of the European Union, 2020 © European Union, 2020 The reuse policy of European Commission documents is implemented based on Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC-BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. EUROPEAN COMMISSION Towards a 2030 Vision on the Future of Universities in Europe Policy Report Lead Authors: Mark Whittle, James Rampton (CSES). Senior Study Experts: Prof. Dr. Marijk van der Wende Conor O'Carroll Peter van der Hijden Dr Marco Masia Thematic Experts: Dr Karen Vandevelde Prof. Dr Sacha Garben Gareth O'Neil Prof. Dr Magnus Klofsten Supporting authors: Anna-Maria Krarup, Elias Nacer, Michaela Brady (CSES) Julia Halej (Coffey) Directorate-General for Research and Innovation 2020 Academic R&I and Research Organisations Table of Contents Foreword 4 List of acronyms and glossary 5 1. Introduction 7 1.1 Study towards a 2030 Vision - introduction ........................................................... 7 1.2 Study objectives and tasks ................................................................................. 8 1.3 Securing the engagement of universities in Europe ................................................ 9 2. EU policy context, role and future challenges of universities 11 2.1 The European Research Area (ERA) and interactions with the European Education Area (EEA) ..................................................................................................... 11 2.2 The university landscape in Europe and role of universities in research and innovation ...................................................................................................... 14 2.3 Future challenges for universities in Europe ........................................................ 18 2.4 Role of the EU in enabling Europe’s universities to flourish by 2030 ....................... 23 3. Moving towards a 2030 Vision 26 3.1 Introduction .................................................................................................... 26 3.2 Legal basis for the 2030 Vision .......................................................................... 27 3.3 Vision and objectives ....................................................................................... 28 3.4 Values underpinning the 2030 Vision ................................................................. 30 3.5 Overview of problems hindering the pursuit of the objectives ................................ 31 3.6 From objectives to actions (transformation modules in the field of research and innovation) ..................................................................................................... 33 4. Transformation modules in the field of research and innovation 35 4.1 Introduction – transformation modules as empowering agents of change ............... 35 4.2 TM1: Governance issues for the 2030 Vision and legal framework for university cooperation in research and innovation .............................................................. 35 4.3 TM2: Maintaining trust and research integrity. .................................................... 47 4.4 TM3: A strategic European Research and Innovation agenda: the central role of universities as research actors. ......................................................................... 65 4.5 TM4: Strengthening human capital in universities and working conditions in universities ..................................................................................................... 85 4.6 TM5: Fostering increased knowledge transfer and collaboration between academia and non-academic sectors ................................................................................ 98 4.7 TM6: Knowledge-driven universities in the context of digital changes – the transition to open science (through FAIR and open data) and Open Access ........... 133 4.8 TM7: Optimising universities’ role in research infrastructures. ............................. 147 4.9 Case studies and success stories ..................................................................... 155 5. Towards the implementation of the 2030 Vision for research and innovation 160 5.1 Overview ...................................................................................................... 160 5.2 EU level support for the vision’s implementation ................................................ 161 5.3 National support for the vision’s implementation ............................................... 163 5.4 Implementation tools for universities ............................................................... 163 2 6. Summary of key issues and Strategic Recommendations 167 6.1 Strengthening the contribution of universities to the ERA in the next decade ........ 167 6.2 Strategic recommendations ............................................................................ 168 Annex 1 - Bibliography 177 Annex 2 - Summary of organisations taking part in stakeholder events and / or providing feedback” 188 Annex 3 – Cross-check of ERAC priorities for the revitalised ERA with the TMs 194 Annex 4 - Additional case studies and success stories 196 Tables Table 2-1 - Examples of different types of universities (non-exhaustive) .................................. 16 Table 3-1 - Overview of problems ....................................................................................... 31 Table 4-1 - Transformation modules .................................................................................... 35 Table 5-1 - Examples of support actions and implementation methods at different levels .......... 165 Table 6-1 - Transformation modules and cross-check of links with the ERAC priorities identified by the Member States. ........................................................................................ 194 Figures Figure 2-1 - MORE 3 study – key figures on researchers in Europe .......................................... 18 Figure 2-2 - Share of tertiary education students from abroad by continent of origin, 2017 ........ 21 Figure 3-1 - Legal basis for the 2030 Vision on universities’ role in research and innovation ....... 26 Figure 4-1 - MORE 3 study – interdisciplinary collaboration and intersectoral collaboration by researchers..................................................................................................... 99 Figure 4-2 - Role of quintuple helix model in addressing societal challenges (example – climate change): leveraging the knowledge of different stakeholders ............................... 100 Figure 4-3 - Open Science “Wheel”, describing key Open Science characteristics and indicators (from the Open Science Monitor). ..................................................................... 134 Figure 5-1 - EU legal provisions relevant to the transformation of universities ........................ 162 Boxes Box 4-1 - Examples of challenges in fostering UBC in different EU countries ............................ 105 Box 5-1 - Example of implementation tools – the role of charters and codes ........................... 164 3 Foreword The study assignment, “Towards a 2030 Vision on the Future of Universities in Europe” was commissioned by the European Commission’s Directorate-General for Research and Innovation (DG RTD). It was undertaken by the Centre for Strategy & Evaluation Services LLP (CSES), supported a team of high-level experts composed of academics and ex-academics. This study is an independent consultancy study report. The report required close consultation with key stakeholders as part of a participatory process. The Vision and transformation modules were developed in liaison with key stakeholders. Two stakeholder workshops took place in Brussels, followed by a validation webinar. There was then further consultation with key university networks. In addition, a Steering Group consisting of different Commission policy units from DG RTD and DG Education and Culture (DG EAC) actively guided and participated in the consultation process through four Steering Group meetings. Its members provided inputs to ensure that existing EU policy and programming initiatives were reflected, given the need to ensure that future EU support builds on current and previous support. Europe’s university landscape comprises more than 5000 universities, and is characterised by its heterogeneity. The Vision provides an enabling,
Recommended publications
  • Conference of European Schools for Advanced Engineering Education and Research

    Conference of European Schools for Advanced Engineering Education and Research

    for theworld for theart of engineering State Conference of European Schools for Advanced Engineering Education and Research Bi-annual report 2002 for theworld for theart of engineering State Conference of European Schools for Advanced Engineering Education and Research Bi-annual report 2002 Contents Foreword .............................................................................. 3 General Policy Statement ................................................. 4 Developments and trends................................................. 8 by Prof. T. R. Phillips Towards the European Area of Higher Education ........ 14 The ‘Bologna process’ ...................................................... 14 Relevance to advanced education and academic research..................................................... 20 by Prof. Konrad Osterwalder, Rector of ETHZürich CESAER’s Position ............................................................ 23 Viewpoints from industry .................................................. 28 The challenge of learning in a European knowledge-based society by Mr. Wim B.J. Philippa, Secretary General of ERT Need for closer involvement of industry by Mr. Egbert Appel, member of the Executive Board of HILTI AG Reinforcing the global dimension of European engineering education ................................. 30 by Prof. Burkhard Rauhut, Rector of RWTHAachen Preparing for Berlin 2003 .................................................. 32 by Prof. Jacques Lévy, ENSMParis - ParisTech Challenges ..........................................................................
  • Laboratorio Sulla Qualità Delle Istituzioni Universitarie

    Laboratorio Sulla Qualità Delle Istituzioni Universitarie

    Laboratorio sulla qualità delle istituzioni universitarie Rapporto per la Fondazione Cariplo a cura di Marino Regini Università degli Studi di Milano Dipartimento di Studi del Lavoro e del Welfare (DSLW) e Italian Centre for Research on Universities & HE Systems (UNIRES) Contributi di: Gabriele Ballarino, Sabrina Colombo, Fiammetta Corradi, Loris Perotti INDICE 1. Introduzione 2. Internazionalizzazione: le strategie adottate in Europa e le soluzioni praticabili in Lombardia 3. Formazione alla ricerca: l’organizzazione del livello post-graduate in Europa e il caso lombardo 4. Regno Unito: strategie di internazionalizzazione e formazione alla ricerca 5. Germania: strategie di internazionalizzazione e formazione alla ricerca 6. Olanda: strategie di internazionalizzazione e formazione alla ricerca Appendice I: i nove atenei studiati A. University of Warwick B. University of Manchester C. University of Liverpool D. Ruprecht-Karls-Universität Heidelberg E. Albert-Ludwig Universität Freiburg F. Konstanz Universität G. Universiteit van Amsterdam H. Universiteit Utrecht I. Universiteit Leiden Appendice II: le schede per la rilevazione dei dati Riferimenti bibliografici NOTA. Il presente rapporto di ricerca dal titolo “Laboratorio sulla qualità delle istituzioni universitarie” fa parte di un progetto più ampio su “La qualità del sistema d’istruzione lombardo. Misurazioni, confronti internazionali e proposte”, commissionato al Dipartimento di Studi del Lavoro e del Welfare (DSLW) e al Centro Interdipartimentale di ricerca su Lavoro, Formazione e Welfare (WTW) dell’Università di Milano, che comprende anche i sotto-progetti su: 1) Valore di segnalazione del voto di diploma e grading standard nelle scuole secondarie superiori; 2) La produttività e l’eccellenza scientifica delle università lombarde; 3) Fondazioni e promozione dell’eccellenza nel sistema educativo: esperienze di successo nel Regno Unito e negli USA.
  • Alsace Direction De La Coopération Et Des Relations Internationales 1, Place Du Wacken B.P

    Alsace Direction De La Coopération Et Des Relations Internationales 1, Place Du Wacken B.P

    > L'ESPACE DU RHIN SUPÉRIEUR / UNE RÉGION EUROPÉENNE D'AVENIR Présentation générale de la coopération transfrontalière > DER OBERRHEIN / ZUKUNFTSREGION IN EUROPA Präsentation der grenzüberschreitenden Zusammenarbeit Éditeur/Herausgeber Région Alsace Direction de la Coopération et des Relations Internationales 1, place du Wacken B.P. 91006 – 67070 STRASBOURG Cedex [email protected] RESPONSABLE/VERANTwortlicher Pierre Meyer COmITÉ de Rédaction/RedaktionskomITEE Martha Schwarze, Schweiz Alfons Bank, Deutschland Catherine Goure-Rauch, Frankreich TRADUCTION/Übersetzung REmerciemENTS/DANK Angela Tschorsnig, Karlsruhe Aux structures et porteurs de projets de l’espace du Rhin Catherine Goure-Rauch Supérieur pour la mise à disposition de textes, de photos et de matériel d’information. LECTURE/Lektoren Den Einrichtungen und Projektträgern des Oberrheins für die Comité d’Organisation du 11e Congrès Tripartite Bereitstellung von Texten, Fotos und Informationsmaterial. Direction de la Communication de la Région Alsace Au comité de rédaction pour l’excellente coopération. RÉALISATION DU documENT/Design Dem Redaktionskomitee für die hervorragende Agence Citeasen Zusammenarbeit. 24, avenue des Vosges 67000 STRASBOURG Au Comité d’organisation du 11e Congrès tripartite pour sa participation efficace. PHOTOS couverture/Fotos Dem Organisationskomitee des 11. Dreiländerkongresses Conseil de l’Europe, EUCOR, für die wertvolle Mitarbeit. Regierungspräsidium Freiburg, Stadt Freiburg, Région Alsace (Rothan-Airdiasol, Parent), SNCF Aux stagiaires France Messier, Simone Stippich, Marion Grzegrzulka, Christelle Wolf, Rozenn Courtois, Claudia Bucher et Annaïck Dangelser pour leur contribution à la Juin 2008/Juni 2008 réalisation de cette brochure. Den Praktikanten France Messier, Simone Stippich Marion Grzegrzulka, Christelle Wolf, Rozenn Courtois, Claudia Bucher und Annaïck Dangelser für Ihren Beitrag zur Erstellung dieser Broschüre. Au secrétariat commun du Programme Interreg Rhin Supérieur pour son apport utile.
  • Shared Voices Magazine 2013

    Shared Voices Magazine 2013

    The UArctic Magazine SHARED VOICES 2013 Regional, European and Art and Design Global Student Mobility Strengthened by Global mobility is Northern Cultures 06 increasingly important, The Thematic Network but regional mobility should 21 on Arctic Sustainable not be forgotten either. Arts and Design examines how art can help communicate cultural identities in the changing Arctic. Academic Mobility SubZero in Canada Communicating Arctic In remote areas 12 Research Thematic 10 interconnectivity Network: When art and science and partnerships are meet, traditional scientific the key to successful communication becomes education, as Canadian visually inspiring. institutions can attest. Editorial Team Outi Snellman, Lars Kullerud, Scott Forrest, Hannele Palviainen Editor in Chief Field schools in the North: Outi Snellman An Alaskan perspective Managing Editor Scott Forrest From introducing Graphic Design & Layout Puisto Design & Advertising, 27 Arctic perspectives www.puistonpenkki.fi to overcoming challenges, Cover Graphic Alexander Markus Lembke international field schools serve Print Run many educational purposes. 3 000 Printer Erweko Oy, 2013 Printed on Munken Pure by Arctic Paper Cover 170g/m2, contents 90g/m2 The UArctic Magazine Shared Voices 2013 UArctic International Secretariat University of Lapland Box 122 96101 Rovaniemi Finland [email protected] Tel. +358-16-341 341 Fax. +358-16-362 941 www.uarctic.org This magazine has been made possible by funding from the governments of Norway and Denmark, and the University of Lapland. 04 Letter from the President 20 Student Profile: Lars Kullerud Hilkka Kemppi The Nordic Model 05 The True Impact of 21 Art and Design Strengthened Marit Nybakk Circumpolar Mobility by Northern Cultures strongly believes 08 Outi Snellman Timo Jokela that Nordic cooperation has never been better and more 06 Regional, European and 22 Arctic Yearbook & Calotte efficient than now.
  • Information for Incoming Exchange Students

    Information for Incoming Exchange Students

    Information for incoming exchange students UNIVERSITY OF COIMBRA, PORTUGAL YOUR STUDY ABROAD DESTINATION › Proposals for new exchange agreements A LEADING should be sent by Departmental or Institutional INTERNATIONAL Coordinators to: [email protected] UNIVERSITY Free mover students Students coming from a non-partner institution THE UNIVERSITY OF COIMBRA (uc) is a Portuguese can apply for an exchange period of studies at public higher education institution with more than the University of Coimbra as free mover students. 700 years of experience in education, training and Applicable fees vary according to the course units research. The first and the only Portuguese-speak- selected by the applicant. ing university until the early 20th century, uc has affirmed its position over the years with a unique mix Key education and research of tradition, modernity and innovation. programmes and consortia uc is classified as World Heritage by theunesco for its unique tangible (historical buildings) and › Carnegie Mellon-Portugal (information and intangible (knowledge and culture) heritage, a communication technologies) key part of the history of European and global › Harvard-Portugal Clinical Scholars Research scientific culture. Training Program (clinical research) uc offers education and research in all study levels › MIT-Portugal (bioengineering, sustainable and in nearly all subject areas. Collaborative research, energy, transportation systems) business partnerships and student exchanges are all › UT Austin Portugal (digital media, advanced part of the internationalisation programme designed computing and mathematics, university to enhance the academic and cultural experience enterprise networking) for all. The majority of the education and research › Ageing@Coimbra activities take place within the framework of a large › Coimbra Health network of contacts and partnerships with higher › M8 Alliance education institutions from all over the world, from Europe to Africa, North and South America, Asia, Strategic university networks Middle East and Australia.
  • Eurostat: Recognized Research Entity

    Eurostat: Recognized Research Entity

    http://ec.europa.eu/eurostat/web/microdata/overview This list enumerates entities that have been recognised as research entities by Eurostat. In order to apply for recognition please consult the document 'How to apply for microdata access?' http://ec.europa.eu/eurostat/web/microdata/overview The researchers of the entities listed below may submit research proposals. The research proposal will be assessed by Eurostat and the national statistical authorities which transmitted the confidential data concerned. Eurostat will regularly update this list and perform regular re-assessments of the research entities included in the list. Country City Research entity English name Research entity official name Member States BE Antwerpen University of Antwerp Universiteit Antwerpen Walloon Institute for Evaluation, Prospective Institut wallon pour l'Evaluation, la Prospective Belgrade and Statistics et la Statistique European Economic Studies Department, European Economic Studies Department, Bruges College of Europe College of Europe Brussels Applica sprl Applica sprl Brussels Bruegel Bruegel Center for Monitoring and Evaluation of Center for Monitoring and Evaluation of Brussels Research and Innovation, Belgian Science Research and Innovation, Service public Policy Office fédéral de Programmation Politique scientifique Centre for European Social and Economic Centre de politique sociale et économique Brussels Policy Asbl européenne Asbl Brussels Centre for European Policy Studies Centre for European Policy Studies Department for Applied Economics,
  • IAU 2015 Internationalization of Higher Education: Moving Beyond Mobility

    IAU 2015 Internationalization of Higher Education: Moving Beyond Mobility

    IAU 2015 Internationalization of Higher Education: moving beyond mobility Quality Enhancement Trough Networking Prof.Dr. Gülsün Sağlamer Istanbul Technical University 29 October 2015 IAU2015-Siena 1 Content o In the first part of the presentation after a short introduction, three questions will be discussed; o Do HE&R Networks play important roles in internationalization? o Do HE&R Networks motivate HE Institutions for quality improvement? o What is the impact of networking on quality enhancement? o In the second part, HE&R networks and consortia that specifically address quality will be analysed with a special reference to EUA Institutional Evaluation Programme together with other related networks and consortia. o Conclusions will be the last part of the presentation. 2 Introduction • Higher education faces many complex, interconnected and all- encompassing fundamental questions in an environment where uncertainty plays a major role. • Under the forces of globalisation Universities have to compete worldwide and establish cross-border relationships strengthen their roles both at home and abroad. • These developments have gained momentum in recent decades and have put a great deal of pressure on universities to internationalise themselves. • There is a great need for reform and continuous improvement in institutions of higher education but universities are responding these rapidly changing conditions in different ways 3 Challenges for Universities Individual institutions of higher education may choose to be active players in worldwide efforts to reformulate the functions and strategies of higher education ………..or they may be content with implementing received wisdom from best practices around the world, but some may choose to resist change entirely by preserving their existing mode of operation CHANGE Saglamer/Karakullukcu 2004.
  • The Knowledge Triangle Shaping the Future of Europe 31 August – 2 September 2009 in Gothenburg, Sweden (Möte Nr Xxx)

    The Knowledge Triangle Shaping the Future of Europe 31 August – 2 September 2009 in Gothenburg, Sweden (Möte Nr Xxx)

    PRACTICAL INFORMATION ● ANNEX 1 The Knowledge Triangle Shaping the Future of Europe 31 August – 2 September 2009 in Gothenburg, Sweden (möte nr xxx) Prof Patrick AEBISCHER President, Ecole Polytechnique Fédérale de Lausanne, Switzerland Professor Patrick Aebischer was trained as an MD (1980) and a Neuroscientist (1983) at the Universities of Geneva and Fribourg in Switzerland. From 1984 to 1992, he worked at Brown University in Providence (Rhode Island, U.S.) as an Assistant and then Associate Professor of Medical Sciences. In 1991, he became the chairman of the Section of Artificial Organs, Biomaterials and Cellular Technology of the Division of Biology and Medicine of Brown University. In the fall of 1992, he returned to Switzerland as a Professor and Director of the Surgical Research Division and Gene Therapy Center at the Centre Hospitalier Universitaire Vaudois (CHUV) in Lausanne. In 1999, Patrick Aebischer was appointed President of the Ecole Polytechnique Fédérale de Lausanne (EPFL) by the Swiss Federal Council. He took office on 17 March, 2000. He is a member of numerous professional societies, both in Europe and America. He is a fellow of the American Institute for Medical and Biological Engineering and of the Swiss Academy of Medicine. Patrick Aebischer is also the founder of three biotechnology companies. His current research focuses on the development of cell and gene transfer approaches for the treatment of neurodegenerative diseases. Swedish Presidency of the European Union La Présidence suédoise de l’Union européenne Sveriges ordförandeskap i Europeiska unionen Prof Niclas ADLER Managing Director and Dean Jönköping International Business School, Sweden Professor Niclas Adler has been Managing Director and Dean of Jönköping International Business School (JIBS), Sweden, since March 1, 2007.
  • Monitoring Progress Towards the ERA

    Monitoring Progress Towards the ERA

    T Monitoring progress towards the ERA Editors: Luisa Henriques and René van Bavel Authors: Claire Nauwelaers and René Wintjes Table of Contents Preface ................................................................................................................................3 Executive Summary.............................................................................................................4 1 Evolution towards ERA: general trends and country­specific situations .......................7 1.1 National mobility initiatives...................................................................................11 1.2 Transnational strategic partnerships and opening up of universities ...................23 1.3 Opening up of national research programmes.....................................................38 1.4 Joint R&D initiatives at country level....................................................................45 2 Proposal for an ERA Monitoring system.....................................................................51 2.1 Key questions for ERA Monitoring.......................................................................51 2.2 State­of­Play with indicators under the 4 Topics..................................................54 3 Conclusions ................................................................................................................59 Acknowledgements............................................................................................................61 List of Tables .....................................................................................................................62
  • Higher Education As a Bridge to the Future Triennial Report 2011-2014

    Higher Education As a Bridge to the Future Triennial Report 2011-2014

    INTERNATIONAL ASSOCIATION OF UNIVERSITY (IAUP) PRESIDENTS ASSOCIATION INTERNATIONAL INTERNATIONALHigher Education ASSOCIATION as OF a UNIVERSITY Bridge to PRESIDENTS the Future (IAUP) TRIENNIAL) TRIENNIAL) 2014 YOKOHAMA BAY BRIDGE, JAPAN ( JAPAN BRIDGE, BAY YOKOHAMA 2011-2014 TRIENNIAL TRIENNIAL REPORT 2011-2014 HIGHER EDUCATION AS A BRIDGE TO THE FUTURE TRIENNIAL REPORT 2011-2014 HIGHER EDUCATION AS A BRIDGE TO THE FUTURE TRIENNIAL REPORT 2011-2014 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing by the publisher. Copyright © 2014 by International Association of University Presidents Published in 2014 in the United States of America by the International Association of University Presidents, 809 United Nations Plaza, New York, NY 10017-3580. For more information please contact IAUP at [email protected]. Book design by Mahesh Nair, EssEmm Arts, Coimbatore, Tamil Nadu, India. Printed and bound in the United States of America by AlphaGraphics, Midland Park, NJ, USA. Bridge Image credits: Cover | Yokohama Bay Bridge, Japan (2014 Triennial) 1 | Sydney Harbour Bridge, Australia (2002 Triennial) CC- 25 | Baluarte Bridge, Mexico (1987 Triennial) CC-BY- CC BY 2.0 Skyseekerhttps://www.flickr.com/photos/ BY-SA 2.5 Adam.J.W.C.http://commons.wikimedia.org/wiki/ NC-SA 2.0 Gobierno Federalhttps://www.flickr.com/ skyseeker/13550426/in/photostream/ Modifications: Crop, File:Sydney_harbour_bridge_dusk.jpg Modifications: Crop, photos/30118979@N03/8232173545/ Modifications:
  • Inter-University Networks: Rhetorics Vs

    Inter-University Networks: Rhetorics Vs

    Mae C. Fastner Inter-university Networks: Rhetorics vs. Reality Objectives and Activities of Members of the European Consortium of Innovative Universities Master’s Thesis Public Administration // Policy and Governance Faculty of Behavioural, Management and Social Sciences Supervisors: Prof. Dr. Hans Vossensteyn, Dr. Harry de Boer, Renze Kolster (M. Phil.) Candidate number: s1578634 March 14th, 2016 Abstract This qualitative study investigates higher education institutions’ engagement in inter-university networks. Inter-university networks are defined as formal, multilateral, multi-purpose and voluntary cooperative arrangements between higher education institutions from multiple countries which are coordinated by an additional administrative layer. This paper seeks to understand to what extent the activities universities perform within inter-university networks actually match their objectives towards these networks. Adopting a multiple-case study design including five European universities of the European Consortium of Innovative Universities (ECIU), the study builds on the resource dependence theory which predicts that higher education institutions use inter-university networks strategically solely for the achievement of their objectives. The goal of the study is to test the resource dependence theory’s expectation that higher education institution’s objectives towards their inter-university network engagements and the activities which they perform within such networks are aligned with each other. The empirical evidence includes primary data collected mainly through semi-structured interviews. The thesis begins with setting out the research focus and design, followed by an introduction to the phenomenon of inter-university networks including a description of their characteristics and factors of success and failure. Subsequently, the theoretical framework based on the resource dependence theory is outlined and a theoretical expectation guiding the research is developed.
  • The Life to Come, Another Story. El Proceso De Convergencia Europea, España Y La Traducción Y La Interpreteción», En ROMANA GARCÍA, María Luisa [Ed.] II AIETI

    The Life to Come, Another Story. El Proceso De Convergencia Europea, España Y La Traducción Y La Interpreteción», En ROMANA GARCÍA, María Luisa [Ed.] II AIETI

    Actas del II Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación The life to come, another story El proceso de convergencia europea, España y la traducción y la interpretación Ricardo MUÑOZ MARTÍN Universidad de Granada Como citar este artículo: MUÑOZ MARTÍN, Ricardo (2005) «The life to come, another story. El proceso de convergencia europea, España y la traducción y la interpreteción», en ROMANA GARCÍA, María Luisa [ed.] II AIETI. Actas del II Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación. Madrid, 9-11 de febrero de 2005. Madrid: AIETI, pp. 623-640. ISBN 84-8468-151-3. Versión electrónica disponible en la web de la AIETI: <http://www.aieti.eu/pubs/actas/II/AIETI_2_RMM_Life.pdf>. THE LIFE TO COME. ANOTHER STORY El proceso de convergencia europea, España y la traducción y la interpretación1 Ricardo Muñoz Martín Universidad de Granada Posiblemente, el título de esta ponencia haya recordado a alguno de sus lectores una colección de cuentos de Edward M. Forster (1871-1970), autor y crítico inglés del grupo de Bloomsbury, más conocido por su novela A Passage to India. El cuento que da nombre a ese libro, The Life to Come and Other Stories, relata el ímpetu misionero de un joven que confunde y permite la confusión de los evangelizados en la interpretación del amor. De ser así, su alusión en el título de esta ponencia podría interpretarse como relativa a la noción de confundir conceptos o, quizás, a la coincidencia histórica de que la vida del autor se prolongó desde el principio de la segunda revolución industrial hasta los albores de la revolución de la sociedad de la información, período que en la universidad española comprende, grosso modo, desde la adopción completa del modelo napoleónico1 hasta la aprobación de la Ley de Reforma Universitaria (LRU)2, que acabaría con la Ley Moyano3.