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Future Students. Future Universities. Future Jobs. Professional Higher Education in the changing world

Ministry for Innovation and Technology

29th EURASHE Annual Conference

About the Conference

Digitalisation, the race for innovation and the wider use of artificial intelligence are creating uncertainty and challenging our societies as never before. It is expected this will impact on all aspects of the organisation of society – both large communities and individuals, in urban and rural areas – as the buzz-word is smart specialisation of territories.

The challenge for the European leaders of Professional Higher Education is to gain an insight into how citizens will live and work tomorrow. Education plays a key role in addressing global challenges and responding to sustainable development goals. Generation X, Y, Z, millennials as well as older generations: what learning experience do they expect from Higher Education Institutions? What kind of skills will they need to lead successful lives and professional careers? How will Professional Higher Education help provide those skills? Are we definitely moving away from knowledge-oriented curricula and coherent qualifications into an age of transferable skills? How do we re-invent learning and teaching to remain relevant in a world of uncertainty?

While we don’t have all the answers, EURASHE’s 2019 Annual Conference will delve into these questions and attempt to provide insights into how future developments are changing the triangle of knowledge: higher education institutions, the world of work and the new students.

EURASHE organises its 29th Annual Conference in Budapest (Hungary) on 16-17 May 2019 together with the Hungarian Rectors’ Conference (MRK) with the support of the Ministry of Human Capacities and the Ministry for Innovation and Technology of Hungary.

Programme

Wednesday 15 May 2019Andrassy UniversityPollack Mihály tér 3, 1088 Budapest

19.00-21.00

Pre-Conference networking receptionWelcome words by Dr. Orsolya Pacsay-Tomassich, Minister of State for International Affairs, Ministry of Human Capacities and Mr Stéphane Lauwick, President of EURASHE

Lucien Bollaert’s book presentation: ‘A Manual for Internal Quality Assurance in Higher Education. Looking for a new quality in HE in a New World’.

Moderator: Mr István Vilmos KovácsDirector for International Relations and Innovation, Corvinus University of Budapest

Do not miss the chance to buy a copy after the presentation and have it signed by the author!

Mr István Vilmos KovácsDirector for International Relations and Innovation, Corvinus University of Budapest

Moderator

Bio: István Vilmos Kovács is the Director of International Relations and Innovation at Corvinus University of Budapest. He is responsible for expanding internationalisation and contributing to strengthen the innovation and entrepreneurial eco-system across the functions of the university. He has over 20 years experience in planning, monitoring and evaluating developmental programmes. His research work is focused on knowledge management and innovation in relation to Education. Beyond his teaching and management experience he has worked in several large scale development projects in which HEIs played important roles. He has been the Hungarian member of the HEInnovate expert group for three years contributing to numerous national and international activities of the HEInnovate network.

Mr Lucien BollaertIndependent international QA expert/visiting professor

Lucien Bollaert’s book presentation: ‘A Manual for Internal Quality Assurance in Higher Education. Looking for a new quality in HE in a New World’.

Bio: Lucien Bollaert is a well-known speaker on many international conferences, seminars and workshops on QA, and expert in SPHERE’s Technical Assistance Missions. Currently he is visiting professor in QA at 3 universities, member of the boards of AEQES and EQ-Arts, member of the Policy and Standards Committee of the Irish QQI, and member of Eurashe’s QA Community. He is currently involved in QA projects in c. 10 countries. He is the author of several internationally peer reviewed articles and he peer-reviews for a number of journals on QA and HE policies. He was member of the E4 group, working out the 1st ESG in 2005, and setting up EQAR, whose Register Committee he was vice-chair for 8 years, as well as one of the founding fathers of EQAF. The European Commission asked him to be member of the 1st experts’ committee on EQF. Before that he was board member of NVAO and ECA, acting vice-chancellor of UC West-Flanders and chair of the experts’ commission on QA of the Ghent University Association.

Thursday 16 May 2019Budapest University of Technology And EconomicsMűegyetem rkp. 3, 1111 Budapest

Mrs Alicia-Leonor Sauli-MiklavčičBoard member of EURASHE

Moderator of the day

Bio: Alicia-Leonor Sauli-Miklavčič is a good connoisseur of international professional higher education, she has been Project Expert at the Slovene Association HVC as well as a member of the EURASHE working group on Employability & Lifelong Learning. She was one of the partners in the L5-Missing Link project, and is one of the experts for the Short Cycle Higher Education in Europe publication as well as one of the partners in the HAPHE project. In November 2012 she organised and chaired the first HAPHE conference for South-Eastern Europe and in April 2012 co-organised and chaired the Bologna Seminar on Learning Outcomes in Ljubljana (Slovenia).

Alicia-Leonor Sauli-Miklavčič established the first Slovene ERASMUS Placement Consortium, the Slovene ERASMUS PHE Alumni Club and ERASMUS PHE Teacher & Staff Club and as an ERASMUS co-ordinator at Wood Technology School, Higher Vocational College (School Centre Maribor) contributed to the its selection for Erasmus Success Stories 2012 by the European Commission. She possesses good command of English, German, Croatian and Spanish. She has been elected to the Board of EURASHE for a 2-year mandate in 2016.

Prof. József BódisMinister of State for Education of Hungary

Welcome speech

Bio: József Bódis is Minister of State for Euducation of Hungary since July 2018. During his university studies he was an active member of the academic student community. He conduced his research studies at the Institute of Physiology and later at the Gynecology Clinic. In 2010 and 2014 he was elected Rector of the University of Pécs. For the second time in 2014, he was elected President of the Hungarian Rector’s Conference.

Mr Stéphane LauwickPresident of EURASHE

Welcome speech

Bio: Stéphane Lauwick joined the University of Le Havre (France) in 1993 as a professeur agrégé. After heading the Electrical Engineering Department of the University Institute of Technology (IUT) of that university, he is now the director of the Institute, an institution that enrolls some 2500 students and delivers 26 awards. He has been member of the EURASHE Board since 2012 and was elected President of EURASHE in 2015 for a mandate of 2 years. Stéphane Lauwick is also member of the Board of ADIUT, the French Association of Directors of University Institutes of Technology. He is the former director of the Continuing Education Centre and Apprentice Training Centre of the University of Le Havre. In that capacity, he actively promoted lifelong learning and developed the recognition of prior learning (RPL) process both within the University and at international level. He has worked with EUCEN on these issues and has advised on the establishment of the RPL process for the University of Mauritius and the World Customs Organisation.

9.35-10.00

Mr Tibor NavracsicsEC Commissioner for Education, Culture, Youth and Sport

Keynote speech by European Commissioner of Education, Culture, Youth and Sport

Bio: Tibor Navracsics is a Hungarian lawyer and politician, who served as Minister of Foreign Affairs and Trade from June to September 2014. He previously served as Minister of Administration and Justice between 2010 and 2014. He is a member of the Fidesz and he is currently the European Commissioner for Education, Culture, Youth and Sport.

10.00-10.40

Dr. Gerald BastPresident of the University of Applied Arts Vienna

Keynote speech on “The Future of Education in the Digital Age”

Bio: Dr. Gerald Bast is president of the University of Applied Arts Vienna since 2000. After Studies in law and economics he earned a Doctorate in Law, worked at the Federal Ministry of Higher Education and at Ludwig Boltzmann Research Society. He is member of the European Academy of Arts and Sciences, and editor-in-chief of the book series ”Art, Research, Innovation and Society”. As university president he initiated various new programs focusing on cross-disciplinary teaching and research, like “Social Design – Arts as Urban Innovation”, “TransArts“, “Art and Science”, “Cross-disciplinary Strategies – Applied Studies in Art, Science, Philosophy and Global Challenges” and a PhD program in artistic research. He founded the “Angewandte Innovation Lab” at the University of Applied Arts Vienna, accentuating the role of the arts in innovation processes by facilitating cross-disciplinary intellectual and aesthetic intercommunication between art, science & technology, economics and politics, and he initiated an annual 2-million-€ grant program for artistic research at the Austrian Science Fund.

10.40 - 11.20

Prof. Dr. Ulf-Daniel EhlersVice President of EURASHE

Moderator

Armchair discussion: Future skills for future graduates - how well we are prepared?

Bio: Prof. Dr. phil.habil. Ulf-Daniel Ehlers is the Vice-President of the Baden-Württemberg Cooperative State University (DHBW) in Stuttgart (Germany) and responsible for Quality and Academic Affairs in the Board of the university. He has been appointed Professor for Educational Management and Lifelong Learning at the same university. In 2016 he has been elected to the Board of EURASHE and subsequently appointed Vice-President of EURASHE. Ulf has extensive experience in helping individuals and organisations to achieve outstanding learning achievements. He has been advising a number of ministries on educational policy throughout Europe and supported numerous international organisations in their educational initiatives and policies. He has held positions as Associate Professor in the University of Duisburg-Essen, Professor for Technology Enhanced Learning in the University Augsburg (Germany), and Associate Professor of the Graduate School for Management and Technology of the University of Maryland University College (USA). Ulf is an educational scientist and holds degrees in English Language, Social Sciences and Educational Sciences from the University of Bielefeld (Germany), where he finished his Ph.D. with honours in the field of Technology Enhanced Learning in 2003, and was awarded his Professor grade (‘Habilitation’) in 2008 from the University of Duisburg-Essen (Germany). He has created many international, European and national projects and has been President of the European Foundation for Quality in E-Learning, President of the Society for Media in Science as well as serving on advisory board to several professional associations in the field.Austrian Science Fund.

Mrs Jenni RöynäEuropean Policy Advisor at University of Applied

Sciences Students in Finland SAMOK

Speaker

Bio: Jenni Röynä is a European Policy Advisor at University of Applied Sciences Students in Finland SAMOK. SAMOK represents over 140 000 UAS students in Finland and is the only UAS specific organisation in the European Students’ Union ESU. She has a long history of EU youth policy from her work with the Finnish National Youth Council Allianssi and the European Youth Forum YFJ. She has also previously worked with the European Youth Parliament in multiple positions. Jenni has a background in political science studies in the University of Helsinki.

Dr. Gerald BastPresident of the University of Applied Arts Vienna

Speaker

Bio: Dr. Gerald Bast is president of the University of Applied Arts Vienna since 2000. After Studies in law and economics he earned a Doctorate in Law, worked at the Federal Ministry of Higher Education and at Ludwig Boltzmann Research Society. He is member of the European Academy of Arts and Sciences, and editor-in-chief of the book series ”Art, Research, Innovation and Society”. As university president he initiated various new programs focusing on cross-disciplinary teaching and research, like “Social Design – Arts as Urban Innovation”, “TransArts“, “Art and Science”, “Cross-disciplinary Strategies – Applied Studies in Art, Science, Philosophy and Global Challenges” and a PhD program in artistic research. He founded the “Angewandte Innovation Lab” at the University of Applied Arts Vienna, accentuating the role of the arts in innovation processes by facilitating cross-disciplinary intellectual and aesthetic intercommunication between art, science & technology, economics and politics, and he initiated an annual 2-million-€ grant program for artistic research at the Austrian Science Fund.

11.50-12.55

Interactive sessions

Breakout sessionsA breakout session, also known as a breakout meeting or workshop session, is generally a workshop, discussion, or presentation on a specific topic that serves as a portion of the agenda of a larger program, seminar, conference, or convention. Breakout sessions offer the program attendees another opportunity to discuss, reflect, or act upon those themes in a more intimate or specialized setting.

Good practices sessionsGood practices sessions aim to present 2-3 examples from the sector with the objective to encourage the application of knowledge and experience to new situations.

Mrs Anne UukkiviAssociate professor, TTK University of Applied Sciences

Future Students Good practice - On-line assessment in engineering mathematics: why and how?

Abstract: The discourse within on-line assessment for self-government of learning supports students who are highly motivated and cognitively aware of the methods required to succeed in a performative environment (Charteris, Quinn, Parkes, Fletcher, & Reyes, 2016). First year of study at third level is a transition period where students only adapt to a new norm where students are expected to take greater responsibility for their learning. At the same time, it is suggested that the current mechanics of on-line assessment is inadequate to fully address the needs of the educator in their endeavour to provide prompt, accurate, objective feedback. Deeper knowledge-based questioning is more problematic to assess automatically because within the STEM environment a higher-level cognitive assessment result may be a calculation, determination of an expression, or an equation. Higher education institutions from 6 countries (Estonia, Ireland, Poland, Portugal, Romania and Spain) cooperated to find solutions to these issues in the frame of Erasmus+ project. The purpose of the project Mathematics on- line learning model in Engineering education is to create and develop a shared medium for materials suitable for on-line assessment of mathematics for various types of engineering education curricula. In this presentation, the project will be presented with a special focus on pedagogical analysis for on-line assessment of mathematics and specifying the needs of engineering mathematics. Best practices were identified and a standard set of comparative guidelines were developed. The resultant impact of this analysis is a contemporary state-of-play of current assessment systems’, strengths, weaknesses, problems, and opportunities.

Bio: Anne Uukkivi is associate professor at the Centre for Sciences at TTK University of Applied Sciences and coordinator of Erasmus+ project named EngiMath. She has PhD in information and communication science. The subject she teaches is data and text processing. She has long-standing experience in teaching at the university level and using several virtual learning environments and social software apps. Her e-learning course applied for the title of the e-course of the year at the Estonian evaluation of e-courses held by HITSA. She has been organized and carried out workshops for teachers and vocational training courses and conducted seminars about contemporary teaching in STEM field. She currently does research in Technology Mediated Learning in Science Education. Previous presentations and publications consider how to support students in technology mediated learning.

Mr Philippe LeonardIPC Europe director

Future Students Good practice - “Changing perceptions, Preparing Students and Creating Pathways” - Connecting the Emerging Workforce with the Electronics Industry

Abstract: Learn about IPC’s multifaceted approach to address the skills gap and workforce challenges facing the electronics industry, including training and credentialing programs, STEM programming in secondary and post-secondary schools, IPC Student Run Chapters and IPC Education Scholarships for Educators and Students.

Bio: Philippe Léonard serves as IPC Europe director, a global industry association that provides standards, education and training, global advocacy and solutions for the global electronics industry. Léonard supports the development of IPC activities in Europe, liaises with the 700+ IPC member-company sites across Europe and works closely with a network of 35 IPC- licensed training centers operating in almost every European country. Philippe Léonard is a trade association expert & consultant, an experienced entrepreneur & project manager with broad industry knowledge. Previously to IPC, Léonard has contributed his experience, skills and competencies to various European projects and Private sector interests with an aim at bridging the gap between private sector interests and European institutions and policy makers. Léonard has been founding and leading start-ups and industrial SMEs for more than 15 years in France and Belgium. He holds several innovation patents and is the recipient of several awards for innovation and design. Léonard studied economics and completed a French MBA equivalent in industrial management & innovation.

Mr Ármin LadányiVice-President for Foreign Affairs, House of European Affairs and Diplomacy

Future Students Good practice - What is the role of a 21st century’s student association?

Abstract: It is often said “after university employers require such a working experience” that students barely have. What is more common is theoretical knowledge only thanks to colleges for advanced studies. Now, the House of European Affairs and Diplomacy (HEAD) student organization and its mother organization, the Youth Business Group (YBG) decided to change and prepare a new generation of young students to a more integrated and sophisticated future. As part of YBG, we conduct a 4 semesters Talent Program. Through our educational path, our members will be able to work in diplomacy. We cooperate with international and national, governmental and non-governmental organizations, NGO-s, R&D firms and with public figures in order to give the most relevant knowledge to the youth. We enrich our young colleagues with a wide range of skills, such as public speaking, negotiating, debating, researching, presenting abilities. What is more under the YBG umbrella we receive substantial help from our partner organizations in the field of business and economics (BBC), IT (CID), investment (BIC).

Bio: Mr. Ármin Ladányi is founder and Vice-President for Foreign Office at House of European Affairs and Diplomacy (HEAD). He is responsible for the professional line of the association and for the its foreign and national relations. As HEAD is part of the young initiative, the Youth Business Group holding (YBG) therefore Mr. Ladányi is in charge of the so-called Talent Program. As a young motivated European, Mr. Ladányi is working for the European Parliament as a “This time I am voting” volunteer and for the European Commission as a “Young Multiplier”. The professional EU focused student organization led by Mr. Ladányi, could invite to the academic milieu, multiply distinguished guests from diplomacy and could fulfill auditoriums with thousands of students through three years. Mr. Ladányi’s aim is to give the opportunity of YBG to other universities – beside Corvinus University of Budapest (BCE), Eötvös Loránd University (ELTE), National University of Public Service (NKE), Budapest Business School (BGE) – in terms of having an association that gives practical experience, substantial knowledge and relations for university students during university years.

Mr Bálint SimonPresident for Strategics, House of European Affairs and Diplomacy

Future Students Good practice - What is the role of a 21st century’s student association?

Bio: Mr. Bálint Simon is the Founding President and sitting Co-President for Strategy of the student association House of European Affairs and Diplomacy (HEAD). As HEAD is a founding member of the youth initiative Youth Business Group (YBG) therefore Mr. Simon is a member of both the YBG board and management. In the management he leads the Frontend Department, which is responsible for the expansion of the Group on national, EU and international level.

As YBG Frontend Department leader Mr. Simon’s main goal is to establish new student organizations in Budapest in the current and the next academic year, to reach a total membership of 1000 students until 2021. Besides the Corvinus University of Budapest (BCE) where the YBG has 5 active member associations, they are coordinating several student organizations at the National University of Public Service (NKE) and the Budapest Business School (BGE). Currently they are expanding to the Loránd Eötvös University (ELTE) and the Péter Pázmány Catholic University (PPKE).

In addition to his career at the Youth Business Group Mr. Simon is active in campus politics as founder and leader the Újhullám (New Wave) faction, which is the second largest governing student party in the Students’ Union of the Corvinus University. As founder of a student organization focusing on European relations and EU politics Mr. Simon is committed to European values.

Mr Lucien BollaertIndependent international QA expert/visiting professor

Future UniversitiesBreakout session - Challenges of future Quality assurance

Abstract: Due to paradigm shifts in the world because of globalization, internationalization, digitalization, informatics and ecosystems the context in which Higher Education Institutions (HEIs) work, will change a lot. Although this future is very near, HEIs still seem to struggle to find new strategies and policies, including QA, to cope with these new realities that call upon major changes in education, research, social engagement and QA. This masterclass will not only deal with those institutional changes, but also how QA can help to find the strategic answers and how QA can help to monitor and enhance them. The contents will be taken from the research and conclusion in Lucien Bollaert’s 2nd edition of “A Manual for Internal Quality Assurance in Higher Education” published by EURASHE and even more recent research and trends.

Bio: Lucien Bollaert is a well-known speaker on many international conferences, seminars and workshops on QA, and expert in SPHERE’s Technical Assistance Missions. Currently he is visiting professor in QA at 3 universities, member of the boards of AEQES and EQ-Arts, member of the Policy and Standards Committee of the Irish QQI, and member of Eurashe’s QA Community. He is currently involved in QA projects in c. 10 countries. He is the author of several internationally peer reviewed articles and he peer-reviews for a number of journals on QA and HE policies. He was member of the E4 group, working out the 1st ESG in 2005, and setting up EQAR, whose Register Committee he was vice-chair for 8 years, as well as one of the founding fathers of EQAF. The European Commission asked him to be member of the 1st experts’ committee on EQF. Before that he was board member of NVAO and ECA, acting vice-chancellor of UC West-Flanders and chair of the experts’ commission on QA of the Ghent University Association.

Mrs Oscarina ConceiçãoProfessor, Polytechnical Institute of Cávado and Ave -Portugal

Future JobsGood practices-Teaching Entrepreneurship & Transversal Competences: A Multicultural and Multidisciplinary Approach

Abstract: With globalization and digitalization, the labor market has surpassed any physical, geographical and cultural boundaries, causing a need to reflect over the role Higher Education Institutions (HEIs) play in preparing our students for the future. These HEIs are tasked with providing their students with technical and scientific skills paired with transversal competencies in order to foster the students’ ability to adapt to the professional world by providing them with problem-solving, adaptive, resilient and social competences. According to UNESCO (2016) these transversal competencies have six domains: 1) critical and innovative thinking 2) interpersonal skills 3) intrapersonal skills 4) global citizenship 5) media and Information literacy, and 6) others ( include competencies, such as physical health or religious values). The European Union believes that entrepreneurial education allows for the development of transversal such as initiative, confidence and creativity. According to the EntreComp Competence Framework to be entrepreneurial means more than business start-ups and commerce - it means to have a strong sense of initiative and act upon ideas and opportunities to create value for others. In order to expand student’s transversal competencies, IPCA (Instituto Politécnico do Cávado e do Ave) has developed interdepartmental courses throughout its four schools - Design, Management Technology and Tourism - with a multidisciplinary approach to the entrepreneurial mindset. Additionally, a “pilot project” was established with this in mind, throughout two optional courses for ERASMUS students (of four scientific areas). A practical experience looking to develop business ideas and resources, recognize opportunities and grant students a more innovative and proactive attitude, with improved communication and negotiation skills.

Bio: Oscarina Conceição is Professor at Polytechnic Institute of Cáva (IPCA) and researcher at Dinâmia’CET-IUL (Instituto Universitário de Lisboa). She has a Master’s degree in Industrial Economics and Business and a PhD in Economics, both from University of Minho (Braga, Portugal). Her research interests include the following topics: entrepreneurship; innovation process and their socio-economic effects; knowledge and innovation networks.

Mrs Sophie MaisonneuveAssociate Professor in Sociology/ International Development Manager Institut Universitaire de Technologie de Paris/Paris Descartes University

Future Jobs Good practices- A “Starter” and a Serious Game Project at the IUT de Paris: Building and Assessing Active- Team- and Transversal Learning in Connection with the Professional World

Abstract: The aim of this communication is to offer a critical and participative statement of two innovative projects developed at our institution, the Institut Universitaire Technologique de Paris : the « Starter », a kind of business incubator aiming both at supporting undergraduate students in their start-up project and at spreading the culture of entrepreneurship among our general population of students; and a serious game intended at preparing our students to job or selection interviews. While quite different in their purpose and functioning, both projects have common pedagogical features :

• They aim at better preparing our students to their (close) future professional activity;• They place our students in a concrete situation in which they have to make use of both academic knowledge and practical skills in order to meet the objectives of the project;• They are based on a transversal approach whereby the mastering and coordination of several academic subjects is required;• They encourage and valorise critical thinking, imagination, initiative and anticipation;• They develop cooperation among students as well as with the «real» professional world;• They are directed to a very concrete and « useful » (e.g. practical- professional) application.

Bio: Sophie Maisonneuve is, since 2003, Associate Professor in Sociology at the Institut Universitaire de Technologie (IUT) de Paris/Paris Descartes University, where she teaches Cultural Sociology, Cultural Policies and General Sociology, as well as the Methodology of Research in Social Sciences. She is in charge of International Relations for the IUT de Paris.

13.25-14.00 Poster presentations

Dr. Habil Judit KadarDirector of International Relations, University of Physical Education

Poster presentations“Expanding the Individual Mobilty Experience towards Community Value.”

Abstract: The present paper provides a model for turning one’s international exchange experience to various types of community values. For entities of internationalization (foundations, universities, GOs and NGOs) that support faculty engagement abroad, beyond the individual researcher’s and educators increase of expertize and network, certainly, efficiency and the disseminated impact are equally relevant factors in their efforts to facilitate global internationalization and its goals. I wish to share the experience of the last 7 years as a Fulbright alumna, reaching out for way more utilization of that experience than expected, and affecting the complex internationalization processes of two universities. 7 areas are investigated: increased-value professional knowledge based on transatlantic teaching and research; networking for colleagues and students; developing institutional partnerships; value transfer (sharing and adopting North-American cultural and citizenship values with Hungarian students and faculty); acquiring management skills and introducing them to HEI managements; as a Fulbright alumna, supporting others in applying for mobility and promoting the value of international exchange experiences; and finally, creating alumni-network and such network-based research projects, one of which focused on the engagement of disadvantaged student pools, a topic related to “Future students”. Getting faculty engaged in such process-type mobility experiences is a kind of academic commitment that I have found essential in nowadays’ Hungarian (and global) HE arena. My presentation focuses on the future of the university and the extended role,

Bio: Judit Kádár is the Director of International Relations at the University of Physical Education in Budapest, Hungary. She taught American and Canadian culture studies at the Department of American Studies of Eszterházy University (Eger) for 25 years, with a focus on ethnic and multicultural studies, and was the director of the International Relations Center, too. She published a textbook (Critical Perspectives on English-Canadian Literature, 1996). She has received some research grants (FEFA, FEP, FRP/CEACS, JFK, Fulbright) and hold a temporary lecturing position at GCSU (Georgia, USA, 2009), taught and did research at UNM (Albuquerque, USA, 2012-3). As for research, earlier she studied alternative histories in recent western Canadian fiction (PhD thesis), then the psychological and sociological implications of the gone indigenous passage rites (Othering/indigenization) in US and Canadian literature and culture, and has published Going Indian: Cultural Appropriation in Recent North American Literature (2012, Valencia UP). In 2013, she obtained her habilitation at ELTE University of Budapest. Currently, she works for the internationalization of Hungarian higher education, and for research, she explores mixed blood narratives and identity negotiation in the SW literature and recent Nuevomexicano and Canadian Métis writing respectively. She is a language examiner (LCCI, ORIGO, ECL). She served as the country representative of the Central European Association for Canadian Studies (CEACS, 2015-8) and served as the co-chair of the International Committee of the Hungarian Rectors Conference (MRK, 2017-9). She worked as the educational and internationalization expert of the Central Bank of Hungary, too.

Mrs Olga OvtšarenkoLecturer, TTK University of Applied Sciences,Center for Sciences, Tallinn Estonia

Poster presentationsUse of digital objects for learning process improving

Abstract: Main tasks of higher applied education are:

• Be informed of the needs of the labor market• To plan the educational process for specialists training for the labor market needs.It is very important to form trends of study at the initial stage of education. At the following levels of training, the knowledge gained is supplemented and developed already with the participation of a student and depending on his personality. Therefore, it is necessary to interest a student in a content, availability and interactivity of educational material.TTK UAS is actively engaged in project activities. The objectives of one new projects are creation a digital home and a set of educational materials for first-year students of construction specialties. The project partners are TTK UAS (main coordinator), Lithuania, Poland and Turkey, the project duration is 2 years 10.2018-10.2020. It is planned to use examples of digital model for education - demonstration of a virtual house and parts of its structures. The task of this simulation is to allow the student to by himself get knowing with parts of the construction via the Internet and without special equipment. Game form of learning, the ability to test knowledge and to register results, quick and independent assessment, feedback and recommendations - all this is provided by modern technologies.Digitalization solves the complex task of reducing the spending of tangible and intangible resources, one of which is Time. The convenience of using digital objects is undeniable. The presentation will show examples of best practices - the use of digihouse parts at different stages of a building process. A student gets information about the process of building of a house.

Bio: Olga Ovtšarenko is a lecturer of the TTK University of Applied Sciences, Center for Sciences more than 10 years of experience, also having practical experience as an engineer in production. It is this experience that makes it possible to successfully teach technical subjects and create modern teaching materials taking into account the needs of learners of the necessary knowledge for increasing their competitiveness in in real-life work environments. Olga is the author of online courses for training other target groups - adults and unemployed, she conducts advanced training courses for enterprises in a framework of cooperation with the Innovation and Training Center. Olga is the author and co-author of scientific articles and a participant of international conferences. Since September 2018, Olga has manage an international project Erasmus+ Development of Virtual Learning Environments in Technical Higher Education (VirTec), its goal is the creation of a digital house simulator for training construction students. She speaks English (average), Estonian (fluently) and Russian (native).

Dr. Katalin SzondyHead of Service Unit Higher Education Development St. Pölten University of Applied Sciences

Poster presentationsTeaching generic competences in cooperative study programmes

Abstract: Jobs of the future call for graduates who have coped with the multiple challenges that the changing society poses to them. Forecasts of what the jobs of the future will look like are very different and often do not come true. Therefore, it is much more important to focus also on student education on the competencies, skills, knowledge needed in the future, not on specific jobs. When considering the 6 Drivers of Change identified in the University of Phoenix study called Future Work Skills 2020 it quickly becomes clear that students of the future and future graduates will have to go through study programs that take these factors into account. In particular, the advancing digitalization and the associated automation will increasingly displace people from routine activities. Increasing global lifespans change the nature of careers and learning which ensures that lifelong learning makes a significant contribution to one’s employability for example. The students of the future play an essential role in this process of rethinking traditional careers.

Bio: Dr. Katalin Szondy is working as Head of Service Unit Higher Education Development at St. Pölten University of Applied Sciences since 2013, where she is also the person in charge for questions regarding the EHEA as the Bologna-coordinator of the university. Katalin Szondy holds a doctorate in Translations Studies from the University of Vienna and worked for nearly a decade at the Center for Translation Studies (University of Vienna) where she was a senior lecturer and study programme director of the bachelor’s degree Transcultural Communication and the master’s degrees Translation and Interpreting. Her special interest lies in the field of sociopolitical topics of the EHEA, in particular in opening universities to non-traditional learners. As an expert in cooperative education in Austria, Katalin Szondy supports greater openness on the part of universities to partnerships with industry.

Mr Pedro Torralbo MuñozPhD Student, University of Cordoba

Poster presentationsThe need to engage

Abstract: In life, students get engaged almost every day in our daily life. We get engaged with our parents to behave properly, to help at home. We also engage with our friends, to keep secrets or even to buy a present for a friend. However, there is one moment where we, students, still don’t commit ourselves, our educational process. Why do not we commit ourselves to it? Should not it be one of our biggest engagements considering our future depends on it? We could discuss it endlessly, however, there is one answer that shines over the others, the feeling of doing something valuable. The two elements in the educational process, teacher and student, should want the same, they want to feel that what they do is important. it could be many things, an exercise, a research abstract, a new project, but only if we feel our work has value, we will have a total commitment. If we want to improve the teaching-learning process, the only way passes through a real engagement between professors and students. We have 3 chapters in the university teaching-learning process; a) bachelor b) master c) PhD. All three have aspects that could be improved, but university should put its efforts into one target chapter. The bachelor period usually has many students, which makes student center learning approach more difficult if we consider that one teacher can have from 40 to 100 students. On the other hand, master and PhD share the same characteristic, specific learning with small groups of students, that’s where the university has a great opportunity to get better. It is obvious that the Bologna process has made a huge difference compared to the university from 20 years ago, but an important number of teachers still teach the way they did 50 from now, the world has changed, the labour market has changed, but the teaching methods are a few steps behind. So, what can we do to increase the teacher-student engagement and therefore to improve the learning process?

Bio: Master’s degree in Environmental Hydraulics and bachelor’s degree in Civil Engineering and Mining and Energy Resources, during my university education I am part of government bodies within the University always trying to get involved and to help my colleagues inside and outside of it. Aware of the need for language proficiency and always thinking of a job opportunity in the international market, I’ve been studying English and Italian as second languages for more than ten years. Passionate about tennis and music.

Mrs Kitti VajdaSpecial education teacher and therapist, Budapest University of Technology and Economics

Poster presentationsSocial approach establishing training

Abstract: As part of the Transborder Program of the National Union of Students in Hungary (HÖOK), the Student Union of the ELTE Bárczi Gusztáv Faculty of Special Education (ELTE BGGyK HÖK) creates a social approach establishing training in order to demonstrate the autism spectrum disorders (ASD). In the course of the training, the participants can experience how does it feel like to be on the autism spectrum. The participants work in small self-experience groups. The program focuses on the particularities of the autism spectrum disorders, such as difficulties in the daily stimuli selection, divergences in the communication between autistic and typically developing people. Furthermore, we talk about the differences in emotion recognition and demonstration in autism spectrum disorders, the needs of the visual reliefs and the importance of the integration in every area of life: schools, workplaces and a broader sense in complete society. The knowledge about the cognitive background of the autism spectrum disorders is a high priority during the training. With the self-experienced games, we can demonstrate the symptoms of the disorder, but later we discuss the divergent cognitive background. The focus is on the theory of mind deficit and the theory of executive functions. The particular cognitive style in autism spectrum disorders is a weak central coherence.We believe that the first step is understanding, the next is acceptance and the last one is the effective support for both populations: for the people with autism spectrum disorders and also for the typically developing people.

Bio: My name is Kitti Vajda and I am 25 years old. I am a special education teacher and therapist, and I have two specializations, one of them is an autism spectrum disorders specialisation and the other is emotional and behavioral disorders specialisation. I got my degree in 2018. In 2017 we create the social approach establishing training, and that year autumn we went to Serbia with the program. The next two years we went to Romania, Slovakia, and hold a lot of training in Hungary as well. Currently, I am a student at the Budapesti University of Technology and Economics, Faculty of Natural Sciences, Department of Cognitive Science, Computational and Cognitive Neuroscience MSc.

Mrs Ivett Szalóme Horváth4th year Physiotherapy student

Poster presentationsImproving handwriting style with physiotherapy training in elementary school

Abstract: In the age of the digitalized environment, more and more children spend a lot of time using digital devices such as mobiles and tablets. And as a result for that their fine motors skills not developing at an expected pace. When they start elementary school, and they have to create letters, and words, some of them are not capable to control their hands with the pencil. As a result, they going to have a bad writing image, no matter how hard they try to make them nicer. For these kids, this is the first and most remarkable negative experience with studying. I created a new physiotherapeutic method that can be used by the school teachers. I wrote poems and combined them with special movements to improve the fine motor proficiency and through the training, we can see a faster development in the handwriting.

Bio: When I first saw someone coming in to the rehab facility in a wheelchair - after a serious motorcycle accident - and few months later walking out with crutch, I knew instantly that I have to become a Physiotherapist. I started to study at the University of Debrecen in 2015, and during my studies, I started to get really interested in the upper limb from a musculoskeletal perspective. It just amazes me, how complex and perfect our hands can be. It makes us capable to create marvelous things. And through handwriting, they have an important role in the development of the brain. My researches about the fine motor skills and handwriting started in 2016, mostly examing children between the age of 6-8.

14.00-15.20

Interactive sessions

Dr. Margreet Engelhart-SjouwQuality Management & Research Saxion Parttime School

Future StudentsGood practices- Towards flexible learning for part-time students: Opportunities and challenges in a Dutch Institute

Abstract: Dutch Higher Education Institutes are renewing their part-time education. Adapting to the specific needs of part-time students requires a flexible curriculum and pedagogical approach. Saxion Parttime School developed an educational model in which learning outcomes, assessing professional products, a modular approach and flipped classroom are integrated. Saxion adapted a step-wise approach to design, develop, implement and evaluate the educational model for curricula ranging from economics to mechatronics. From 2014 onwards this large-scale curriculum development process started and most curricula are developed and implemented at this point. By structuring and supporting the design process, teachers learn to design modules according to the model. The design and support process are improved each half year based on evaluations with teachers and the facilitators of the design process. Research results demonstrated that most teachers valued the design process and offered support and experienced learning while designing. In addition to developing the curricula, implementation began in 2015. Student evaluation demonstrated that the educational model is valued, but additional structure within the meetings at Saxion might be beneficial. Additionally, a small-scale study was conducted to identify opportunities and challenges during the implementation. Results showed that students valued connection made between theory and practice, but that some meetings hardly provided new insights, especially when teachers fulfilled to role of lecturer instead of coach of the learning process. During the meeting, opportunities and challenges from both the design process and classroom implementation will be shared and discussed.

Bio: Margreet Engelhart, was born in Groningen in 1967. After completing her Drs. at the University of Groningen (Psychology) in 1992 she works as a psychologist, teacher and curriculum designer. In 2008 she completed a master at the University of Twente (Educational Sciences). From 2001 she participated in various educational developments at the Saxion University regarding assessment, professional development and curriculum design. At the Saxion Parttime School Margreet is involved in the quality of assessment overall and the development of bachelor and associate degree programmes at the Saxion Parttime School.

Dr. Themis KaniklidouAssociate Professor, Translation and Communication Studies, Hellenic American College

Future StudentsGood practice - Summer Student Academies: Connecting Higher Education Institutions, the WoW and Future students

Abstract: Offering customized summer academies for high achieving, pre-college, graduating high school students can be a practice of increased effectiveness in advancing learning experiences. Higher education institutes (HEIs), external employer organizations representing the WoW, but also Secondary Education Institutions pair up to develop focused 2-week and 3-week academies to take students on an accelerated, hands-on learning experience. This best practice session presents the structure, outcomes and rationale of summer academies deployed by Hellenic American University across four innovative and skills-intensive subject areas such as: aviation, robotics, translation and music. It shows how these academies can effectively become innovation catalysts for HEI themselves while empowering the capacity-building of high-school students.

Bio: Dr. Themis Kaniklidou is the Director of the translation and interpreting programs at Hellenic American College. Themis is an Associate Professor in Translation Studies. She completed her Ph.D. in Media Discourse and Translation at the University of Athens where she wrote her thesis on Narrative Theory, Communication and News Translation. She also holds an M.A. in Specialized Translation from the University of Surrey (2004) and a B.A. in Translation (2002) from the Ionian University of Foreign Languages – Department of Translation and Interpreting. Themis has been involved in various projects that link academia with the translation industry and EU institutions, such as OPTIMALE, an EU-funded program on Optimizing Professional Translator Training in a Multilingual Europe. She is leading the terminological project carried out in cooperation with TERMCOORD, the Terminology Coordination Unit of the European Parliament. She has been visiting scholar at the communications department at Rollins College, USA and a part-time lecturer at the University of North Carolina at Charlotte.

Mrs Efrat AranVP content and director of ‘Aluma for Youth’, Aluma

Future StudentsGood practices- Future students as future employees in a diverse society - a successful academic access and dropout prevention program

Abstract: In order to maintain its role in shaping the future of humanity in a changing world, academic institutions should act as a bridge to befitting employment, also for students of excluded communities. The benefits are both social and economic empowerment of the communities and maximizing their participation in the economy in general. The entry challenges of students from low socioeconomic groups and migrant backgrounds are great. The barriers usually include lack of awareness, language and cultural obstacles, lack of faith in personal capabilities, and non-utilization of municipal or governmental services. Aluma’s model uses a unique method of cross-sectoral work that encourages young people from excluded communities to acquire the necessary meta-skills for the pursuit of optimal integration in higher education, resulting in meaningful employment and social mobility. In the past 10 years, the model was scaled to over 120 different communities in Israel, directly shaping the future of more than 20,000 people a year. In practice, Aluma’s model is carried out in 3 layers: community, university and with employers. The macroeconomic impact is outstanding: in the last decade alone, the number of Israeli Arab students rose by 80%. An individual assessment, alongside data collection, identifies the needs and abilities of young people in local communities, matching them to the opportunities in the academy and labor market. In universities, the program successfully reduces dropout rates by 50%, increasing the sustainability and retention of institutions, shaping their role in maximizing our society’s potential for growth, innovation and equitable participation.

Bio: B.Sc industrial engineering and management, MBA graduate and certified by Mandel Institute for educational leadership. Efrat is head of Aluma’s Youth programs, acting to achieve social mobility of young men and women in Israel through Academic Access, Dropout Prevention and Employment programs. Efrat has 20 years of background working in senior management, planning and strategy positions at Intel, Israel and USA.

Mrs Zsuzsa JávorkaPrincipal Consultant, Technopolis Group

Future UniversitiesBreakout session- HEInnovate, a self-assessment tool to promote more entrepreneurial and innovative higher education institutions

Abstract: HEInnovate is a guiding framework for higher education institutions wishing to develop their entrepreneurial and innovative potential. It was developed under the aegis of the European Commission, DG Education and Culture and the OECD LEED Forum. HEInnovate facilitates the assessment of an institution in a systematic, but flexible, way opening up discussion and debate associated with the entrepreneurial/innovative nature of higher education institutions. HEInnovate covers eight broad areas, under which are statements for self-assessment (e.g. Organisational Capacity, Preparing and Supporting Entrepreneurs, Knowledge Exchange and Collaboration). Higher education institutions using the HEInnovate self-assessment receive results which are instantly linked to relevant associated knowledge and good practices. This portfolio of additional material is provided by experts, practitioners and the accumulated knowledge of the continuously expanding network. Through the ongoing use of HEInnovate, higher education institutions can monitor their progress against actions taken, gain inspiration from material available and be part of a community of practice. By early 2019, HEInnovate had over 17k registered users and over 1,100 higher education institutions have used the self-assessment from more than 70 countries worldwide. The main objectives of this session are:To generate discussion around the concept and key features of entrepreneurial and innovative HEIs. To help participants understand the role HEInnovate can play in developing their institutions’ innovative and entrepreneurial potential. To provide room for idea generation and exchange of knowledge based on the preceding research and praxis of the participating professionals.

Bio: Zsuzsa Jávorka is a principal consultant at Technopolis Group with over 13 years experience in the domains of research, innovation, science policy and higher education. Zsuzsa’s work predominantly focuses on the interactions of higher education, research and the business world, addressing topics on intellectual property rights, university-business collaboration and internationalisation of higher education. Zsuzsa is the project manager of HEInnovate (https://heinnovate.eu), an online self-assessment tool that was developed as part of the Entrepreneurial Universities initiative of DG Education and Culture in collaboration with the OECD LEED Forum.

Mr Robert Wagenaar (key speaker)Director of the International Tuning Academy of the University of Groningen, The Netherlands

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach I (Lessons learnt from WEXHE project)

Abstract: The world of work is searching for talented qualified graduates with the relevant competencies to adapt to the dynamically developing and changing work conditions. Having state-of-the-art knowledge is not experienced as being sufficient learning for the majority of employers. Employers are asking for competences to use the knowledge in practice and for skills like critical thinking, communication, solving problems, creativity and innovation, cooperation and team-work, etc. However, these skills are difficult to develop in the classroom. It makes more sense, to gain these skills in real working situations. Therefore, Work-Based Learning BL is on our agenda to offer more relevant education for current and particularly future students. The future in higher education is for those institutions that will be best in the effective application of WBL. This session is devoted to the presentation and discussion of a number of running high profile projects which focus on the development of the WBL approach in Professional Higher Education. What has been learned so far?

Bio: Robert Wagenaar is Director of the International Tuning Academy of the University of Groningen, The Netherlands. Until recently he was director of Undergraduate and Graduate Studies at the Faculty of Arts of the University of Groningen, being responsible for 15 bachelors and some 35 master programmes. He is also coordinator and director of the Erasmus Mundus Master Course of Excellence Euroculture: Europe in the Wider World. Furthermore, he is a member of the Dutch group of experts for the development of the European Higher Education Area. Since 2000 he has coordinated – together with Julia Gonzalez (University of Deusto, Bilbao, Spain) – Tuning Educational Structures, which started as a project to develop international reference points or benchmarks for subject areas as well as an innovative methodology for (re)designing, delivery and enhancing (trans)national student centred degree programmes in the framework of the European Higher Education Area, which has developed into a global process during the last decade.

Alicia-Leonor Sauli-MiklavčičBoard member of EURASHE

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach I (Lessons learnt from WEXHE project)

Bio: Alicia-Leonor Sauli-Miklavčič is a good connoisseur of international professional higher education, she has been Project Expert at the Slovene Association HVC as well as a member of the EURASHE working group on Employability & Lifelong Learning. She was one of the partners in the L5-Missing Link project, and is one of the experts for the Short Cycle Higher Education in Europe publication as well as one of the partners in the HAPHE project. In November 2012 she organised and chaired the first HAPHE conference for South-Eastern Europe and in April 2012 co-organised and chaired the Bologna Seminar on Learning Outcomes in Ljubljana (Slovenia). Alicia-Leonor Sauli-Miklavčič established the first Slovene ERASMUS Placement Consortium, the Slovene ERASMUS PHE Alumni Club and ERASMUS PHE Teacher & Staff Club and as an ERASMUS co-ordinator at Wood Technology School, Higher Vocational College (School Centre Maribor) contributed to the its selection for Erasmus Success Stories 2012 by the European Commission. She possesses good command of English, German, Croatian and Spanish. She has been elected to the Board of EURASHE for a 2-year mandate in 2016.

Raimund HudakProject Manager at the Cooperative State University Baden-Wuerttemberg Heilbronn

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach I (Lessons learnt from WEXHE project)

Bio: As senior lecturer and researcher with over 10 years of experience at leading academic institutions Raimund Hudak has been involved in various research programmes in Germany and abroad. He is the Project Manager at the Cooperative State University Baden-Wuerttemberg Heilbronn in the European-wide research projects such as HAPHE and BEEHiVES. Raimund Hudak is also CEO of Synesis’ European practice. With his involvement in managerial and leadership positions in among others TEMIC Semiconductor, Trumpf and Fairchild-Convac, he directed among others new market strategies, customer service and total quality communications processes, he designed and implemented strategic business plans and managed vital partnerships and new venture start-ups. With experience in Japan and other Asian countries, Raimund Hudak is an expert in Asian market analysis and supply-chain management. Raimund Hudak holds an MBA in Business and International Marketing from the Institute for Technology and Commerce in Reutlingen.

15.40-16.50

Interactive sessions

Mrs Csilla Marianna SzabóDirector of Institute of Teacher Training University of Dunaújváros

Future studentsGood practice-Complex System for Reducing Dropout:Student Success Support Project

Abstract: Student dropout is a significant problem in Hungarian higher education, the ratio of students leaving education without qualification is considerably high. The most problematic fields are: informatics, natural sciences, and engineering. The Work Group of Hungarian Rectors’ Conference listed several factors contributing to dropout, such as curriculum problems, lack of students’ motivation, too high requirements, non-appropriate learning habits, and non-suitable teaching methods. One of universities has elaborated a complex system, called Student Success Support Project (SSS). It consists of several significant elements: an IT monitoring system, the mentor system, and training the trainers. The IT monitoring system, called AVATAR, continuously monitors students’ advancement on the basis of particular indicators. Based on the accomplishment of these indicators, the system presents and visualizes students’ emotional state on a 7-grade scale. Mentors are university teachers. Besides holding group consultations and offering private counselling, they help students with arranging things in accordance with their study program, support students’ integration and advancement at the university. Nowadays, university teachers should be trained to be able to motivate their students, apply the most up-to-date teaching methods, and have resilience to burnout. All these elements are the basic parts of the SSS Project, which was launched in 2012. During the last 6 years, the university has had significant success in reducing student dropout – while it could maintain the quality of education. The Project has changed teachers’ attitude. By today, SSS has become one of the best practices of Hungarian higher education.

Bio: Csilla Marianna Szabó graduated from Attila József, Loránd Eötvös, and the University of Pécs. She started her teaching carrier in Székesfehérvár as a secondary school teacher of Hungarian and Russian, and later, English language and literature. In 2002, she continued her work at Kodolányi College, and from 2005 as the leader of the School Centre. She started her PhD studies in 2006 at the Pedagogical and Psychological Faculty of Eötvös University. She defended her dissertation in 2011 on the topic of adolescents’ substance use and school prevention. In the same year, she was appointed to the managerial position of the Regional Integrated Vocational Centre, in Duaújváros. In 2013 she started to work at the College of Dunaújváros as an associate professor. In 2015, she was appointed as the Director of the Institute of Teacher Training. Since 2013, she has participated in several university projects, and since 2016 she has worked as a manager and a professional leader.

Mrs Paula TavaresDean, School of Design, Polytechnic Institute of Cávado and the Ave

Future studentsThe time is now. Rethinking courses with regional players

Abstract: IPCA is the most recent Public HEI in Portugal, founded in 1994, in the Minho region. The School of Design (ESD) and the school of Hospitality and Tourism are two of four schools, offering a broad range of Bachelor, Master and Professional Short-cycle Courses. Beyond education and applied research, ESD and ESHT are committed to increase value to regional, national and international cultural and artistic activity, as well to well being on the present but over all with future.IPCA, in the Portuguese panorama, was one of the first higher education institutions to understand the need to rethink training and learning, and if, at the level of graduations, IPCA offers a safe training, its schools were innovative in presenting a series of short cycles and postgraduate courses with company-aligned training. Courses created from a regional need and distributed strategically in closer proximity with industry. Examples are the professional short cycles of the two schools presented here at the level of Fashion Design and Footwear Design, Event Management and Tourism Nature and Adventure, among many others. Formations created in response to employers, located in the regions of these. In terms of management this strategy has costs, but in terms of relation with the mission of public higher education, it is undoubtedly a successful option. We verify it in the internship and employability of the students. Graduated training has also been adapted to the evolution and new social and employment paradigms. The ESD digital master’s degree in digital design and the ESHT’s digital marketing postgraduate degree were created from the school’s business advisory committee, with all its students working in regional companies. Thus, we will present our perspective of the future from the present, aware of the permanent change and the need to adapt the institutions and professionals we form.

Bio: Paula Tavares is a professor, artist and researcher. Phd in Fine Arts, with the thesis “The complex relations between art and politics in Western culture. The political art as institutional contradiction.” Her research interests are in fine arts and design, autonomous disciplines linked by drawing. She is General Chair of CONFIA - International Conference on Illustration and Animation (http://www.confia.ipca.pt/) and a Associate Professor at the Polytechnic Institute of Cávado and the Ave were she is the Dean of the School of Design. She is also a Research member and co-director of ID+ Research Institute for Design, Media and Culture (http://www.idmais.org).

http://www.idmais.org

Mrs Anastasia DemydenkoQuality Assurance Pool Steering Committee Member, European Students’ Union (ESU)

Future studentsStudents’ Perspective on the link between Higher Education and Professions

Abstract: Every aspect of our world had been changed within the frames of globalization, internalization and digitalization. The natural expectation is to find essential changes in the Higher Education Institution- reflection and stronghold of the contemporary and future knowledge. In accordance with the demands of the new world, the HEI must mind some modifications to keep its’ relevance in the 21st century, as a provider of educated contributors to all dimensions. This session is a brief overview from the Students’ perspective; how the main consumers of Higher Education Institution view the system’s contemporary tendencies and changes as well as students’ expectations regarding HEI in the changing era. We will reveal successful practices which stand in one line with aspiration for approaches of students’ qualification for future phase of work. Some programs and lecturers already promote and distribute the importance of functioning as a response to the current needs of future employees, contemporary students; mainly serving as a preparatory stage for the professional world. As it will be illustrated in the following session, the labor market is in demand of a set of new skills which should be developed and fostered by the HEI, such as multitasking, digital approach, management, team work, creativity, problem solving and fast thinking; all those side by side to the dedicated skills of the specific profession. During this session we will answer how it is possible for achievement, expose substantial examples as seen both in Professional Higher Educations and Public Universities which serve as providers of productive contributors to the labor market rather than solely a sources of theoretical knowledge.

Bio: Anastasia Demydenko is a M.A. student for European Politics and Society, Political Science, and Communication, accomplishing her studies in Ben-Gurion University in Israel and Radboud University in The Netherlands. During her studies Anastasia focused on the diplomatic aspects and International Relations. She works as a research assistant at the Simone Veil Centre for Contemporary European Studies and involved in the frames of Cultural Diplomacy Forum. Having a three year experience in representing the interest of the students in the University Student’s Committee and as Head of the Students Committee in the Faculty of Social Sciences. Anastasia is a member of the Quality Assurance Student Experts Pool since 2017, this year serving in the Steering Committee of the Quality Assurance Pool.

Mr Jochen EhrenreichSenior researcher at DHBW Heilbronn

Future universitiesGood practices - Creating a Meta-Data Standard for Digital Credentials and Recognition of Open Learning

Abstract: This session will discuss new a meta-data standard and a learning passport for digital credentials and micro-credentials. The standard adds specific Higher Education and micro-credential extensions to the ESCO Qualifications metadata schema. It will showcase how a digital credentialing solution (possibly based on verified transactions on the blockchain) could look like, serving as an opportunity for learning and as a reference for further developments and standardizations, see https://github.com/MicroCredentials/MicroHE. HEIs need information about a credential to make an informed and consistent decision on recognizing open learning as ECTS credits towards a degree programme. Education providers on portals such as iversity, edX, Coursera, Udacity, FUN, MiriadaX or XuetangX provide in-demand skills to the labour market. They need to know which information they should provide and which formal requirements exist regarding workload, learning outcomes, assessment, ID verification, EQF level, quality of learning etc. to make their credentials recognizable in HE. Virtual mobility suffers from a lack of trust and transpareny, making it difficult to transfer credits which:a) might be offered not only by HEIs, but also by other education and training sectors are typically not HE accreditedb) are often not described in ECTSc) lack transparency regarding academic content and learning methodologies • without learning agreement home HEId) where identity verification and assessment are more challenging than in face-to-face settings

Bio: Jochen Ehrenreich is a senior researcher at DHBW Heilbronn. He built his expertise in fields like University Governance, Quality Assurance and Accreditation, Lifelong Learning and Technology Transfer through hands-on project work at various institutions in Higher Education and in Continuous Education. He holds a Master’s degree of Economics and Business Administration from the University of Witten/Herdecke, Germany’s first private university.

Dr. Daniel BarczaVice-Rector, Moholy-Nagy University of Art and Design

Future universitiesGood practice - Reinventing the Ivory Tower – An art and design university in the 21st century

Abstract: Creativity, design thinking and disruptive mindset are predicted to be among the top skills needed to tackle the challenges of the future. However, classic art education and its ivory-tower-like institutions often fail to meet the needs of our times. Moholy-Nagy University of Art and Design Budapest (MOME) decided to redefine itself fundamentally by 2020. The aim of the University is much higher than only reacting to the current challenges: it aims to create an institution that has the potential to shape the future with the means of creativity, design and art. This transformation has three pillars. The first one is to redefine the purpose and focus of art and design education in the 21st century. The second is to strengthen the role of art and design in the field of research and innovation. And the third one is to reinvent the environment of artistic learning and research, the university campus itself. In the future MOME will explore the frontiers between disciplines, the intersections between art, design, technology and science. MOME aims to educate the disruptors and creative thinkers of the future by breaking down the silos between disciplines and supporting interdisciplinary collaboration. Parallel to this MOME completely renews its campus to create space for inspiration, collaboration and innovation. By the end of 2019 MOME completes the construction of new academic buildings with unconventional learning spaces, a state-of-the-art Innovation Center with research labs and a new cutting-edge Technology Park. The presentation will detail the ideas and principles behind the development process, highlight the lessons learnt from the practices introduced in the last years, and describe the plans for the future.

Bio: Dr. Daniel Barcza is an associate professor and the Vice-Rector of Strategy at Moholy-Nagy University of Art and Design Budapest, Hungary (MOME). He is in charge of the ongoing planning and construction process of the new MOME Campus that includes state-of-the-art academic facilities, a new Innovation Center and Technology Park. As Vice-Rector, he is responsible for the strategic development of MOME research and innovation portfolio, and the transformation of the organization. Being an associate professor, his academic work focuses on design thinking and strategic creativity with a strong emphasis on human centered design and sustainability. He founded MOME EcoLab, the sustainability research group of MOME. Dr. Barcza is also a professional urban designer and sustainability consultant with several years of international experience. In 2015, Daniel received the Otto Herman Innovation Award of the Hungarian Government.

Mrs Gabriele PermoserSection Head Innovation in Higher Education St. Pölten University of Applied Sciences

Future universitiesGood practice - Portico of digitalisation-Preparing for the digital future of higher education (institutions)

Abstract: Digitalisation is disrupting all areas of life and living. Just as many other sectors, higher education institutions are affected by digitalisation since several years. Numerous scenarios and studies describe how digitalisation as well as globalisation and economic changes will affect the higher education in the near as well as in the distant future. Will teaching robots and artificial intelligence replace the “traditional professors”? Will there be any “traditional universities” as we know today at all, or will only private companies offer online courses? The main challenge for HEIs is to find a way to cope with these challenges. Therefore, they have to act on two levels. First, they have to make use of new technologies, integrate them into teaching and learning in order to attract new students and prepare them for the future of work. Secondly, higher education institutions are places of knowledge production and innovation. They have to be drivers of the development of new technologies as well as of the critical discussion of its effects on economy and society. Several higher education institution started to find their individual strategy and concept for facing the digital challenge, so did St. Pölten University of Applied Sciences. The “portico of digitalisation” serves as matrix for analysing the status quo of St. Pölten UAS’ digitalisation process and for planning next steps. It is based on five pillars, which not only take in account the technical aspects of digitalisation but also the cultural and organisational disruptions. In addition to that, three development levels help to classify the stage of development of each digitalisation activity. This presentation will give insight on the St. Pölten UAS’ strategy digitalisation and its experiences on the implementation so far. Furthermore, the participants are invited to further develop this strategy.

Bio: Gabriele Permoser has studied political sciences and has a master degree from the University of Vienna. During her studies, she focused on higher education and research policy. From 2010 to 2013, she was programme manager of the Vienna International Post-Doctoral Programme of Molecular Life Sciences at the Max. F. Perutz Laboratories, a joint venture of the University of Vienna and the Medical University of Vienna. Since 2013, she is working at the St: Pölten University of Applied Science. Section Head Innovation in Higher Education at St. Pölten UAS, she is focusing on the development of study programmes, research, innovation and knowledge transfer as well as internationalization.

Mr Robert Wagenaar (key speaker)Director of the International Tuning Academy of the University of Groningen, The Netherlands

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach II (Lessons learnt from WEXHE project)

Abstract: The world of work is searching for talented qualified graduates with the relevant competencies to adapt to the dynamically developing and changing work conditions. Having state-of-the-art knowledge is not experienced as being sufficient learning for the majority of employers. Employers are asking for competences to use the knowledge in practice and for skills like critical thinking, communication, solving problems, creativity and innovation, cooperation and team-work, etc. However, these skills are difficult to develop in the classroom. It makes more sense, to gain these skills in real working situations. Therefore, Work-Based Learning BL is on our agenda to offer more relevant education for current and particularly future students. The future in higher education is for those institutions that will be best in the effective application of WBL. This session is devoted to the presentation and discussion of a number of running high profile projects which focus on the development of the WBL approach in Professional Higher Education. What has been learned so far?

Bio: Robert Wagenaar is Director of the International Tuning Academy of the University of Groningen, The Netherlands. Until recently he was director of Undergraduate and Graduate Studies at the Faculty of Arts of the University of Groningen, being responsible for 15 bachelors and some 35 master programmes. He is also coordinator and director of the Erasmus Mundus Master Course of Excellence Euroculture: Europe in the Wider World. Furthermore, he is a member of the Dutch group of experts for the development of the European Higher Education Area. Since 2000 he has coordinated – together with Julia Gonzalez (University of Deusto, Bilbao, Spain) – Tuning Educational Structures, which started as a project to develop international reference points or benchmarks for subject areas as well as an innovative methodology for (re)designing, delivery and enhancing (trans)national student centred degree programmes in the framework of the European Higher Education Area, which has developed into a global process during the last decade.

Alicia-Leonor Sauli-MiklavčičBoard member of EURASHE

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach I (Lessons learnt from WEXHE project)

Bio: Alicia-Leonor Sauli-Miklavčič is a good connoisseur of international professional higher education, she has been Project Expert at the Slovene Association HVC as well as a member of the EURASHE working group on Employability & Lifelong Learning. She was one of the partners in the L5-Missing Link project, and is one of the experts for the Short Cycle Higher Education in Europe publication as well as one of the partners in the HAPHE project. In November 2012 she organised and chaired the first HAPHE conference for South-Eastern Europe and in April 2012 co-organised and chaired the Bologna Seminar on Learning Outcomes in Ljubljana (Slovenia). Alicia-Leonor Sauli-Miklavčič established the first Slovene ERASMUS Placement Consortium, the Slovene ERASMUS PHE Alumni Club and ERASMUS PHE Teacher & Staff Club and as an ERASMUS co-ordinator at Wood Technology School, Higher Vocational College (School Centre Maribor) contributed to the its selection for Erasmus Success Stories 2012 by the European Commission. She possesses good command of English, German, Croatian and Spanish. She has been elected to the Board of EURASHE for a 2-year mandate in 2016.

Raimund HudakProject Manager at the Cooperative State University Baden-Wuerttemberg Heilbronn

Future JobsBreakout session - Professional Higher Education Based on Work-Based Learning Approach I (Lessons learnt from WEXHE project)

Bio: As senior lecturer and researcher with over 10 years of experience at leading academic institutions Raimund Hudak has been involved in various research programmes in Germany and abroad. He is the Project Manager at the Cooperative State University Baden-Wuerttemberg Heilbronn in the European-wide research projects such as HAPHE and BEEHiVES. Raimund Hudak is also CEO of Synesis’ European practice. With his involvement in managerial and leadership positions in among others TEMIC Semiconductor, Trumpf and Fairchild-Convac, he directed among others new market strategies, customer service and total quality communications processes, he designed and implemented strategic business plans and managed vital partnerships and new venture start-ups. With experience in Japan and other Asian countries, Raimund Hudak is an expert in Asian market analysis and supply-chain management. Raimund Hudak holds an MBA in Business and International Marketing from the Institute for Technology and Commerce in Reutlingen.

14.00-16.50

UAS Leadership Forum (with invitation only)

EURASHE role as a policy representation of professional higher education has been from its establishment strongly focused on a mutual dialogue on the upcoming demands with relevant institutions and their national associations.

Therefore, motivated by further strengthening a cooperation with the top leaders of universities of applied sciences in 2017 we launched a UAS Leadership Forum which was appreciated as a great success.

The purpose of the Forum is to mobilise a community support within the professional higher education and to bring together presidents, rectors, vice-rectors, general directors of European universities of applied sciences and policy makers providing a good opportunity for informal discussions, influence on policies and networking.

UAS Leadership Forum is restricted to 25-30 participants providing a more informal exchange based on input of various experts within the “Chatham House Rule” format (participants are free to use information, but not allowed to reveal who made any comment).

The 5th UAS Leadership Forum in Budapest will focus on issues of future universities and future approaches to learning and teaching. It will question a role and mission of UAS within changing higher education landscape, strategic partnerships and alliances, their effect on governance and key services offered by UAS with emphasis on learning provisions and recognition of various learning achievements. Also, the Forum may address the challenges regarding their mission and culture, internal processes and profile of staff reflecting the need for relevant and flexible learning, innovation and service to society.

16.50-17.30

Wrap up session

Mr Thomas BergerHead of the EU liaison office, University of Applied Sciences Fulda

Bio: Thomas Berger has been head of the EU liaison office of the University of Applied Sciences (UAS) Fulda since 2016. Before he joined the university he had been managing director of the Institute of Interdisciplinary Research inter.reseaerch e.V. for 17 years. He still works part time for the Institute as director of mobility programmes and on-line academy. He has managed a regional Erasmus+ traineeships consortium since 2001 and the European Erasmus for young entrepreneurs consortium OPEN-EYE since 2009. He has been involved in numerous European research, education and innovation projects. Mr. Berger received his Diploma Degree in Applied Computer Science in 1999 from the UAS Fulda and his MBA Degree in Science and Education Management in 2011 from the Carl-von-Ossietzky University Oldenburg. He has published on topics such as university-enterprise cooperation and key competence development of mobile learners: www.inter-research.de/pages/publikationen.html]www.inter-research.de/pages/publikationen.html

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Prof. László DinyaProfessor at Eszterhazy Karoly University

Bio: Prof. László Dinya is a professor at the University of Szeged and Eszterhazy Károly University – Eger in Hungary. Former he was Director, Vice-Director at several University Colleges, President of the College Directors Conference in Hungary and member of the former Board (1992-2003), later (2002-2003) the Vice-President of EURASHE. He was also Deputy Secretary of State in the Ministry of Education in Hungary (1995-1998), later the President of the Hungarian Higher Education Council and the founding President of the Hungarian Bologna Committee and the representative of Hungary in the Bologna Follow-Up Group (2002-2006). Today he is a consulting expert in Higher Education and management of business and nonbusiness organizations, participating at different development projects.

Dr. Themis KaniklidouAssociate Professor of Translation Studies at Hellenic American University

Bio: Dr Themis Kaniklidou is the Director of the translation and interpreting programs at Hellenic American College. Themis is an Associate Professor in Translation Studies. She completed her Ph.D. in Media Discourse and Translation at the University of Athens where she wrote her thesis on Narrative Theory, Communication and News Translation. She also holds an M.A. in Specialized Translation from the University of Surrey (2004) and a B.A. in Translation (2002) from the Ionian University of Foreign Languages – Department of Translation and Interpreting. Themis has been involved in various projects that link academia with the translation industry and EU institutions, such as OPTIMALE, an EU-funded program on Optimizing Professional Translator Training in a Multilingual Europe. She is leading the terminological project carried out in cooperation with TERMCOORD, the Terminology Coordination Unit of the European Parliament. She has been visiting scholar at the communications department at Rollins College, USA and a part-time lecturer at the University of North Carolina at Charlotte.

Mr Iskren KirilovPolicy Advisor, EURASHE

Bio: Iskren Kirilov is a Policy Advisor on Research and Regional Agenda engagement at EURASHE. Before joining the Organisation he worked at the European Economic and Social Committee, the European Commission and the European Medicines Agency. Iskren studied Life Sciences and Business Administration at the University of Sofia, and Diplomacy and International Relations at the Diplomatic School in Madrid. He is fluent in English, French, Spanish, Italian and Bulgarian, and has some basic knowledge of Russian.

Mrs Jenni RöynäEuropean Policy Advisor at University of Applied Sciences Students in Finland SAMOK

Bio: Jenni Röynä is a European Policy Advisor at University of Applied Sciences Students in Finland SAMOK. SAMOK represents over 140 000 UAS students in Finland and is the only UAS specific organisation in the European Students’ Union ESU. She has a long history of EU youth policy from her work with the Finnish National Youth Council Allianssi and the European Youth Forum YFJ. She has also previously worked with the European Youth Parliament in multiple positions. Jenni has a background in political science studies in the University of Helsinki.

19.00-22.00

Gala DinnerThe Hungarian Academy of Sciences, 1051 Budapest, Széchenyi István sqr. 9

22.00-00.00

Social programme ‘Budapest by night’

Budapest is well-known for its fascinating architecture from the 20th century, the city streets and alleys speak of the historical events that took place in Hungary. For the observant eyes, the majority of these buildings could be a familiar sight during daytime; however, these wonderful buildings shine even more brightly by nighttime. The evening landscape of Budapest highlights the glow of Hungary’s most iconic landmarks that follow the flow of the Danube river, such as the Parliament, the Buda Castle, the Citadella, our universities, and the National Theatre. Therefore we invite you to a guided bus tour by night as a closing event of the Gala Dinner.

Thursda