Annual Review 2011/12 ZZZXQLYHUVLWDVFRP www.universitas21.com Annual Review 2011/12 Annual Secretariat Update group Health Sciences Programme Global Issues Research Leaders Deans of Education Page 65 Page 65 Page 67 Page 69 Human Resources group Page 71 International group Page 73 UN Millennium Development Goals initiative Page 75 Award Museums and Collections Research Universities and their Regions for Sustainable Cities Futures Water Page 47 Page 47 Page 51 Page 53 U21 Social Entrepreneur Corps Page 57 Student Mobility Network Collaborations Summer School Page 61 Undergraduate Research Conference Page 63 Introduction to the cluster Page 21 Page 21 Page 23 Page 25 Studies Deans & Directors of Graduate Page 27 Researcher Collaboration Page 29 Workshop Early Career Researcher Educational Innovation Integrity Module Global Research Ethics and Page 31 in Business Doctoral Research Conference Page 33 Page 35 Introduction to the cluster Page 37 Page 39 Forum for International Networking in Education Page 41 & Learning Conference Teaching Student Experience & Learning Fellowships Teaching Page 43 & Learning Workshop Teaching Page 45 Introduction to the cluster Universitas 21 Universitas Page 5 Page 7 Page 9 From the Chair Page 11 Page 13 U21 Ranking of National Higher Education Systems Page 15 Awards Gilbert Medal & U21 Researcher Engagement U21 Presidential Symposium Page 17 Membership Update Page 19 Introduction to the cluster Dr Hugh Brady, President of University College Dublin and Chair of the U21 Network www.universitas21.com was )URPWKH&KDLU The Idea of a University 5 This close relationship has worked to the advantage of the city, the region of Skåne and city, has worked to the advantage of the This close relationship his year, the annual meeting of U21 Presidents was held at Lund University in Sweden. At that University in Sweden. of U21 Presidents was held at Lund the annual meeting his year, years of leadership by Glyn chair of the network, following two admirable meeting, I was elected – and I hope appreciated – the mutual education which happens as a result and the impact that this has – and I hope appreciated – the mutual education published. His central vision – of a broadly liberal as opposed to narrowly professional education – published. His central vision – of a broadly ected in the discourses in Lund and at other seems to be refl remains as true today as it was then and and speculate, The desire to open minds, to allow the intellect to safely range gatherings of our network. a university and our network is a superb example of that. It as Newman put it, lies at the essence of challenging while world to learn with and from one another, brings together people from around the the issues of today as well as tomorrow. supporting, growing together and addressing have imagined from our modern world. He would not different The world in which Newman lived is very and speedily around the globe. But he would have recognised that people could communicate so easily universities in which they study and the communities in which on all those involved; the individuals, the avour of our network over the past year – I invite you to Annual Review gives a fl This they live and work. dive in and discover what we have to offer. Dr Hugh Brady President, University College Dublin Chair of Universitas 21 the people who make up the university, staff and students, so that a vibrant community has been able a vibrant community has been able and students, so that staff up the university, the people who make ts of an active The benefi thrown at Europe. which the Global Financial Crisis has to weather the storms but not only in the facilities which we visited environment are visible for all to see, research and teaching also in the students we met. nancial storms, it was has been more than battered by those fi Coming from the island of Ireland, which being stressed not only by those within the ts of collaboration particularly pleasing to see the benefi representatives of the city who were proud to proclaim Lund as the but also by the university community, City of Ideas. Dublin (UCD), was founded by one of the great university thinkers University College My own university, Newman. In 1873, his classic Cardinal John Henry of the 19th century, T Davis of Melbourne. one if the city and the university are in fact dominates the city so that it seems as In Lund, the university and the same. Photo: Louise Kemp

The UK Secretariat Team (L-R): Gemma Marakas, Tarlok Singh, Jane Usherwood, Clare Noakes

6 Lavinia Wineger Gott Sue Dengate www.universitas21.com Universitas 6HFUHWDULDW8SGDWH 7 akes to diamonds, it was with some trepidation that I sat down to write for trepidation that I sat down to write for akes to diamonds, it was with some n some parts of the world, the traditional gift for a fi fteenth anniversary present is made of crystal. As is made of crystal. fteenth anniversary present world, the traditional gift for a fi n some parts of the snowfl crystals range from the 2011/12 Annual Review, covering our 15th anniversary year. What sort of crystal would What sort covering our 15th anniversary year. Annual Review, the 2011/12 I this anniversary? 21 deserve to recognise Catholic cal the Pontifi one as we grew with the inclusion of nitely a sparkling Last year was defi our strategic also ‘crystallised’ We the best-ranked university in that country. University of Chile, a strategic approach to our collective Taking Presidents at their recent meetings. vision developed by Researcher Engagement and around key themes of Educational Innovation, activities, clustering Annual and a leadership and management stream, this Student Experience, together Collaborations this year – from the continuing excellence of the Review shows the range of activities undertaken to the innovation of the de Monterrey, Tecnológico by annual Summer School, this year hosted from the new Researcher Collaboration group to the U21 Social Entrepreneur Corps in Guatemala; from the Forum for International Networking in Education to continued success of ECR workshops; to the newly- Awards, from the Gilbert Medal and U21 & Learning Conference; Teaching the annual Education Systems or the research on performance systems launched U21 Ranking of National Higher varied year for our network and looking back over it left me by the HR group, it has been a busy and quite breathless. of my take the time to acknowledge the sterling efforts I should Given this whirlwind of activity, are work with us in the Secretariat to make it all happen. We colleagues from around the network who ed As our network has clarifi your wisdom and your collegiality. intensely grateful for your commitment, have reorganised to support the work in our key clusters its strategic intent, so we in the Secretariat Gemma Marakas supported by Lavinia Winegar Gott in Virginia, Educational Innovation is of activity. work in Researcher Engagement and I was delighted in Birmingham now directs her time to support to the team to manage activities to enhance the to welcome Sue Dengate, based in Queensland, by a Steering Group of dedicated colleagues drawn from Student Experience. Each cluster is overseen cient senior leader with whom the Group is headed by a profi amongst our members and each Steering that our programmes of work are robust, creative and add Secretariat works closely in order to ensure is structured in such a way as to Annual Review This of our members. value to the existing offerings present a coherent overview of activity. for me as the highlight With so much going on, a new structure and a clear direction, what stands out named in rst Gilbert Medal, On that day we awarded the fi of the year is one evening in Lund in May. cant contribution to the Alan Gilbert, to recognise a signifi the late Professor honour of our founder, were fortunate that the inaugural award was made to internationalisation of higher education. We someone who Allan Goodman of the Institute of International Education, someone of the calibre of Dr were also able We through both words and actions embodies the very best qualities to which we aspire. bestowed on Dr Awards, from within the network through U21 to recognise the achievements of staff to Professor Göte Hansson of Karen Gardner of the University of British Columbia and, posthumously, Dr Gardner’s students from work in developing an online blogging tool enables dental Lund University. engagement of years long Hansson’s Professor cases. clinical about together learn to countries different which education can make to the lives of many Africa serve as a role model for the difference with around the network, the people. Standing in a room in Lund with these recipients and colleagues from universities improves sound of trumpets ringing in my ears, made me appreciate how much work within And that is not a bad gift to take from our 15th anniversary year. lives around the world. Jane Usherwood Secretary General Universitas 21 8 www.universitas21.com urry 9 launched its Ranking of National Higher Education Systems amid a fl of National Higher Education Systems launched its Ranking 85DQNLQJRI1DWLRQDO+LJKHU(GXFDWLRQ6\VWHPV of media activity. The ranking was developed as a benchmark for governments, education institutions was developed as a benchmark for The ranking of media activity. n May 2012 Universitas 21 and individuals to highlight the importance of creating a strong environment in which higher education environment in which higher education the importance of creating a strong and individuals to highlight provide a high-quality experience contribute to economic and cultural development, establishments can economic development nation’s A institutions compete for overseas applicants. for students and help workforce and on technological the presence of an educated and skilled depends crucially on contributes to both these needs: The higher education sector productivity. improvements that raise Furthermore, in a globalised world, it undertakes pure and applied research. it educates and trains; of facilitates the introduction system that is well-connected internationally a quality higher education links with foreign countries, through the movement of students new ideas, and fosters trade and other Given the importance of higher education, a nation needs and researchers across national frontiers. good A to evaluate the quality and worth of its HE system. a comprehensive set of indicators in order and operates in a favourable regulatory environment, while higher education system is well-resourced is measured by The success of the system are also important. domestic and international connectivity participation rates and employment. output variables such as research performance, Applied Economic and Social Research, University of of Research authors at the Melbourne Institute from 48 countries and territories across twenty different Melbourne, looked at the most recent data by The range of measures is grouped under four headings: resources (investment measures. (research and its impact, as well as the production of an government and private sector), output market needs), connectivity (international networks and educated workforce which meets labour insularity) and environment (government policy and collaboration which protects a system against regulation, diversity and participation opportunities). to be the United States, Sweden, Canada, ve countries were found Overall in the ranking, the top fi is highest of higher education as a percentage of GDP Finland and Denmark. Government funding private expenditure is added in, funding is highest in the in Finland, Norway and Denmark, but when Investment in Research and Development is highest in United States, Korea, Canada and Chile. journal The United States dominates the total output of research Denmark, Sweden and Switzerland. whose The nations of articles per head of population. articles, but Sweden is the biggest producer the Netherlands, the United States, the United research has the greatest impact are Switzerland, the depth top institutions in rankings, UK have the world’s Kingdom and Denmark. While the US and Sweden, of world-class higher education institutions per head of population is best in Switzerland, The highest participation rates in higher education are in Korea, Finland, Greece, Israel and Denmark. The countries with the largest proportion of workers with a higher level the US, Canada and Slovenia. Australia. Finland, Denmark, and Taiwan education are Russia, Canada, Israel, the US, Ukraine, International Singapore, Norway and Japan have the highest ratio of researchers in the economy. the UK Austria, Australia, Singapore, students form the highest proportions of total student numbers in Switzerland, Hong and Switzerland. International research collaboration is most prominent in Indonesia, bottom 25 per Austria. China, India, Japan and the US rank in the Kong SAR, Denmark, Belgium and at least 50 per cent of cent of countries for international research collaboration. In all but eight countries ve countries were there at least 50 students were female, the lowest being in India and Korea. In only fi the lowest being in Japan and Iran. per cent female staff, in output, only There is a strong relationship between resources and output: of the top eight countries There is some evidence of groupings of Australia are not in the top eight for resources. the UK and Asian countries or The four Nordic countries are all in the top seven; four east neighbouring countries. and Korea) are clustered together at ranks 18 to 22; Eastern Taiwan territories (Hong Kong SAR, Japan, in the middle range; and European countries (Ukraine, Czech Republic, Poland, Slovenia) are together that It would seem Argentina, Brazil and Mexico) cluster together. American countries (Chile, the Latin system in the United while many countries may feel they cannot hope to match the higher education States, they do want to match that of their neighbours. Professor Ross Williams Applied Economic and Social Research Melbourne Institute of University of Melbourne www.universitas21.com/l I Photo: Jonas Jacobson

Dr Karen Gardner receiving her U21 Award from ceremony host Professor Per Eriksson, Lund University www.universitas21.com . The medal is named in honour of the The medal is named in honour . who died in 2010, and upholds his vision as who died in 2010, and *LOEHUW0HGDO 8$ZDUGV 11 Universitas 21 r Allan Goodman, President and CEO of the Institute of International Education (IIE) was awarded and CEO of the Institute of International Allan Goodman, President r Medal for Internationalisation this year the inaugural Gilbert justify their clinical case management. The project currently involves fi ve U21 dental schools (UBC, The project currently involves fi justify their clinical case management. D late Professor Alan Gilbert, the founder of Alan Gilbert, late Professor of the core objectives ts of internationalisation. It celebrates some of the benefi a lifelong proponent and partnership between international namely to increase understanding, trust of the U21 network, universities. fostered and encouraged the at the IIE have directly numerous accomplishments Dr Goodman’s gure within higher and highly respected fi of higher education. He is a well-known internationalisation rst Gilbert Medal, setting a high standard for recipient of the fi education and beyond, and is a worthy the Scholarship Rescue Fund which, since 2002, has future nominees. Dr Goodman spearheaded violence, kidnapping or death as a result of their academic rescued over 400 scholars threatened with to assist students whose education was at risk of interruption work. IIE has implemented programmes Katrina, and the earthquakes in Haiti and Japan. Asian tsunami, Hurricane following the south east students complete their education and return to help rebuild Emergency grants from IIE helped these 50% of all scholarships in the William J. leadership, today Through Dr Goodman’s their countries. programmes are given to under-represented student A. Gilman scholarship Fulbright and Benjamin and guided many university leaders around the world to groups to study abroad. He has also inspired their institutions, and has been involved in leadership engage in global partnerships and internationalise around the world for their future roles as global academic training to prepare new university presidents leaders. for Internationalisation, recognising individual efforts Awards rst U21 The network also presented the fi relations between U21 members. From a shortlist of 14 which further internationalisation and build Gardner from the University of British Columbia, Canada nominees from across the network, Dr Karen Sweden, were unanimously voted to be the two most and Professor Göte Hansson of Lund University, outstanding candidates. Dr Gardner’s development of the diastemas.net website, an award was primarily for her work in the to engage in international dialogue, using it to present and online facility to enable dental students de Monterrey) across three continents, with Tecnológico Birmingham, Hong Kong, Melbourne and to allow It enables students to share and compare cases and is designed plans to extend this further. of each others’ international dental student collaboration through their participation in peer reviews The dental disciplines. clinical work and group participation in case-based tutorials in the different which have as dialogue between peers often also unveils cultural, political and infrastructure issues much impact on clinical activity as pure science. who sadly was Professor Göte Hansson of Lund University, Award The second recipient of a U21 ed before his death, and unexpectedly died in early 2012. His award, about which he had been notifi Trade (the Trapca was for his involvement in international trade issues and particularly his work with Professor Hansson was involved with international trade Tanzania. Africa) in Centre in Training Policy students in matters nd ways to educate Lund’s initiatives since the mid 1980s and constantly strived to fi trade and African students important aspects of international of international trade, as well as teaching was set up in 2006 in order to strengthen the capacity and competence in international Trapca policy. Countries to trade issues in sub-Saharan countries, giving much-needed support to Least Developed belief Hansson’s develop trade policies and negotiate better conditions in trade agreements. Professor countries and that international trade can bring about a higher degree of justice between developed of this project. least-developed countries has been central to the ongoing development and success giving students there a truly He taught at undergraduate, Masters and PhD level at Lund University, engagement can international viewpoint and demonstrating how internationalisation through academic have a positive impact both at home and abroad. www.universitas21.com/link/gilbertmedal Photo: Jonas Jacobson

Dr Allan Goodman delivering his keynote address at the 2012 U21 Presidential Symposium www.universitas21.com The role of

practical end must be assigned to a practical end must be If a that, “ 83UHVLGHQWLDO6\PSRVLXP 13 .” These are sentiments with which Aristotle, Socrates, which These are sentiments with .” Idea of a University exists and the strategic network that it represents is already expanding. network that it represents is already exists and the strategic University, its end is fi tness for the world tness is fi its end University, ardinal Newman argued in the ardinal Newman argued And because of the UK’s health visitor system and its impact on early childhood immunisation uptake health visitor system and its impact on early childhood immunisation And because of the UK’s UK totalled £8 billion According to Universities UK, export earnings from international students to the spectrum internationalisation the along faster move perhaps governments and companies world’s the As Jefferson, Ghandi, Lee Kuan Yew, and the other founders of the distinguished U21 universities would founders of the distinguished U21 universities and the other Yew, Ghandi, Lee Kuan Jefferson, context and how best can we in today’s So, what does this mean for our students have readily agreed. to me now to be at the core of These questions seem it going forward? assure that we are achieving why Universitas 21 governance, among us as to systems, calendars, grading, There are, of course, so many differences a network cannot actually function because in our space and curriculum that some would say such of medical education The systems a counter argument. Allow me to offer at. the world is still not very fl was When my daughter received the good news that she America and Europe are quite different. in she also learned that she Surgeons at Columbia University, admitted to the College of Physicians and Her plan was to study community health in Edinburgh for had been awarded a Marshall Scholarship. education in in medical to Columbia. Because of the difference the two year MPhil course and then go doctors and nurses and she learned much from them. the UK, her classmates were already practicing could be in how healthcare approach made a great difference rates, she saw how a community health medical The experience shaped her subsequent children. delivered to very low income families and for the underserved immigrant population in Washington studies and the way she practices paediatrics DC to this day. of breaking down barriers to peace and prosperity Innovators and visionaries at the forefront educational exchange. In the case of the tted from participation in international have often benefi Nobel prizes. International educational exchange Fulbright programme, 44 alumni have received for Economic Co-operation According to the Organisation ts as well. has macroeconomic benefi education exchange opportunities that your members and Development (OECD), the international 2002, and it total trade services in three percent of OECD’s encourage represented US$30 billion, or The US Department of Commerce reports that international students cantly since then. has grown signifi through their expenditures on tuition the US economy in 2011, contributed more than US$22 billion to top service sector exports. and living expenses, making higher education one of the United States’ t of foreign benefi (US$12 billion) in 2009 and could grow to £17 billion by 2025. Beyond the direct has the indirect students spending money in our communities, international educational exchange some of the best minds to our countries, many of whom stay and invest, and others t of bringing benefi stronger links abroad. who go home to foster economic development in their own countries and build for the equivalent than our educational institutions may be inclined to do, I suspect we are all searching work in a globalised of a new common core of subjects that will prepare our students best for life and habits of mind are certain qualities and world. Underlying whatever it is that they may take, moreover, This requires both academic that seem especially relevant. First and foremost, is the ability to question. readers and consumers freedom and a constant reminder to our students that they need to be engaged U, and iTunes of just about every bit of information that comes to them via the Internet, Facebook, Second, we should hope that they are able and encouraged to take whatever it is that they YouTube. those of us who value learn in any classroom and apply it to real-world conditions and situations. For this is a prime way for questions about ethics and values to inform decisions the liberal arts highly, Third, and as a student of we make, advise others to take, or study in both the past and the future. between differences comparative politics, I hope we are able to teach our students to see not only the live, the systems systems of power but also the commonalities among people no matter where they under which they are governed, or the beliefs they hold sacred. Allan Goodman Dr President and CEO of the Institute of International Education 2012 Gilbert Medal recipient universities in today’s learning society: the knowledge triangle and beyond. learning universities in today’s C Dr Allan Goodman gave a keynote speech at this year’sAllan Goodman gave a entitled Presidential Symposium Dr Photo: Jonas Jacobson

Dr Hugh Brady welcoming Professor Ignacio Sanchez of PUC as a member of the U21 network www.universitas21.com 0HPEHUVKLS8SGDWH 15 because it represents a strong culture of research engagement, real because it represents a strong culture . The university was born with the mission of serving the country and the Church the mission of serving the country and The university was born with . Universitas 21 ith 125 years of excellence and tradition, Pontifi cia Universidad Católica de Chile (PUC) is cia Universidad Católica and tradition, Pontifi ith 125 years of excellence in the region according to the best universities in the world and second placed 195 among the – inspired by faith – in the creation of intellectual capital. Today PUC has an enrolment of more Today in the creation of intellectual capital. – inspired by faith – joint development of quality research, innovation and internationalisation. We aim not only to contribute joint development of quality research, innovation and internationalisation. We We were pleased to welcome our 24th member to the network this year, embracing colleagues from embracing year, our 24th member to the network this were pleased to welcome We co-operation. and opening yet more doors to international rst time the fi America for South W in Chile and is able to select the very best the highest number of applications QS ranking; it receives students for study than 25,000 undergraduate and graduate students, an academic staff of more than 3,000 teachers staff and graduate students, an academic than 25,000 undergraduate three college programmes involved in 91 undergraduate and researchers, eighteen faculties, and and 35 PhD programmes taught in four campuses located in programmes, 83 Masters programmes, in southern Chile. Santiago and one in Villarrica and innovation, is one of the most important universities PUC, as a pioneering institution in research in research and This leadership research in the country. in Chile, developing 25% of higher education c society in Chile, creating on cultural and scientifi cant impact graduate programmes has made a signifi environment. a stimulating educational and intellectual research and innovation, it has developed a comprehensive Besides the importance given by PUC to this process as a variable that should permeate all the work strategy of internationalisation that views management and support of international academic of the institution, emphasising the promotion, Exchange Programme (outgoing PUC’s 2011, gures from to fi According development in the university. 1600 international students and sent approximately 500 abroad. and incoming students) received about PUC joined educational innovation and the promotion of an international experience for students, faculty members, educational innovation and the promotion all things members alike, among universities of quality education and research, researchers and staff The collaboration as a centre of excellence at all levels. which we are committed to in our growth ts obtained from exchanges or scholarships, but result in benefi between these institutions can not only and societies, preparing high-quality professionals also in the great contributions to our communities to the development of genuinely humane countries, and researchers, thoughtful humans, committed and solidarity. based on truth, freedom, justice, peace contribute to other Through this network, PUC hopes to have the opportunity to grow and also to American experience in education and research them the Latin growing process, offering partners’ members, PUC has already created strategic relations with most of U21’s which is improving each day. collaboration in other mainly in the area of student exchange. Being part of this network will now allow level, double degree areas of interest such as the development of co-operation at graduate and faculty and co-direction of theses, top research and transfer of knowledge. in being an active key partner in the strengthening of U21 through the PUC is putting its efforts Today researchers faculty, to the strengthening of U21, but also to the enhancement of mobility of students, the improvement in university processes, the development of joint research with great results and staff, but also regionally and globally – elements that will maintain PUC as a leading institution for our country, in Chile. Alvarado Dr Fernando Affairs Academic Director for International Católica de Chile cia Universidad Pontifi www.universitas21.com/member Professor Mary Bownes, Academic Lead of the Researcher Engagement cluster www.universitas21.com ’. The Steering The Steering ’. ,QWURGXFWLRQWRWKHFOXVWHU f and faculty. When the new programmatic When f and faculty. 17 Researcher Engagement Researcher to support the development of a global perspective in emerging to support the development of a global Develop and foster research communities focused on early career academics Develop and foster research communities to fund international collaboration and Facilitate the submission of more applications mobility study and skills development at all levels Maximise the potential for joint graduate increase the impact of research across the network Investigate how to measure, collect and integrity uence and promote good practice in research Inform, infl our PhD students and early career we offer Be at the cutting edge of the experience benchmarking activity researchers by sharing good practice and 1. 2. 3. 4. 5. 6. he Researcher Engagement (RE) cluster may be newly-formed, but has a strong grounding within but has a strong grounding within (RE) cluster may be newly-formed, he Researcher Engagement Leaders and Deans and its two key collaborative groups, the Research the network through approach to U21 was announced, I was asked to take the position of the RE Academic Lead due to my of the RE announced, I was asked to take the position approach to U21 was the DDoGS group. In early 2012 I began with network activity and leadership of years of involvement to build an international steering group Gemma Marakas in the U21 Secretariat working closely with we and DDoGS groups, so that together, from both the Research Leaders consisting of representatives drive network activity. could create a strategy for this cluster to Group is made up of research academics from around the The Researcher Engagement Steering Tam Dr John Hepburn (UBC), Professor Paul network: Professor Mary Bownes (Edinburgh), (Auckland), Professor Dick Strugnell (Melbourne), Dr Desmond (Hong Kong), Professor Jane E Harding Zhang (SJTU). (McGill), Professor Wenjun Fitzgerald (UCD), Professor Martin Kreiswirth The mission of the RE cluster is ‘ of international collaborations in research researchers and facilitate the development Group has therefore proposed six goals to work towards in the coming years: Group has therefore proposed six goals from the Graduate Research Conference and Early Career Existing activities within the cluster range this year to the joint PhD programme and sharing of best practice. However, Researcher Workshop Skills room, aiming to provide personal plans have expanded to include the creation of a Virtual collaboration on development and international understanding through virtual/elearning options; to share both in training for students and researchers, as well as for senior staff research integrity, and exploring mechanisms for dealing with multi-institution, multi-national misconduct cases; networking and collaboration. opportunities for joint bids to facilitate mobility, and plans for the coming The pages that follow go into further detail about each of our current activities years. Professor Mary Bownes, Principal External Engagement Senior Vice University of Edinburgh www.universitas21.com/link/RE T two groups share experience and create Studies (DDoGS). Combined, these Directors of Graduate Early Career (ECR) levels, and facilitate especially those at PhD and opportunities for researchers, best practice between senior staf shared learning and Members of the Research Leaders’ group at their meeting in Lund www.universitas21.com 5HVHDUFK/HDGHUV 19 group met in Lund, Sweden for a two-day conference, group met in Lund, Researcher Engagement Researcher am enthusiastic about the potential of the U21 Research Leaders’ group for the exchange of best group for the exchange of best the potential of the U21 Research Leaders’ am enthusiastic about past twelve months, the RL practice. During the At our meeting in Lund we had some useful discussions on research impact, with reference to national research impact, with reference to national we had some useful discussions on At our meeting in Lund and followed up with a teleconference later in the year. a teleconference later in the year. and followed up with mechanisms internationally agreed that a paper which surveys current have We surveys in this area. this asked to consider possible authors of resource. Research Leaders have been would be a valuable will push forward on this initiative, beginning network and University College Dublin paper within the U21 investigative research. with some preliminary rst teleconference shortly after the group had its fi The newly-established Researcher Collaboration was submitted for fellowships and mobility within the network. meeting in Lund, and subsequently a bid with and researchers information and provide both staff The RC group continues to share funding Successful and plans to meet in the coming year. advice which can assist their funding applications, to be a challenge; a new proposal for research into this communication of research impact continues Research Collaboration group and we look forward to more area has been positively received by the Leaders. This will be a key subject for discussion at the next meeting of the Research information on it. but also in other disciplines such as humanities research and It is an area of real importance in science is of interest to all members. highlighted the global issue of research integrity and the Other discussions at the Lund meeting multi-institution misconduct cases. Following the challenges involved in dealing with cross-border, to host an invitation-only workshop for senior university meeting, the University of Hong Kong agreed to discuss The group agreed they would also use this opportunity members dealing with such cases. training on this topic for all levels of researcher. at the University of British Columbia in May group in Vancouver I look forward to the next meeting of the include research ethics, research communication and research 2013. Proposed themes for the meeting translate into discussions on the interface between research, impact. I anticipate that these themes will on the management of relationships, funding and Intellectual with an emphasis innovation and industry, there are some good examples of agreements that At the University of British Columbia, Property (IP). of the RL and I’d like to share an example with members IP build partnerships around the sharing of forward for discussion group and learn of their successes and challenges in this area. I’d also like to put university. the theme of promoting a culture of innovation in the research community of a wider Researcher Engagement cluster aim to develop initiatives group and the The Research Leaders’ to reach out to more to promote a global perspective and to increase virtual learning and resources The Research Leaders are enthusiastic about the revised strategy and goals for this cluster individuals. and are looking forward to 2013. Professor John Hepburn group Chair Research Leaders’ University of British Columbia www.universitas21.com/link/researchleaders I Graduation: the start of an acadmic career www.universitas21.com Energy – 21 Researcher Engagement Researcher ) is a research communication competition devised by the ) is a research communication competition ® 'HDQV 'LUHFWRUVRI*UDGXDWH6WXGLHV . These conferences are designed to provide attendees with an opportunity These conferences . , led by a Steering Group and Academic Lead. This model provides the DDoGS with even more This model provides the DDoGS Academic Lead. and , led by a Steering Group he Deans and Directors of Graduate Studies (DDoGS) have had a busy and productive year. As had a busy and productive year. of Graduate Studies (DDoGS) have he Deans and Directors collaborative groups within clusters of the new U21 strategy which places the a group we support Australia and among a number of other U21 universities, we will be hosting a ‘grand international fi nal’ nal’ international fi Australia and among a number of other U21 universities, we will be hosting a ‘grand challenge for the group has been how to retain our momentum as colleagues leave, and new DDoGS A over the years. With join who are less familiar with the sharing of best practice the group has developed University of Queensland which develops academic, presentation and research communication skills University of Queensland which develops academic, presentation and research research in explain their capacity to effectively and supports the development of research students’ Already popular in three minutes in a language appropriate to an intelligent but non-specialist audience. across the network. to give local winners of the competition the chance to compete against their peers excellent administrative support from Gemma Marakas we now have activity, the restructuring of U21’s ng for new members to ensure the in the U21 Secretariat and have been able to assemble a briefi strong foundation is being built upon and improved as we enter this new phase of development. group’s Professor Mary Bownes DDoGS Convenor University of Edinburgh www.universitas21.com/link/DDOGS Systems, Policy & Solutions research process and are based around a broad theme to to develop a range of skills relevant to the and exchange of ideas. encourage interdisciplinary collaboration interest and a set of proposals will be considered by the DDoGS Graduate Researcher Mobility is still of discussing the have also been of British Columbia. We at their meeting in May 2013 at the University Module (GREIM) to see if others wished to use it and agreed to Graduate Research Integrity and Ethics support and training. share our activities around supervision between The inevitable gaps and planning for the future. The DDoGS have also been experimenting so the group now holds regular teleconferences to face-to-face meetings were halting momentum, progressed when members are unable to meet in person. enable key decisions to be made and plans towards Thesis competition hold a virtual U21Three Minute One exciting development is the plan to Thesis (3MT Three Minute the end of 2013. scope to benchmark and share expertise on initiatives for graduate students, as well as provide direct students, as well as provide direct and share expertise on initiatives for graduate scope to benchmark and Research Leaders groups from both the DDoGS for the network. Volunteers leadership in this area Steering Group which will drive network become the Researcher Engagement have joined forces to and Early Career Researchers. with a particular focus on PhD students initiatives for researchers hard to streamline processes and joint PhDs remains and we are working Our commitment to Our analysis, so t from this fantastic opportunity. can benefi remove barriers to ensure more students if it is initiated by researchers/ ciently assembled effi suggests a programme is more likely to be far, challenge, applications remain a time consuming Visa supervisors than if it is initiated by a student. are fully aware of the procedures and the frequent delays this but we are working to ensure all parties process can have on applications. Having been held every 18 are well underway. Plans for the next Graduate Research Conference has decided that this important event will take place on an months for the past four years, the group will be hosting the 2013 GRC on the theme of annual basis and University College Dublin T activity Researcher Collaboration - helping to tap into valuable funding sources around the network www.universitas21.com 5HVHDUFKHU&ROODERUDWLRQ 23 Researcher Engagement Researcher The group will share information concerning internal The group will share information concerning This information will be regularly circulated throughout the group. This information will be regularly circulated s Energy Institute, offering collaboration with U21 partners across the network. s Energy Institute, offering The face-to-face nature of the workshop will also help in establishing relationships with The face-to-face nature of the workshop will also help in establishing relationships t the U21 Research Leaders meeting hosted by Lund University in May 2012, delegates voiced the in May 2012, delegates voiced the Leaders meeting hosted by Lund University t the U21 Research available for international collaboration. on funding streams which were desire to share knowledge s a result, the Researcher Collaboration group was set up to share knowledge on internationally Collaboration group was set up s a result, the Researcher A COFUND application has been made with results expected in March 2013. ENERGY21 is a Marie COFUND application has been made with results expected in March A An expert panel to assist and advise U21 researchers about international funding An expert panel to assist and advise U21 A If successful ENERGY21 will offer fellowships for incoming mobility and for reintegration. The incoming fellowships for incoming mobility and for reintegration. If successful ENERGY21 will offer researchers from around the network, provided that over fellowships call is initially aimed at experienced researchers These outside of Ireland for at least 24 months. the previous three years they have worked of their own choice within the UCD Energy Institute. will be invited to set up a research project Spring School knowledge and strength each university has cant In order to attempt to fully capitalise on the signifi we hold a U21 in research support for the many international funding streams it is proposed that multitude of funding workshop to share expertise and ideas and train each other in how to access the opportunities. available funding streams and provide funding advice to U21 researchers. The Research Leaders researchers. and provide funding advice to U21 available funding streams for research funding and ces who have responsibility from within their offi have nominated colleagues initiatives around this. to work together on a number of international collaboration funding opportunities of information for international Creating a central depositary streams is a key priority of the group. information for international funding The gathering of regional can easily go out of date, the information provided will be Bearing in mind that deadlines and information brief, with links to online information. each other in order to act as ‘go-to’ points with country/continent-relevant opportunity queries. It is points each other in order to act as ‘go-to’ researcher mobility envisaged that, in the long-term, this interaction could aid opportunities to facilitate and collaboration by jointly applying to funding bodies. Dr Jennifer Craig EU Research Programme & Support Manager University College Dublin www.universitas21.com/link/researchercollaboration scholarships and fellowships, and additionally expressions of interest to host incoming researchers. scholarships and fellowships, and additionally Marie Curie COFUND application fellowship and training programme proposed and to be Curie COFUND proposal to develop a new implemented by UCD’ A as regional experts who could respond to U21 researchers with It was decided that this group should act international funding bids. technical assistance and knowhow to aid Researcher mobility of funding streams which could be accessed to assist Many of the EU members noted a number Europe. with researcher mobility into and out of Fruit and vegetables - one key to healthy living, as investigated at the 2012 ECR Workshop in Birmingham. www.universitas21.com Healthy Living 25 Researcher Engagement Researcher (DUO\&DUHHU5HVHDUFKHU:RUNVKRS Early Career Researcher (ECR) workshop on the theme Early Career Researcher Universitas 21 1, attended by 41 participants from ten countries and sixteen U21 member universities, from ten countries and sixteen 1, attended by 41 participants began. life expectancy; thus the ageing population is a major health and economic issue, providing life expectancy; thus the ageing population he second was held at the University of Birmingham School of Sport and Exercise Sciences from 13 to 15 of Birmingham School of Sport and was held at the University Alongside the keynote presentations by four leading UK academics (David Stensel, Loughborough Alongside the keynote presentations by Dr Anna Phillips, Senior Research Fellow at the University of Birmingham invited a range of speakers Anna Phillips, Senior Research Fellow at the Dr They were all experienced academics at the event. and trainers from across the UK to present their sessions included advice and tips for early career established in their research careers and topic and latest cutting-edge research. researchers as well as coverage of their Derk-Jan University of Westminster; Angela Chow, of Newcastle; University; John C Mathers, University ed from career development training sessions were identifi Dijk, University of Surrey), a series of early interacting These included editing academic journals, the range of training needs faced by researchers. grant personal wellbeing, networking and communication, with the media, licensing and spin-offs, proposals, and career development. writing, collaborative design of research participants poster sessions were also incorporated into the programme which allowed some Two with fellow graduate to present their research and discuss it with the delegates, and also interaction longer-term research students to allow further scope for potential collaboration and looking to develop partnerships and co-operation. Anna Phillips Dr Senior Research Fellow University of Birmingham www.universitas21.com/link/ECR from Asia, Australasia, the Americas, and Europe. Americas, and Australasia, the Asia, from health and wellbeing. It is predicted that challenges is how to improve human One of the key global 65 years of over and that of the European population will be aged ve one in fi by 2020 approximately the world are more developed countries throughout ve. Other two in fi gure could rise to by 2050 this fi accompanied by an increase increase in life expectancy has not been This following a similar trend. in healthy Another key issue facing our improve the health of humankind. considerable impetus to understand and is associated with severe morbidity and mortality from diabetes, Obesity society today is that of obesity. and cancer and is thus a major issue requiring our attention. hypertension, myocardial infarction, stroke knowledge and understanding of these issues and how to Some of the approaches to increasing our exercise, nutrition and sleep as health-related behavioural combat them include focusing on stress, nding novel solutions to this global challenge is and fi variables. Developing these areas of research throughout the U21 network major objective of universities A likely to take a multidisciplinary approach. the value of belonging to rich intellectual communities in which is to ensure that researcher appreciate out and it was with this background that the ECR workshop on a multiplicity of research is being carried Healthy Living T December 201 GREIM combines online discussion with real life interaction www.universitas21.com ecting a range of institutional, 27 Researcher Engagement Researcher partnership involving the universities of Birmingham, partnership involving the universities of *OREDO5HVHDUFK(WKLFVDQG,QWHJULW\0RGXOH Authorship and Intellectual Property Animal Research Introduction and Orientation Research Conduct Research Limits dence Consent and Confi Commercialising Research Research Governance

l l l l l l l l he Global Research Ethics and Integrity Module (GREIM) is an online programme that allows Ethics and Integrity Module (GREIM) is he Global Research refl to work through a series of case studies graduate researchers T national, cultural, disciplinary and methodological perspectives germane to ethics research debates germane to ethics research debates and methodological perspectives national, cultural, disciplinary ection, interaction with shared critical refl provides space for personal and around the world. GREIM as GREIM is currently delivered both discussion and face-to-face workshops. expert advisors, facilitated module.There are eight module topics, learning course and as a self-guided online a facilitated/blended in GREIM: delivered as ‘chapters’ what constitutes good practice in research and Learning outcomes of GREIM include understanding increased awareness of ethical issues that may arise what factors make research ethical or unethical; and international guidelines on ethics in research; practicing during research; awareness of national insight into university ethics committees processes. critical thinking and ethical reasoning; and GREIM is the product of a Universitas 21 with the and New South Wales Queensland, Virginia Edinburgh, Hong Kong, Lund, Nottingham, Programme development was a collaborative effort University of Melbourne as the lead institution. the pilot of from each of the partner institutions. 2007 saw involving professional and academic staff Module) at the University of Melbourne, and it has been GREIM (Global Research Ethics and Integrity other institutions (including the Twelve twice a year at that institution since then. continuously offered There are worldwide. GREIM to more than 1,400 research students and staff original partners) now offer with an eye to purchase. currently three institutions evaluating GREIM the twelve current licence holders to ascertain their use and In June 2012 we undertook a survey of The survey asked for comments on the implementation and delivery of GREIM at delivery of GREIM. using the software, how GREIM is delivered each institution, including the number of students and staff Of the university. to users, and which elements of GREIM work best for the participants at their particular deliver GREIM through a responses received, the survey results showed that the majority of institutions experience little commercial Learning Management System (LMS) such as BlackBoard, and generally GREIM up and running. Most institutions do not facilitate GREIM online, opting instead culty getting diffi to deliver GREIM to make it available as a self-directed course for participants. It is common, however, c institutional or national requirements on animal and alongside face-to-face workshops based on specifi and integrity issues and policy. human research ethics, IP strengths lie in allowing participants to work at their own pace, The feedback shows that GREIM’s There was the globe. and that the information provided through GREIM is available at all times across and potentially ‘grey’ also appreciation for the way that GREIM presents ethics and integrity issues as Areas for improvement include a growing interest ecting real world situations. complex to deal with, refl and codes for research, in having GREIM focus in more detail on national ethics and integrity guidelines of ethics training. Respondents also indicated that new web interest in proof given funding bodies’ more A and up-to-date. 2.0 content and some new case studies would assist in keeping GREIM fresh of some components detailed summary of the survey results and an outline for the renewal or extension facilitators is also of GREIM will be distributed soon. Meanwhile, an online community for GREIM nearing completion, and is due for release to all licensees early in 2013. Dr Sylvia Schaffarczyk Melbourne School of Graduate Research University of Melbourne www.universitas21.com/link/GREIM Rand Low speaking at the DRCB in Connecticut www.universitas21.com 29 Researcher Engagement Researcher April. I truly believe in the benefi ts of U21 partnerships ts in the benefi April. I truly believe 'RFWRUDO5HVHDUFK&RQIHUHQFHLQ%XVLQHVV ny PhD student will tell you that throughout their candidature, there are ups and downs. Certainly tell you that throughout their candidature, ny PhD student will lucky enough to be selected as experience as a PhD student was being one of the ups of my Asia across the disciplines of economics, accounting, fi nance, management, information systems accounting, fi Asia across the disciplines of economics, A a conference participant for the inaugural U21 Doctoral Research Conference in Business at the for the inaugural U21 Doctoral Research a conference participant School of Business in University of Connecticut and certainly the relationships and networks that it allows its students to develop. Several years ago, students to develop. Several years ago, and networks that it allows its and certainly the relationships of Melbourne, I participated in a year-long engineering student at the University as an undergraduate I and the University of British Columbia. in Canada studying at McGill University exchange programme This time, I was at both institutions today. the friendships I made during my time still maintain many of their respective areas of business research. other burgeoning researchers in looking forward to meeting I certainly was not disappointed. Australasia, Europe and Americas, U21 institutions from the There were 50 participants from twelve about the conference was the fact that it was interdisciplinary and What I really enjoyed and strategy. elds such as an applied interesting presentations in other fi gave me the opportunity to attend some the role of of video games on child development and health and on economics study on the effect It gave me insights into how my research sits in the study. design and product integration in a marketing and how I could use my skills in other areas of business greater and wider world of business research were very welcoming and thought of everything they could and create future collaborations. Our hosts folders There was such an incredible attention to detail from the informative do to make us feel at home. dinners organised, I honestly struggle to think if there provided, to the campus tour and the conference the experience. was any way they could have improved and the right balance of academic, networking and leisure The conference had a vibrant atmosphere What I enjoyed in particular were the break-out sessions. We activities to keep everyone enthusiastic. without universities, the same discipline but from different were placed with other PhD students from these sessions were especially informative. It was really the presence of senior academics, and universities and the in the publishing requirements of different interesting to understand the differences is useful as it This information in terms of opportunities. expectations of PhD students post-graduation plan our respective career paths and understand the entailing allows us as early career academics to Australia. Furthermore, as America, Europe or research in North challenges if we choose to develop our Dr Fiona Carmichael, I had the pleasure of being invited a direct result of this conference and meeting Hopefully my to present my research at the University of Birmingham Doctoral Research Colloquium. nance PhD students will result in future co-authored discussions on research topics with the other fi publications. relationships and I certainly hope that the DRCB will become a tradition for U21 to foster and encourage networks across business researchers in the years to come. Rand Low University of Queensland www.universitas21.com/link/DRCB2012 Professor Pip Pattison, Academic Lead of the Educational Innovation cluster www.universitas21.com to realise the benefi ts of to realise the benefi ,QWURGXFWLRQWRWKHFOXVWHU Educational Innovation Educational 31 s key clusters of activity, the Educational Innovation s key clusters of activity, ’ Universitas 21 A broadening of the educational experience and strengthening of student engagement broadening of the educational experience and strengthening of A A strengthened teaching-research nexus, supported by contemporary scholarship strengthened teaching-research nexus, supported by contemporary A Effective and sustainable approaches to learning and teaching in a rapidly changing digital and sustainable approaches to learning and teaching in a rapidly changing digital Effective online and blended learning) environment (including through MOOCs, through a shared focus on global citizenship Effective virtual and physical learning environments, adaptable to changing learner needs Effective .’ 1. 2. 3. 4. cluster. The stated purpose of the Educational Innovation (EI) cluster is ‘ The stated purpose of the cluster. am honoured to oversee one of am honoured to oversee Anna Kindler (UBC), Professor Madan Mohan Chaturvedi (Delhi), Professor Frank Coton (Glasgow), Anna Kindler (UBC), Professor Madan research inspired teaching and facilitate the development of innovative approaches to teaching and innovative approaches to teaching and and facilitate the development of research inspired teaching learning and develop share challenges, and identify, EI cluster aims to articulate the leadership that end, the To at scale: strategies for advancing, I We recognise that these challenges are multi-faceted and will involve conceptual articulation. We We that these challenges are multi-faceted and will involve conceptual articulation. recognise We developments in global higher education and hence of new are also mindful of the many emerging our shared goals. opportunities to collaborate in achieving Professor a Steering Group consisting of myself as Chair, The EI cluster is provided oversight by Aitken (Auckland), (NUS), Dr Graeme Tan Eng Chye (Hong Kong), Professor Tsui Amy B M Professor Operational aspects of the work of the cluster are provided by and Professor Stephen Marshall (UNSW). Lavinia Winegar Gott of the U21 Secretariat. is driven by an invigorated group of key institutional leaders in The range of initiatives within this cluster Current initiatives within the cluster focus on the four teaching and learning at our member universities. of position papers on areas of relevance in teaching and key priorities and include the commissioning targeted areas such as graduating global citizens and learning learning; masterclass-style workshops on & Learning Network Teaching Conference (formerly the environments; an annual Educational Innovation of Education; and an annual meeting of FINE (Forum for Conference); an annual meeting of Deans International Networking in Education). es key identifi The cluster approach allows U21 to develop a strategy and work programme which The goal is to promote collaboration and combine strategic themes on which activity will be focused. learning in the development and resources with the common objectives of enhancing student cant Recognising that educational innovation is a signifi environment of the research-intensive university. strives to identify best focus of many of our member institutions, the U21 Educational Innovation cluster practice and to share learning with the broader U21 network. Professor Pip Pattison Chancellor (Academic) Deputy Vice University of Melbourne www.universitas21.com/link/EI Learning to teach is key to the education of future generations www.universitas21.com – speakers Clinical Models of The Deans of Education The Deans of Education 'HDQVRI(GXFDWLRQ Educational Innovation Educational 33 and position papers from Glasgow and Connecticut were followed by and position papers from Glasgow and Pre-Service Teacher Education in Australia, Ireland, Scotland and the USA: Education in Pre-Service Teacher Auckland, Melbourne) conference AERA 2013 symposium on research into models of teacher education for the A Networking related to the development of University Teaching Schools (Birmingham, Teaching of University Networking related to the development Melbourne, Virginia) Connecticut, teacher education (Glasgow, Collaborative sharing of expertise in clinical Auckland, Virginia) Connecticut, UCD, Lund, (Melbourne, Queensland, Glasgow, degree and associated funding application Development of jointly delivered masters UNSW) (Melbourne, Lund, Glasgow, Connecticut, Melbourne, Birmingham, UBC) Collaborative research partnerships (UCD, Symposia development and delivery at ECER (Melbourne, Glasgow) Connecticut) Joint academic paper/s (Glasgow, Support an increase in student mobility (Connecticut, Birmingham) Online course sharing (Melbourne, Connecticut) Joint programme development (Connecticut, Birmingham, Glasgow and UCD)

l l l l l l l l l l he 2012 U21 Deans of Education meeting was held in Vancouver on Friday 13 April and was on Friday 13 of Education meeting was held in Vancouver he 2012 U21 Deans from eleven U21 Schools of Education. attended by representatives T Perspectives on Recent Innovative Programs and Their Underlying Metaphors and Models Perspectives on Recent Innovative Programs and Their Underlying Metaphors group has met annually for thirteen years, immediately prior to the annual conference of the American to the annual conference of the for thirteen years, immediately prior group has met annually The best practice and concerns. (AERA), to share recent initiatives, Association Educational Research activities: exchange visits, joint role, stimulating a wide variety of subsequent meeting has a catalytic partnerships, and funding applications. papers, special journal issues, research programmes, symposia, of Connecticut participated for the Neag School of Education at the University Colleagues from the ecting Andersson, refl and by both Professors Sandgren rst time, Lund University was represented fi Executive was an interested AERA the Lund, and Professor Jerry Sroufe from structural changes at representatives of the U21 Forum for International It is now established practice for two observer. student group to report to the meeting on the FINE conference Networking in Education (FINE) research This provides research students with an opportunity to meeting. that is held the day before the Deans’ perspective. student a from deliberations Deans’ the into input provide to and concerns student on report concerns of the Roundtable discussion provided an update on the initiatives and The Deans’ The focal discussion topic for the meeting was participating schools of education. Education Pre-Service Teacher optimal delivery of teacher education programmes. discussion of issues associated with the frank and energetic and an impressive number of consequent Discussion throughout the meeting was and were subsequently pursued in the many small group actions emerged during the discussion conference. Some are listed below. AERA ve-day meetings that followed throughout the fi in Cadiz, Spain The annual meeting of the European Conference on Educational Research (ECER) of Melbourne and (18-21 September), provided an opportunity for representatives from the universities Forum for International Glasgow and University College Dublin to meet. No equivalent meeting of the a FINE dinner and Networking in Education (FINE) research student group was held at ECER, but for Association Australian subsequent breakfast meeting were held at the annual conference of the from six of the Research in Education (AARE) and was very well attended by twenty representatives U21 universities in that region. in addition At this meeting, April. The 2013 Deans of Education meeting will be in San Francisco on 27 the participating to the usual agenda, a symposium will be presented by representatives of six of universities on the topic College Dublin, and the will report research into pre-service teacher education undertaken at University Melbourne, Queensland, Connecticut and Virginia. universities of Glasgow, Professor David Clarke International Centre for Classroom Research Director, University of Melbourne www.universitas21.com/link/education

www.universitas21.com Educational Innovation Educational 35 )RUXPIRU,QWHUQDWLRQDO1HWZRUNLQJLQ(GXFDWLRQ oitsch and Anthony Leow) graduated with doctorates and thus retired from FINE, we gained graduated with doctorates and thus retired Anthony Leow) oitsch and n the past year, FINE has grown in many exciting ways. While two of our leadership team members grown in many exciting ways. While two FINE has n the past year, (Ulrike W AERA conference in Vancouver, Canada. The FINE Forum, which was held the day before the main Canada. conference in Vancouver, AERA members also had the honour of attending the annual Deans of two leadership team As is customary, I four more dedicated students to lead the group: Jennifer Tatebe from the University of Auckland, from the University of Tatebe students to lead the group: Jennifer four more dedicated Low from the University of Nottingham, the University of Melbourne, Frederick Laura Christ Dass from our network of student have also expanded We the University of Glasgow. and Nancy Njiraini from the University of New South Wales, schools to include the University of representatives at U21 of Glasgow. of British Columbia, and the University Connecticut, the University successful at the most recent at conferences, FINE was tremendously With respect to activities and faculty participants as well as a number of speakers. conference began, included over 30 student how such as paths to becoming an educational researcher, The speakers discussed a variety of topics, AERA, and international networking. of navigating to obtain a post-doctoral fellowship, methods also counselled students on how to network with fellow Faculty members who attended the forum addition to attended by almost all forum participants. In The forum was followed by a dinner, academics. AERA. Both breakfasts were were hosted by FINE during two breakfast meetings the forum and dinner, and even some Deans of Education. very well attended by students, faculty members, This opportunity provided FINE and joining the Deans for dinner afterwards. AERA Education meeting at of student involvement in its activities. with the chance to further encourage support FINE The continued to develop and distribute its newsletter, In addition to FINE events, the group has respective schools of Student representatives are asked to disseminate the newsletter at their Times. include articles The newsletters on the FINE email list. Education, and it is also distributed to students to other students, information about FINE events, career written by FINE members that are of interest as well as acknowledgements of FINE volunteers. opportunities for graduate students in Education, FINE leadership team and its members and we are optimistic The past year has been eventful for the all that we do. thank U21 for its continued support in We that the coming year will be just as rewarding. Juliette Lyons-Thomas member Team FINE Leadership University of British Columbia www.universitas21.com/link/FINE Effective learning does not have to take place in the classroom www.universitas21.com What , Ms Barbara . His presentation, , addressed how . In his presentation, .” In an environment of stretched resources and In an environment of Educational Innovation Educational .” 37 Effective and Effi cient Teaching and Learning in and Learning cient Teaching Effective and Effi 7HDFKLQJ /HDUQLQJ&RQIHUHQFH Effective and Effi cient Curriculum Models Effective and Effi ” in small break-out groups. 1. The theme, 1. , was particularly relevant in the current global fi nancial environment, in the current global fi , was particularly relevant . Together with his colleagues, Together Assessment Practices. cient Effective and Effi Effective and Effi cient Educational Technology Implementation cient Educational Technology Effective and Effi Effective and Effi cient Educational Technology Implementation cient Educational Technology Effective and Effi Secretariat he fourth annual U21 Teaching & Learning Network (TLN) Conference was hosted by the University was hosted by the University & Learning Network (TLN) Conference Teaching he fourth annual U21 in late 201 of British Columbia Au courant experts spoke to four different themes, with ample time for interaction among participants themes, with ample time for interaction among Au courant experts spoke to four different As our fi rst keynote speaker, Professor Neil Gold, noted, “ Professor rst keynote speaker, As our fi T Truman, Director of Course Development at the University of Central Florida in the US, showcased Director of Course Development at the University of Central Florida Truman, decade-long initiative to increase access to degree programmes critical success factors in UCF’s solutions. Results from more than ten years of data mining through distributed and blended learning Professor achievements were shared with participants. Finally, on student and faculty perceptions and an Academic Enhancement, at the University of Edinburgh, presented Principal, Dai Hounsell, Vice engaging session on in U21 Universities: Shifting Perspectives, Fresh Challenges Learning and Teaching processes in universities has evolved over the last three our understanding of learning and teaching question, “ opportunity to explore Professor Hounsell’s decades. Participants were then given the need to be at the forefront of our strategic thinking in U21 features of learning-teaching processes universities over the next decade? U21 faculty Participants clearly valued the opportunity to share information with so many expert As one team. members and were grateful for the hospitality shown by UBC and the UBC organising the commented: “What a golden opportunity this was to come together with colleagues from across another! The next world to share ideas and insights and to explore what we could learn from one in my diary conference will therefore be ‘daren’t miss’ by forming In May 2012, U21 Presidents approved a more strategic approach to all U21 activities The Educational Innovation cluster clusters led by experts in broad areas of programmatic initiatives. and Learning Network (TLN), activities within Physical Teaching includes the existing activities of the Learning Spaces, the Deans of Education group, and the Forum for International Networking and Virtual University of in Education (FINE). From the November 2012 conference hosted by the National The Conference. Singapore, this annual event has been re-labelled the U21 Educational Innovation teaching, learning and conference will maintain similar goals of connecting key institutional leaders in share good innovative educational practices across U21 universities in order to promote collaboration, learning in research- practice and combine resources with the common objectives of enhancing student Educational Innovation intensive universities by using this space to connect multiple initiatives within the cluster. Lavinia Winegar Gott Educational Innovation Manager Universitas 21 www.universitas21.com/EI Professor Prem Ramburuth and Professor Stephen Marshall, Professor Henry revealed the results Professor Prem Ramburuth and Professor they have encountered as they have embarked on an UNSW had achieved to date and the challenges ciency of assessment. and effi effectiveness institution-wide process to improve the In an informative session on Professor Gold engaged participants in a dialogue around diverse contexts, processes and outcomes Professor Gold engaged participants in discussions, representatives shared successful experiences for curricula reform. Following small group reform in research-intensive university settings. Next, the and critical lessons learned about curriculum Professor Richard Henry, Academic from the University of New South Wales, Chancellor Deputy Vice approach to shared UNSW’s to delve more deeply into the given topic. Professor Neil Gold, Professor of Law at the University of to delve more deeply into the given topic. Canada, chaired a session on Windsor, Research Intensive Universities Research Intensive from seventeen U21 member institutions. attendance of more than 45 delegates as evidenced by the rst but to not only serve students fi research universities are nonetheless challenged multiple mandates, insights into accomplishing and effective learning provided practical cient on effi The programme better. existing or even reducing resources exemplary results with Fellowships - building strong international collaborations and partnerships www.universitas21.com Issues and Ideas in Issues and Ideas in conference. Educational Innovation Educational 39 eaching & Learning Network ran a U21 TLN Staff eaching & Learning 7HDFKLQJ /HDUQLQJ)HOORZVKLSV International Education in the Asian Century International Education in the As a visiting scholar I was invited to deliver a paper for the As a visiting scholar seminar series and this led to further conversations with colleagues and opened up seminar series and this led to further conversations

uring a ten-day visit to Melbourne, I participated in meetings and discussions with academic to Melbourne, I participated in meetings uring a ten-day visit the topics of internationalisation fellows, administrators and students on colleagues, research An investigation into the internationalisation of the curriculum and its relationship to the changing An investigation into the internationalisation Higher Education In addition to this, I was a panelist and delivered two research new avenues for potential collaboration. AIEA papers during the the Centre for the Study of Higher Education (CSHE), University The main venue for the Fellowship was I found the time spent departments and in particular, of Melbourne, but I also spent time at other Foundation of great value as it helped to further Asia Education at the LH Martin Institute and the Australia and the manner in which they are issues facing cement a contextual understanding of the both local the opportunity to meet with students, was afforded being conceptualised and understood. I Through of global citizenship and what it means to them. and international, and discuss the issue to resources already in place at CSHE, I was able to clarify my conversations with Dr Baik and access Dr Baik has already been involved ideas for future activity. thinking on central issues and further develop ndings of access to this and an opportunity to discuss the fi in research of this nature and I was given I found these conversations stimulating and of great with her. the research and possible developments the paradox is of global citizenship and employability, interest. While we are dealing with the issue and therefore there is still agenda is still very much shaped by the national perspective that the ‘global’ ne the direction, objectives and shape and defi cant discussion and analysis to be done to further signifi and accurately address the needs of our students. support mechanisms needed to adequately to respond to the both administratively and academically, landscape and the mechanisms in place, upon our The student experience impacts and relevant. diversity of the student body is both timely must be examined if both strategically and operationally, teaching, and the manner in which we respond, potential employers and we are to stay relevant, meet the needs and demands of our students and their ensure our continued commitment to excellence is sustained. Global Citizenship and One of the key elements of the Fellowship was to further explore the issues of and the connections made between two visible U21 partners, both with a presence Employability, debate in HE, provides a strong foundation for future in, and an understanding of the East-West t of will be cascaded throughout the network to the benefi The aim is that this collaboration and activity. all partners. of two active This Fellowship supported continued collaboration, research and teaching development This knowledge and collaboration can, in turn, be extended to support other members U21 members. strong foundation and approach to teaching and research in this area will surely A of the network. The issues encourage others to develop their respective understanding and strategy accordingly. and this Fellowship addressed are critical to our continued understanding of international education citizenship, global will prove vital to the further development of projects in areas such as employability, The Fellowship marks the start of a long- values and norms and the sustainability of internationalisation. and dissemination term collaborative relationship dedicated to the continued discussion, understanding of these crucial areas. Dr Christopher Hill Graduate School Director, University of Nottingham Malaysia Campus www.universitas21.com/link/TLN D and global citizenship. Fellowship Scheme this year. Five fellowships were awarded and among the recipients was Dr Five fellowships were awarded this year. Fellowship Scheme Campus. the University of Nottingham Malaysia Christopher Hill from Looking for ways to foster innovative methods of teaching and learning and to share best practice learning and to share best practice foster innovative methods of teaching and Looking for ways to the globe, the U21 T among colleagues around

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Educational Innovation Educational 41 7HDFKLQJ /HDUQLQJ:RUNVKRS .” Indeed, this was the unanimous sentiment of all who participated .” Indeed, this was the unanimous sentiment Tecnológico de Monterrey at their Santa Fe campus from 12 to 14 March Monterrey at their Santa Fe campus de Tecnológico Ethics and Citizenship in the Curriculum Ethics and Citizenship he fi rst in what it is hoped will become a series of small, masterclass-style U21 Teaching & Learning Teaching U21 a series of small, masterclass-style rst in what it is hoped will become he fi by workshops was hosted Although it was billed as a workshop it was in fact more like three days of incredibly productive as a workshop it was in fact more like Although it was billed especially the detailed analysis pertaining to the programme-level learning outcomes assessment, T 2012 under the title discourse on this topic. Tecnológico de Monterrey has designed and implemented a comprehensive, and implemented a comprehensive, de Monterrey has designed Tecnológico discourse on this topic. shared their experiences with on Ethics and Citizenship and colleagues system-wide programme with this issue at their home institutions. the U21 network who are grappling participants from around best practice with regard to leadership sessions, colleagues shared Over a series of highly-interactive leadership, challenges for teaching ethics and citizenship of educational engagement on ethics and for the development of ethics and citizenship in students, at university level, support programmes and citizenship and suggestions for plan implementation assessment of core competencies in ethics highly engaged and encouraged further collaboration on this at member institutions. Participants were topic. was strongly urged to consider ways in which the high-level and Learning Network Teaching The U21 in the sharing of innovative and systemic approaches de Monterrey Tecnológico work accomplished by the curriculum could be shared with larger audiences from to implementing ethics and citizenship in around the U21 network. at several options for continuing the dialogue and networking The U21 EI Steering Group will be looking from the University of British Columbia, said of initiated by this event. Professor Harry Hubball, deal about institutional approaches to the conference, “Throughout the process, I learned a great within and across disciplines (and campuses) in the Mexican implementation of citizenship and ethics network workshop to the U21 T&L context. I would strongly recommend this Dr Chi Baik from the University of Melbourne echoed this sentiment, saying “ Dr Chi Baik from the University of Melbourne and citizenship education for all their students, and their clearly has a strong mission regarding ethics many co-curricula programmes are indeed impressive. The efforts in curriculum design as well as their and the sessions were all highly engaging. I was humbled by the workshop was immaculately organised warmth and generosity of our hosts and heralds a bright future for further collaborations. Lavinia Wineger Gott Educational Innovation Manager U21 Secretariat www.universitas21.com/link/EI Andrew Everett, Chair of the Student Experience Steering Group www.universitas21.com Student Experience Student ,QWURGXFWLRQWRWKHFOXVWHU 43 The focus of the cluster is to strengthen existing programmes and is to strengthen existing programmes The focus of the cluster he mission of the Student Experience cluster is to deliver opportunities to enhance student learning to enhance student learning Experience cluster is to deliver opportunities he mission of the Student citizens. and to develop global Activities involving students that are underway or in the planning stages include student focus groups, Activities involving students that are underway or in the planning stages include Andrew Everett develop new programmes of activity, and to explore opportunities that will contribute to the students’ that will contribute to the students’ and to explore opportunities of activity, develop new programmes led by a Steering Group which The cluster is across the member institutions. learning experiences expertise and knowledge of the student direction, a Consultation Group, whose provides academic team of professionals in the is invaluable, and a dedicated and experienced learning environment cluster can call on a range these groups the Student Experience Through Student Mobility Network. The Student Experience cluster delivery. input into programme selection and of expertise to provide in the network, contribute to their academic that will inspire the students continues to seek opportunities opportunities through their global outlook. study experience, and enhance their career of the Student Experience Steering Group, after leading I have recently stepped down as Chair Frank Coton has joined the U21 Student Experience the activities for the past two years. Professor of the Steering Group. His appointment will enable Academic Lead of the cluster and Chair team as initiatives for the cluster and will also increase cross-cluster further academic input into the proposed a member of the Educational Innovation Steering Group. collaboration as Professor Coton is also Anne Pakir (NUS), Ms Patricia Associate Professor Other members of the Steering Group include Morgan (Nottingham), Dr Dudley Doane (Virginia), de Monterrey), Professor Wyn Montaño (Tecnólogico The Consultation Group, which provides strong Associate Professor Julie Duck (Queensland). and Ashimoto (Melbourne), Katherine Beaumont (UBC), Shiro practitioner input consists of Nigel Cossar support for the cluster is U21 Student The Secretariat and Richard Stenelo (Lund). (Waseda), Sue Dengate. Experience Manager, are provided for students within the Student Experience Multi-disciplinary and wide-reaching activities the include the Undergraduate Research Conference, the U21 Summer School, and These cluster. an opportunity The Global Issues Programme provides U21 Social Entrepreneur Corps in Guatemala. from their home institution, while also giving students the for students to experience global courses undertake courses. Feedback from students who attend chance to travel to partner institutions to the practical, multi-disciplinary approach, the networking these programmes indicates that they enjoy to be ‘life changing’. Student Exchange programmes opportunities, and many consider the experience and increasing participation, and will continue to provide with strong have been a success story, exchange The increase in student all students in the network. mobility and academic opportunities for participation rose 4.5% in 2011. a wide range The challenge for the Student Experience cluster over the coming years is to provide networking of activities which will inspire students to broaden their global outlook and provide for non-traditional opportunities with students from across the globe. Providing further opportunities by the cluster Other activities under exploration short-term programmes will be a focus for the cluster. and opportunities are internships and sponsorship opportunities, work experience and service learning, Programme learning outcomes will be a focus and will be where students can ‘make a difference’. considered in close collaboration with the Educational Innovation cluster. is heard This will ensure that the ‘student voice’ and student involvement in meetings and conferences. and taken into account in future activities across the network. UQ International Director, University of Queensland www.universitas21.com/link/SE T Some of the University of Nottingham’s GIP students www.universitas21.com Food for a Healthy . The University of Queensland has The University . Student Experience Student This database replaces the old system that This database replaces *OREDO,VVXHV3URJUDPPH 45 , to be taught in the fi rst semester of 2013. This subject rst semester of 2013. , to be taught in the fi The Disaster-Resilient City and The Disaster-Resilient Global Security s the 2011/12 year concludes, the U21 Global Issues Programme (GIP) is about to launch a new (GIP) is about to launch a new concludes, the U21 Global Issues Programme year s the 2011/12 enrolments and applications. database to track online Alana Marriner A explores key global security dynamics ranging from the arms trade to nuclear proliferation, ethnic explores key global security dynamics ranging a choice of four core security agenda. Currently, ict and terrorism, and the contours of a new global confl to students, as well as 125 electives, thirteen of which are taught online. subjects is offered global in a changing world and redeveloped this ASC discussed the concept of being In 2012 the ASC and nition will be used to assist teaching staff This defi nition in the context of the U21 GIP. defi subjects being introduced into the programme. members to evaluate the suitability of new network will continue to focus on promoting staff ASC and professional Moving forward into 2013 the students and further develop the online subject availabilities. this unique programme to undergraduate U21 Global Issues Co-ordinator University of Melbourne www.universitas21.com/link/gip developed a new online subject, Planet, Forests in a Global Context has been in use since 2007 and will provide students and staff with a much more user-friendly interface with 2007 and will provide students and staff has been in use since features. and more reliable reporting 2011; gure is down from 35 in This fi completed the programme this year. students have Twenty-six students choosing to undertake be attributed in part to University of Melbourne however this dip can of eight subjects instead of four U21 Diploma in Global Issues consisting as part of a lengthier the GIP Current enrolments across the undertaking an international exchange. students and an increase in GIP gures are up by 20 from this time last year and a number of applications These fi network are at 189. the programme in 2013. have already been received for entry into and approved via teleconference twice during the year, Academic Steering Committee (ASC) met The de Monterrey has introduced a number Tecnológico many new on-campus subjects for the programme. to complement their online subjects and broaden the subjects of on-campus elective subjects in 2012 University The incoming international exchange students. available for both Mexican students and to include subjects such as offerings of Melbourne has increased its on-campus Project participants promoting a water fi lter system with local entrepreneurs in Guatemala www.universitas21.com Student Experience Student 47 ” 86RFLDO(QWUHSUHQHXU&RUSV Twelve students from seven U21 institutions (four from Melbourne, two each from U21 institutions (four from Melbourne, students from seven Twelve he inaugural U21 Social Entrepreneur Corps programme was delivered in Guatemala from 24 June delivered in Guatemala from 24 June Entrepreneur Corps programme was he inaugural U21 Social to 21 July 2012. T Queensland and Connecticut, and one from NUS, Hong Kong, Nottingham and Birmingham) enrolled in Nottingham and Birmingham) enrolled and one from NUS, Hong Kong, Queensland and Connecticut, the programme. in two online classes run by in Guatemala, the students enrolled group arrival Prior to the U21’s segment of the Through this four-week-long online Classroom. Global The U21 Virtual UConn entitled as theory and case studies as well were exposed to social entrepreneurship programme, the students politics and culture. Guatemalan history, being introduced to students worked directly with the Social Entrepreneur During the four-week programme in Guatemala, existing micro-consignment-supported businesses. and grow Corps (SEC), helping to establish new, workshops on economic- and health-related problems in While in Guatemala students attended products such They organised and conducted campaigns to promote simple, effective Guatemala. and eyeglasses, and assisted local social ltration systems, solar lamps, improved stoves as water fi base. Students also experienced living with local families. entrepreneurs to expand their customer and acquired the knowledge, skills and habits lives, to people’s The students made a tangible difference global citizens. necessary to become socially aware, active and was demanding for the participants, but clearly also The U21 2012 programme was very intensive students: Greg van Kirk, provided feedback on the U21 group of The project leader, greatly rewarding. that this past weekend the U21 students participated in our “I just wanted to give you the great news we started our work almost ten years ago. They supported MOST successful village campaign since Jutiapa region and in one day served over 150 people and a number of women entrepreneurs in the 35 eye drops, 30 packets of vegetable seeds, 8 solar helped the women to sell 69 pairs of glasses, amazing! That amounts to hundreds bucket. Truly cation purifi lamps/cell phone chargers and one water account the impact that these solutions have ciaries served in one day when you take into of benefi to over two ts. That is equal And the women entrepreneurs earned nearly $240 in net profi on families. wages for the average rural Guatemalan. months’ Dr Raluca Nahorniac Abroad Program Specialist Study University of Connecticut www.universitas21.com/link/SEC Lhens Vilson taking time out to enjoy a local Guatemalan snack www.universitas21.com , lived Student Experience Student 49 86RFLDO(QWUHSUHQHXU&RUSV

he trip to Guatemala lasted only one month, but I was surprised at how much I experienced and lasted only one month, but I was surprised he trip to Guatemala culture and history amount of time! I learned a lot about Guatemalan learned in this short After our one-week orientation and intensive Spanish classes came to an end it was time to get to work! After our one-week orientation and intensive T with two different families, improved my Spanish speaking ability, learned how to navigate myself my Spanish speaking ability, families, improved with two different lives, made very good people’s in a few a foreign land, helped make a difference around the cities of understand that education does not simply how to make an impact on the world. I friends, and learned is as vital. In the one month spent and reading books: practical experience consist of going to classes The results further I have learned in class. able to test the theories and concepts in Guatemala, I was outside of Guatemala. My experiences being involved in development work motivated me to continue I have learned were many. personal as well as educational lessons were great and the eld work and designing sales strategies and Antigua to spend two weeks doing fi back to travelled We our organisation focused mostly on the rural areas, our new our last week was in Panajachel. Since worked help expand the products to the urban settings. We focus was to come up with strategies to entrepreneurs who sell the products by campaigning. Prior to with two highly-trained micro-consignment travel to a village to talk to the people and the village leaders each campaign, the entrepreneurs would c date starting at launch a campaign in their town on a specifi to advertise that the organisation would free eye exams as a way to attract offer c time. For example, the campaigns to sell glasses a specifi eye problems due to too much sun exposure for people people, since many Guatemalans experience work in the kitchen. eld, or due to smoke for mothers that that work in the fi were to come up with sales strategies and to help lters water fi Our two main goals when helping to sell have to be decided one of the best marketing tools would We expand product sales to the urban areas. water is dirty and the potential consequences of using that education; if people understand that their yers for came together as a team and made educational fl We lter. they are more likely to want a fi water, the main problem They were designed as a problem-solution format. For example: each of the products. The solution, our water garrafones are expensive. cient, is ineffi with dirty water is disease: boiling water stores to do a product presentation and meet our second goal we decided to go to different To lter. fi then scheduled We water to their customers or make use of water. demonstration to stores that offer before the left Guatemala in purchasing the product. We a follow-up meeting if they were interested lters. whether the owners actually bought any water fi follow-up meetings, so we don’t yet know There were with. What made the trip truly memorable was the people I worked, lived and interacted had many We Australia, China, Hong Kong, England, Romania, Singapore and the US. people from personalities. Nevertheless, we all had one mission in Guatemala interesting characters and different came from different We and we related well to each other through our shared interest for human rights. ways. and then we all went our separate directions, worked together and got to know each other, the experiences of living with Guatemalan families further enriched our understanding of the Secondly, rst week living with a family in Xela and then two weeks culture and the Guatemalan people. I spent my fi Through my families and stories I heard from my colleagues about their Antigua. family in with a different families, I became aware of how friendly and fun the Guatemalan people are. and gained a better Finally I experienced a lot of personal growth, enhanced my perspectives of life, heard about the project as I was browsing rst in the world. I fi understanding of how to make a difference website. What attracted me to the organisation was the word ‘entrepreneur’.my school’s One of a great resource or my goals is to become an entrepreneur and I thought this programme might be kind of entrepreneurship – it had as I researched I learned that it was a different However, opportunity. the business side the goal of social change attached to it. I saw this programme as a way to experience This programme had a great impact on me of an organisation as well as to work to make a difference. and I would encourage every student to participate in similar programmes. Lhens Vilson University of Connecticut www.universitas21.com/link/SEC

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From Members of the Student Mobility Network at their meeting in Mexico www.universitas21.com Student Experience Student 6WXGHQW0RELOLW\1HWZRUN 51 The role has been expanded to include all student experience activities in the to include all student experience The role has been expanded Secretariat he Student Mobility Network (SMN) bid farewell to Louise Kinnaird, U21 Student Mobility Co- Network (SMN) bid farewell to Louise Kinnaird, he Student Mobility ordinator in 2012. network and the SMN thanks Louise for her hard work, fl exibility and dedication over the past years. exibility and dedication thanks Louise for her hard work, fl network and the SMN in June 2012. the new role of Student Experience Manager Sue Dengate took on that Statistics for this period indicate Network has been very active in 2011/12. The Student Mobility Accord While the Delhi the previous year. in student exchange of 4.5% on there has been an increase cant events, including signifi cant, given world the growth of 4.5% was signifi set a target of 5% growth, from students indicates that they value civil unrest during this period. Feedback natural disasters and and acknowledge the assistance from the dedicated SMN the opportunities provided by the network outcomes of many institutions in the network are increasingly focusing on the learning In addition, staff. mobility experiences. impressive speech delivered an President of the Student Union at Lund University, Simon Wetterling, and to stay in highlighting the need to engage actively with students Meeting in May, at the President’s of students, which is something the group is actively pursuing. touch with the needs and requirements show that growth was limited over the previous year – a Short-term mobility programme statistics capture, with a great deal of mobility occurring at cult to diffi growth of 0.88%. Statistics are sometimes mobility There is still limited range of short-term unrecorded. the school/department level but remaining proved have credit awarding around issues and students the of limitations nancial fi the and opportunities of short-term are being made to overcome these and develop a wider variety challenging, but efforts mobility experiences. de Tecnológico hosted by in May, in Mexico one prior to NAFSA The SMN held two meetings in 2012 – Andrew Everett, U21 Conference at UCD in Dublin in September. and one prior to the EAIE Monterrey, and lead of the Student Experience cluster was welcomed Manager for the University of Queensland leading the discussion and providing a useful summary of de Monterrey, Tecnológico to the meeting at member’sthe group appreciated a senior staff U21 activities. Feedback indicated that the presence at Groups at the May meeting was the formation of Working meeting. One of the main topics discussed on topics to focus the SM group and to enable mobility staff to draw on the expertise of individuals in short Groups proposed included: as a whole. Working of importance to the group and the network programming; term mobility programmes; UG research opportunities; collaborative student mobility and Learning. Curriculum Integration/Teaching Group will form the membership of the SM Executive Group, a The nominated leader for each Working These groups will small group that will act as the key liaison with the U21 Student Experience Manager. on the status of key contribute to the agenda at future SMN meetings, with a formal presentation/update projects and changes to the membership of the working groups. at the meeting discussed In Dublin the new U21 cluster approach was introduced and mobility staff There was lively discussion, with constructive the proposed goals for the Student Experience cluster. were document feedback on the new direction and goals for the coming years. Other topics discussed ect on the development/enhancement sharing and best practice; the tools used to enable students to refl and of attributes/intercultural competences; student mobility software; exchange agreements; undergraduate research exchange programmes with U21 partners. and beyond and is The SMN will continue to work collaboratively with other groups in the SE cluster looking forward to another exciting and challenging year ahead. Sue Dengate U21 Student Experience Manager Universitas 21 www.universitas21.com/link/SMN T Summer School participants getting a feel for Mexican traditions www.universitas21.com network Universitas 21 6XPPHU6FKRRO Student Experience Student 53 as its theme. ping the Global Future Entrepreneur ping the Global Future ecnológico de Monterrey’s Querétaro campus hosted the 2012 U21 Summer School, which took campus hosted the 2012 U21 Querétaro ecnológico de Monterrey’s Sha T took part in this programme. More than 100 students were given the opportunity to work on an More than 100 students were took part in this programme. Those taking part and business spirit. project, helping to boost their knowledge innovative and creative in outstanding lecturers from the campus academic programme co-ordinated by were immersed in an part more about Mexican culture and take being given the opportunity to learn Querétaro, not to mention companies. Park and a variety of external Technology own in visits to the campus’s had access to the all facilities on campus, which meant In order to complete their project, the students into something remarkable, thanks to the new technologies they had the chance to make their projects available on site. including beach also offered, complement this summer programme, extracurricular activities were To weekend trip to A to mention the popular Salsa dance classes. volleyball and soccer tournaments, not the students learn more was also organised to help Tequisquiapan Peña de Bernal and Teotihuacán, culture and traditions. about Mexico’s ce in Querétaro like to thank all of the teachers and the team at the International Programs offi would We programme a great success. for their support in making this summer Mayra Rodríguez & Osiris Medina Affairs for International Vice-Presidency de Monterrey Tecnológico www.universitas21.com/link/summer For twelve days, students from nineteen different member universities of the member universities from nineteen different For twelve days, students Evgeniya Chalakova with new-found friends on the way to one of the Summer School experiences. www.universitas21.com .....From the Field..... 6XPPHU6FKRRO Student Experience Student There were short lectures every day followed by There were short lectures 55

n July 2012 I attended the U21 Summer School in Querétaro, Mexico. The rare opportunity for a social Mexico. the U21 Summer School in Querétaro, n July 2012 I attended was why the Summer School was more knowledge in the business sphere science student to gain Also who would have thought that German was a relatively popular language to study in Hong Kong? Also who would have thought that German workshops where we developed our eco-friendly products. We had to come up with the design for our had We developed our eco-friendly products. workshops where we make a real-life business plan including them with the other market alternatives; creations and compare slot TV advert and radio logo, motto, A and selling aspects of the project. the manufacturing, distribution the project with a pitch. we rounded off were a must, too. Finally, ve people. and organisational skills in international teams of fi These activities developed our planning and reach decisions. Everyone also had their ow of ideas was endless but we had to compromise The fl Funnily enough, the latter would occur all over the own task in addition to the collective brainstorming. This eld trip to a vineyard! of our best ideas was born during a fi place, not only in the classrooms. One so interesting and engaging that our brains kept working on was the beauty of the programme, it was the project even in our free time. absolutely amazing as the Summer School fostered a real On a personal level, the experience was and aspiring young people from all over the world multicultural spirit. Meeting so many adventurous hosts were extremely kind and helpful too and showed us some resulted in many good friendships. Our I won’t forget the taco break we had with a few of the local students of that famous Mexican hospitality. The Summer break! in town during our 15 minute stall’ who took us in their cars to ‘the best street some us many events we could get involved in, like the Salsa classes which uncovered School offered hidden natural talents! interests, similar had and age same the were we although fun: much so was interaction multicultural The loved how Mexicans start hugging you from the second For instance, I we kept surprising each other. It was quite funny to see some of the Swedes struggle to time you meet onwards as a sign of friendship. Australia and only biscuits were outdated in nd out that digestive cope with it! But I was also shocked to fi given that that is my main meal during exams! can imagine my surprise You old people snack on them. sticking to the They don’t really like only live performances? Or that in every club in Mexico there are original song either! eld trips we discovered even more about the fascinating Mexican culture. Furthermore, on the many fi showed us the The visits to the Mayan pyramids, a few UNESCO-protected towns and a vineyard were so engrossed in the rich history typical Mexican lifestyle, making us all more culturally aware. We the inevitable human and traditions of this hot-blooded people. It seems that the constant reminder of who often see mortality makes the Mexicans truly appreciate and enjoy life, unlike the Westerners perspective to the essence of life and how one money as the greatest virtue. Hence we saw a different cultural norms and values. could live it, drawn upon the different out of your comfort zone and develops your abilities on many and living abroad pushes you Travelling Therefore, I strongly recommend doing a levels: interpersonal, academic, even your self-perception. might seem Although the application process and the interview Summer School or even a year abroad. experience you will a bit daunting, the price you have paid is nothing compared to the once-in-a-lifetime small the world After all, living abroad (even for a short while) makes you realise how receive in return. can make its way out of your dictionary. is and how quickly the word ‘impossible’ Evgeniya Chalakova University of Birmingham www.universitas21.com/link/summer I learn around the world gathered together to ten days more than 100 students from so great for me. For and starting a business. more about entrepreneurship

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From 2012 URC participants at the start of the event www.universitas21.com Student Experience Student . 57 and designed its poster, and engaged in activities ranging and engaged in activities and designed its poster, 8QGHUJUDGXDWH5HVHDUFK&RQIHUHQFH Connecting to the Future , brought together 58 students and eight supervising faculty and staff from nineteen and staff students and eight supervising faculty , brought together 58 he Undergraduate Research Conference (URC) 2012, held at the beginning of July at Waseda at the beginning of July at Waseda Conference (URC) 2012, held he Undergraduate Research University Although it has often been held during the summer vacation, a signifi cant feature of this year’s URC was summer vacation, a signifi Although it has often been held during the the best presenters were announced and each participant At the farewell reception on the last day, At the conference, students from a wide range of fi elds in the humanities and sciences presented their elds range of fi At the conference, students from a wide T from registering attendance to acting as master of ceremonies at the conference and receptions. from registering attendance to acting as University hosted the conference in academic calendars, Waseda that, in consideration of differences to believe this provided a good opportunity for participants from overseas We during a semester. with the presence of students both inside and outside the observe our campus as it usually appears, many non-participating students and faculty a semester, conference and because it was held during venue and engaged in discussions with the participants. members also dropped by the conference This year’s URC was selected as a grant provision programme by the Ministry of Education, Culture, of Japan, and each participant from overseas was given 80,000 yen Technology Sports, Science and The bonus. (about US$1,000) after completing the conference programme, which was a substantial ted us as greatly benefi participants were required to submit a report in order to receive this grant, which are highly honoured as we received detailed feedback regarding the conference. We the host university, to have received a great quantity of positive feedback. cate of attendance. Generous and enthusiastic cheers greeted each of the participants received a certifi This international conference “of the students, members as they mounted the platform. and student staff of the conference efforts by the students, for the students” was a great success thanks to the combined of solidarity has Although the conference was for a short time, a sense administrators and participants. for example, through, emerged from the intense interchange among participants. It continues even now, believe student participant. We the U21 URC 2012 Facebook group that was established by a Waseda establishment of that the greatest outcome of this conference, as a proof of its success, was the future, which supported “kizuna” (a Japanese word for a common bond) connecting the present to the the theme of this conference, Connecting to the Future Ashimoto Shiro ce International Offi University Waseda www.universitas21.com/link/urc universities representing twelve countries and regions. Participants and staff who gathered at this event and staff twelve countries and regions. Participants universities representing environment. of twenty nationalities, creating a rich international represented a total followed by an excursion and welcome at the hotel where students stayed, Registration was completed rst time at registration, another for the fi among the participants, who met one reception. Interchange through opportunities to dine together. and Tokyo sightseeing in metropolitan was facilitated through The Gallery. in a poster session held at the Waseda Auditorium, or participated research at the Ono such as the humanities, social sciences, science elds research fi presentations and posters grouped into which assured that there was be a certain amount of relevance and engineering, medicine, and so on, of The presentations promoted understanding among participants and continuity in the discussions. facilitated active interdisciplinary exchanges of elds other than their own and specialised research fi exchanges of ideas took place throughout all programmes over opinions. Enthusiastic discussions and research presentations, sessions following the students’ the three days of the conference. In wrap-up provided These daily wrap-up sessions and feedback. the supervising faculty gave their own comments the educational impact of the conference. students with guidance and advice, heightening which was designed to be student-led from the start, a group Prior to the opening of this conference, This group devised the University was put together. Waseda composed of ten volunteer students from conference theme Casey McDermott delivering her presentation

Abbey Mawby having fun with other URC delegates www.universitas21.com and Waseda and Waseda Student Experience Student 59 A Necessary Evil: The Stabilizing Effects of Corruption Necessary Evil: The Stabilizing Effects A 8QGHUJUDGXDWH5HVHDUFK&RQIHUHQFH f at either end by the concept of a ‘discipline’. Looking down over the sprawl ict development entitled has stepped up and tapped in to a new resource of original research. While experience has stepped up and tapped in to a new or too long, the words ‘your study’ have denoted something very specifi c – a particular area of denoted something very specifi have or too long, the words ‘your study’ knowledge sharply cut of participated in this year’swhere I presented my original Undergraduate Research Conference, U21 research in post-confl Abbey Mawby in Post-Confl ict Societies. in Post-Confl and fellow committee, staff The organising University was incredible. My experience at Waseda to they went above and beyond host university were more than accommodating; presenters from the only took this short, week-long lling experience possible. It had the most fulfi make sure the participants kind people it holds. love with both the beautiful city and the to fall in Tokyo visit to awless event, I truly believe it was be commended for running a fl While the organising committee should it possible for a conference spanning an enormous number my fellow conference participants that made drive, or commitment, every single participant at the Above intelligence, of subjects to be so accessible. research. It was this thirst and enthusiasm for knowledge that conference was passionate about their person was a window to a new topic. made every presentation engaging; every with a diverse background, and watching the Presenting my research in front of an audience c experience. Having engineers question my scientifi presentations of others, was an eye-opening my case studies was an invaluable experience; I came away methodology and law students pick apart made my work accessible to a broader audience. I hadn’t having strengthened my arguments and eld could contribute to my work to such a degree; outside my fi realised how feedback from researchers perspectives analyse my presentation was amazing. having so many differing Universitas 21 from the individual. Introducing and encouraging individual can only be gained with time, passion stems push students to innovate; training students to question research in undergraduate education helps the box early on in an academic career allows for greater widely-held assumptions and think outside Although I can’t speak in quality of research being produced. growth of the individual and an increase from the event. I want to thank Universitas 21 for my peers, it is certainly what I took away F University for making this conference possible and McGill University for giving me the opportunity to University for making this conference possible present my research. Casey McDermott McGill University I of lights that is Tokyo, outside the aeroplane window, the day after the U21 Undergraduate Research outside the aeroplane window, Tokyo, of lights that is with a glimpse into Conference had drawn to a close, I couldn’t help thinking that we had been rewarded the future of learning. the in enhanced and challenged was law, rights human international on focused was which research, My biology; fresh sociology, most colourful and exotic ways through perspectives coming from anthropology, by physicists, new questions asked by mathematicians. Where else is such a viewpoints were offered intercultural, and passionate are three words that immediately unique setting created? Interdisciplinary, – my knowledge was spring to mind. Especially passionate. Nothing about the whole week was dull it did so was my intelligence. So whilst the URC enhanced my study, improved, but more importantly, as a whole. I am convinced that the much more; it made me question the traditional model of ‘study’ and it is movements separation barriers between disciplines are dangerous – they should be quelled, realisation. such as the U21 Undergraduate Research Conference that are pioneering this University of Queensland www.universitas21.com/link/URC Collaborations connecting researchers from across the world www.universitas21.com s activity over the Collaborations network and has featured in network and has featured ,QWURGXFWLRQWRWKHFOXVWHU Universitas 21 61 our strategic plan from the very beginning. With the restructuring of the network’ the very beginning. With the restructuring our strategic plan from nternational collaboration is one of the key tenets of the nternational collaboration I past year, many of our collaborative activities have been grouped together to fall under one of our activities have been grouped many of our collaborative past year, activities which were not obviously or but there were a number of important three cluster headings, simply called cluster, therefore now have a separate We one particular cluster. strongly linked to any and groups which operate within the which fall all the collaborative projects Collaborations, under often crossing cluster of activity, not easily sit within one of the new clusters network, but which do on multiple areas of academic interest. boundaries, or focusing groups within the Collaborations cluster have a similar aim, While being thematically diverse, all the eld, and the development of collaboration in a particular fi namely to encourage the sharing of ideas co-operation and the exchange of experiences, best encouraging benchmarking, cross-disciplinary context. practice and knowledge in an international the Collaborations cluster has no single academic lead, but each With such an eclectic mix of activity, while also liasing individually with the leads of the other group reports directly to the U21 Managers, and to avoid duplication of activity. clusters to ensure fruitful crossover of ideas this cluster are: The groups and projects which fall into Health Sciences group Human Resources group group) Directors’ International group (formerly the International UN Millennium Development Goals initiative Award Museums and Collections Research Universities and their Regions Futures for Sustainable Cities project Water www.universitas21.com/link/collaboration Dr Robert Aseltine, University of Connecticut, speaking at the 2012 Health Sciences group meeting www.universitas21.com Collaborations +HDOWK6FLHQFHVJURXS 63 fteen active member universities and six health fteen active member universities ford those services. The university sector is well placed to lead ford those services. Secretariat . They showed that, despite very different research settings, their translational research research settings, that, despite very different They showed . ferent discipline groups took this opportunity to discuss and compare how leadership and ferent discipline groups took this opportunity welve years after its creation, the U21 Health Sciences group continues to stir up interest among creation, the U21 Health Sciences group welve years after its 2012, the group counted fi U21 universities. In Also during the meeting in Auckland, delegates expressed their support for the establishment of a U21 Auckland, delegates expressed their support for the establishment Also during the meeting in the development of the essential intelligence processes needed to bring a shift in planning logic to the development of the essential intelligence in Auckland presented how the recent New Zealand experience The University of address this problem. models of healthcare had proved encouraging. gurations and leading innovations of extant service confi invited to share their experiences. Delegates from other U21 universities were Doctoral Auckland also hosted the sixth U21 Nursing Prior to the main meeting, the University of Auckland, Hong Kong, Queensland, UBC and Korea nursing PhD students from Twelve Student Forum. was very valuable and took this opportunity to present their research. Delegates agreed that this forum The in the future. recommended that it should be open to PhD students from other health disciplines Dublin will host U21 HS Executive Committee approved this recommendation and University College Sciences Doctoral Student Forum in September 2013. rst Health the fi working group formed by A Health Sciences Summer School, on the model of the U21 Summer School. disciplines as well as the U21 Student Experience Manager has already representatives from different rst U21 Health Sciences Summer School is had a teleconference to work on the project and the fi intended to take place in July 2014. mobility remains an area of great interest for all the disciplines within the group, and Student and staff of Medicine have signed very good progress has been made by the U21 medicine group. Eleven Deans for U21 Accord on U21 student mobility to provide clinical placements a Letter of Intent under the Delhi An another important focus for discipline groups The programme will begin in 2014. medical students. and student statistics, student recruitment or clinical is around benchmarking in areas such as staff research methodology. Caroline Voisine cer U21 Health Sciences Executive Offi Universitas 21 www.universitas21.com/link/healthsciences professionalism are integrated in the curricula of health sciences degrees. professionalism are integrated in the curricula Relating research to clinical activity Auckland and the University from the University of In a joint keynote presentation, faculty members research programmes that integrate health research with of Connecticut presented two separate clinical activity such as the challenge of translating new discoveries that programmes shared several common themes clinic and the need for clinical practice and research to be are linked to complex technology into the smoothly intertwined. Developing a clinical academic workforce mismatch between the demand for health services and Most developed countries face an increasing both the ability to supply and to af T sciences disciplines. Close to 350 faculty and staff receive our regular updates and are invited to take receive our regular Close to 350 faculty and staff sciences disciplines. group held its annual meeting at the and activities. In September 2012, the part in our discussions 100 delegates attended Medical and Health Sciences. More than Faculty of Auckland’s University of rst time, For the fi presented below. structured around the three main themes the meeting that was of members of the host c committee formed were developed by a scientifi the themes for the meeting The experience was U21 universities. from all the disciplines in other university and representatives in Dublin in September 2013. ne the themes for the meeting will be repeated to defi very successful and university Leadership in health care, the role of the undertaken clinical leadership development in large scale Auckland shared how it has The University of years, and invited delegates to share their own experiences. health delivery systems over the last few The dif Human Resources and networking are key to any university’s success www.universitas21.com Collaborations +XPDQ5HVRXUFHVJURXS cial to the group and the wider U21 network. cial to the group and the wider U21 65 ollowing a decision in late 2011 to revitalise the U21 HR group, this year has seen good progress group, this year has seen good progress to revitalise the U21 HR in late 2011 ollowing a decision and undertaking work benefi in identifying key areas F The University of Glasgow has taken a lead in co-ordinating activity in 2012, with a decision to rotate activity in 2012, with a decision to rotate has taken a lead in co-ordinating The University of Glasgow group members in subsequent years. responsibility around and Development Review the U21 Benchmarking Report on Performance April 2012, we published In and universities participated in the survey on the U21 website. Eleven U21 (P&DR) which is available in performance management. to illuminate good practice shared HR policy documentation to that participating organisations shared common goals in aligning individual performance found We and development review as a key means of impacting institutional purpose, and viewing performance and good The survey highlighted areas of considerable expertise on the culture of their organisation. development, one-to-one coaching, training in international practice including leadership training and included ensuring the quality of conversation between issues, and career planning. Common challenges to ensure a consistency of approach across and how how to set goals effectively managers and staff, departments. different ndings in more to discuss the Benchmarking Report fi The U21 HR group met in London in July around The group spent a fruitful day exploring questions depth and to explore future areas of work. to consistency and quality of P&DR conversations and increasing compliance in P&DR, key approaches ways to link individual objectives to institutional strategy. effective The group has Planning. Workforce Academic ed is on the topic of The next piece of work identifi report and instead opted to commission a report on the topic decided against another benchmarking be a useful tool in assisting piece which they hope will which will form the basis of a ‘thought leadership’ shaping the research proposal and will The group is currently planning. U21 Presidents with staff 2013. Glasgow will continue to lead on this particular area of present this to the U21 Managers in early work for continuity. group is looking to co-ordinate group activity and the offered For 2013 the University of Nottingham has forward to the new year’s programme of activity. Sarah Ward U21 Co-ordinator University of Glasgow www.universitas21.com/link/HRgroup Members of the International group at their meeting in Lund www.universitas21.com joint panels Collaborations ,QWHUQDWLRQDOJURXS The University of Auckland plans to The University of 67 ferent geographical regions. ferent geographical Academic support services: IT; Graduate School; Careers Service etc Academic support services: IT; Internationalisation of the learning experience: language support (for incoming non-native Internationalisation of the learning experience: course content, organisation and assessment, speakers or outgoing exchange students); support for students from other cultures; and online and performance feedback; study skills support (including library) Living support: provision of residential accommodation; worship facilities; environmental Living support: provision of residential accommodation; integration of international students with domestic; sustainability; sport and social facilities; support); student associations; ce, hardship offi advisory services (welfare, international disability services; and catering opportunities to earn money; careers services; The university in the region: employability; internships; transport links; and the cost of living International admissions policy and processes

l l l l l , with Auckland and Edinburgh (3 stars) being identifi ed as strong leaders with respect to student ed as identifi Auckland and Edinburgh (3 stars) being , with n 2011/12, the U21 International group confi rmed its future goals to identify top international practices rmed its future goals to International group confi the U21 n 2011/12, institutional internationalisation strategies. and share best practice in relation to through benchmarking Andrew Everett A schedule for targeting key international education conferences was also outlined for the coming A at conference sessions. Conferences targeted in 2013 include EAIE (Europe), AIEC (Australia), Going AIEC at conference sessions. Conferences targeted in 2013 include EAIE (Europe), (Asia). APAIE Global (UK) and from the Andrew Everett The group was convened by Jennie Lang of UNSW until May 2012 when The meetings included Directors of University of Queensland took over leadership of the group. or equivalent from U21 member Affairs of International Vice-Presidents International Relations/Strategy, within a truly global universities and have been invaluable to provide a peer networking opportunity consortium of like-minded universities. UQ International Director, University of Queensland www.universitas21.com/link/id International Student Barometer (ISB) International Student Meeting in Annual Presidents’ survey were announced at the ndings of the inaugural The 2012 fi May Joint U21 Papers at Key International Education Conferences through year with the view that, where possible, U21 could showcase relevant initiatives host the event in March 2013 and consider aspects of the ISB report including: host the event in March 2013 and consider satisfaction. This was followed by Glasgow, Birmingham and Queensland which made the top fi ve fi Birmingham and Queensland which made the top This was followed by Glasgow, satisfaction. rst of its kind to provide global Being the fi based on student feedback on service performance. the participating U21 members with an invaluable tool to assess benchmarking, the Barometer provided and the living and perspectives across student services, overall learning, their international students’ arrival experiences. U21 Open House Project Auckland to host the inaugural U21 Open for ndings of the ISB, planning commenced Following the fi views and best practice. House that will enable members to share I from a service perspective; on themes around the student experience The group set its direction to common problems faced by these students, particularly in relation the recruitment of international general developments in international strategies; professional development; and students; language education in dif Student participating in the UNMDG Workshop www.universitas21.com Collaborations 69 810LOOHQQLXP'HYHORSPHQW*RDOVLQLWLDWLYH 1, Tecnológico de Monterrey hosted a UNMDG workshop that attracted 120 students hosted a UNMDG workshop that de Monterrey Tecnológico 1, Secretariat ive conference presentations, three student workshops, a scholarship and a video competition… this and a video competition… this three student workshops, a scholarship ive conference presentations, Nations Millennium Development Goals again for members of the U21 United was a productive year Also in September 2012, a UNMDG workshop was organised as a pre-event of the U21 Health Also in September 2012, a UNMDG workshop work at ve presentations on the group’s Also in 2012, members of the U21 UNMDG group gave fi responsibilities, and joining the committee to provide terms of reference with regard to their roles and F (UNMDG) initiative. In November 201 from different health science disciplines. Three students from the U21 UNMDG student committee Three students from the U21 UNMDG disciplines. health science from different experience in their respective universities, to give presentations on their UNMDG travelled to Monterrey case studies were also used U21 UNMDG Two students to start similar initiatives. and to inspire fellow interprofessional students. with small groups of second U21 European UNMDG workshop. 40 students In June 2012, Lund University hosted the of Nottingham, University College Dublin and the University of the University from Lund University, Students were from a rich blend of health professions Birmingham attended this one-day workshop. Pharmacy, Therapy, Nursing, Occupational Midwifery, Dietetics, Medicine, such as Dentistry, an introduction to the UNMDG and the They were given Therapy. Physiotherapy and Speech a presentation on the U21 UNMDG initiative and the U21 importance of global health, followed by the task of They were then divided into small groups and were assigned UNMDG student committee. 2012, one of the U21 UNMDG cases was used In September analysing and reporting a case together. The case was used as part Therapy students at the University of Queensland. with twelve Occupational level, interventions at community/society/population and OT of a course on global international health rst time, and was very successful. running for the fi Auckland and welcomed participants from twelve different of Sciences annual meeting at the University as well as The workshop included a presentation on Māori Health in New Zealand, U21 universities. Students from the last workshop in Seoul in September 2011. reports on U21 UNMDG activities since and projects U21 universities were also given the opportunity to present their experiences eight different Student of those students were the winners of the U21 UNMDG Two on UNMDG in their universities. the U21 that was launched in May by the group and open to all students within Competition Video network. a six-month scholarship to PhD student Sarah Hanieh This year the U21 UNMDG group awarded results of the student from the University of Melbourne. Sarah was asked to analyse and report on the sessions and workshops. evaluations done for the last two years as part of the U21 UNMDG case study and produced Auckland, She attended and presented during the UNMDG workshop at the University of a paper that will be used by the group for future publications. Physiotherapy AMEE conference, the European Congress on international conferences including the Academic Consortium for Public Health. c Asia Pacifi Education and the student guide The U21 UNMDG student committee produced a new version of the U21 UNMDG part in UNMDG projects. including a case study as well as many recommendations for students to take to new students The student committee also produced a resource pack that will be made available provide aids and guides to help them to raise awareness within their institution. hosted by the Exciting developments in 2013 include a third U21 European UNMDG workshop College Dublin in University of Birmingham in June as well a pre-meeting workshop at University The U21 UNMDG group is also planning to work on additional dissemination and September 2013. publication activities. Caroline Voisine cer U21 Health Sciences Executive Offi Universitas 21 www.u21mdg4health.org Emily Millward with one of the items in a collection she was responsible for on her placement in Melbourne www.universitas21.com ” [The Award] is Award] [The Award, now in its third year, in its third year, now Award, Collaborations 71 0XVHXPVDQG&ROOHFWLRQV$ZDUG he Museums and Collections Award is currently a joint initiative between the Cultural Collections initiative between the Cultural Collections is currently a joint Award he Museums and Collections the Research and Cultural Collections at the University of Melbourne and Unit (University Library) Art; curating a display of rare botanical volumes from the Special Collections in the University Library; Art; curating a display of rare botanical development through the learning and application of Along the way she extended her professional T network, the of Birmingham. Supported by the U21 team at the University was established to provide student recipients with the opportunity to enrich their studies through a to enrich their studies through a student recipients with the opportunity was established to provide the partner university. with the collections and museums of month-long placement and professional skills through projects recipients to strengthen their academic enables Award The from and other specialist collections staff managers, archivists, conservators with curators, collection an insight into the management this practical project work they gain Through across the university. may The projects undertaken during the placements of collections and issues that they face. research, interpretation and public programmes, exhibition include documentation and cataloguing, development and preventative conservation. Emily Millward. Studying Award, the 2012 recipient of the The University of Melbourne recently hosted Emily spent the month of July based in Melbourne where she at Birmingham for her PhD in Egyptology, Emily cultural collections and museums. Given her academic background, worked with the university’s Archaeology collections on campus, which she did with and was keen to work closely with the Classics experience she also undertook project work with ensure she had a comprehensive To great success. These assignments included applying her thirty other cultural collections. a selection of the university’s artefacts from the collections at the Ian Potter Museum of specialist knowledge to a group of Egyptian under the guidance of conservators from the Centre for assisting in a variety of conservation projects biennial activity for the university’s developing a children’s Cultural Materials Conservation; and lastly, Festival. Treasures Cultural use of electronic museum catalogues, through to exhibition new skills, from book cradle making and adventure Emily recently commented: “ installation and public education. Of her all disciplines with a wide range of interests. My time in an amazing experience for students from as further developing my skills I acquired new ones, all of Melbourne was unforgettable and as well future. The various projects that I undertook during my time at which I know will be of use to me in the me to new and different techniques and the many opportunities the University of Melbourne introduced personally. for networking allowed me to gain important experiences both professionally and programme will be expanded to include other universities Award It is anticipated that in future years this in the U21 network. Arnoldi Helen Cultural Collections Projects Co-ordinator University of Melbourne Participants at the 2012 RUR workshop on Lifelong Learning www.universitas21.com . Their . Successful from Susan needed in order to establish Collaborations Lifelong Learning driving Lifelong Learning driving Its purpose was to create opportunities for Its purpose was to 73 Perceptions of Lifelong Learning Perceptions of Lifelong 5HVHDUFK8QLYHUVLWLHVDQGWKHLU5HJLRQV from Martha Del Angel, Tecnológico de Monterrey, a unique example of enabling de Monterrey, Tecnológico Angel, from Martha Del ambitions? Dare we? Can we? Let’s! ambitions? Dare we? he main activity of this group during 2012 was a workshop, entitled group during 2012 was a workshop, he main activity of this universities’ A short video of workshop highlights is available on the U21 website and full workshop webcasts can be A T academics and professionals concerned with external engagement to come together and refl ect on to come together and refl concerned with external engagement academics and professionals institutions. 50 delegates from seven U21 building new connections across lifelong learning practice, invited institutions attended. universities and other with a presentation entitled The workshop began Geertshuis, University of Auckland. The discussion centred on the opportunity for lifelong learning to The discussion centred on the opportunity Auckland. of Geertshuis, University at the a central status rather than operating thereby claiming university strategy, locate its activity within their nk’ ne and refi were encouraged to ‘refuse, reframe, refi margins of academic provision. Participants university and region. ideas to ensure the fullest contribution to a creative and inclusive practice for bringing adults There followed case studies demonstrating McKinnon, University of Glasgow and of Alec into university degree programmes from into HE Transitions helping them professionals to study and share their experience with young undergraduates, ‘third age’ to develop employability skills and networks. shared his experiences of the Queensland Boilerhouse Michael Cuthill of the University of Queensland co-producing The session highlighted the importance of the university Community Engagement Centre. needs. James Powell and Josef Konvitz of the University projects, and of responding to what society in Creative Ways of Glasgow tackled the topic of Engaging with Business and the Community universities can commitment to society and how university’s session asked delegates to consider their local in creative ways, such as Salford University’s actively engage with business and the community a local interface for business and community. innovation centre, which offers requirements of of Glasgow gave an overview of the new ‘impact’ also of the University James Conroy, research Research Excellence Framework, outlining the opportunity this presents to anchor the UK’s Professor Conroy explored society and community. t to benefi proposals within regions by demonstrating have to enhancing research impact, identifying a critical role the contribution that adult education could universities. for adult educators within research-intensive in his description of the creative UBC c area of engagement Sid Katz of UBC looked at a very specifi This illustrated how the 2010 Winter Olympics in Vancouver. programme during ‘Olympic Dialogue’ with diverse groups major events can provide a vehicle for national engagement, opening dialogue of community and reaching an audience who may not traditionally engage with HE. Further examples Olesya Anthony Davis and engagement through sport were given by Glasgow PhD students Nedvetskaya. with the impact of the University of Glasgow moved the discussion on to issues concerned Tibbitt John and to achieve greater to communicate effectively of new technologies, and the need to embrace ICT nal session from Susan Geertshuis looked at the The fi eld. penetration and outreach within the fi Strategic, Organisational and Financial Frameworks for Lifelong Learning ect on These analytical tools enabled delegates to refl their unique contribution to university ambition. cultures in nancial dimensions of their work, as well as an understanding of the different strategic and fi which they work. Members of the collaborative group are viewed at the RUR website at http://rur.pascalobservatory.org. further meeting is to be registered on this site and continue to use this as a communication tool, and a arranged for 2013. Professor Mike Osborne & Professor Susan Geertshuis Group convenors Auckland University of Glasgow & University of www.universitas21.com/link/RUR Water - arguably the most important element on the planet www.universitas21.com Project leader: nes the extent of the problem Collaborations Project leaders: Professor Colin Thorne Project leaders: Professor Colin research teams to lead R&D in this fi eld. Some R&D in this fi research teams to lead 75 : Project leader: Professor Wu-Seng Lung (Virginia) : Project leader: Professor Wu-Seng Project Leaders: Associate Professor Jiangyong Hu Associate Professor Jiangyong Project Leaders: :DWHU)XWXUHVIRU6XVWDLQDEOH&LWLHV Universitas 21 : Project Leaders: Professor Lennart Olsson (Lund), Professor : Project Leaders: Professor Lennart Olsson Journal. Eight papers were submitted at the end of October 2012. The Journal. Eight papers were submitted at the end of October 2012. Argentina, Vancouver in Canada , Dublin in Ireland and Brisbane/Southeast Queensland in Argentina, Vancouver Australia. personal care products in ecosystems The University of Connecticut continued a major US Aid and Higher Education for a major US The University of Connecticut continued U21 water experts to train and mentor new Development project that brings together Ethiopian water scientists. Bay and Melbourne continued to develop and adapt the UVa The universities of Virginia issues in the Murray Darling Basin. Australian water management Game to address Health Colleagues from the National University of Singapore have met with the World eld of water Organisation and Philippines water utilities to explore collaboration in the fi reuse. group undertook to publish a special edition of the Governance research The Urban Water Ecology and Society interesting cases of urban water governance approaches manuscripts represent different The focus is mainly dealing with water issues within the cities as well as their hinterlands. a profound on the social and political issues inherent in water governance practices but with The papers are based on single or multiple understanding of water as a bio-physical entity. cities and regions including Paraty in Brazil, Hyderabad case studies, including different Aires in Accra in Ghana, Buenos Turkey, in India, Shanghai in China, Istanbul/Ankara in Brian Head (Queensland), Dr Mary Kelly-Quinn (UCD) Brian Head (Queensland), Dr Mary Kelly-Quinn Professor Jorge Sieweke (Virginia) Potential use of recycled water: (Singapore), Professor Gunilla Oberg (UBC) Governance Urban Water Sustainable waterfront developments and adaptation to climate change: Sustainable waterfront developments and Water education, literacy and citizenship: education, Water Accorsi (Connecticut) Professor Mike (Virginia), (Nottingham), Professor Gerard Learmonth disrupting chemicals and pharmaceutical and the fate and transport of endocrine Tracking

l l l l l l l l l o form the best possible research teams and to defi ne component projects we conducted a series of ne component projects research teams and to defi o form the best possible in workshops were widely circulated workshops. Invitations to these theme programme development The membership of the Steering Committee this year was Professor John Langford (Melbourne, Chair), The membership of the Steering Committee this year was Professor John Langford Nguyen (McGill), Professor Kenny Leung (Hong Professor Van Professor Winston Lung (Virginia), and Dr Graham Associate Professor Jiangyong Hu (Singapore) Kong), Dr Chris Bradley (Birmingham), Steed (WFSC Programme Manager). Dr Graham Steed Programme Manager Futures for Sustainable Cities Water www.universitas21.com/link/WFSC Other signifi cant research activities and outputs include: Other signifi T were used to determine a list of workshop and expressions of interest to participate the U21 community paper that defi these workshops include a position invitees. Outputs from themes have not progressed beyond the initial workshop so have been discontinued. The last of these have been discontinued. beyond the initial workshop so themes have not progressed All workshop reports NUS in November 2011. theme, hosted by Recycled Water workshops was on the U21 website. are available on the The WFSC research themes are: to be investigated and the potential of to be investigated and Universitas 21

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