Tempus IV programme - Homepage | EACEA · launched a study on the achievements of the Tempus IV programme (2008-2013). The aim of the study is to promote the achievements of Tempus

Study of the Achievements of Tempus IV Projects

in University-Enterprise Cooperation in the Southern Mediterranean Region

Flora Dubosc

Tempus IV programme

Erasmus+

This document has been produced within the framework of the EU funded Erasmus+ programme by the Education, Audiovisual and Culture Executive Agency on behalf and with the close support of the Directorate General for Education and Culture (EAC) of the European Commission.

Unit A4, Erasmus+: Capacity-building in Higher EducationEducation, Audiovisual and Culture Executive AgencyAvenue du Bourget 11049 Brussels - Belgium

© European Union, 2016For any use or reproduction of photos which are not under European Unioncopyright, permission must be sought directly from the copyright holder(s).

ISBN : 978-92-9492-408-7 DOI : 10.2797/379901

Contractor :

Flora Dubosc

Levendula Bt., Flora DuboscBacsó Béla utca 221084 BudapestE-mail: [email protected]

Contract number : 2014-3663/001

Disclaimer

The information and views set out in this study are those of the author and do not necessarily reflect the official opinion of the European Commission and/or the Education, Audiovisual and Culture Executive Agency (EACEA). The European Commission and/or the Education, Audiovisual and Culture Executive Agency (EACEA) do not guarantee the accuracy of the data included in this study. Neither the European Commission nor the Education, Audiovisual and Culture Executive Agency (EACEA), not any person acting on the Commission’s behalf and/or the Education, Audiovisual and Culture Executive Agency (EACEA)’s behalf, may be held responsible for the use which may be made of the information contained therein.

Table of Contents

Executive summary .......................................................................................... 1

1.Introduction .................................................................................................. 3 1.1. Aim and scope of the study ......................................................................... 3

1.2. Definition of university-enterprise cooperation................................................ 3

1.3. Context of the study ................................................................................... 4 1.3.1 Business and industrial context .................................................................. 5

1.3.2. Legal and administrative context ............................................................... 5 1.4. Methodology ............................................................................................. 7

2. Impact of the projects ................................................................................... 7

2.1Impact on general perceptions and understanding ............................................ 7 2.2. Impact on the institutions ........................................................................... 8

2.2.1. Impact on structures ............................................................................... 9

2.2.2. Impact on administration and funding ........................................................ 9 2.2.3. Impact on human resources ................................................................... 10

2.2.4. Impact on cooperation agreements and policies ......................................... 10 2.3. Impact on education and training provided by universities ............................. 11

2.4. Impact on students’ access to the labour market .......................................... 12 2.5. Impact outside and beyond universities ....................................................... 13

2.6. Impact on the research and innovation activities of universities ...................... 13

3.Requirements for successful projects in university-business cooperation .............. 15

3.1. Raising awareness and introducing change .................................................. 15 3.1.1. Training for university staff ..................................................................... 16

3.1.2. Communication ..................................................................................... 16 3.1.3. Development of new curricula ................................................................. 16

3.2. Ensuring sustainability .............................................................................. 17 3.2.1. Accreditation/recognition ........................................................................ 17

3.2.2. Institutional support .............................................................................. 18 3.3. Establishing operational and sustainable structures ....................................... 18

4.Conclusions ................................................................................................ 21 4.1. Improve communication with the business sector ......................................... 21

4.2. Widen the scope of university-enterprise cooperation .................................... 22 4.3. Establish a favourable legal, administrative and financial context .................... 22

4.3.1. Cooperation agreements and contracts ..................................................... 23 4.3.2. Incentives for universities, their staff and enterprises’ representatives .......... 23

4.3.3. Changes in legal and financial regulations concerning university-enterprise cooperation 24

4.4. Follow-up on projects’ achievements ........................................................... 24

Annexes

Annex 1. Bibliography ..................................................................................... 25

Annex 2. Questionnaires and interviews ............................................................. 26 Annex 3.1. Statistical results of the questionnaires filled in by representatives from

universities .................................................................................................... 27 Annex 3.2. Statistical results of the questionnaires filled in by representatives from

non-academic institutions ................................................................................ 52

Annex 4. Project fiches .................................................................................... 61 4.1. Projects referred to in the study ................................................................. 62

4.2. Projects whose questionnaires have been received and/or with whom interviews have been conducted ...................................................................................... 76

Study of the Achievements of Tempus IV Projects in University-Entreprise Cooperation

in the Southern Mediterranean Region

Abbreviations

EU European Union

HEI Higher education institution

IP Intellectual Property

LLL Lifelong Learning

PBL Problem-based learning

R&D Research and Development

SME Small and medium-sized enterprise



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Executive summary

This study of the achievements of Tempus IV projects in university-enterprise cooperation in the Southern Mediterranean region was launched by the Directorate-

General for Education and Culture of the European Commission.

The aim of the study is to promote the achievements of Tempus IV projects, to assess

their sustainability, and to use the findings as a source of inspiration for new projects funded by the Capacity-building in Higher Education action of the new Erasmus+

Programme (2014-2020).

For the purpose of the study, university-enterprise cooperation is understood as any and all activities aimed at the development of institutional cooperation, the adaptation

of education and training to the economic and business context and to research and innovation, and improved access to the labour market for students and graduates.

The Southern Mediterranean region covered by the study is very diverse in many respects, but quite homogeneous in others. The countries considered by the study

have different traditions, cultures and higher education systems, but they also share characteristics which influence the type and scope of university-enterprise

cooperation. Such common features include the predominance of small and medium-sized enterprises (SMEs) in the HEIs’ immediate environment and a highly centralised,

bureaucratic legal and financial context.

The study looks at the impact of the projects on:

the stakeholders' general perception and understanding of the concept of university-

enterprise cooperation, (the most noteworthy impact), with questionnaire respondents and interviewees largely acknowledging the projects’ impact on their

personal networks and relations and acknowledging the project's role in allowing them to meet and get to know persons outside their usual circles;

the higher education institutions (HEIs) themselves, with the establishment of centres and offices dedicated to some sort of university-enterprise cooperation, the

relative simplification of administrative procedures, the adoption of strategies and,

in some instances, of national policies and the training of administrative and academic staff, which is significant but which also requires greater sustainability;

the education and training provided by the universities, which represents projects' most significant and tangible impact, partly because the projects aimed at

developing or updating curricula are more numerous than those aimed specifically at developing cooperation between universities and enterprises, but also because most

projects, regardless of their main objective, aim to improve and modernise the services they provide, with teaching as the most important service;

students’ access to the labour market, which appears limited, mostly because

improving such access is a lengthy process, extending far beyond the contractual period of the projects, and the concrete impact of such a process can only be

measured in the long-term.

The study identifies three categories of practice which favour increased cooperation between universities and enterprises:

raising awareness about the benefits of university-enterprise cooperation, with

practices such as training for university staff to enable them to better communicate

with and address the specific needs of enterprises, improving communication between academics and entrepreneurs and between universities and enterprises,

and jointly developing new curricula;



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ensuring the sustainability of projects’ results and outcomes, which includes accreditation or recognition of projects’ outcomes and long-term institutional

support; establishing operational and sustainable structures, such as liaison offices,

incubators and observatories.

The study proposes the following recommendations for future projects to develop

cooperation between universities and enterprises. These recommendations aim to highlight practices and activities which would enable universities to better present and

market their capacities to answer the very specific needs of enterprises, to take into account enterprises’ reluctance to invest time and effort in short-lived initiatives, and

to develop long-lasting and practical relationships between academia and enterprises.

Improve communication towards the business sector:

o organise training for university staff in communication techniques and in carrying

out needs analysis of issues related to entrepreneurship and in conducting feasibility studies;

o organise events such as job fairs and innovation competitions on a regular basis; o integrate internships or work placements into study programmes;

o design courses in cooperation with and/or for enterprises.

Widen the scope of university-enterprise cooperation:

o consider the capacities of HEIs to provide applied solutions to enterprises,

including the improvement of existing products and the development of marketing strategies, systems and processes to improve production;

o consider the potential input of soft sciences (e.g. sociology, psychology, design, marketing etc.).

Establish a favourable legal, administrative and financial environment in which HEIs

operate and can:

o conclude comprehensive agreements and contracts;

o provide incentives to their staff, as well as to representatives of enterprises; o establish and operate dedicated structures.

Follow-up projects’ achievements:

o develop projects’ sustainability strategy for its outcomes and achievements;

o monitor projects’ outcomes and achievements in the long-term



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1. Introduction

1.1. Aim and scope of the study The Directorate-General for Education and Culture of the European Commission

launched a study on the achievements of the Tempus IV programme (2008-2013). The aim of the study is to promote the achievements of Tempus IV projects, while

assessing their sustainability, and to use the findings as a source of inspiration for new projects funded by the 'Capacity-building in Higher Education' action of the new

Erasmus+ Programme (2014-2020).

The study, targeted at the Southern Mediterranean countries, looks specifically at the

achievements of Tempus IV projects in promoting university-enterprise cooperation.

Under Tempus IV, around 30% of the funded projects involved partners from the Southern Mediterranean region and accordingly, 30% of the awarded budget was

allocated to these projects/region.

Regarding the chosen theme, promoting and developing cooperation between higher education and business is a core element of the EU’s 'Agenda for Modernising Higher

Education'. The earlier Tempus Programme and the present Erasmus+ Capacity

Building in Higher Education action (2014-2020) are the European Commission's main instrument to support higher education in the neighbouring regions, and university-

business cooperation is one of the priority areas for intervention.

In particular, regarding Tempus IV, around 40% of projects involving institutions from the Southern Mediterranean region directly or indirectly address the theme of

university-business cooperation, a percentage which is much higher than the overall average for other Tempus countries. This theme also has a direct link to the socio-

economic situation of the Southern Mediterranean countries, which are experiencing

very high levels of youth unemployment, and in particular unemployment among young graduates.

1.2. Definition of University-enterprise cooperation

University-enterprise cooperation is commonly defined as all forms of interaction between HEIs and enterprises for reciprocal and mutual benefit. These interactions

can be personal or institutional in various areas, such as Research and Development (R&D), personnel mobility (academics, students and business professionals),

commercialisation of R&D results, curriculum development and delivery, lifelong learning (LLL) and entrepreneurship or governance.

In fact, the concept of university-enterprise cooperation, particularly in the countries targeted by the present study1 is often limited to networking activities aimed at

establishing contacts to facilitate students’ access to the labour market. However, if access to labour market—with the establishment of career centres, alumni networks

and databases of potential employers and job placements—is indeed a crucial objective, others are at least of equal importance.

University-enterprise cooperation also aims to develop institutional cooperation,

through cooperation agreements with business, entrepreneurship awards at the

1 The countries covered are Algeria, Egypt, Jordan, Lebanon, Morocco, Palestine (this designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual positions of the Member States on this issue), Syria and Tunisia. Israel and Libya have not been included due to the very small number of completed projects focusing on

University-Enterprise Cooperation.



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university, and other activities or university-based activities to foster entrepreneurship.

University-enterprise cooperation also concerns education and training, with co-

supervision and co-funding arrangements between industry and universities for masters and doctoral theses, derived from their collaborative work, student

traineeships organised in partner enterprises, staff mobility between firms and

universities (in both directions), or continuing education and training for employees in companies.

Last but not least, university-enterprise cooperation also concerns research and

innovation with doctoral and postdoctoral positions offered within the framework of the established cooperation, the establishment of technical transfer offices and

innovation labs, spin-off companies created at the university, collaborative research between businesses and the university or contract research and technology-related

consulting.

1.3. Context of the study The region covered by the study is very diverse in many respects, but quite

homogeneous in others. The countries considered by the study have different

traditions, cultures and higher education systems, but they also share characteristics which affect university-enterprise cooperation. Such common features include the

predominance of small and medium-sized enterprises (SMEs) in the HEIs’ immediate environment, and the influence of a highly centralised and bureaucratic legal and

financial context, on the type and scope of university-enterprise cooperation.

The analysis of the type of non-academic partners involved in the projects taken into consideration for the study shows a large predominance of Chambers of Commerce

(and Industry), enterprise federations, and governmental organisations. Social

partners representing employees or artisans are involved in less than 10% of these projects.

1.3.1. Business and industrial context

Countries targeted by this study all have a large predominance of SMEs, which have

no real understanding of what research and development could offer them, and often no knowledge of ways in which universities could contribute to their development.

Most of these enterprises are family businesses and are generally convinced that they

do not need research and development, complaining that universities are too academic, that universities do not train students according to SME’s needs, and do not

prepare them for professional life.

The large companies with more resources are limited in number, and are essentially subsidiaries of large multinational groups where research and development is mostly

centralised in the country of the parent company.

In most of the countries considered, larger local businesses and industries tend to

have an administrative rather than an economic management style, and tend to seek ready-made and immediately usable solutions, preferably those developed in the EU

and/or North America.

The lack of preparedness, if not lack of willingness, of human resources (both in academia and enterprises) appears to be a common feature, though at slightly

different levels, in all targeted countries.



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Academic staff, well versed in entrepreneurship and innovation-related issues, are a minority, and entrepreneurs’ and industrialists’ awareness of ways in which academia

could contribute to their business is very low, not to mention their lack of confidence in academics’ ability to meet their confidentiality requirements and time constraints.

1.3.2. Legal and administrative context

The legal framework in which universities operate, and particularly the financial regulations they have to comply with, is often considered a hindrance to the

development of university-enterprise relations. In most of the countries covered by the study, universities operate in a very centralised financial and administrative

context, in which academic and management staff do not see the benefit of developing such relations or in applying for patents, and do not have the means to invite

representatives from enterprises to give lectures, for example. In some countries, universities face a similar situation, but have more latitude with their research centres

subject to commercial law, and with the opportunities they have to create foundations

( for example in Morocco, or associations in Tunisia).

Nevertheless, budget management-related issues are consistently highlighted as one of the difficulties faced during the implementation of the projects. When asked about

the issues faced by their project, interviewees and respondents were quick to focus on the burden of project administration, which stems not only from the Programme’s

rules, but also from the local regulations applicable to universities.

The centralised administrative framework in which universities operate is commonly

presented as the reason why they experience so many difficulties developing cooperation with their socio-economic environment. The lack of incentive, and the

quasi-impossibility for universities, much less for faculties or departments, to implement incentive schemes without the approval of the supervisory authorities, also

appears to be a commonly-faced challenge in the region.

The centralised and bureaucratic administrative framework is also considered a hindrance to mobility flows. Travel restrictions or limitations are often pointed out as

major obstacles. These limitations can be due to visa-related problems (delays and

refusals), to high travel and accommodation costs, and to security issues in some countries of the region. In some countries, limitations also exist in terms of the

duration and frequency of travels authorised for partner country staff.

Ways to circumvent these challenges are found (for example, activities are organised in the partner countries rather than in the EU, the use of Skype and other

communication tools, the involvement of local representatives of EU institutions through organisations such as the Agence Universitaire de la Francophonie etc.), but a

number of respondents and interviewees underlined that additional support could be

provided, also from their hierarchy and supervisory authorities.

1.4. Methodology

The study to assess the impact of completed Tempus IV projects on the cooperation

between higher education institutions and enterprises in the Southern Mediterranean partner countries took into consideration a total of 63 completed projects (see Annex

2).

Two different questionnaires have been developed to gather information and the viewpoints of university staff, and from representatives of non-academic organisations

involved in the selected projects on various issues, such as the evolution of the university-enterprise cooperation since the implementation of the Tempus IV projects,

the projects’ impact on the structure of the partner universities, the scope of



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cooperation, the education provided by universities, the skills and competencies of university staff, students' access to the labour market, and the impact of the Tempus

projects outside and beyond partner universities.

In mid-October 2015, the contact persons of the selected projects were asked to complete a questionnaire. As of March 10, 2016, after reminders and with the support

of the local National Erasmus+ Offices, a total of 100 completed questionnaires were

received (90% from university staff and 10% from representatives of non-academic organisations, of whom chambers of commerce represented the vast majority).

The main difficulty in this phase of data collection was related to the fact that a high

number of nominated contact persons were not actually involved in the projects (e.g. in Morocco, the contact person listed is almost always someone from the central

administration or presidency), were no longer working at the university in question, had retired, or had changed e-mail address...

In addition to the data collection through questionnaires, two field visits and interviews over the phone allowed discussions with university staff from a further 26

projects in Tunisia, Morocco, Egypt and Lebanon (the four countries of the targeted region with the highest number of relevant projects). The interviewees presented their

project and achievements, in some instances organised discussions with students, and were each asked to name the two aspects they were most proud of, as well as their

two greatest regrets. These questions led to the identification of the examples and case studies presented in the study.

The response rate to the questionnaire would obviously not be adequate for a scientific study, which is not the ambition of this study. Nevertheless, these quantitative and

qualitative answers, in addition to the information collected during the interviews, allow us to draw a global picture of achievements and challenges faced by 44 projects

in the field of university-enterprise cooperation.

It is also worth underlining that interviewees had a good knowledge of the parts of the project they were directly involved in, but often had a limited knowledge of the

projects’ content and achievements as a whole.

More often than not, site visits and interviews revealed the difficulties of assessing the

impact of a specific project. As emphasised by several interviewees, and witnessed on-site on several occasions, once an outcome has been achieved, a structure created or

a new course or curriculum introduced, the project which enabled this achievement, creation or introduction, becomes secondary and, most of the time, no longer clearly

identifiable. This is a very positive outcome as far as appropriation of project results is concerned, but it also makes impact assessment all the more difficult. This

assessment is also challenging because quite often, several projects (sometimes

funded by different donors) with similar objectives and/or building on each another, have been implemented by one institution, where the participants are focused on the

outcomes and output, without really differentiating between the projects. In addition, the project is rarely implemented to the same extent in each partner institution.

Therefore, the impact of one project can be very positive in one partner institution, while at the same time, quite poor in another partner institution.



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2. Impact of the projects

The responses to the questionnaires and the information collected during the interviews show that the most noteworthy impact of the projects is on stakeholder's

general perception and understanding of university-enterprise cooperation.

The analysis of the collected data also shows that projects had a significant impact on

HEIs themselves. The establishment of centres and offices dedicated to some type of university-enterprise cooperation, the relative simplification of administrative

procedures, the adoption of strategies and, in some instances, of national policies, the training of administrative and academic staff and, in some rarer cases, the income

generated by the university-enterprise cooperation, developed with the support of the Tempus IV programme, have had an influence on the institutions.

Nevertheless, the most significant and tangible impact of the projects is on the

education and training provided by the universities. This can partly be explained by

the fact that more than half of the projects targeted by the present study were “Curriculum development” projects, i.e. projects directly aiming at modernising

curricula at the partner HEIs. The close link between the concern expressed by most professors about their responsibility in finding employment for their students, and the

content of their courses, is another explanation for the impact of the projects on the education provided by the universities.

Although students’ access to the labour market is widely viewed as the primary

objective of university-enterprise cooperation, the impact of the projects in this field

appears limited, as is the impact of these projects outside and beyond the participating HEIs.

The Tempus IV programme aimed to support the modernisation of higher education

and did not focus directly on research. Therefore the impact of the project on research and innovation activities at universities is logically more limited, though not inexistent.

2.1. Impact on general perceptions and understanding

The understanding of the concept of university-enterprise relations varies, but is generally limited in the minds of university staff to the relationship enabling them to

find internships or employment for their students. Academics tend to say “enterprises are not interested in cooperating with universities”, while people from the business

sector argue that “universities do not prepare the students for working life”. A

significant proportion of respondents and interviewees feel that finding a job for their graduate students is their responsibility, without questioning whether the education

they provide prepares those students to sell their skills and competences on the labour market, and to successfully integrate into an enterprise. Those whose understanding

includes the idea of research valorisation are less numerous. They are often convinced that “in the present context” (a broad expression covering the political, economic and

legal contexts), this valorisation is impossible.

The responses given in the questionnaires and during the interviews clearly show a

lack of cooperation between universities or faculties and enterprises. The most commonly-stated reasons are the lack of clear objectives, and lack of dedicated and

proficient structures or lack of staff. The lack of incentives for academics (be they financial or in terms of promotion) is often stated as the reason for the predominance

of personal contacts and a 'case-by-case' approach and lack of institutional cooperation. Enterprises’ lack of confidence and faith in the fact that they could benefit

from academics’ input is also a recurrent reason given to explain the lack of cooperation. The restrictive regulations which prevent universities from remunerating

private sector guest lecturers at the required levels are a commonly-stated



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explanation. So too are the restrictive regulations which prevent universities from carrying out and financially benefitting from commercial activities such as consulting.

The projects targeted by the present study often seem to have initiated change.

However, there are very few concrete examples of significant change in these issues. In instances where the efforts accomplished were not entirely annihilated by the

events in the region in 2011, the outcomes achieved by the projects to address these

issues are yet too fresh to have a significant impact. At university and faculty level, some progress has been made in terms of implementing courses and activities related

to entrepreneurship (e.g. specific courses for students and/or staff), commercialisation of research and development results (knowledge transfer), and curriculum

development and implementation (e.g. involvement of business in course design, development, and teaching). It is however worth underlining that 80% of respondents,

who answered the question on the percentage of their overall working time per year at the university cooperating with business before and since the implementation of their

project, indicated an increase in this working time. The same significant increase was

reported by the non-academic respondents. Respondents from Algeria, Syria, Palestine and Tunisia reported an increase from 15 to 17%. The countries where the

respondents declared the highest percentage of overall working time per year at the university involving cooperating with business are Tunisia, Palestine, Syria and Algeria

(with percentages between 44 and 41%). In the other countries covered by the study, the respondents considered that they spend about one-quarter of their time working

at the university cooperating with enterprises.

The countries where respondents felt the most progress has been made in the field of

cooperation between universities, faculties and enterprises as a result of their project were Algeria, Palestine and Egypt. Respondents in Tunisia and Syria considered that

absolutely no progress has been made. Answers from Jordan showed more significant differentiation between the cooperation at university and at faculty level, considering

that cooperation at faculty level was more positively influenced by the project than at university level.

Although in the opinion of respondents, cooperation is still limited, they do consider

that university-business cooperation helps to develop more relevant curricula, and

leads to new ideas for teaching and training, and that university-business activities and interactions improve the learning experience of students as well as their

employability, and also have positive effects on their teaching and research responsibilities. But they are not convinced that university-business activities increase

their chances of promotion or can improve their standing within their university (This is particularly notable in Algeria, Jordan, Morocco and Tunisia).

From the non-academic respondents’ point of view, it is interesting to note the overall

opinion that their cooperation with universities has rather improved since the

implementation of the project they were involved in. This is particularly the case regarding curriculum development and implementation (e.g. involvement of business

in course design, development and teaching) but also lifelong learning activities (e.g. courses provided by the university to professionals), mobility of students (e.g.

internships in business) and mobility of academics (from academia to business e.g. training assignment in business).

2.2. Impact on the institutions

The questions related to the impact on institutions, aimed at assessing whether new

structures had been created in the framework of the projects, and aimed at identifying their objectives. They also aimed at identifying the projects’ impact on the institutions’

management, funding and human resources, as well as their capacities to develop agreements and policies.



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2.2.1. Impact on structures

In all but one of the 44 projects which returned completed questionnaires, some type of structure has been established. The most frequent types of structures are:

laboratories (new or updated); universities-enterprises cooperation/thematic networks/liaison offices; career guidance and counselling centres/offices/observatories

, skills and career centres, training centres (e.g. for lifelong learning/business

representatives); and online platforms for university-business cooperation. The least frequent ones are: university-industry management clubs (clubs integrating students,

alumni, employers, investors etc.); offices for research exploitation and marketing, and incubators for the development of new businesses.

However, it appears that if about 84% of these structures are still operational 1 year

after the end of the project, only 64% are operational 3 years after the end of the project. The proportion of structures which are still operational 3 years after the end

of the project even drops to 8% in Palestine and to around 50% in Lebanon and

Jordan. It is worth underlining though that about one-third of the respondents expressed no opinion on this matter.

These responses seems to confirm the opinion formed during the interviews that there

is room for improvement in the information flow about projects results and achievements within universities and the sustainability of project results. As a matter

of fact, based on the information gathered through the interviews, the targeted projects led to the creation of a significant number of structures, sometimes

redundant ones, coexisting without cooperation with or even knowledge of one

another. In this respect, the answers provided by representatives of non-academic partners to the questionnaire also show an almost total lack of knowledge of the

achievements in universities in the Southern Mediterranean region, which could be presented as good practice in university-business cooperation.

Concerning the impact of these newly-established structures, respondents to the

questionnaire qualify the impact as rather weak, particularly on universities’ capacities to evaluate research results regarding potential commercialisation, to advise on

Intellectual Property protection, and to file and prosecute patent applications. The

impact on enterprises’ capacities to translate their needs into R&D objectives to be developed in universities also appears minimal. The most significant impact (though

graded on average 5.6 - where 10 was “excellent”), appears to be on the universities’ ability to promote university's graduates and facilitate their access to the labour

market. The highest satisfaction in this regard was expressed by project participants in Tunisia, Syria and Palestine. According to respondents, the structures created have

also helped promote the development of sustainable partnerships between the university and enterprises, particularly in Tunisia, Lebanon and Syria. These answers

indicate increased awareness, rather than the existence of concrete and sustainable

partnerships.

2.2.2. Impact on administration and funding

In general, the respondents consider that the projects they were involved in improved the commitment of the university's top-level management to university-business

cooperation. This is particularly true for respondents in Tunisia, Syria and Algeria. It is much less so for respondents in Morocco and Jordan.

One-quarter of the respondents from universities consider that the project they were involved in enabled the simplification of bureaucracy related to the development of

university-business cooperation within the university, and one-third responded that this simplification occurred also at national level. The most satisfied respondents were

in Tunisia and Syria (with a score higher than 5 out of 10).



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Less than one-quarter of respondents expressed the opinion that the project they were involved in actually constituted an increase in the capacity to raise external funds

for the general operation of the university/faculty/department. 21% considered it contributed to increase the funds available for research at the faculty/department level

and 16% at university level.

The only country in which respondents expressed satisfaction when asked if the

project increased the allocation of resources (including funding) by the university to support university-business cooperation, is Tunisia (with a score higher than 6 out of

10).

Nevertheless, a large majority of respondents agreed with the statement that, “successful university-business cooperation is an excellent way of getting funding”.

2.2.3. Impact on Human resources

According to respondents, the projects they were involved in did not really contribute to improved quantity and quality of the training provided by business to university

staff (except in Tunisia), but did allow, to a modest extent, university staff to have a better understanding of university-business cooperation related issues (particularly in

Egypt, Algeria and Tunisia), to better teach their students about university-business cooperation issues (particularly in Algeria, Tunisia and Lebanon) and to better interact

with business (in Algeria, Tunisia, Egypt and Lebanon).

According to the respondents, (re)training of university staff was provided in the

framework of over half of the projects they participated in. This was mostly in terms of: technology transfer and valorisation; organisation of university-enterprises

cooperation; innovation & public relations; adult training, continuing education, lifelong learning; and, in some instances, in project management, including financial

management, resources planning, costing and exploitation of results and entrepreneurship and, to a lesser extent, in intellectual property protection and

exploitation.

2.2.4. Impact on cooperation agreements and policies

When asked whether policies, strategies and/or methodologies related to university-

business cooperation have been developed in their university within the framework of their project, about half of the respondents answered yes. One-third did not know or

did not answer. These policies/strategies/methodologies mostly cover issues related to incentives to motivate staff and students to collaborate in projects with industry. They

also cover issues of technology transfer, and communication on research activities and results with businesses. These policies, strategies and/or methodologies relate less to

the identification and presentation of good practices of university-business cooperation

and to Intellectual Property issues than to the above. In about two-thirds of the cases, respondents indicated that these policies, strategies and/or methodologies have been

validated by the universities’ decision-makers. In a little over one-third of the cases, they have been validated by the national authorities. The fact that almost half of the

respondents did not know (or did not answer) whether national authorities ruled on these has to be underlined. It shows the room for progress in terms of the flow of

information and the follow-up of project results.

If the answers to the questionnaires indicate that cooperation agreements (in any

form) between universities and businesses did come to life during implementation, or as a consequence of the targeted projects, they also show that about one-third of

these agreements seem to be 'empty shells' a year the project ended. Furthermore, answers indicate that projects have had very little impact on the number of academics

sitting on company boards or working within business (particularly in Tunisia, Jordan



11

and Algeria). Answers from the respondents show a decrease in the number of research and development projects, involving business or contracted research projects

initiated after the project ended, and as a project outcome. The same trend indicating that project support is vital, and that the sustainability of project results needs

improvement, has to be noted in the context of the number of staff-exchanges from universities to business, the number of prizes for university students sponsored by

businesses, or the number of staff-exchanges from businesses to universities.

In addition, answers to the questionnaire indicate that respondents consider (quite

homogeneously in all countries), that their project contributed adequately to the effective internal promotion of university-business cooperation, to the organisation of

an adequate number of networking activities allowing meetings between university and business staff, and to an adequate number of activities facilitating interaction

between academic and business staff (e.g. collaborative problem-solving workshops). However, they consider that their project contributed rather poorly to the inclusion of

"cooperation with business" in the assessment of the work performance of the

academic staff, to an increase of the university's incentives for academics to develop university-business cooperation, or to the allocation of resources (including funding)

by the university to support university-business cooperation. In Tunisia for instance, if a professor provides services to enterprises, the fees they pay go to the university’s

budget (30% for the school/faculty, a maximum of 40% to cover real expenses, 30% for the staff, but remuneration is limited to the official hourly rate defined for

professors). If respondents agree with statements such as “university-business activities increase my chances of promotion”, or “university-business activities

improve my standing within my university”, they are nevertheless unconvinced. The

inclusion of “cooperation with business” as part of the assessment of work performance for academics is, however, widely recognised as a powerful incentive for

the development of such cooperation.

Some respondents representing non-academic institutions emphasised that Tempus IV projects more often than not, have helped university management realise the

potential of institutional cooperation with enterprises, and introduced changes in mentalities. Others mentioned that including representatives of enterprises in

university management structures would bring added value to defining strategies and

their implementation.

2.3. Impact on the education and training provided by universities

Responses to the questions regarding the impact of the targeted Tempus projects on

the education provided by universities indicate that the framework provided by those projects enabled universities, in most cases, to involve representatives from industry

in projects more broadly (not just in terms of teaching, but also course development). It also helped to develop the planned courses on the basis of a survey of industry's

training needs, using lists of learning outcomes/competencies and abilities/knowledge and skills, and to introduce new teaching modules. These courses appear to target

students rather than professionals, indicating a lesser development of, or appetite for, professional training and lifelong learning on the part of universities. The

entrepreneurship-related topics most commonly included are project planning and

management, communication, teamwork and cooperation. The topics included the least are foreign languages. Strategic and entrepreneurial management, leadership

and information processing are included in about half of the cases, as is professional training e.g. internships. The enhancement of skills (such as personal skills, career

planning, job-search and career managing skills) and of practical competences/technical know-how in basic and applied research work is an aim in the

vast majority of these new courses which also include research methodology courses (to enhance Master and PhD students' capacities in research, in putting methodologies

into practice etc.), but to a significantly lesser extent.



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About half of the respondents answered that new teaching methodologies, such as

problem-based learning (PBL) and the use of distance learning technologies, have been introduced in the framework of their project.

Answers to the questionnaires reveal an overall decrease in the number of guest

lectures given by businesses. There is also a decrease in the number, of projects

conducted by students in cooperation with business, of industry projects involving students, and of student-mobility from university to business, since the end of the

project. The decrease in student-mobility from university to business is the most significant, showing the importance of the networking and financial framework

provided by the projects. The number of Bachelor, Masters and/or PhD theses written in cooperation with businesses remains stable.

About one-third of the respondents (mostly in Tunisia, Algeria and Egypt) consider the

impact of their project on enterprises’ involvement in development of curricula, course

delivery and adequacy of the developed curriculum with the needs of business actors involved in the project, as good. One-third of the respondents (mostly in Morocco,

Palestine and Syria) consider it as weak. It should however be stressed that these answers not only indicate the opinion of the respondents on these questions, but also

their level of expectations.

From the point of view of respondents representing non-academic institutions (mostly Chambers of Commerce, federations of enterprises and governmental organisations),

the development of training courses is considered as one of the significant impacts of

the Tempus projects they were involved in. As a matter of fact, joint development or updating of courses is the most frequent activity, with quasi-immediate and tangible

outcomes, in which non-academic partners are involved. It is, or could be, the first step towards wider cooperation between universities and enterprises.

2.4. Impact on students’ access to the labour market

Access of students to the labour market and student employability, is mentioned as a major concern and considered by most of the academic interviewees as their

responsibility.

Responses from university staff to the questionnaire do not show a noticeable difference between the success rate of graduates obtaining a job in their field who

benefited from the project, and those who did not (except in Algeria). On average,

respondents do not feel that the project they were involved in, significantly enabled students to benefit from improved services to support them in accessing the labour

market. It also didn't enable them to be appropriately prepared to search for and find their first job, or to have sufficient opportunities to have work experience during their

studies.

It is worth noting that according to the respondents, the highest percentage of students benefiting from the support of the university in their search for their first

job/internship can be found in Algeria, Jordan and Lebanon (but these percentages are

below 22% in all countries).

Some respondents representing non-academic institutions, highlighted the impact of Tempus projects in opening new fields of cooperation with academia, raising

awareness about the specific needs of enterprises, facilitating their capacities to keep abreast of research and having an influence on students’ internships and projects

(research, theses), in order to bring them closer to the concrete challenges faced by enterprises.



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2.5. Impact outside and beyond universities

As far as the targeted projects’ impact outside and beyond universities is concerned, it

appears from the questionnaires that the most important impact is the increase in mutual trust between universities and businesses. Raised awareness among

businesses about university research activities in general, and among other universities about opportunities created by university-business cooperation, is also an

outcome.

More tangible impacts, such as the increase of businesses’ financial resources to develop university-business cooperation or the adoption/revision of laws and

regulations facilitating the mobility of staff between university and business, or

supporting the creation of new companies/start-ups, and the improved capacity of businesses to absorb research findings are not considered to be significant.

Respondents’ opinions on their project’s impact in helping other universities in these areas indicate that rather modest results have been achieved in terms of the

dissemination of project results and outputs.

Answers given to the question about knowledge of achievements in university-business cooperation in other universities in the Southern Mediterranean region were

scarce and rather general. This confirms the limited flow of information about projects’

achievements and outputs, not only within one institution (as witnessed during the field visits and interviews), but also between countries in the region.

Questions related to the contribution of projects to the adoption/revision of laws and

regulations supporting the creation of new companies/start-ups, or facilitating the mobility of staff between universities and businesses received lower scores. This can

be interpreted as an indication of the low impact of the targeted projects at national level. However, these scores should also be taken into account, bearing in mind the

objectives of the targeted projects. Less than 16% of the target projects were

“structural measures” projects, aiming at national impact.

2.6. Impact on the research and innovation activities of universities As underlined earlier, the Tempus IV programme excluded research activities and

focused on the modernisation of higher education. A direct impact of the projects on research and innovation activities of universities should therefore not be expected.

However, the modernisation of the HEIs involved in the projects could have an impact on their research and innovation activities. Therefore, the questionnaire for

universities included questions aimed at assessing this impact. Less than 60% of the respondents felt that these questions were relevant to their situation, or were able to

answer the question (which is coherent).

In an attempt to measure the impact of the projects on universities’ research and

innovation activities, the respondents and interviewees were asked to give an estimate of the number of patents registered, licence deals or consultancy services concluded

and of spin-off companies created in the framework of their projects. Although more than a third underlined that they do not have access to such information (or simply

did not answer the question), the estimates show the diversity of situations in the different countries. The estimates provided on the number of license deals

concluded/consultancy services given by their universities to business show a very slight increase since the end of the projects (except in Palestine where a strong

decrease is to be noted) This reveals the importance of the framework provided by the

projects. The same applies to the number of spin-off companies created from their research. Estimates given by respondents on the number of patents registered by

their university show overall stagnation in the numbers since the end of the projects



14

(except in Jordan, where a significant increase is reported, and Morocco, where a decrease is reported).



15

3. Requirements for successful projects in the field of university-business cooperation

Respondents felt that two main factors ensuring the successful achievement of all

Tempus IV projects in general are the planning of activities and language barriers. Proper planning of project activities, taking into account the time needed to carry out

those activities and time constraints linked to participants’ workload and bureaucratic

delays. These were regularly mentioned as success factors. Language barriers are another challenge which appears to be insufficiently addressed when preparing

international cooperation projects. The language of communication between staff involved in the projects is not necessarily an issue when discussing general ideas and

drafting a project proposal in a smaller group, yet can become problematic when actually implementing the project and addressing a larger group of stakeholders.

Another prerequisite for successful projects (of any kind), which should be underlined, is the joint preparation of projects, on the basis of a thorough needs analysis, by all

partners.

From the specific university-business cooperation perspective, a number of practices

favouring increased cooperation between universities and enterprises can be singled out (from the information gathered through the questionnaires and the interviews).

3.1. Raising awareness and introducing change

The lack of knowledge on how to cooperate with businesses and miscommunication issues result in a lack of interest and resistance to change. The need to raise

awareness and change the ways (and possibly the legal and administrative environment in which) universities operate has been pointed out by a vast majority of

respondents and interviewees as a crucial issue to be addressed, to allow initiatives

taken in the framework of projects to reach their full potential and be sustainable.

Project 144752 - University Chair on Innovation

Hassan II University in Casablanca, Morocco, interested in the development of

relations with enterprises to valorise its research and foster innovation, decided to create an Innovation Chair. The university’s management believed a Chair was the

most sustainable structure to valorise research.

The Innovation chair is operational. A Call for Applications has been launched to select

the director, and the university has provided the premises and the equipment. Seminars have been organised for professors on how to prepare a patent application

to help them acquire the necessary competences and raise their awareness about the work (content and load) it represents.

The Innovation chair has allowed the introduction of an innovation culture and sent a

strong message from the presidency of the university to those who still think that the

university should not work with the outside world.

Since its establishment, the number of patents submitted by the university has increased considerably. In 2012, it ranked first among Moroccan universities in terms

of national and international patents. Patents are prepared and monitored by a Committee established within the framework of the project, and which includes a

representative of the National Patent Office (Office National de la Propriété Intellectuelle - ONPI). They also put a mechanism in place to ensure that part (initially

70%) of the royalties are channelled to the lab and staff at the origin of the patent,



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using the Malaysian example. This Chair has thus contributed to a change in mentalities.

3.1.1. Training for university staff

In a significant number of projects, training university staff, at all levels of faculty and

administration, has enabled them to have a significantly better understanding of the enterprises, and improve their communication skills vis-à-vis their counterparts in

enterprises. Such trainings have also helped to change negative attitudes and to promote the acceptance of change. An Egyptian participant in the project “Advanced

Engineering Systems: Bridging the Gap between Academia and Industry” (project 511209) said “the Tempus projects enabled to build capacity (human and facilities)

capable of serving the industry and hence attracted them to cooperate with the university to solve the imminent problems they have there”. The same was said by a

significant number of other respondents and interviewees.

Courses in entrepreneurship and innovation appear to be particularly instrumental in

raising awareness about the benefits of university-enterprise cooperation.

3.1.2. Communication

Improved communication on the part of universities is repeatedly mentioned as a crucial means of raising awareness. Enterprises should be informed about the

education provided and services offered by universities. A number of respondents

from industry were not fully aware of what universities do. Such communication can be achieved through networking events, as has been done, for instance, in the

framework of the “Innovation and Development of Academic-Industry Partnerships through Efficient Research Administration in Lebanon (IDEAL)” project (530721). “It is

worth highlighting one of the networking events which brought together researchers and academics and representatives of the agro-alimentary sector. The event was

effective as it provided the opportunity for both to share common concerns and the needs of the sector […]. The researchers from partner universities shared their

knowledge and explored ways to build future cooperation and partnerships, and they

shared business cards.”

Such communication and events are also considered as an efficient means to address the frequent lack of trust and confidence between the economic sector and academia.

Various initiatives can be noted in this field. For instance, in the framework of the

project “Opening of Universities to the Socio-Economic World” (project 511151), a course on communication dedicated to relations between universities and enterprises

was developed and a guide of good practices, a “framework for a global

communication strategy of the University for the Socio-Economic World”, was stated as one of the main achievements. However, according to the interviewee, the latter

has not been disseminated broadly enough.

3.1.3. Development of new curricula

If projects aiming specifically at developing the cooperation between universities and enterprises do exist, those whose main purpose is to introduce new or update existing

curricula are even more frequent. These curriculum development projects can

nevertheless contribute to develop this cooperation, and raise awareness of the benefits for universities, enterprises and students of such cooperation.

Curriculum development involving enterprises appears as an efficient means to

develop the communication between all parties, and not only through the joint work,



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but also through the content of the courses themselves when internships are built into the programmes, and when study projects are jointly designed and supervised.

Project 530312 - Development of University-Enterprise Partnerships in the Field of Life Sciences and Technologies in Tunisia

The main objective of the project was to contribute to the improvement of the relations between universities and enterprises, the improvement of the graduates’

employability and knowledge transfer.

One of the main achievements reported at Sfax University, Tunisia, is the requalification programme for unemployed doctors which has been developed and

implemented. At the time, 400 doctors who were members of the association for unemployed doctors of life sciences (they have now over 700 members), have been

contacted to participate in this requalification programme. 68 have answered, and 20

projects have been selected.

The exemplary example of Raida: Raida became a Doctor (Double degree, Montpellier II and Sfax) in 2010, and had every intention of becoming a professor.

Two years later, supervising students in a research lab but actually unemployed, she heard about the project and started to think that something other than teaching could

be possible. She applied to the requalification programme and was selected. She is now in the final stages of the creation of her own company, whose first aim will be the

valorisation of a prickly pear (figue de barbarie) extract in the form of powder she

developed, and which can be used in the food industry, but also in cosmetics and health products. Thanks to the Tempus project, she received the training she needed

as well as the necessary support to fine tune and develop her project, and to prepare her business plan. Her only regret is that the support does not include the much-

needed seed capital.

When the new or updated courses are targeted to professional staff, the impact is obviously significant. As underlined by a Jordanian participant in the project (516788)

“Curriculum development for Master Program of Environmental engineering and Climate change (MAPEC)”: “Many of the MSc students are coming from the industrial

and engineering services sector. This is expected to foster relation between the university and the business sector especially when the new capabilities of the

graduates are tested within their own firms and institutions”.

3.2. Ensuring sustainability Although activities and measures to ensure the institutional and financial sustainability

of project results are supposed to be planned in the project application and carried

out, sustainability raised the concern of many of the respondents and interviewees. They focused mainly on the accreditation and recognition-related issues and financial

ones.

3.2.1. Accreditation/recognition

The sustainability of the developed or updated courses, but also of the structures created, depends on their accreditation and recognition by the relevant authorities.

The time needed to obtain these, and the burden of bureaucratic processes, are

common concerns to all respondents, regardless of the country they work in, and are seemingly too often underestimated. For instance, a participant in the project “Middle

Eastern partnership in sustainable Engineering” (517065) stressed that: “the



18

accreditation of the Master programme by the Palestinian Ministry of Higher Education took more than two years to be obtained […] ”.

Project 517401 - Clean Energy and Research in Environmental Studies

The initial objective of the project was the creation of Master of Sciences which has

been achieved at two of the partner universities. The Arab Academy of Science, Technology and Maritime Transport of Alexandria, Egypt, opted for a Master in

Engineering, more specifically addressing the needs of the labour market. This Master has been developed on the basis of a questionnaire sent to businesses to take into

account the market’s needs.

The project profited from strong institutional support, with the university-enterprise cooperation inscribed in the university’s strategic plan, as well as in national economic

development policies. The project also benefited from a favourable legal framework

since by law, enterprises have to call upon academics for consultancy to solve industrial problems.

3.2.2. Institutional support

A significant number of respondents and interviewees underlined the fact that the projects, involving the universities’ management in their activities, contributed to an

increase in institutional support which is a prerequisite for the sustainability at all

levels of the projects’ outcomes and achievement, not to mention their dissemination. However, an equally significant number of respondents and interviewees raised

concerns over the need for better coordination between departments/faculties (where the projects are actually implemented), and the central administration of the

university such as the Rectorate or President's office where recognition is granted, and where the legal status and funding are negotiated (or decided) with the relevant

national authorities.

3.3. Establishing operational and sustainable structures The establishment of new structures, but more importantly the work these structures

carry out, is a key element in developing university-enterprise relations, and improving students’ access to labour market. The activities of such structures range

from the organisation of events such as job fairs, employment conferences, or

competitions (for instance, selecting projects to be incubated in a university lab), to the provision of support to students in securing internships, or preparing them for job

interviews. They also play an important part in maintaining websites developed to match students’ profiles and job descriptions. As mentioned above, the creation of

new structures is also the most widely spread outcome of the projects targeted by the study.

As underlined by the participants in the project « Improving Employability in

Engineering Disciplines (DEFI) » (511274) the « Centre for Industry » created in

Algeria enables the better organisation of relations with industry (internships, site visits to industrial plants, guest lectures, study projects, etc.). The “University-

Entreprise Liaison Office” created in Lebanon plays an efficient part in the development of relations between academia and professionals, by inviting guest

lecturers from enterprises and supporting students (internships and preparation for job interviews) and professors (consulting activities and development of courses for

professionals) in their contacts with the economic world”.



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However, as shown by the responses to the questionnaire and the information gathered during the interviews, the sustainability of these structures and their

efficiency is a widespread concern. As mentioned above, their recognition can be an underestimated issue, and their proliferation can lead to the duplication of efforts, and

a significant loss of efficiency.

Project 144533 – Support to Reforms in Doctoral Training in the Maghreb

The project idea came from the realisation that not all doctoral students can become professors and find employment in universities, and that therefore doctoral studies

should be transformed to become a “professional research experience”.

The project contributed to the establishment of several Doctoral Schools (Ecoles Doctorales in Tunisia, Maison du Doctorant Algeria) in cooperation with professionals

from industries and enterprises for the elaboration, drafting and follow-up of the

“livret du doctorant”, in which everything from the idea for the thesis to the submission and defence is recorded, and which is signed by the thesis supervisor and

the Director of the Doctoral School.

At Monastir University, Tunisia, four Doctoral Schools were created within the framework of the project. Each school has a President, holding the rank of Vice-Dean,

and each has a separate budget allocated by the Ministry. This budget is defined on the basis of the yearly report sent by the Directors on the subjects and the state of

progress of the theses supervised by their school. It covers mobility costs, as well as

fees for guests lecturers from industry (to a certain degree). The project also led to the establishment of a “college doctoral” (a group of people including representatives

of non-academic institutions, which meets once a year), which is still in operation, allowing some level of centralisation of all thesis subjects, and thus helping to avoid

duplicates.

The project contributed to the reorganisation of doctoral studies. These now include new courses (generic skills and horizontal topics) and lead to a PhD thesis (now more

of a project embedded in an economic or industrial context, than a traditional

academic thesis).

The project also initiated a process of reflection, and the elaboration of recommendations which have been included in a Law adopted in Tunisia in January

2013.

“An-Najah University’s Innovation and Partnership Center NaBIC established in the

framework of the 'Strengthening University-Enterprise Linkages in Palestine' project

(STEP - 530626) works towards encouraging scientific innovations; supporting students, scholars, and innovators by associating them with the facts and reality of

the Palestinian market, and helping them promote their products, as well as providing graduates with work opportunities in fields where they conducted their research so

that they can provide solutions or developments in these areas. It also provides opportunities to support and improve scientific research, which will greatly advance

the service, productivity and industrial sectors, and transfer knowledge and information and invest them in Palestine”.

However, as shown by the responses to the questionnaire and the information gathered during the interviews, the sustainability of these structures and their

efficiency is a widespread concern. As mentioned above, their recognition can be an underestimated issue, and their proliferation can lead to the duplication of efforts and

a significant loss of efficiency.



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4. Conclusions

The analysis of the data collected through the questionnaires and interviews shows that the most noteworthy impact of the considered projects has been on the general

perception and understanding of the stakeholders of the concept of university-enterprise cooperation. The impact of the projects on the HEIs themselves, with the

establishment of centres and offices dedicated to university-enterprise cooperation of

different types, the relative simplification of national/institutional administrative procedures, the adoption of strategies and, in some instances, of national policies on

university-enterprise cooperation and the training of administrative and academic staff, also appears as significant. The most tangible impact of the projects can

however be observed in the education and training provided by the universities. Although students’ access to the labour market is widely viewed as the primary

objective of university-enterprise cooperation, the impact of the projects in this field appears limited.

Three categories of practice favouring increased cooperation between universities and enterprises have been identified. The first category includes practices aimed at raising

the awareness of all stakeholders about the feasibility and potential added value of university-enterprise cooperation (e.g. training for university staff, improved

communication and development of new curricula). The second category comprises practices aimed at ensuring the sustainability of projects’ results and outcomes (e.g.

accreditation of courses or recognition of projects’ outcomes, including established structures and institutional support ensuring the human and financial resources

needed after the implementation of projects). The third category includes practices

aiming at establishing the relevant operational and sustainable structures.

Consequently, four areas can be identified, in which future projects aimed at developing university-enterprise cooperation would need to focus, to ensure adequate

and lasting impact.

4.1. Improve communication with the business sector As underlined by the respondents and interviewees, but also widely acknowledged in

academic and business circles, the first step towards a mutually fruitful and efficient cooperation between universities and enterprises is communication. Communication

from academia to enterprises requires improvement in terms of both form and content.

In this respect, a proven factor is the training of university staff (both at academic and administrative level) in communication techniques and in needs analysis, to

understand and define as precisely as possible, the needs of enterprises whose representatives often have difficulties expressing their concrete needs, and translating

their needs into R&D subjects to be developed by university. Trainings that allow a better understanding of issues related to entrepreneurship (including the handling of

intellectual property, in conducting feasibility studies of industrial business projects, or in evaluating research results in regard to potential commercialisation) are also to be

developed.

Other efficient tools to improve communication and mutual understanding include

events such as job fairs and innovation competitions, if organised regularly and targeted at the relevant economic sector, alongside internships or work placements,

and course design in cooperation with and/or for professionals.



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Recommendations for future projects

o HEIs should carry out a needs analysis of issues related to entrepreneurship and conduct feasibility studies on this topic

o HEIs should organise training for university staff in communication techniques with enterprises

o HEIs should organise events such as job fairs and innovation competitions on a

regular basis for students o HEIs should integrate internships or work placements into study programmes for

students o HEIs should ensure that where possible, courses are designed in cooperation

with enterprises o HEIs could also design specific courses for enterprises

4.2. Widen the scope of university-enterprise cooperation

The scope of university-enterprise cooperation requires academia to take a broader view of relevant academic disciplines, and of the mutual benefits entailed. As

mentioned above, in the countries targeted by the study, university-enterprise cooperation is too often viewed only as the means to find jobs for graduates.

Furthermore, the scope of university-enterprise cooperation is often too limited in its

focus on hard-sciences and, institutionally, in its focus on departments and faculties.

While the role of universities in theoretical innovation and research and development is acknowledged, their capacities to provide applied solutions to enterprises is

underestimated, by both parties. Research and innovation also include the improvement of existing products, the development of marketing strategies to

increase market shares or enter new markets, and the development of systems and processes to improve product production, as well as staff qualifications. In these

fields, the input of soft sciences (including sociology, languages, psychology, design,

marketing, etc.) is crucial.

Recommendation for future projects:

o HEIs should ensure that cooperation is established, not only in the area of hard sciences but a reflection should also be carried out by HEIs on the potential input

of the soft sciences to industry (e.g. sociology, psychology, design, marketing etc.).

o HEIs should provide applied solutions to enterprises, including the improvement of existing products and the development of marketing strategies, systems and

processes to improve production; o HEIs should create dedicated structures to provide support for university-

business cooperation

4.3. Establish a favourable legal, administrative and financial context

National authorities require support in adopting favourable legal, administrative and financial frameworks. The Tempus IV programme supported projects aimed at

initiating a reflection and/or drafting recommendations to develop and adopt more favourable legal, administrative and financial frameworks in which HEIs operate.

Taking into account the information gathered for this study, this concerns HEIs’

improved capacity to conclude comprehensive agreements and contracts, to provide incentives to their staff and to representatives from enterprises, and to establish and

operate dedicated structures. These are prerequisites for the development of university-enterprise cooperation.



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4.3.1. Cooperation agreements and contracts

All project stakeholders, from partner institutions and organisations, to supervising authorities, to donors, need to devote appropriate attention to the sustainability of the

projects’ results and outcomes. One of the crucial prerequisites for increased university-enterprise cooperation and installing this cooperation at an institutional

level rather than a personal one (as is often the case), is giving universities the ability

to legally conclude cooperation agreements and/or contracts with enterprises in which not only the purpose of the cooperation is stated, but a confidentiality clause is also

included, and the financial aspects are agreed upon to be of benefit to the university. For this prerequisite to be fulfilled, the national legal framework must be adequate,

and universities have to have the appropriate capacity to determine opportunities and to negotiate and elaborate research agreements with enterprises.


o Projects should check with the Ministry of higher education and/or the NEO which legal constraints exist when drafting their project proposal, to ensure it is

realistic such as intellectual property rights o Cooperation agreements should be put in place by HEIs and enterprises before

the project begins to clarify different legal aspects such as intellectual property rights and confidentiality clauses.

4.3.2. Incentives for universities, their staff and enterprises representatives

As underlined by a number of respondents and interviewees, academic staff’s activities aimed at developing relations with enterprises (be it networking activities,

presentations during workshops or seminars, or involvement in the preparation of job fairs or other events) are additional tasks which are rarely considered as such, and

remunerated. Similarly, the absence of a framework enabling universities to remunerate, at market rate, representatives from enterprises to give lectures, for

instance, drastically reduces their willingness, as well as that of their hierarchy, to get involved.

The most tangible incentive for universities to develop cooperation with enterprises would be control over the financial proceeds arising from this cooperation. Progressing

from a situation where universities retain none of the funds, or where income from this cooperation is centralised (at Ministry level) and, in the best cases, partially

redistributed, to a decentralised situation (at faculty, department, lab etc. level) would create the much-needed incentive for universities to invest efforts in developing

university-business cooperation. Experiences and studies2 show the very positive impact on university-enterprise cooperation of practices which allow university entities

to accumulate financial reserves based on the benefits they generate, and to

participate both intellectually and financially in the spin-off companies that they have developed, as well as practices giving individual researchers salary supplements based

on the net proceeds from their contract research and consultancy services.


HEIs should think what incentives for staff could be built into the project when elaborating the proposal, such as salary supplements

2 Universities, businesses & co: together we can, (proceeding report of the University-

Business Forum “Strategic Inter-sectoral Partnerships for Economic and Social Change and Growth” held in Rome on 2-3 October 2014.)



24

National authorities should explore ways in which control over the financial proceeds arising from this cooperation could be delegated to universities such

as spin-off companies

4.3.3. Changes in the legal and financial regulations concerning university-enterprise cooperation

The sustainability and efficiency of any type of structure established is dependent on whether it responds with the appropriate resources (human and equipment) to actual

and verified needs. It also depends on the available legal status and financial rules. In this respect, the answers to the questionnaires and the information provided by the

interviewees indicate that there is significant room for improvement. As stressed by one interviewee: “the development of university-business cooperation is wanted by

everyone but for it to really happen, all actors, including national authorities, should fully commit to make the necessary changes in the regulations, including the financial

ones.”


o National authorities should adopt favourable legal, administrative and financial

frameworks for HEIs to allow them to easily work together with enterprises

4.4. Follow-up on projects’ achievements As mentioned above, the lack of follow-up activities after the end of the projects is

acknowledged as an important obstacle in the development of university-enterprise cooperation. At the root of the issue is an inadequate approach to the sustainability of

project outcomes and achievements, which would ensure their maintenance and further development after the projects end. It is particularly acute when universities

are facing changes in their management and priorities and/or strategies, leading in

some instances to the neglect, or disregard, of previously-implemented projects and their results. Some respondents and interviewees recommend more stringent and

binding dispositions in the grant agreements, while others suggest continued monitoring from the European Commission and Executive Agency, even though this is

already done by the Agency. The solution might however lie more in the development of staff skills, the institutional support (at university and national level) and the legal,

administrative and financial frameworks, and more attention should be paid at an earlier stage to the financial sustainability of all mechanisms, structures, and schemes

put in place in the framework of projects, and to the concrete support of national

authorities.


o Projects should develop a clear sustainability strategy with outcomes and achievements

o Where possible, HEIs should conclude cooperation agreements or contracts with enterprise after the project to encourage future cooperation



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Annex 1

Bibliography

Barriers and drivers in European university-business cooperation (Extract from

the report: “The State of European University-Business Cooperation. Final Report - Study on the cooperation between Higher Education Institutions and public and private

organisations in Europe, ISBN: 978-92-79-23167-4); Authors: Todd Davey, Thomas Baaken, Victoria Galán Muros and Arno Meerman; Published by: Science-to-Business

Marketing Research Centre, 2012

Best of both worlds, Guide to business-university collaboration, Published by: Confederation of British Industry & Middlesex University, 2015

The Bonn Declaration on university-enterprise cooperation in the context of lifelong learning (principal outcome of the conference on “University Enterprise

Cooperation: building on new challenges from past experience”, held in Bonn in June 2007 and co-funded by the European Commission in the framework of SOCRATES

Accompanying Measures Project 130023-AM-06-EMC)

Measuring the impact of university-business cooperation, Final Report and Case Studies; Authors: Dr. Adrian Healy, Cardiff University, Dr. Markus Perkmann,

Imperial Consulting, Prof. John Goddard and Louise Kempton Newcastle University;

Published by: European Union, 2014

Pédagogie universitaire et partenariat université-entreprise : enjeux, écueils, perspectives; Authors: Loïc Brémaud and Michel Boisclair; in Revue internationale de

pédagogie de l’enseignement supérieur 28-1, 2012

Study on Innovation in Higher Education; Published by: European Union, 2014 (ISBN 978-92-79-35084-9)

Supporting mechanisms in European university-business cooperation (Extract from the report: “The State of European University-Business Cooperation. Final Report

- Study on the cooperation between Higher Education Institutions and public and private organisations in Europe, ISBN: 978-92-79-23167-4); Authors: Todd Davey,

Thomas Baaken, Victoria Galán Muros and Arno Meerman; Published by: Science-to-Business Marketing Research Centre, 2012

The State of European University‐Business Cooperation (Extract from the report:

“The State of European University-Business Cooperation. Final Report - Study on the

cooperation between Higher Education Institutions and public and private organisations in Europe, ISBN: 978-92-79-23167-4); Authors: Todd Davey, Thomas

Baaken, Victoria Galán Muros and Arno Meerman; Published by: Science-to-Business Marketing Research Centre, 2012

Universities, businesses & co: together we can (proceeding report of the

University-Business Forum “Strategic Inter-sectoral Partnerships for Economic and Social Change and Growth” held in Rome on 2-3 October 2014.); Report drafted by

Tine Andersen, Danish Technological Institute, and Stefan Humpl,

3sUnternehmensberatung on behalf of the Technopolis group



26



27

Annex 2

Questionnaires and interviews

31 completed projects (category A projects) were identified as specifically relevant in

the Southern Mediterranean region. 14 additional projects, with less explicitly relevant objectives but which included some level of interaction between higher education

institutions and the socio-economic sphere were also taken into consideration for the study (category B projects). Finally, a third category of projects (category C projects)

regrouping 18 projects in which non-academic partners were involved, were also taken into consideration.

516 contact persons in 272 different institutions or organisation have been contacted

and asked to fill in a questionnaire. After reminders and with the support of the local

National Erasmus+ Offices, as of March 10, 2016, a total of 102 filled-in questionnaires were received.

Questionnaires received

Universities

Non-

academic organisations

Total Number of

projects

Category A 55 4 59 24 out of 31

Category B 16 5 21 8 out of 14

Category C 20 2 22 12 out of 18

Total 91 11 102 44 out of 63

Universities

Non-academic

organisations

Total

Algeria 11 1 12

Egypt 7 1 8

Jordan 25 2 27

Lebanon 14 3 17

Morocco 9 0 9

Palestine 12 4 16

Syria 6 0 6

Tunisia 7 0 7

Total 91 11 102

Two field visits and interviews over the phone allowed some 26 projects to be

discussed further (17 from Category A, 5 from Category B and 4 from Category C) with university staff in Tunisia, Morocco, Egypt and Lebanon, the four countries of the

targeted region where the highest number of projects in this area have been implemented.



28



29

Annex 3.1 Statistical results of the questionnaires filled in by representatives from universities



30

PART 1 - General perception about university-business cooperation

In your opinion, to what extent did your university (as a whole) cooperate with business prior to / as a result of the implementation of your Tempus project in respect to: (select a grade from 1 = "Not at all" to 10 = "To a large extent")

Average score given

Average Algeria Egypt Jordan Lebanon Morocco Palestine Syria Tunisia

Mobility of academics (from

academia to business, e.g. training assignment in business)

prior to the

project 3,55 5,57 5,00 4,57 3,56 4,75 4,67 3,86 4,44

as result of

the project 4,00 6,14 5,88 5,64 4,44 5,25 5,83 3,43 5,08

Mobility of students (e.g. internships in business)

prior to the

project 5,82 4,00 5,08 6,14 4,11 4,50 4,00 5,00 4,83

as result of

the project 6,55 4,86 5,48 6,50 4,00 5,42 5,17 4,43 5,30

Curriculum development and

implementation (e.g. involvement of business in

courses design, development, teaching)

prior to the

project 3,27 5,00 5,12 5,07 3,56 5,25 4,83 4,57 4,58

as result of

the project 4,64 5,71 6,08 5,86 4,56 5,83 5,17 3,43 5,16

Lifelong learning activities

(e.g. courses provided by the university to professionals)

prior to the

project 2,82 5,43 5,72 6,14 4,33 5,67 3,50 3,86 4,68

as result of

the project 3,45 5,86 5,76 6,29 4,33 5,58 3,83 2,86 4,75

Collaboration in research and

development

prior to the

project 2,55 5,71 5,20 5,57 4,00 4,50 3,83 6,71 4,76

as result of

the project 2,09 6,43 5,24 6,36 4,56 5,75 4,50 5,86 5,10

Commercialisation of research and development results

(knowledge transfer)

prior to the

project 2,00 3,86 3,56 3,93 2,00 4,08 3,17 3,43 3,25

as result of

the project 1,91 5,29 4,28 5,07 3,33 4,92 4,50 4,86 4,27

Implementation of courses and activities related to entrepre-

neurship (e.g. specific courses for students and/or staff)

prior to the

project 3,82 4,00 3,92 4,86 4,11 4,17 2,83 6,14 4,23

as result of

the project 4,91 6,14 5,32 6,29 5,44 5,75 4,67 6,29 5,60

University governance, including management and finances (e.g. representation of business representatives in

governing bodies, etc.)

prior to the

project 3,64 4,57 5,16 4,57 4,44 4,00 3,00 5,86 4,41

as result of

the project 4,45 5,43 5,32 5,21 4,22 5,50 3,67 4,57 4,80



31

In your opinion, to what extent did your faculty cooperate with business prior to / as a result of to the implementation of your Tempus project

in respect to: (select a grade from 1 = "Not at all" to 10 = "To a large extent")

Average score given


Mobility of academics (from

academia to business, e.g. training assignment in business)

prior to the

project 3,09 5,71 4,52 4,50 3,89 4,75 4,67 3,57 4,34

as result of

the project 3,36 6,86 6,68 5,64 3,67 5,75 5,33 3,57 5,11

Mobility of students (e.g.

internships in business)

prior to the

project 6,09 4,57 4,32 5,93 5,00 4,83 4,33 5,14 5,03

as result of

the project 5,64 5,14 5,48 6,71 4,33 5,92 5,17 5,00 5,42

Curriculum development and

implementation (e.g. involvement

of business in courses design, development, teaching)

prior to the

project 3,55 5,00 4,32 4,86 4,11 5,08 3,50 4,71 4,39

as result of

the project 4,27 5,57 6,40 5,57 3,78 5,92 5,17 3,86 5,07

Lifelong learning activities (e.g. courses provided by the university to professionals)

prior to the

project 2,64 5,14 4,60 5,64 4,00 5,25 3,83 3,71 4,35

as result of

the project 3,09 5,57 6,20 6,07 4,22 5,67 3,83 3,14 4,72

Collaboration in research and development

prior to the

project 2,36 5,29 4,64 5,29 4,78 5,08 4,50 6,14 4,76

as result of

the project 2,45 6,43 5,84 6,36 4,44 6,00 4,17 6,00 5,21

Commercialisation of research and

development results (knowledge transfer)

prior to the

project 2,36 3,86 3,24 3,57 3,00 4,25 3,67 4,00 3,49

as result of

the project 1,82 5,43 4,80 5,14 3,22 5,42 3,83 4,71 4,30

Implementation of courses and

activities related to

entrepreneurship (e.g. specific courses for students and/or staff)

prior to the

project 3,82 4,57 4,00 4,79 3,56 5,50 3,67 6,14 4,51

as result of

the project 5,00 7,00 6,20 5,86 4,56 6,08 4,67 6,00 5,67

University governance, including management and finances (e.g.

representation of business representatives in governing bodies, etc.)

prior to the

project 3,73 5,14 4,72 4,36 3,78 4,33 3,00 4,86 4,24

as result of

the project 4,27 5,29 5,68 5,14 3,44 5,42 3,83 4,43 4,69



32

When relevant, please estimate:

Average percentage given


the percentage of your overall working time per year at the university which involved

cooperating with business before the implementation of your project

23,82% 15,00% 21,32% 10,00% 16,89% 26,25% 24,83% 29,00% 20,89%

the percentage of your overall working time

per year at the university which involves cooperating with business since the end of your project

41,18% 27,14% 27,76% 23,21% 24,44% 42,08% 41,83% 44,29% 33,99%



33

Please indicate to what extent you agree with the following statements (1 = "Not at all" - 10 = "Strongly agree")

Average score given


Successful university-business cooperation is vital to my research

6,91 7,71 6,96 7,21 7,89 8,08 7,17 8,29 7,53

Successful university-business cooperation is an excellent way of getting funding

6,55 8,43 6,52 7,93 6,89 9,17 5,83 7,86 7,40

Successful university-business cooperation is vital to achieving the mission of my university

8,18 7,86 7,12 7,64 8,11 7,25 7,33 8,57 7,76

Successful university-business cooperation increases my reputation in my field of research

6,91 8,86 7,04 7,00 6,44 8,17 7,00 7,29 7,34

Interactions with industry have positive effects

on my teaching and research responsibilities 8,09 9,00 7,88 7,29 8,22 7,67 8,50 8,43 8,13

University-business activities increase my chances of promotion

5,64 7,71 4,96 5,79 4,44 7,25 5,50 4,00 5,66

University-business activities improve my standing within my university

6,27 7,29 5,20 6,57 5,67 7,75 6,17 4,29 6,15

University-business activities improve employability of future graduates (transition to

labour market)

8,55 8,29 7,48 9,21 8,00 8,00 9,00 8,43 8,37

University-business activities improve the

learning experience of students 7,82 9,00 7,48 8,43 7,89 8,00 9,17 8,43 8,28

University-business activities improve the performance of business

7,91 7,29 6,96 7,86 7,00 8,17 6,50 8,29 7,50

University-business cooperation improves my university’s reputation

8,36 8,14 8,12 7,57 7,56 8,50 7,67 8,14 8,01

University-business cooperation leads to new

ideas for teaching and training 8,00 9,14 8,08 8,86 8,56 8,25 8,50 8,57 8,49

University-business cooperation helps developing more relevant curricula

8,73 8,29 7,40 8,79 8,00 8,67 9,33 8,57 8,47



34

PART 2 - Impact of the Tempus project on the structures of your university

If new structures have been created at your university/department/faculty in the framework of your Tempus project, what type of structures are

those (yes/no/no opinion):

Percentage of "yes" answers from the respondents


Career guidance and counselling centre / office / observatory (bureau des stages et de

l'emploi) Skills and Career Centre (centre des métiers et de l'insertion professionnelle)

7,00 2,00 12,00 7,00 5,00 2,00 2,00 7,00 5,50

Universities- enterprises cooperation / thematic network / liaison office

8,00 3,00 8,00 10,00 6,00 7,00 1,00 7,00 6,25

Alumni network 4,00 1,00 7,00 6,00 3,00 7,00 1,00 4,00 4,13

Innovation Chair 4,00 2,00 1,00 3,00 5,00 2,00 2,00 4,00 2,88

Training centre (e.g. for lifelong learning / business representatives)

4,00 5,00 13,00 5,00 5,00 3,00 2,00 4,00 5,13

University-industry management club 4,00 1,00 1,00 2,00 5,00 4,00 1,00 1,00 2,38

Incubator for the development of new business 6,00 1,00 7,00 3,00 2,00 2,00 3,00 3,00 3,38

Alliance / Centre / Poles of Excellence for the promotion of Knowledge Transfer and Innovation / Technology Transfer offices

6,00 4,00 7,00 6,00 6,00 4,00 1,00 5,00 4,88

Online platform for university-business cooperation

2,00 1,00 9,00 10,00 3,00 6,00 2,00 6,00 4,88

New or upgraded Lab 4,00 6,00 20,00 6,00 2,00 6,00 3,00 4,00 6,38

Office for research exploitation and marketing 1,00 2,00 1,00 3,00 3,00 4,00 2,00 5,00 2,63



35


Average number given by the respondents


The number of new structures created in the framework of your project

1,73 2,29 1,68 3,00 1,44 1,08 2,00 2,57 1,97

the number of those structures still operational 1 year after the end of the project

1,64 2,00 1,08 2,50 1,33 0,67 1,67 2,43 1,66

the number of those structures still operational 3 year after the end of the project

1,45 1,57 0,88 1,50 1,00 0,08 1,50 2,14 1,27



36

In your opinion, those structures have: (please select a grade from 1 = "Not at all" to 10 = "excellent")

Average score given


Reduced the gap between the innovation

knowledge of the university and the need for application in industries

3,73 5,14 4,36 5,29 3,67 4,83 5,17 5,29 4,68

Enabled the concrete development of

consulting services provided by your university to enterprises

3,09 5,14 4,04 5,36 3,89 4,67 5,33 6,86 4,80

Helped enterprises translate their needs into R&D subjects to be developed at university

3,00 3,86 3,44 4,36 3,44 4,00 4,67 6,71 4,18

Improved the professional insertion of

graduates and PhDs / support provided to

graduates and PhDs to help them drafting their CV, preparing for job interviews, searching for internships

5,64 3,57 3,68 4,36 3,44 4,83 6,00 5,14 4,58

Promoted the development of sustainable partnerships between the university and enterprises

5,45 4,71 4,12 6,64 4,22 5,67 5,83 7,00 5,46

Improved the visibility and relevance of the

university’s research capacities 3,82 5,14 5,00 5,86 4,44 5,08 4,83 7,14 5,17

Improved the quality and quantity of research outputs of the university

3,64 4,57 4,48 4,71 3,78 4,92 4,33 7,14 4,70

Intensified research collaborations between academia and industry

3,36 5,29 4,52 5,43 4,33 5,08 3,67 6,57 4,78

Enabled the identification of opportunities for joint research and the definition of agendas for

collaborative work

3,09 5,29 4,24 5,71 4,22 5,25 3,67 6,29 4,72



37

In your opinion, those structures have: (please select a grade from 1 = "Not at all" to 10 = "excellent")

Average score given


Improved the university's capacities in term of: 0,55 2,86 1,88 0,00 1,67 3,50 1,83 3,43 1,96

evaluating research results in regard to potential commercialisation

2,55 4,00 3,52 3,50 3,11 4,25 3,17 5,57 3,71

advising on Intellectual Property protection 3,36 4,14 3,12 3,57 2,78 4,67 3,00 5,57 3,78

filing and prosecuting patent applications 2,91 3,43 2,96 3,29 2,22 3,58 3,67 5,00 3,38

assisting the university in fund raising 2,73 4,29 4,16 3,86 3,11 4,92 2,50 5,00 3,82

conducting feasibility studies of industrial / business projects

4,55 4,29 4,12 3,86 3,56 4,58 3,33 6,00 4,29

initiating and supporting innovation and technological learning processes in enterprises

2,82 4,43 3,80 3,36 3,67 5,25 3,83 6,14 4,16

promoting university's graduates and facilitating their access to the labour market

5,27 5,00 4,80 5,71 3,67 6,17 7,00 7,14 5,60



38

PART 3 - Impact of the Tempus project on the university-business cooperation at your University




The number of cooperation agreements signed

with business in the framework of your Tempus project

6,91 2,14 4,12 2,07 1,00 6,42 1,50 3,29 3,43

The number of those cooperation agreements still active 1 year after the end of the project

6,36 2,00 3,64 1,71 1,00 3,17 1,00 3,00 2,74

The number of cooperation agreements signed with business since the project ended and as a project outcome

3,18 1,86 1,04 0,64 1,33 1,33 1,17 3,00 1,69

The number of academics from your university sitting on company boards as a result of your

project

0,82 1,00 0,56 2,14 1,33 1,00 2,17 0,14 1,15

The number of academics temporarily working

within business each year as a result of your project

0,73 1,71 0,64 1,14 0,78 2,42 0,50 0,14 1,01

The number of joint research and development projects, involving business / contracted research projects initiated in the framework of your Tempus project

0,55 1,29 0,96 0,79 1,67 9,33 1,50 5,29 2,67

The number of joint research and development projects, involving business / contracted

research projects initiated since the project ended and as a project outcome

0,82 1,57 0,56 0,64 1,44 0,50 0,67 5,57 1,47

The number of staff-exchanges from your university to business, in the framework of your Tempus project

0,55 0,86 0,56 3,21 1,11 4,08 0,67 0,86 1,49

The number of staff-exchanges from your university to business, since the project ended and as a project outcome

0,82 0,86 0,16 2,36 1,11 0,00 0,67 0,57 0,82



39




The number of prizes for university students sponsored by businesses, in the framework of your Tempus project

0,73 0,71 1,32 0,21 0,44 1,25 0,50 1,86 0,88

The number of prizes for university students sponsored by businesses, since the project ended and as a project outcome

1,36 0,43 0,72 0,00 0,33 0,00 2,67 1,86 0,92

The number of business people sitting on the university board as a result of the project

0,55 0,86 0,08 5,43 0,67 1,00 1,33 3,29 1,65

The number of staff-exchanges from business

to university, in the framework of the project

(e.g. honorary or part-time professorships awarded to non-academic staff)

0,91 0,29 0,12 1,64 0,89 2,25 0,33 0,71 0,89

The number of staff-exchanges from business

to university, since the project ended and as a project outcome

0,91 0,29 0,04 2,43 0,67 0,92 0,33 0,29 0,73



40

In your opinion, the Tempus project you were involved in: (please select a grade from 1 = "Not at all" to 10 = "excellent")

Average score given


Contributed to the effective internal promotion of university-business cooperation

6,00 6,29 4,04 5,50 5,44 5,83 5,67 6,14 5,61

Contributed to the effective external promotion of university-business cooperation

5,64 5,14 4,12 5,93 5,00 5,42 6,17 6,14 5,44

Allowed appropriate entrepreneurship education to be offered to academics

4,27 4,71 4,28 4,86 3,89 5,58 3,67 6,71 4,75

Allowed appropriate entrepreneurship education to be offered to students

5,45 5,71 4,76 6,14 4,00 4,92 4,17 7,14 5,29

Contributed to the organisation of an adequate

number of networking activities allowing meetings between university and business staff

5,73 6,00 4,24 6,29 5,56 5,83 6,67 6,43 5,84

Contributed to the organisation of an adequate

number of activities facilitating interaction between academic and business staff (e.g. collaborative problem-solving workshops)

5,18 5,57 3,80 6,29 5,78 5,83 6,00 6,86 5,66

Contributed to the organisation of an adequate number of activities facilitating student

interaction with business (e.g. student projects with business)

5,45 5,43 4,12 5,71 4,33 4,58 6,00 6,71 5,29

Improved the university top-level management's commitment to university-business cooperation

5,82 4,71 4,24 5,07 4,11 5,33 5,83 7,14 5,28

Contributed to the development and agreement by the management of a

documented mission / vision / strategy embracing university-business cooperation

5,36 5,29 3,96 4,71 3,89 4,58 6,00 7,00 5,10

Increased the allocation of resources

(including funding) by the university to support university-business cooperation

3,18 4,29 4,20 5,14 3,44 4,00 4,67 6,00 4,37



41

In your opinion, the Tempus project you were involved in: (please select a grade from 1 = "Not at all" to 10 = "excellent")

Average score given


Increased the university's incentives for academics to develop university-business cooperation

4,27 4,14 3,32 5,21 4,00 3,83 5,67 5,86 4,54

Contributed to the inclusion of "cooperation with business" in the assessment of work performance of the academics staff

3,18 4,14 3,04 5,43 3,22 4,25 5,50 5,43 4,27

If policies, strategies and/or methodologies related to university-business cooperation have been developed in your university in the framework of

your project (yes/no/no opinion):



These policies / strategies / methodologies cover Technology Transfer related issues

91% 57% 28% 29% 56% 50% 50% 71% 54%

These policies / strategies / methodologies

cover Intellectual Property related issues 55% 57% 12% 29% 33% 42% 33% 86% 43%

These policies / strategies / methodologies cover issues related to communicating on

research activities and results with business

91% 29% 12% 57% 56% 42% 50% 86% 53%


cover issues related to Incentives to motivate staff and students to collaborate in projects with industry

82% 57% 20% 64% 67% 50% 67% 100% 63%


identify and present good practices of university-business cooperation

64% 43% 16% 57% 33% 42% 67% 86% 51%

Have these policies / strategies / methodologies been validated by:

the university’s decision makers 100% 43% 24% 50% 78% 75% 50% 86% 63%

the national authorities 55% 29% 12% 21% 22% 25% 33% 71% 34%



42

In your opinion, the project you were involved in (select a grade from 1 = "Not at all" to 10 = "excellent"):

Average score given


Enabled the simplification of bureaucracy

related to the development of university-business cooperation within the university

5,00 4,14 4,60 4,50 3,56 4,17 5,33 6,14 4,68

Enabled the simplification of bureaucracy

related to the development of university-business cooperation at national level

3,64 3,43 4,32 3,36 2,89 4,42 4,67 5,71 4,05



43

PART 4 - Impact of the Tempus project on education provided by your university

If new or up-dated courses have been introduced in the framework of your project (yes/no/no opinion):



Have these courses been developed in cooperation with:

Representatives from industry 82% 57% 52% 29% 56% 75% 67% 100% 65%

Public authorities 45% 43% 36% 29% 33% 42% 50% 86% 45%

Government research institutions 27% 43% 28% 21% 44% 33% 33% 71% 38%

NGOs 18% 57% 28% 36% 33% 67% 50% 57% 43%

Other non-academic partners 36% 43% 32% 50% 44% 42% 33% 43% 40%

Have these courses been developed using lists

of learning outcomes / competencies and abilities / knowledge and skills?

73% 86% 88% 71% 67% 75% 67% 86% 76%

Have these courses been developed on the basis of a survey of industry training needs?

82% 86% 80% 36% 56% 67% 50% 100% 69%

Do these courses target students? 91% 86% 92% 64% 78% 67% 67% 100% 81%

Do these courses target professionals? 64% 57% 72% 71% 44% 50% 67% 86% 64%

Do these courses include entrepreneurship related topics such as:

strategic and entrepreneurial management 64% 43% 36% 57% 67% 50% 33% 71% 53%

project planning and management 73% 43% 80% 71% 78% 58% 50% 71% 66%

leadership 55% 29% 48% 43% 56% 50% 33% 86% 50%

communication 64% 43% 76% 50% 67% 67% 67% 71% 63%

teamwork and cooperation 45% 43% 80% 43% 56% 67% 67% 57% 57%

information processing 82% 43% 60% 21% 56% 50% 50% 57% 52%

foreign languages 73% 29% 28% 43% 44% 17% 33% 71% 42%



44

If new or up-dated courses have been introduced in the framework of your project (yes/no/no opinion):



Do these courses include professional training, e.g. internship?

73% 57% 48% 57% 56% 42% 67% 57% 57%

Do these courses include research methodology courses (to enhance master and

PhD students' capacities in research, in putting methodologies into practice etc.)?

64% 57% 76% 43% 56% 42% 67% 100% 63%

Do these courses contribute to the ability of students and graduates to develop personal skills, career planning, job-search and career managing skills?

64% 86% 76% 64% 56% 67% 67% 100% 72%

Do these courses help students acquire practical competences/technical know-how in basic and applied research work?

91% 100% 88% 71% 56% 67% 67% 100% 80%

If new teaching methods have been introduced in the framework of your project, do these methods (yes/no/no opinion):



Include problem-based learning (PBL)? 55% 43% 76% 43% 22% 58% 67% 43% 51%

Make use of distance learning technologies? 36% 57% 52% 64% 44% 33% 17% 57% 45%



45




The number of guest lectures given by

business in the framework of your Tempus project (in any kind of courses)

9,82 2,86 2,84 4,86 4,67 8,08 3,17 6,00 5,29

The number of guest lectures given by

business since the end of the project and as a project outcome (in any kind of courses)

9,45 1,57 2,24 3,64 3,78 1,50 3,33 7,14 4,08

The number of projects conducted by students in cooperation with business in the framework

of your Tempus project

8,55 1,71 2,28 5,07 9,44 11,17 0,00 7,57 5,72

The number of projects conducted by students in cooperation with business since the end of

the project and as a project outcome

9,55 1,29 1,96 6,64 3,56 2,25 0,33 2,86 3,55

The number of Bachelor, Master and / or PhD theses written in cooperation with business in the framework of your Tempus project

9,36 1,14 2,56 1,64 3,78 2,83 0,00 11,86 4,15

The number of Bachelor, Master and / or PhD theses written in cooperation with business since the end of the project and as a project

outcome

12,91 0,29 2,28 3,29 3,44 1,50 0,00 2,86 3,32

The number of industry projects involving

students and carried out in the framework of your Tempus project

9,73 1,00 0,84 2,71 3,44 7,58 0,00 4,29 3,70

The number of industry projects involving

students and carried out since the end of the

project and as a project outcome

13,91 0,86 0,92 1,93 1,67 1,00 0,00 2,86 2,89

The number of student-mobility from university

to business carried out in the framework of your Tempus project

8,18 1,29 2,12 3,43 3,22 11,25 0,33 5,71 4,44

The number of student-mobility from university

to business carried out since the end of the project and as a project outcome

10,36 0,43 1,40 2,00 3,22 0,42 1,17 2,86 2,73




46

Average score given


Enabled business to contribute to the development of the curricula, e.g. professional

have participated in curriculum development activities

5,18 5,14 5,40 4,57 3,22 4,42 3,83 7,00 4,85

Enabled business to contribute to course delivery, e.g. professionals participating as lecturers in some of the new courses

5,55 4,43 4,16 5,29 3,22 2,92 4,50 3,86 4,24

Enabled the developed curriculum to fully meet the needs of business actors involved in the project

5,91 6,00 5,32 5,36 3,56 4,00 4,83 5,86 5,10

Contributed to increase the number and quality of continuing education and training provided

by the university to business staff

4,82 4,00 5,40 6,14 4,00 3,75 4,00 4,43 4,57



47

PART 5 - Impact of the Tempus project on the skills and competencies of university staff

If university staff has benefited from (re)training in the framework of your project, did the training include topics such as (yes/no/no opinion):



Technology Transfer and Valorisation 82% 71% 68% 64% 100% 75% 67% 100% 78%

IP (Intellectual Property) protection and exploitation

45% 43% 16% 43% 44% 33% 50% 71% 43%

Innovation & Public Relations 73% 71% 48% 64% 67% 67% 67% 86% 68%

Organisation of university-enterprises

cooperation 91% 57% 40% 50% 100% 67% 83% 100% 74%

Project management, including financial

management, resources planning, costing and

exploitation of results

27% 14% 48% 71% 56% 75% 67% 86% 55%

Entrepreneurship 55% 43% 24% 43% 78% 83% 33% 100% 57%

Adult training, continuing education, lifelong learning

55% 71% 68% 71% 56% 58% 50% 29% 57%

When relevant, please estimate :



The number of training courses related to university-business cooperation organised for university staff in the framework of the project

2,64 15,43 0,88 3,93 1,00 2,08 3,17 3,86 4,12

The number of training courses related to university-business cooperation organised for university staff since the end of the project

2,27 5,29 0,48 1,79 0,78 0,25 7,33 3,00 2,65

The number of university staff trained in topics related to university-business in the framework of the project

7,18 11,43 2,24 9,64 7,78 10,83 32,17 7,14 11,05

The number of university staff trained in topics related to university-business since the end of the project

1,91 39,43 0,44 3,07 9,00 1,58 94,00 2,86 19,04



48


Average score given


Contributed to increased quantity and quality

of training provided by business to university staff

5,36 4,43 3,04 4,29 4,11 3,08 4,17 6,29 4,35

Allowed university staff to have a better

understanding of university-business cooperation related issues

6,45 6,57 4,08 5,79 4,11 4,58 6,00 6,43 5,50

Allowed university staff to better teach their students about university-business cooperation related issues

6,55 5,43 3,68 5,86 4,00 4,50 5,17 6,00 5,15

Allowed university staff to better interact with business

6,82 5,86 4,40 5,86 3,67 4,33 5,00 6,71 5,33



49

PART 6 - Impact of the Tempus project on the students' access to the labour market

When relevant, please estimate the (official statistics are welcome but not expected):

Average percentage given by the respondents


Percentage of graduates who benefited from

the project and who have obtained a job in their field within:

3 months of their graduation 18,64% 1,71% 11,40% 0,36% 3,33% 1,67% 1,83% 11,43% 6,30%


a year of their graduation 18,18% 1,43% 10,80% 3,57% 0,00% 11,25% 8,67% 11,43% 8,17%

Overall percentage of graduates from your

university who obtain a job in their field within:



a year of their graduation 9,09% 1,43% 11,40% 12,86% 0,00% 7,58% 6,67% 11,43% 7,56%

Overall percentage of students benefiting from the support of the university in their search for their first job / internship

21,82% 4,29% 15,60% 11,43% 6,67% 10,00% 0,17% 5,71% 9,46%


Average score given by the respondents


Enabled students to benefit from improved

services to support them in accessing the labour market

6,36 6,14 5,32 5,07 3,89 3,75 5,83 6,86 5,40

Enabled students to be appropriately prepared to search and find their first job

6,91 5,00 5,52 4,36 4,22 3,92 6,00 6,86 5,35

Enabled students to have sufficient opportunities to have work experience during their studies

5,64 5,29 5,44 5,07 4,33 3,08 5,17 5,71 4,97

PART 7 - Impact of the Tempus project on the research and innovation activities of your university



50




The number of patents registered by your university in the framework of your project

0,36 0,57 2,00 0,00 3,33 0,25 0,00 2,00 1,06

The number of patents registered by your university since the end of the project and as a

project outcome

0,27 0,29 8,04 0,00 0,00 0,00 0,00 2,00 1,32

The number of license deals concluded /

consultancy services provided by your university to business in the framework of your project

0,45 1,29 0,04 0,00 0,00 3,58 0,00 0,00 0,67

The number of license deals concluded / consultancy services provided by your

university to business since the end of the

project and as a project outcome

0,91 1,86 0,04 0,21 0,00 0,17 0,17 0,29 0,45

The number of spin-off companies created

from research in your university in the framework of your project

0,00 0,29 0,00 0,00 0,44 0,58 0,00 1,86 0,40

The number of spin-off companies created

from research in your university since the end of the project project and as a project outcome

0,00 0,57 0,04 0,07 0,44 0,00 0,00 0,29 0,18



51




Contributed to increase the funds available for

the general operating of the university as a whole

2,09 4,14 3,84 4,00 4,11 2,83 2,33 3,86 3,40


the general operating of the faculty/department

2,64 4,57 4,12 3,93 3,56 2,92 2,33 4,00 3,51

Contributed to increase the funds available for research at the university as a whole

1,55 4,43 4,16 3,43 3,56 2,00 2,83 3,86 3,23


research at the faculty/department level 2,55 4,14 4,60 4,00 2,56 2,00 2,83 4,29 3,37

Allowed major innovations to be created 2,45 6,00 3,80 3,14 2,89 2,33 3,00 4,71 3,54



52

PART 8 - Impact of the Tempus project outside and beyond your university




Contributed to the adoption / revision of laws

and regulations facilitating the mobility of staff between university and business

3,00 2,57 3,80 3,36 4,00 2,75 3,50 3,71 3,34

Contributed to the adoption / revision of laws

and regulations supporting the creation of new companies / start-ups

2,27 2,86 3,20 2,79 2,56 2,92 4,00 2,86 2,93

Raised the awareness of other universities

about opportunities created by university-


4,91 5,43 4,80 5,86 3,44 4,33 5,33 5,29 4,92

Raised the awareness of business about university research activities in general

3,36 5,71 4,64 6,57 3,67 4,83 4,33 5,71 4,85

Contributed to the increase of financial resources of other universities to develop university-business cooperation

1,55 4,29 3,00 3,50 3,78 3,33 4,17 4,29 3,49

Contributed to the increase of financial resources of business to develop university-


1,73 4,29 3,20 3,64 3,78 3,50 4,33 4,29 3,59

Enabled other universities to better understand the focus of business on producing practical

results

3,64 4,43 3,96 4,71 4,22 3,75 5,17 5,57 4,43

Enabled other universities to better understand the need of business to ensure the

confidentiality of research results

2,55 6,00 3,52 3,86 3,56 4,50 4,50 5,29 4,22

Enabled other universities and business to have a better understanding of their respective motivation / values

4,09 6,14 3,80 4,93 3,67 3,83 5,17 5,57 4,65

Enabled other universities and business to better understand their respective mode of communication and language

3,36 5,43 3,76 5,00 4,00 3,75 5,83 5,71 4,61




53



Enabled other universities and business to better understand their respective timeframes

2,45 4,86 4,32 4,43 3,67 3,67 5,17 5,29 4,23

Contributed to improve businesses capacity to absorb research findings

1,82 3,71 3,80 4,00 3,67 3,92 3,50 4,86 3,66

Contributed to improve SMEs capacity to take on internships or projects

3,73 3,57 3,96 4,21 3,33 3,50 3,17 5,29 3,84

Contributed to increase the mutual trust between universities and business

5,55 6,00 4,92 6,86 4,89 4,75 5,67 6,00 5,58



54



55

Annex 3.2. Statistical results from the questionnaires filled in by representatives of non-academic institutions



56

PART 1 - General perception about university-business cooperation

In your opinion, to what extent did your institution cooperated with universities prior to the implementation / as a result of your Tempus project in respect to: (select a grade from 1 = "Not at all" to 10 = "To a large extent")

Average score given Average

Algeria Egypt Jordan Lebanon Palestine

Mobility of academics (from academia to business, e.g. training assignment in business)

prior to the

project 3,00 5,00 3,50 2,67 6,25 4,08

as a result of

the project 4,00 8,00 5,50 5,00 7,25 5,95

Mobility of students (e.g. internships in business)

prior to the

project 4,00 5,00 3,50 3,67 7,00 4,63

as a result of

the project 5,00 7,00 7,00 6,00 7,50 6,50

Curriculum development and implementation (e.g. involvement of business in courses design, development and teaching)

prior to the

project 3,00 8,00 2,50 2,67 6,25 4,48

as a result of

the project 5,00 9,00 4,50 7,33 6,75 6,52

Lifelong learning activities (e.g. courses provided by the university to professionals)

prior to the

project 3,00 8,00 3,50 2,33 6,25 4,62

as a result of

the project 4,00 9,00 5,50 6,67 7,25 6,48

Collaboration in research and development

prior to the

project 3,00 3,00 2,50 4,33 6,50 3,87

as a result of

the project 3,00 8,00 5,50 4,67 6,50 5,53

Commercialisation of research and development results (knowledge

transfer)

prior to the

project 2,00 5,00 2,50 4,00 7,50 4,20

as a result of

the project 2,00 8,00 5,50 4,33 7,25 5,42

Implementation of courses and activities related to entrepreneurship (e.g. specific courses for students and/or university staff)

prior to the

project 3,00 6,00 5,50 5,00 6,50 5,20

as a result of

the project 7,00 9,00 7,00 7,33 6,25 7,32

University governance (e.g. representation of business representatives in governing bodies, etc.)

prior to the

project 1,00 5,00 5,00 3,33 6,25 4,12

as a result of

the project 1,00 9,00 5,00 5,67 4,75 5,08



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Please indicate to what extent you agree with the following statements (1 = "Not at all" - 10 = "Strongly agree"):



My institution contributed to the curriculum development activities at universities 2,00 10,00 3,00 8,33 6,75 6,02

My institution participated in course delivery at universities (e.g. me and/or my colleagues are invited as guest lecturers)

2,00 1,00 5,50 4,00 7,00 3,90

The curricula offered by the local universities meet the needs of my institution 3,00 7,00 7,00 5,67 6,50 5,83

University-business activities increase my career perspectives 7,00 7,00 7,00 6,00 7,00 6,80

University-business activities improve my standing within my institution 8,00 8,00 6,50 6,67 7,25 7,28

University-business activities improve the performance of my institution 7,00 7,00 7,50 6,00 7,25 6,95

University-business activities improve the employability of future graduates (transition

to labour market) 7,00 8,00 8,00 8,33 6,50 7,57

University-business activities improve the learning experience of students 8,00 8,00 8,50 9,00 7,00 8,10

Cooperation with universities plays a critical role in limiting the risks related to early-stage research and development in business

8,00 6,00 6,50 8,00 7,50 7,20

University-business cooperation allows sharing the cost of research and mobilising

valuable knowledge and skills for business 7,00 5,00 6,50 8,00 7,00 6,70

University-business cooperation raises the business’ profile and helps communicate its

research interests 7,00 7,00 7,50 7,33 7,50 7,27

University-business cooperation allows business to get advance notice of emerging

potential business opportunities and early warning of potential threats 7,00 8,00 8,00 6,67 7,75 7,48

University-business cooperation helps business to develop early understanding of what

will ultimately be required to bring a new technological development to market 6,00 7,00 8,50 7,33 7,75 7,32

University-business cooperation allows business to learn about new areas of research, and track topics which are relevant but not priority for its current research activities

5,00 8,00 8,00 6,67 8,25 7,18

University-business cooperation allows business to benchmark the quality of its in-house research

6,00 6,00 7,00 6,33 7,75 6,62

University-business cooperation enables business to update internal capacities 6,00 7,00 8,00 7,33 7,50 7,17

University-business cooperation is a perfect means to identify possible new recruits for

business 7,00 8,00 7,50 9,33 7,25 7,82



58

Please indicate to what extent you agree with the following statements (1 = "Not at all" - 10 = "Strongly agree"):



University-business cooperation reinforces the reputation and promotes a positive image of my institution

8,00 9,00 8,50 9,33 7,75 8,52

University-business cooperation allows business to have access to experts from universities in disciplines where it lacks expertise

7,00 7,00 8,00 7,00 8,00 7,40

University-business cooperation allows business to have access to highly specialised research and test facilities at universities

7,00 9,00 7,50 7,00 7,50 7,60

Joint publication by academic and industry researchers raises the profile and reputation

of my institution 8,00 8,00 8,00 8,00 8,25 8,05



59

PART 2 - Impact of the Tempus project on your institution

In your opinion, the Tempus project your institution has been involved in has contributed to: (please select a grade from 1 = "Not at all" to 10 = "excellent")



Reduce the gap between the innovation knowledge available at universities and the

need for application in your institution 2,00 7,00 7,50 7,00 7,25 6,15

Enable the development of consulting services provided by the universities to your institution

5,00 6,00 6,50 7,00 7,00 6,30

Help your institution translating its needs into R&D subjects which can be developed in cooperation with academia

4,00 7,00 5,00 5,33 7,75 5,82

Improve the professional insertion of graduates and PhDs / the support provided to graduates and PhDs to help them drafting their CV, preparing for job interviews,

searching for internships

6,00 7,00 5,00 6,33 7,50 6,37

Promote the development of sustainable partnerships between universities and

enterprises 8,00 8,00 7,50 7,33 7,50 7,67

Improve the visibility and relevance of the partner universities' research capacities 5,00 6,00 5,00 7,33 7,25 6,12

Improve the quality and quantity of research outputs of partner universities 4,00 6,00 4,00 7,00 7,75 5,75

Intensify research collaborations between academia and industry 4,00 7,00 5,50 6,67 7,75 6,18

Enable the identification of opportunities for joint research and definition of agendas for

collaborative work 5,00 8,00 5,50 7,00 7,25 6,55

Improve your institution's capacity / knowledge in term of: 0,00 0,00 0,00 4,00 4,25 1,65

evaluating research results in regard to potential commercialisation 3,00 6,00 3,00 5,33 6,50 4,77

Intellectual Property protection 6,00 6,00 4,00 3,33 6,50 5,17

filing and prosecuting patent applications 3,00 5,00 6,00 4,00 6,25 4,85

funding raising for research and innovation 3,00 7,00 3,50 3,00 6,75 4,65

conducting feasibility studies of industrial / business projects 4,00 8,00 6,00 4,00 7,25 5,85

initiating and supporting innovation and technological learning processes in my institution

4,00 8,00 4,50 4,67 7,50 5,73



60

PART 3 - Impact of the Tempus project on university-business cooperation

In your opinion, the project you were involved in: (please select a grade from 1 = "Not at all" to 10 = "excellent")



Contributed to the effective internal promotion of university-business cooperation 0,00 10,00 0,00 0,00 3,50 2,70

Contributed to the effective external promotion of university-business cooperation 0,00 10,00 0,00 0,00 3,25 2,65

Contributed to the organisation of an adequate number of workshops and information

sessions about university-business cooperation targeted at business 5,00 8,00 4,00 7,33 7,25 6,32

Allowed appropriate entrepreneurship education to be offered to academics 5,00 8,00 4,50 7,33 6,50 6,27

Allowed appropriate entrepreneurship education to be offered to students 7,00 8,00 4,50 7,33 7,25 6,82

Contributed to the organisation of an adequate number of networking activities

allowing meetings between university and business staff 6,00 8,00 2,50 7,00 7,50 6,20

Contributed to the organisation of an adequate number of activities facilitating academics interaction with business (e.g. collaborative problem-solving workshops)

6,00 7,00 2,50 8,00 7,25 6,15

Contributed to the organisation of an adequate number of activities facilitating student interaction with business (e.g. student projects with business)

6,00 7,00 4,00 7,00 6,75 6,15

Improved the commitment of the top-level management of your institution to university-business cooperation

4,00 8,00 4,00 7,33 7,00 6,07

Contributed to the development and agreement by the management of your institution of a documented mission / vision / strategy embracing university business cooperation

4,00 6,00 2,50 6,67 7,00 5,23

Increased the allocation of resources (including funding) by your institution to support university-business cooperation

3,00 7,00 1,50 7,00 6,75 5,05

Increased the incentives for the staff of your institution to encourage and develop university-business cooperation

6,00 7,00 2,50 7,00 7,25 5,95



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PART 4 - Impact of the project on the education provided by the participating universities


Average number given Average


The number of guest lectures given by your institution in the framework of your Tempus project

1,00 0,00 3,00 2,00 6,50 2,50

The number of guest lectures given by your institution since the end of the project 7,00 0,00 3,00 1,33 0,75 2,42

The number of projects conducted by students in cooperation with your institution in the framework of your Tempus project

10,00 0,00 1,50 2,00 5,00 3,70

The number of projects conducted by students in cooperation with your institution since the end of the project

0,00 0,00 1,50 2,00 5,50 1,80

The number of Bachelor, Master and / or PhD theses written in cooperation with your institution in the framework of your Tempus project

50,00 0,00 0,00 1,00 4,50 11,10

The number of Bachelor, Master and / or PhD theses written in cooperation with your institution since the end of the project

75,00 0,00 0,00 1,00 1,50 15,50

The number of industry projects which are part of the curricula in the framework of your Tempus project

0,00 0,00 0,00 1,00 1,25 0,45

The number of industry projects which are part of the curricula since the end of the project and as a result of the project

0,00 0,00 0,00 1,00 2,00 0,60

The number of student-mobility from university to your institution in the framework of your Tempus project

20,00 0,00 0,00 35,00 11,25 13,25

The number of student-mobility from university to your institution since the end of the

project and as a result of the project 6,00 0,00 0,00 34,00 13,75 10,75




Improved your institution's capabilities to contribute to the development of new

curricula 4,00 9,00 5,00 5,00 7,00 6,00

Improved your institution's capabilities to contribute to the delivery of courses at

university 4,00 9,00 4,00 3,33 7,25 5,52

Enabled the developed curricula to fully meet the needs of the business institutions

involved in the project 5,00 9,00 6,00 5,00 6,00 6,20

Contributed to increase the number and quality of continuing education and training provided by the universities to business staff

6,00 9,00 7,50 5,33 7,00 6,97

PART 5 - Impact of the project beyond the project partner institutions



62




Contributed to the adoption / revision of laws and regulations facilitating the mobility of staff between university and business

4,00 9,00 4,00 2,33 6,50 5,17

Contributed to the adoption / revision of laws and regulations supporting the creation of new companies

7,00 9,00 4,00 2,33 6,75 5,82

Raised the awareness of other universities about opportunities arising from university-business cooperation

7,00 9,00 6,50 6,67 7,75 7,38

Raised the awareness of business about university research activities / offerings 7,00 8,00 6,50 5,67 7,75 6,98

Contributed to increase financial resources of universities to develop university-business cooperation

5,00 8,00 6,50 5,67 5,75 6,18

Contributed to increase financial resources of business to develop university-Business

cooperation 5,00 8,00 6,50 5,00 7,00 6,30

Enabled universities to have a better understanding of the focus of business on producing practical results

8,00 8,00 7,50 6,33 6,00 7,17

Enabled universities to have a better understanding of the fear of business that their knowledge will be disclosed and of their need to ensure the confidentiality of research results

8,00 9,00 6,50 5,67 6,50 7,13

Enabled universities and business to have a better understanding of their differing motivation / values

7,00 9,00 6,50 5,67 7,25 7,08

Enabled universities and business to have a better understanding of their differing mode of communication and language

7,00 9,00 6,50 5,67 6,50 6,93

Enabled universities and business to have a better understanding of their differing timeframes

8,00 9,00 6,50 5,33 7,25 7,22

Contributed to improve business capacity to absorb research findings 5,00 8,00 4,50 3,67 7,75 5,78

Contributed to improve SMEs capacity to take on internships or projects 7,00 8,00 4,50 5,00 7,75 6,45

Contributed to the increase of the mutual trust between universities and business 8,00 9,00 6,50 7,00 7,75 7,65

Tempus IV projects in university-enterprise cooperation in the Southern Mediterranean region

63

Annex 4 Project fiches

64

4.1. Projects referred to in the study

Reference 144533-TEMPUS-1-2008-1-FR-TEMPUS-JPHES

Title

Support to the reform of doctoral studies in the Maghreb (Appui aux réformes de la formation doctorale au Maghreb)

Description The AReFoDocMa project supports the reform of doctoral studies in the Maghreb targeted two Algerian, two Moroccan and two Tunisian

universities with the participation of three EU universities (L'Université Pierre et Marie Curie - Paris, l'Université Autonome de Barcelonne,

l'Université Libre de Bruxelles).

The general objective of the project was to design, over a three-year period a methodology for the improvement of doctoral studies’

policies and structures in the beneficiary universities. These structures aim at:

opening the doctoral studies to the social and economic environment,

monitor the career plan of doctoral students, raise awareness of supervisors about their specific responsibilities,

coordinate the training on generic skills for doctoral students

develop interregional, European and international cooperation The specific objectives were to:

raise awareness of supervisors monitor the career plan of doctoral students

training on generic skills opening to the socio-economic environment

development of interregional and European cooperation

Coordinator Université Pierre et Marie Curie - Paris 6 15, rue de l'Ecole de Médecine

Paris 75006, France

Contractor Université Pierre et Marie Curie - Paris 6 4, place Jussieu

Paris 75005, France

Partners Institut Supérieur d'Informatique et de Mathématiques - Université de Monastir, Tunisia

Universidad Autonoma de Barcelona, Spain Université Cadi Ayad, Morocco

Université de Sfax, Tunisia

Université d'Oran Es Senia, Algeria Université Libre de Bruxelles, Belgium

Université M'Hamed Bougara Boumerdès, Algeria Université Mohammed V - Souissi, Morocco

Original Project Budget 1.267.388

Maximum Grant Awarded 996.860

Contract Duration 36 months

Approved Project budget 1.060.260

Reference 144752-TEMPUS-1-2008-1-AT-TEMPUS-JPHES

Title University Chair on Innovation

Description The EU higher education policy towards the MEDA countries is to

strengthen the role of higher education institutions in society; to address the "knowledge triangle" of education, research and

65

innovation and to encourage links between higher education

institutions and the labour market including the promotion of entrepreneurship.

The overall objective of this project was bridging the gap between the innovation needs of industry and the supply of universities by

establishing a "University Chair on Innovation". This project had 5 specific objectives:

Objective 1: Establishing a university Chair on innovation in the MEDA

Region: The general role of this Chair is to reduce the gap between

the available innovation knowledge of universities and the need for application in industry within the MEDA region. The Chair should be a

department integrated in the mainframe of the structure of the MEDA universities. The Chair should help enterprises translating their needs

to R&D subjects in the field of industrial innovation, encourage and support the enterprises to pursue innovation in collaboration with the

university, promote university departments to carry out commercially relevant innovation joint projects, disseminate new and useful

knowledge resulting from University research, license technology to

industry.

Objective 2: Developing Technology Transfer Policy: The importance of improving the effectiveness of knowledge transfer cannot be over-

emphasised; it is one of the key drivers to help achieve the economic, social and environmental ambitions outlined in the Lisbon Strategy for

Growth and Jobs in Europe but also addressed worldwide including MEDA countries. This project will consider the issue of closer

collaboration between the practitioners of the knowledge-triangle

from 4 perspectives: Training and staff exchange for creating a Technology Transfer Profession (TTP); Model of technology transfer

(TT), Intellectual Property Strategy (IP) , Spin-off creation and incubation:

Objective 3: Initiating a re-skilling program on Innovation:

competences and capacities: In this task, training activities is central and subdivided into competence building and capacity building and

the approach follows the idea of "peer education". The Chair

Operators will be trained on capacity and three modules will be delivered by the EU universities focused on: Technology Transfer and

Valorisation, IP (Intellectual Property) protection and exploitation, Innovation & Public Relations. After that the University Chairs will

start offering their first service by training researchers, and graduate students of the MEDA universities. The trainees will be trained to

identify unarticulated industry innovation needs and get to the heart of the problem; apply a structured roadmap for innovation to solve

industry problems; take research ideas and turn them into product,

process and system solutions, then demonstrate success with prototyping and piloting. This program will also prepare the graduates

to labour market and to start their own business and will take care of the training of selected academics and research members.

Objective 4: EU MEDA Twinning MSc Thesis Program: the practical

experience: The main aim is to initiate a mechanism that allows Mediterranean and European MSc students from different disciplines

to carry out their thesis in innovative subject together with the

industrial institutions. This program will be open for all the MSc students from all involved universities mainly for engineering and

66

innovation subjects. The program should allow: translating the

industrial problems to R&D research subjects; continuous transfer of the European University-Industry cooperation experiences to the

MEDA universities; bringing industries from MEDA and EU together on common R&D objectives; building a trust between the University and

industry in the MEDA region.

Objective 5: Developing an EU-MEDA Virtual Environment and Strategy for University-Industry Cooperation

Coordinator Graz University of Technology Inffeldgasse 21B

Graz, AT

Partners Delft University of Technology, Netherlands

Politecnico di Milano, Italy

United Nations Industrial Development Organisation (associated partner, co funding organisation), Austria

Sekem Development Foundation, Egypt R&D Manager, Industrial Modernisation Centre, Egypt

Aleppo University, Syria University Hassan II, Morocco

University of Sfax, Tunisia Saint Joseph University, Lebanon

Cairo University, Egypt


Maximum Grant Awarded 1.286.642




Title Structured opening of universities to the socio-economic world (Ouverture Structurée université Monde Socio-Economique -

OSMOSE)

Description It is nowadays widely acknowledged that cooperation with the labour

market, and more generally with the civil society is a necessity for

higher education institutions and cannot remain an elective activity. However, the organisation of university-enterprises partnerships

requires as a prerequisite the existence of functioning and sustainable liaison structures within the universities. The OSMOSE project

inscribes itself in the strategy of establishment of such structures and of training of their staff. The project had three complementary

objectives. The first objective was the structuring of the communication between

academia and the socio-economic world. The development and

implementation of communication plans, the dissemination of Link-Up, a database of competencies initially developed in Morocco to

other countries of the Maghreb were the main activities implemented to reach this objective.

The second objective was to support and develop joint research and organise thematic network to allow the sustainability of partnerships

and adapt the education offered by universities to the needs of the socio-economic world.

67

Taking into account the role of universities in the education and

training of the future managers and their need to reinforce their relations with the socio-economic world through the development of

their offer in terms of professional education, the last objective was to structure the relations between students and or young researchers

and the socio-economic world, through the development of internships and new pedagogical approaches for Bachelor, Master and

Doctoral students. The project implemented all its activities in the three Maghreb

countries simultaneously. It also focused on sustainability related

activities in association with stakeholders from the economic sectors and public authorities.

Coordinator Université de Bordeaux Cours de la libération, 351

Talence 33405, France

Contractor Université de Bordeaux

146 rue Léo Saignat Bordeaux 33076, France

Partners Alma Mater S tudiorum Universita'di Bologna, Italy ARCHES, France

Association Marocaine pour la R&D "R&D Maroc", Morocco Universidade de Vigo, Spain

Université 20 Août 1955 de Skikda, Algeria Université Abdelmalek Essaadi de Tanger-Tétouan, Morocco

Université Aboubekr Belkaid de Tlemcen, Algeria

Université Cadi Ayyad Marrakech, Morocco Université Chouaïb Doukkali - El Jadida, Morocco

Université de Kairouan, Tunisia Université de Sfax, Tunisia

Université de Sousse, Tunisia Université de Tunis El Manar, Tunisia

Université Hassan II Aïn Chock, Morocco Université Hassan II Mohammedia, Morocco

Université Ibn Tofail Kénitra, Morocco

Université la Manouba, Tunisia Université M'hamed Bougara de Boumerdès, Algeria

Université Mohamed V Agdal, Morocco Université Mohammed Premier Oujda, Morocco

Université Sidi Mohammed Ben Abdellah Fès, Morocco

Original Project Budget 1.055.278,94

Maximum Grant Awarded 936.457,31


Approved Project budget 1.041.081,84

Reference 511209-TEMPUS-1-2010-1-ES-TEMPUS-JPCR

Title Advanced Engineering Systems: Bridging the Gap between Academia and Industry

Description This project aimed at developing and strengthening a specialization in advanced engineering systems focussing on automation, control and

mechatronics in Egypt and producing a new generation of engineers

68

capable of performing constructive engineering work in such field to

complete the cycle started with two former local TEMPUS projects "MEKATRON-2004" for undergraduate and "DIMPTOT-2005" for

training of trainers in mechatronics. The project targeted postgraduate students and professional engineers in a (Masters of

Engineering)/(industry-tailored world- class certified professional training) modular program, which is the first of its kind in Egypt. The

Master’s degree developed were meant to have a National Impact in being an example of how these types of degrees can formulated to

serve the community and industry. The modular program was

developed in cooperation between universities, public authorities, NGOs, government research institutions, and representatives from the

industry. The plan was to start running this degree during the third year of the project to account for fine adjustments of the contents. A

detailed study was prepared on the similar existing programs in Europe, Egypt and the US to allow for the consortium members to

decide on all practical details of the project. The new Master’s program was designed to follows the ECTS, which encourages student

exchange between the consortium members. Students are able to

complete the Masters in 4 semesters. An additional 5th semester is offered for certified professional training to integrate academic and

technical aspects of the subject. The new Master’s program has been designed to evolve to double

degree with EU partner institutions during the project lifetime to finally yield for NU to fully join (EU4M) ERASMUS MUNDUS Master’s

program in mechatronics and micro- mechatronics formed by the 3 EU academic partners to be among the first Egyptian academic

institution to join similar consortium

Coordinator University of Oviedo

Campus de Viesques - edv - block 3.1.10,

Gijon 33204, Spain

Contractor University of Oviedo

Campus de Viesques - edv - block 3.1.10, Gijon 33204, Spain

Partners 6th of October Investors' Association, Egypt Ain Shams University, Egypt

Arab Academy for Science, Technology and Maritime Transport, Egypt Arab Science and Technology Foundation - Cairo Branch, Egypt

École Nationale Supérieure de Mécanique et des Microtechniques, France

Engineering Export Council of Egypt, Egypt Festo Didactic GmbH & Co. KG, Germany

Helwan University, Egypt

Hochschule Karlsruhe - Technik und Wirtschaft, Germany Nile University, Egypt

Procter and Gamble Company, Egypt


Maximum Grant Awarded 1.031.530,28



69

Reference 511274-TEMPUS-1-2010-1-FR-TEMPUS-SMHES

Title Develop employability of engineering graduates (Développer

l'Employabilité dans les Filières d'Ingénierie - DEFI-Averroès)

Description The DEFI-Averroès project was a structural project involving 7

countries: Algeria, Lebanon, Morocco, Tunisia, Spain, Belgium and

France. The coordinator, Université Montpellier 2, relied on the Polytech and CODIGe networks of Engineering Schools. The

partnership included 4 Ministries (Higher Education and Research), 13 universities and 8 organisations representing the socio-economic

world. The partnership overlapped but also strategically complemented the Averroès consortium (Erasmus-Mundus - Action 2

– Partnerships – Package 1) also led by Université Montpellier 2. Inscribing itself within the priorities defined by the European

Commission (Bologna, Bergen, Lisbon), the project aimed at

modernising the higher education systems of the Southern Mediterranean countries and at favouring their convergence with the

European higher education area by strengthening the cooperation between the institutions. More specifically, it aimed at

professionalising the engineering studies to ensure their adequacy with the needs of the labour market, thus increasing graduates’

employability, accelerating their professional integration and developing their entrepreneurial spirit. Three phases were planned:

1. Study of current practices and needs

2. Organisation of technical/knowledge transfers: establishment of services to facilitate contacts with the industry, University-Enterprises

Liaison Offices with a web platform, Development Councils, alumni networks, training of trainers, internships for academic and

administrative staff in universities and enterprises; curricula development or adaptation, design of a pedagogical blue print using

ECTS and the European Qualifications Framework to introduce subjects such as communication, management, languages and

economy, adaptation of the blue print to the specificities of each

country, establishment and educational programme, purchase and development of pedagogical material

3. Experimentation, dissemination and sustainability.

Coordinator Iniversité de Montpellier

Place Eugène Bataillon Montpellier Cedex 05 34095, France

Contractor Université de Montpellier 163 Rue Auguste Broussonnet

Montpellier 34090, France

Partners Association of Lebanese Industrialists, Lebanon

Berytech pole Technologique, Lebanon Chambre de Commerce, d'Industrie et de Services de Tétouan,

Morocco Ecole Nationale Polytechnique d'Alger, Algeria

Fundació Universitat-Empresa de les Illes Balears, Spain

Groupe chimique Tunisien de Gabès, Tunisia Institut des Sciences Appliquées et Économiques - CNAM, Lebanon

Ministère de l'Education Nationale, de l'Ensègnement Supérieur Maroc, Morocco

Ministère de l'enseignement supérieur et recherche scientifique

70

Algérie, Algeria

Ministère Enseignement Supérieur et Recherche Scientifique Tunisie, Tunisia

Ministry of Education and Higher Education - Lebanon, Lebanon Société du Pôle de compétitivité de Sousse, Tunisia

Union Professionnelle de l'Industrie Automobile et Mécanique, Algeria Universitat de les Illes Balears, España

Université Abdelmalek Essaadi de Tétouan, Morocco Université Aboubekr Belkaid Tlemcen, Algeria

Université Cadi Ayyad de Marrakech, Morocco

Université de Béjaia, Algeria Université de Gabès, Tunisia

Université de Liège, Belgium Université de Sousse, Tunisia

Université Libanaise, Lebanon Université Saint-Joseph, Lebanon

Veolia Eau - Compagnie Générale des Eaux, France





Reference 516788-TEMPUS-1-2011-1-JO-TEMPUS-JPCR

Title Curriculum development for Master Program of Environmental engineering and Climate change.

Description The main objective of MAPEC project was to establish and accredit a high didactic & contents of master course in the environmental

engineering and climate change field at the Jordanian and Syrian partner universities to enhance their capacity.

Specific Objectives:

- To establish & credit a master course following the Bologna requirements.

- To create a new and improved culture of environmental awareness and responsibility that will ensures a healthy population.

- To improve & diffuse new professionals that will span the business, government and non-profit sectors according to the national strategy.

The objectives have been pursued as follows (outcomes=oc, output=op)

1-Networking business companies, government and non-profit sectors

around environmental & climatic change issues. Jordanian & Syrian bodies have hosted internships and employed trained experts. oc: a

committed and sustainable partnership that developed a sustainable re-mediation strategies. op: Companies and public administrations

host internships and employment experts. 2-Planning & developing the didactic materials through EU partners.

Training and needs analysis in cooperation with the networked bodies. oc: developed pool of trained experts with appropriate access to the

labour market. op: benefit from the Europeans in their practical

experiences and measuring equipment to enhance and update the didactic methodology using information technologies.

3- Master's credit procedure using ECTS. op: MAPEC credited 4- Master implementation and running. Engineers, economists,

scientists and lawyers have access to the course. Teachers are from

71

Jordan, Syria and the EU. ICT is used for distance learning. oc: one

hundred experts trained in environment and climatic change. op: setting the technological training platform

5- Supporting employments for the trained professional in the networked bodies. oc: involving more companies. op: Forty

participants employed.

Coordinator The University of Jordan

Queen Rania Street, Energy Centre, University of Jordan Amman 11942, Jordan

Contractor The University of Jordan Queen Rania Street, University of Jordan

Amman 11942, Jordan

Partners Al-Baath University -Homs, Syria

Aleppo University, Syria German Jordanian University, Jordan

Hamburg University of Technology,

Germany Hochschule Ostwestfalen Lippe-Hoxter, Germany Instituto Superior de Paços de Brandão, Portugal

Paulo & Beatriz - Consultores Associados, Lda / Portugal, Portugal

The Hashemite University, Jordan Tishreen University, Syria

University of Innsbruck, Austria





Reference 517065-TEMPUS-1-2011-1-SI-TEMPUS-JPCR

Title Middle Eastern Partnership in Sustainable Engineering

Description The project proposed a “Middle Eastern Partnership in Sustainable

Engineering”. Sustainable engineering comprises of the idea that appropriately designed products, technologies, production systems

and services are critical to social and economic performance of industrial sector across partner countries. This concept fits into the

development strategies of both partner countries. ME-Eng aimed to

strengthen the relevance of higher education and to contribute to lifelong learning (LLL) in partner countries. The main objective was to

develop, implement and accredit a new modular MSc Programme in: 1) Maintenance Engineering and Quality Management (JO);

2) Sustainable Production and Quality Engineering (PS). Curricula reform efforts supported an interdisciplinary approach to

sustainable engineering. Education and training (ET) were open to students/trainees from all disciplines. ME-Eng provided recipients of

ET with a unique set of opportunities to develop their skills at working

in multi-disciplinary teams on complex industrial problems, and thus build their portfolios before entering the labour market.

Transfer of knowledge-technology-skills have been achieved via teachers training. Face-to-face pedagogy was complemented by an

active use of learning management system (LMS) for distance

72

training. ME-Eng aimed at establishing one ET centre in each PC.

Centres are used for delivering MSc programmes, LLL courses, and dissemination events. Each centre links two higher education

institutions (HEIs) with an industrial association. The inclusion of such non-academic members in the ET centre aimed at: promoting

engagement with communities of practice; linking ET to the labour market needs; developing industry-HEIs partnerships; promoting

regional cooperation; aiding long-term sustainability of ME-Eng efforts. The project was committed to promoting and mainstreaming

gender equality as well as avoiding all forms of discrimination, which

can hinder the realisation of equal opportunities in ET.

Coordinator University of Ljubljana (Univerza v Ljubljani)

Askerceva, 6 Ljubljana 1000, Slovenia

Contractor University of Ljubljana (Univerza v Ljubljani) Kongresni trg, 12 Ljubljana 1000, Slovenia

Partners Amman Chamber of Industy, Jordan An-Najah National University, Palestine

Birzeit University, Palestine German Jordanian University, Jordan

Palestinian Federation of Industries, Palestine Royal Institute of Technology (Kungliga Tekniska Högskolan),

Sweeden Sverige Technical University of Berlin (Technische Universität Berlin),

Germany

University of Jordan, Jordan

Original Project Budget 739.616,10



Approved Project budget 656.145,40

Reference 517401-TEMPUS-1-2011-1-ES-TEMPUS-JPCR

Title Clean Energy and Research in Environmental Studies

Description This project aimed at developing and strengthening a specialization in

clean Energy and environment in Egypt and producing a new generation of engineers capable of performing constructive

engineering work in such field. It targeted postgraduate students and

professional engineers in a Masters’ of science which shall be continuo of its kind in Egypt. The Masters’ degree were developed with the

intention to have a National Impact in being an example of how these types of degrees can formulated to serve the community and

industry. The modular program was developed in cooperation between

universities, public authorities, and representatives from the industry. The plan was to start running this degree during the third year of the

project to account for fine adjustments of the contents. A detailed

study has been prepared on the similar existing programs in Europe, Egypt and the US to allow for the consortium members to decide on

all practical details of the project. The new Masters’ program has been designed to follows the ECTS, to encourage student exchange

between the consortium members. Students are able to complete the

73

Masters in 4 semesters. The new Master’s program has been designed

to evolve to double degree with EU partner institutions during the project lifetime. The AAST with other Egyptian/European partners

proposed the establishment of a centre of excellence dealing with the energy sector under the title of Clean Energy and Environment. This

centre is the core support of a special MSc program in clean energy and environment proposed in this project in collaboration with EU and

Egyptian partners.

Coordinator University of Oviedo

Campus de Viesques - edv - block 3.1.10, Gijon 33204, Spain

Contractor University of Oviedo San Francisco, 3

Oviedo 33003, Spain

Partners 6th October Investors' Association, Egypt

Ain Shams University, Egypt

Arab Academy for Science, Technology and Maritime Transport, Egypt Compostela Group of Universities, Spain

Helwan University, Egypt New & Renewable Energy Authority, Egypt

Nile University, Egypt Staffordshire University, United Kingdom

University of Chemical Technology and Metallurgy, Bulgaria





Reference 530312-TEMPUS-1-2012-1-FR–TEMPUS-JPHES

Title Development of university-enterprise partnerships in the field of Life Sciences and Technologies in Tunisia (Développement

de partenariats universités-entreprises du domaine des Sciences et Technologies du Vivant en TN)

Description General objective: modernising of methodologies and content of courses in life sciences and technologies by establishing relations with

the workplace to improve employability of graduates, meet the needs

of enterprises and facilitate the transfer of innovation and technology. The project aimed at addressing:

- a political will and priority to reduce the unemployment of graduates - the needs of universities to adapt their courses to the needs of the

economic sector - the wishes of the research sector (universities and institutes) to

transfer technological innovations The project planned for experimentation in Tunisia with a wide

geographical coverage provided by the involvement of 6 universities

and 9 non-academic partners from the partner country. The specific objectives were:

1. Create a network of universities and enterprises 2. Develop, with the support of professionals from enterprises, the

capacities of universities to increase the employability of their

74

graduates, also by including training in economics, management,

humanities and social sciences and generic skills and internships in enterprises

3. Experiment a method for reorienting unemployed doctoral students (alternating training and internships in enterprises) to propose a

reform of doctoral studies in Tunisia 4. Provide support services to enterprises ((re)training, consulting)

5. Participate in the valorisation of research through transfers of innovation and technology in the framework of local incubators and

national poles of technology

Coordinator Agrocampus Ouest Rue de Saint Brieuc, 65

Rennes 35042, France

Contractor Agrocampus Ouest

Rue de Saint Brieuc, 65

Rennes 35042, France

Partners Agence Universitaire de la Francophonie, Belgium

Association pour le développement de la recherche, Tunisia Association Tunisienne des Docteurs et Doctorants en Sciences,

Tunisia Biotechnopôle Sidi Thabet, Tunisia

Chambre du Commerce et de l'Industrie du Sud-est, Tunisia Confiserie TRIKI Le Moulin, Tunisia

Groupement des Industries de Conserves Alimentaires, Tunisia Groupement Interprofessionnel des produits de la Pêche, Tunisia

Montpellier Supagro, France

Pôle de Compétitivité de Bizerte, Tunisia Pôle de Compétitivité Valorial, France

Société Chahia, Tunisia Universidade de Santiago de Compostella, Spain

Universita di Pisa, Italy Universitat de Lleida, Spain

Université de Carthage, Tunisia Universite de Gabes, Tunisia

Universite de Jendouba, Tunisia

Universite de Monastir, Tunisia Université de Sfax, Tunisia

Universiteit Ghent, Belgium





Reference 530626-TEMPUS-1-2012-1-PS–TEMPUS-JPHES

Title Strengthening University-Enterprise linkages in Palestine (STEP)

Description Enhancing cooperation between Higher Education Institutions (HEIs) and industry has become a critical issue to respond to the challenges

of increasing employment opportunities and socio-economic growth (in Europe, this was already highlighted under the ‘Lisbon Strategy

2000’ and is now reinforced under the ‘Europe 2020 Strategy’). While

75

there is a global economic deadlock, the situation is particularly

critical in certain regions. In Palestine, local and political factors notably affect its socio-economic development, with a high rate of

unemployment and an entrepreneurial tissue still basic. STEP aimed at contributing to the social and economic development in Palestine

by strengthening linkages between universities and enterprises, increasing entrepreneurship opportunities for growth and

employability. To offer a nation-wide approach, STEP has integrated academic & business experience from the West Bank and the Gaza

Strip, what reinforced synergies and social cohesion in the country.

The project concretely stimulated the university-enterprise cooperation culture in Palestine by setting up a nation-wide Network

for long-term partnerships and collaborative research with enterprises, by also improving managerial and strategic thinking

towards the local businesses, and promoting good practice for establishing business interfaces at HEIs. For achieving its objectives,

STEP was built upon a multifaceted & complementary consortium: 5 Palestinian public universities, which offered the experiences of

academia in the West Bank and the Gaza Strip, the Chambers of

Commerce from Nablus and Gaza, as the main business intermediaries in the regions to give an insight into local enterprises’

needs, the Palestinian Ministry of Education and Higher Education, which provided the policy-making point of view and, finally, 3

European public universities which translated their expertise in the field and the lessons learned in Europe to the Palestinian context.

Coordinator An-Najah National University Omar-Almokhtar street, null

Nablus (West Bank) 707, Palestine

Contractor An-Najah National University

Omar-Almokhtar street, Nablus (West Bank) 707, Palestine

Partners Alma Mater Studiorum - Università di Bologna, Italy Hebron University, Palestine

Islamic University of Gaza, Palestine

Leipzig University of Applied Sciences, Germany Nablus Chamber of Commerce and Industry, Palestine

Palestine Polytechnic University, Palestine Palestinian Chamber of Commerce - Gaza Governorates, Palestine

Palestinian Ministry of Education and Higher Education, Palestine University College of Applied Sciences, Palestine

University of Alicante, Spain





Reference 530721-TEMPUS-1-2012-1-LB-TEMPUS-SMHES

Title Innovation and Development of Academic-Industry Partnerships through Efficient Research Administration in

Lebanon (IDEAL)

76

Description Addressed as a national structural measure within higher education

and society and aligned with the Tempus priority of “developing partnerships with enterprises,” the IDEAL project sought to augment

inputs and outputs for research, development and innovation (RD&I) in Lebanon to improve the country's economic strength and global

competitiveness. The objectives of the project were: 1) Develop systems capable of supporting and promoting relevant

research at Lebanese HEIs 2) Create networks to transfer innovation from academia to industry

3) Establish professional structures between government, academia

and industry for the long-term management of RD&I outcomes for Lebanon

The specific outputs of this project have been: 1. Establishment of research support offices in Lebanese HEIs

2. Development of e-learning courses in research administration and technology transfer

3. Increased knowledge via trainings for administrative and academic staff of HEIs on the principles of research administration and

technology transfer process

4. Development of a research administration certification program 5. Creation of a database linking industry needs to Lebanese HEI

research competencies 6. Partnerships generated between academia and industry through

networking opportunities 7. Development of pilot projects in commercialization of intellectual

property via a national Innovation Park, which is designed to incubate innovative ideas and translate them into high-impact regional

businesses

8. Formation of a Professional Association of Research Support for Lebanon

9. Website for research administration, which hosts e-learning courses and certification program

10. Final conference to disseminate results 11. IDEAL guidebook for research offices

Coordinator The American University of Beirut Bliss Street 11-0236, Riad El Solh

Beirut 1107 2020, Lebanon

Contractor American University of Beirut

Bliss Street 11-0236, Riad El Solh Beirut 1107 2020, Lebanon

Partners Beirut Arab University, Lebanon FH Joanneum GmbH, Austria

InfoPro SAL, Lebanon

Lebanese American University, Lebanon Lebanese Industrial Research Achievements-Program, Lebanon

Modern University for Business and Science, Lebanon Mowgli Foundation, United Kingdom

National Council for Scientific Research, Lebanon Saint Joseph University, Lebanon

Technological Educational Institute of Thessaly, Greece The Ministry of Education and Higher Education, Lebanon

Università degli Studi di Bari "Aldo Moro", Italy

University of Alicante, Spain University of Balamand, Lebanon

77

University of Staffordshire, United Kingdom





78

4.2. Projects whose questionnaires have been received and with whom interviews have been conducted

Reference 144627-TEMPUS-1-2008-1-EG-TEMPUS-JPCR

Title Technology Management & Integrated Modelling in Natural Resources: A University-Enterprise Win-Win Partnership

Description (1) The economic, political and social changes coupled with new requirements for young academics require training on new higher

education programmes such as applied technology management and integrated modelling in natural resources applications.

(2) The faculties of Engineering and Science of Ain shams, Assiut and Sohag universities have to respond to this challenge, as well as

developing interuniversity and interdepartmental cooperation.

(3) The introduction of new training programme for MSc degree in Technology management and integrated modelling in natural

resources in line with European Standards 'ECTS Credits'" complies with the higher education priorities and objectives of the Egyptian

Ministry of Higher Education in particular with the development strategy of Ain Shams and Assiut universities.

(4) The MSc degree was to established at water resources department in Ain Shams university and at geology Department in Assiut

University by October 2011. It is based on 2 academic years (4

semesters) (120 ECTS credits) after the BSc degree. (5) The MSc students have access to new professional,

methodological and teaching approaches, international curriculum content and materials to increase their qualification in relevance to a

complex and global world. (6) The new MSc training programme aims to:

A. Attract a multidisciplinary audience of undergraduate and post-graduate students, school-teachers, researchers and government

employees.

B. Develop well-informed individuals who are aware of their environment & natural resources and their responsibilities in

exploration, evaluation, protection and conservation. It enables the learner to develop critical environmental-thinking, problem-solving,

and effective decision-making skills. C. Provide a more employment-oriented training to match

employment prospects with new economic framework conditions in terms of increased employment opportunities.

D. Provide multidisciplinary and professional training to face varying

environmental problems (such as soil and water pollution, soil erosion, waste disposal, water quality, building materials and

foundations, desertification etc.) and to achieve minimize the negative impacts of natural hazards.

E. Provide students with technological, applicable and managerial competences focusing on "Geo-Environmental Pollution and Natural

Hazards" in terms of Monitoring, Assessment and Protection on one hand and "Surface & Groundwater and Earth Resources" in terms of

Exploration, Exploitation, protection from contamination, and Management on the other hand.

(7) The main strategy and methodology of work were: 1.

Modernization of teaching/learning recourses (latest teaching methodology "multimedia and Internet", computer-based materials,

world-level classrooms and labs, fieldwork facilities). 2. Networking with the EU universities for resource sharing and optimisation,

79

curriculum development, information dissemination. 3. Skills

improvement of teaching staff (TOT) to be qualified for designing and developing computer based materials according to the modern

modular system and using the modern methodology in teaching. 4. Development of MSc Curriculum in Line with EU Standards by design

a new high quality computer based courses modules and preparation of supporting teaching material and accredit it both nationally and

internationally. 5. Activation of the intercultural communications with EU countries is required to multinational corporations and the advent

of globalisation and technological advancement. 6. Graduates with a

BSc degree in engineering, science and agriculture and related sciences from all over Egypt applying for the new MSc course and in

English language trained.

Coordinator Ain Shams University

1 El Sarayaat Street - Abdo pacha square - Abassia Cairo 11566, Egypt

Contractor Ain Shams University, Egypt Ain Shams University - Abassia

Cairo 11566, Egypt

Partners Assiut University, Egypt

Exeter University, United Kingdom IHE-UNESCO, Nederland

Martin-Luther University, Halle-Wittenberg, Germany National Authority for Remote Sensing & Space Sciences NARSS,

Egypt

SEKEM Development Foundation, Egypt Sohag University, Egypt

The General Company for Research of Ground Water (REGWA), Egypt Universidade do Algarve, Portugal

Original Project Budget 874.020



Approved Project budget 762.430

Reference 144727-TEMPUS-1-2008-1-IT-TEMPUS-JPCR

Title A New Jordanian MSc in Water Management and Desalination

Engineering (JoMDE)

Description The proposed JEP was designed to create a new MSc program in

"Water Management and Desalination Engineering" (BAU), improve existing curricular offer (HU) and establish a continuing education

curriculum aimed at practicing professionals (MU), at the three Jordanian partner Universities. The program targeted strongly accords

with the reform policies adopted by the three Universities within an ambitious overall governmental reform program that was started in

Jordan. Through this joint program, close ties between JO and three

EU Universities were established, creating the appropriate ground for effective integration between the academic communities of the

European and Jordanian sides. It was anticipated that this would lead to effective transfer of knowledge, teaching skills and methods from

EU partners to JO teaching faculty and staff. In addition, it helped the

80

three Jordanian partners to uplift their educational and research

facilities. The target of this JEP was achieved through the creation of a new MSc curriculum at BAU/HU with the assistance of the EU

partners' advanced knowledge and expertise. The program involved the establishment of a new MSc training unit to carry out the new

curriculum, and to provide the program students with the knowledge and skills needed to face the pressing water problems in this country.

The activities of the training unit also extend to provide Continuing Education programs in Water Management and Desalination

Engineering at MU. The JEP program involved an intensive scheme of

staff mobilities, modernization and upgrading of teaching laboratories, ICT/computer and applied laboratory facilities, short courses, and

library/database upgrading. It was also foreseen that pilot CE courses would be offered during the second year of the project to a group of

students and professionals, in anticipation to the official launching of the new programmes during the third year of the project. Project

results and achievements were be announced in the project's own web site, and through dissemination seminars, brochures, booklets

and newsletters. University resources and channels of international/

European cooperation were the principal basis for future sustainability beyond the duration of this project. The new MSc program and its

coursework were intended to be incorporated as concrete components of the graduate school program at the three Jordanian partner

Universities.

Coordinator Università degli Studi di Pavia

Via Ferrata 1 Pavia 27100, Italia

Contractor Università degli Studi di Pavia Strada Nuova 65 Pavia 27100, Italy

Partners Centre for research and technology - Greece Autonomous University of Barcelona, Spain

University of Las Palmas de Gran Canaria, Spain Hashemite University, Jordan

Mutah University, Jordan





Reference 144847-TEMPUS-1-2008-1-SE-TEMPUS-JPCR

Title Masters of Engineering in Sound & Vibration

Description The main objective of the project was to produce a new generation of

engineers capable of performing constructive engineering work in the acoustics and vibrations field. The activities of this project addressed

the postgraduate students in a degree newly developed in Egypt

called Masters of Engineering. The Masters of Engineering degree developed within this project were meant to have a National Impact in

the sense that it would be an example of how these types of degrees can formulated to serve the community and the industry. This degree

was developed in cooperation between universities, public authorities

81

such as ministries, NGOs, government research institutions, and

representatives from the industry. The Ministry of State for Environmental Affairs was a key partner in this project being one of

the main end users of the graduates of this program. The plan was to start running this degree during the third year of the

project. It is important to start running the degree during the lifetime of the project so that any adjustments modifications can be done. The

European partners also assisted the Egyptian teachers in running the first version of the courses.

A detailed study was prepared on the similar existing programs in

Europe, Egypt and the US. Based on this study, the consortium members decided on all practical details of the project and the

contents of the courses. The new program follows the credit hour system; therefore, several courses in several pools are available for

the students to choose from depending on their specialization. Each course requires the students to do some measurements in the

laboratory. The experiments are of two kinds: 1. Computer experiments using dedicated software for simulation of sound and

vibration problems to help in early design. 2. Measurement

experiments using real instrumentation on real situations/machines. A new laboratory for Acoustic Emission was established at the Arab

Academy for Science and Technology. The new Masters of Engineering program in Sound and Vibration has

been planned following the recognized ECTS system widely implemented in Europe, which encourages the student exchange

between the consortium partner universities. It was planned to certify the new degree as a joint degree between the Ain Shams University

(ASU) in Egypt and the Royal Institute of Technology (KTH) in

Sweden.

Coordinator Kungliga Tekniska Högskolan (KTH)

Teknikringen 8 Stockholm 10044, Sweden

Contractor Kungliga Tekniska Hogskolan Valhallavägen 79

Stockholm se 10044, Sverige

Partners Aalborg University, Denmark

Acoustical Society of Egypt, Egypt Ain Shams University, Egypt

Arab Academy for Science and Technology and Maritime Transport, Egypt

Braunstein + Berndt GmbH, Germany Elaraby Group,Egypt Helwan University, Egypt

Housing & Building National Research Center (HBRC), Egypt

Katholieke Universiteit Leuven (K.U.Leuven), Belgium LMS International NV, Belgium

Mechanical & Electrical Research Institute, National Water Research Center ,Egypt

Ministry of State for Environmental Affairs, Egypt Nile University, Egypt





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Reference 144918-TEMPUS-1-2008-1-FR-TEMPUS-JPCR

Title New programmes in Management of service activities and

technology, improvement of the quality assurance system for the educational programmes and development of services to

students. (Nouveaux cursus en Management des activités de Services et de la Technologie, Amélioration des processus

qualité des enseignements et développement des services aux étudiants)

Description This project aimed at simultaneously supporting the Southern Mediterranean partner institutions to modernise their study

programme by creating new ones and increasing their capacities in terms of services to students and openness to the society.

The objective was therefore to modernise the existing study

programmes in each institution by introducing two new subjects, “Technological management” and “Management of service activities”.

According to the needs of each Southern Mediterranean partner institution, the modernisation was realised by introducing new

subjects and creating new study programmes and Master level degrees and or training programmes for enterprises’ managers. The

modernisation targeted both the content of the study programmes and the pedagogical methodologies used at the partner institutions.

The project also aimed at increasing the capacities of partner

institutions’ student services, establishing a quality assurance system for the educational programmes and services, creating the conditions

needed to open the partner institutions to the world of enterprises and to the society at large and improving the governance of the

partner institutions’ relations with students, teaching and administrative staff.

Coordinator Grenoble Ecole de Management 12 rue Pierre Sémard - BP 127 Grenoble 38000, France

Contractor Chambre de Commerce et d'Industrie de Grenoble / Grenoble Ecole de Management

12 rue Pierre Sémard - BP 127 Grenoble 38003, France

Partners AHU - Al-Hussein Bin Talal University, Jordan AUEB - Athens University of Economics and Business, Greece

BZU - Birzeit University, Palestine

HEC - Ecole de Gestion de l'Université de Liège, Belgium LCU - Université Libano-Canadienne, Lebanon

PSUT - Princess Sumaya University for Technology, Jordan Université Mohammed V Souissi, Morocco





Reference 145054-TEMPUS-1-2008-1-ES-TEMPUS-JPHES

Title Towards a sustainable university-enterprise partnership

83

scheme in Tunisia “UNILINK”

Description The project was aimed at stimulating the development of a Tunisian

university- enterprise cooperation culture, by promoting good practice

for implementing university based enterprise liaison offices in 6 Tunisian Universities, creating of capacities in human resources,

promoting of coherent information and communication strategies among the Universities' communities and within the local business

environment as well as providing necessary strategic input for the creation of long-term partnerships and collaborative research with

enterprises. Focusing on the critical elements for the creation of sustainable partnerships the project brought about the following

innovative changes at institutional level of participating Universities:

*Creation of a clear organisational development in form of an interface structure, which is in charge of establishing and managing

university-industry linkages with rules on its mode of operation, control mechanisms, and an institutional strategy with measurable

development objectives for the development of relations with enterprises;

*Creation of knowledge on financial management, deployment and utilisation of resources, costing and management of projects and

distribution of generated income; as well as of skills and policies on

management of intellectual property with rules and procedures for the development and management of IP issues as a basis for further

commercialisation of academic knowledge; *Development of information resources and strategies for

communication between Universities and enterprises and enhancement of knowledge about mutual capacities, demands and

constraints; *Development of skills and attitudes of staff (and students) for their

collaboration with industry, inducing incentives for their motivation to

collaborate in projects with industry and promotion of entrepreneurial culture within universities communities

Coordinator University of Alicante Campus san Vicente del Raspeig, ap 99

Alicante es- 03080, Spain

Contractor University of Alicante

Campus San Vicente del Raspeig, ap 99 Alicante es- 03080, Spain

Partners Chamber of Commerce, Trade and Industry of the Centre, Tunisia Ministry of Higher Education, Scientific Research and Technology,

Tunisia The South East Chamber of Commerce and Industry, Tunisia

Tunisian Union for Industry, Commerce and Handicraft, Jendouba Branc, Tunisia

Università degli Studi di Genova, Italy

Université de Gabes, Tunisia Université de Gafsa, Tunisia

Université de Jendouba, Tunisia Université de Sousse, Tunisia

Université Pierre Mendes, Grenoble II, France Université Tunis el Manar, Tunisia

University of 7th November Cartage, Tunisia Wissens und Technologie Transfer gmbh Saarland University,

84

Germany





Reference 145145-TEMPUS-1-2008-1-ES-TEMPUS-SMHES

Title Measures to support the occupational integration of graduates) (Mesures d'Accompagnement des Diplômés à

l'Insertion Professionnelle)

Description Graduates’ access to the labour market is one of the most important

challenges faced by Morocco. The issue of youth employability is

therefore inscribed at the heart of the priorities for the development of human resources, which are the main wealth and asset of the

socio-economic development. The dramatically increasing number of students creates major difficulties for their occupational integration.

The high number of students in specialties with limited job opportunities weakens the higher education system as a whole.

The project proposed a number of actions aiming at improving graduates’ access to the labour market. At university governance

level, the objective was to create a Career Centre (internships and

employment) and an Observatory in charge of analysing the educational programmes, the occupational integration and their

adequacy. At the level of the study programmes, the project aimed at introducing new courses on employment search. At doctoral level, the

project aimed at introducing specific measures to promote the occupational integration of Doctors.

With the support of the supervising Ministry the project’s objective was also to disseminate the good practices developed to all the

Moroccan universities.

Coordinator Université de Grenade

Campus de Fuentenueva s/n 18071 Grenade

Grenade 18071, Spain

Contractor Université de Grenade

Cuesta del Hospicio s/n Granada 18071, Spain

Partners Budapest University of Technology and Economics, Hungary

KTH, Sweden Ministère de l'Education Nationale, de l'Enseignement Supérieur, de la

Formation des Cadres Université Abdelmalek Essaâdi, Morocco

Université Choïb Doukkali, Morocco Université de Sfax, Tunisia

Université Ez-zitouna, Tunisia Université Ibn Zohr, Morocco

Université Mohamed Premier UMP, Morocco




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Reference 145383-TEMPUS-1-2008-1-EG-TEMPUS-JPHES

Title Enterprise-University Partnership

Description The last decade has seen tremendous growth in the use of IP

(intellectual property) protection in business ventures. As a result, more and more institutions are establishing technology transfer

offices (TTOs) to assist in the legal transfer of technology. These offices serve a variety of functions, such as evaluating research

results in regard to potential commercialization, advising on IP

protection, filing and prosecuting patent applications, assisting in funding issues, conducting feasibility studies, and so on. It is

important to define the TTO's scope of operations. Because years can pass before any revenues or royalties would be collected from IP

transfers, the office has to operate with the highest possible efficiency. Success or failure will depend mostly on the human

resources and physical infrastructure available to the office. This project was devoted to development of university-industry bridging

system. Four TTOs in four Egyptian universities were established

during the life time of the project. Capacity building for its staff was enhanced. The universities' faculty, administrators and students were

educated about technology transfer and its aspects. An awareness program targeted all stakeholders. An e-learning module facilitated

the transfer of knowledge acquired during the project. Setting a mechanism for technology transfer in Egypt was the main feature of

this project

Coordinator The American University in Cairo

211 Science Building, 113 Kasr El Aini St., P.O. Box 2511 Cairo 11511, Egypt

Contractor The American University in Cairo AUC Avenue, PO Box 74

New Cairo, 11835, Egypt

Partners Assuit University, Egypt

Cairo University, Egypt

Egyptian Patent Office, Egypt Freie University Berlin, Germany

Helwan University, Egypt Investors Association of 6th of October City, Egypt

Linkoping University, Sweden Politecnico di Torino, Italy

Science and Technology Development Fund- Ministry of Higher Education, Egypt

Vienna University of Technology (TU Wien), Austria





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Reference 158651-TEMPUS-1-2009-1-SY-TEMPUS-JPHES

Title Skills and Career Centre - Pathways to the Labour Market

Description The main objective was to establish evidence that skills and career centres at Syrian Public and Private Universities contribute to the

ability of students and graduates to develop personal skills, career

planning, job-search and career managing skills to pursue a career on the labour market or to develop their own business. As such the

project supported significantly national policies for the development of the required human capital to gain economic prosperity and social

stability. Target groups were students - graduates and postgraduates - lecturers and employers.

The project encompassed the following tasks and activities: 1. Support the design and establishment of skills and career centres

at 5 public and 3 private universities.

2. Design and implement a skills and competency development programme for students based on a needs assessment encompassing

five competence fields: Strategic and entrepreneurial management, planning and organising, leadership; communication, teamwork and

cooperation; media, analysing and information processing; foreign languages.

3. Design and implement a market screening instrument for employers to define employment needs and develop and implement

an employment service support program in career planning and

counselling and placement as well as temporary in-company training programs.

Coordinator Damascus University Directorate for International and Cultural Relations - Baram

Damascus P.O.Box: 60 997, Syria

Contractor Damascus University

Central Administration - Baramkeh Damascus P.O. Box: 60 991, Syria

Partners Al-baath University, Syria Albert Ludwigs University Freiburg, Germany

Aleppo University, Syria Al Furat University, Syria

Arab International University, Syria Fonty's University of Applied Sciences, Netherlands

International University of Science and Technology, Syria

Lund University, Sweden Tishreen University, Syria

University of Kalamoon, Syria





Reference 158686-TEMPUS-1-2009-1-PS-TEMPUS-SMHES

Title Developing a Strategic Plan for the Reform of Environmental Studies in the Higher Education System of Palestine

87

Description The main aim of the project was to develop a strategic plan for

reforming environmental studies in the Palestinian higher education system through development of partnerships with enterprises, on the

basis of local and international practices and experience. The project evaluated the current status and practices of environmental studies in

Palestinian higher education institutes. The best practices and know-how resulting from the experience of the EU partner countries, in

higher education environmental studies and development of partnerships with environmental enterprises were learned. The

project organized a national conference on reform of environmental

higher education and development of partnerships with enterprises. The project drafted a national plan to reform environmental education

and to develop partnerships with enterprises. The project raised awareness among different societal groups on environmental issues

plan to foster gradual change in environmental studies in the Palestinian higher education.

The project enhanced awareness, developed partnership with enterprises and improved communication among different societal

groups, women in particular, and other stakeholders involved. The

project helped in changing the attitudes of the different stakeholders towards environmental issues, and the need to protect our ecosystem

to get sustainable resources for the next generation through capacity building programme.

Coordinator Birzeit University P.O. box 14

Birzeit 000000, Palestine

Contractor Birzeit University

P.O. box 14 Birzeit 000000, Palestine

Partners Al-Quds University, Palestine An-Najah national university, Palestine

Loughborough University, United Kingdom Ministry of Higher Education, Palestine

National Technical University of Athens, Greece

Royal Institute of Technology, Sweden





Reference 158914-TEMPUS-1-2009-1-UK-TEMPUS-JPCR

Title Developing Service-Learning and Civic Engagement

Partnerships across the Curriculum

Description This project supported universities in Jordan and Lebanon and other

universities in the EPNI (south) region to build capacity and

infrastructure to deliver programmes of service-learning across the curriculum in higher education by focusing specifically on those areas

of curriculum need identified by regional and national priorities i.e. curriculum reform and enhancement in education, environmental

sciences, health sciences, human rights, technology and engineering.

88

It achieved this, significantly, through the training of managerial,

administrative and academic staff and the preparation and training of students. In addition, the development and codification of service-

learning policy and practice complemented the training. At the heart of the project was the realisation of a service-learning

curriculum that harmonises with EU quality and credit frameworks. Finally, because service- learning is about bringing value to local

communities then the development of effective community engagements was a central and continuous feature of the project.

Coordinator Roehampton University Digby Stuart College,

London SW15 5PH, United Kingdom

Contractor Roehampton University

Grove House - Roehampton Lane

London SE15 5PJ, United Kingdom

Partners Al-albayat University, Jordan

American University of Beirut, Lebanon Hashemite University, Jordan

NUI Galway, Ireland Paisii Hilendarski University of Plovdiv, Bulgaria

University of Balamand, Lebanon University of Gothenburg, Sweden

Zarqa Private University, Jordan






Title Expert track in entrepreneurship education and international development in the Maghreb (FEFEDI - Filière d'Expertise

maghrébine de Formation en Entrepreneuriat et en Développement International)

Description The FEFEDI project aimed at creating an expert track in entrepreneurship education and international development in the Maghreb. The objective was to support the creation of local enterprises, the installation of international enterprises and the integration of young graduates in the labour market by developing the entrepreneurial and international skills of students and enterprises managers.

6 higher education institution in the Maghreb –specialised in

management- came together to develop and share a degree, pedagogical resources, networks and training offers for enterprises.

The objective was to modernise the existing educational programmes by introducing a Master on entrepreneurship and international

development, which would contribute to the modernisation of universities by:

- introducing new subjects in total adequacy with the needs of the local labour markets,

- introducing a new and very innovative pedagogical approach

focused on professionalization,

89

- promoting the idea that quality assurance is necessary.

The project also aimed at helping the Maghreb universities opening up to the world of enterprises, by reinforcing the relations with the local

economy. For this the project planned to introduce pedagogical methods focused on the enterprises (students’ projects and

assignments) as well as training programmes, consulting services, networking activities and clubs for public and private enterprises and

their managers. To support this, partners representing the enterprises (UTICA and ADPE) were included in the project’s partnership.

Coordinator Grenoble Ecole de Management 12 rue Pierre Sémard - BP 127

Grenoble 38003, France

Contractor Grenoble Ecole de Management

12 rue Pierre Sémard - BP 127


Partners ADPE - Association de Développement et de Promotion de

l'Entreprise, Algeria Athens University of Economics and Business (aueb), Greece

ESCA - School of Management, Morocco Institut des Hautes Etudes Commerciales de Sfax, Tunisia

Institut des Hautes Etudes Commerciales de Sousse, Tunisia Politecnico di Torino, Italy

Union Tunisienne de l'industrie, du Commerce et de l'Artisanat (utica), Tunisia

Université 8 mai 1945, Algeria

Université Badji Mokhtar (lidee), Algeria Université Mohammed v Souissi, Morocco






Title Mediterranean Innovation Alliance (MEDINNOALL)

Description The overall objective of the project was to bring innovative thinking

into the region's Higher Education and to enhance universities' ability

for encouraging and conducting collaboration with their economic environments. The project promoted the development of sustainable

partnerships between universities and enterprises in the South-Mediterranean region through the establishment of Centres of

Excellence in Knowledge Transfer at 12 universities in Morocco, Tunisia, Egypt and Algeria.

One of the main goals of the project was to strengthen the universities' capacities in initiating and supporting innovation and

technological learning processes in enterprises through the

development of implementation of Technology and Innovation Audits as a tool for structured technological analysis and diagnosis. Based on

the European experience this tool helps map the critical issues for company's technological and innovative potential and serves as a

launch pad for innovation. During the testing phase of the service in

90

the 2nd and 3rd project year the consortium conducted approx. 864

Assisted Innovation Diagnosis and developed subsequent Innovation Support Plans for at least 240 North-African enterprises. To facilitate

these processes the consortium implemented an extensive training programme aiming at the creation of a pool of Knowledge Transfer

Professionals among the universities and with the involvement of representatives of national Business Associations. The development of

a regional Mediterranean Alliance for the promotion of Knowledge Transfer and Innovation as well significant number of national and

regional information and networking events planned within the project

contributed to the increased entrepreneurship and innovation culture at various academic, economic and political levels.

As a result of the project the universities not only improved the visibility and relevance of their own research capacities but also the

understanding of the technological processes and innovation capacities of the business world. The creation of the units for

institutionalized implementation of the Knowledge Transfer and Technology Audits services was the key input for higher education

institutions' contribution to the improved technological and innovation

performance as well as generation of further socio-economic benefits.

Coordinator University of Alicante

Campus San Vicente - ed Germán Bernáncer, Ap. Correos 99 Alicante E-03080, Spain

Contractor University of Alicante Campus San Vicente - ed Germán Bernáncer, Ap. Correos 99

Alicante E-03080, Spain

Partners Alexandria University, Egypt

Alicante Chamber of Commerce, Spain Cadi Ayyad University in Marrakech, Morocco

Confédération Générale des Entreprises du Maroc Ecole Normale Supérieure D'enseignement Technologique D'oran,

Algeria Fédération Nationale de la Mécanique, Tunisia

Federation of Egyptian Chamber of Commerce, Egypt

Glasgow Caledonian University, United Kingdom Helwan University, Egypt

Higher Institute of Technological Studies of Sousse, Tunisia Higher Institute of Technology of Jendouba, Tunisia

Higher Institute of Technology of Zaghouan, Tunisia Ministry of Higher Education, Rabat, Morocco

Ministry of Higher Education, Scientific Research and Technology of Tunisia

Oran Chamber of Commerce and Industry, Algeria

Saarland University, Germany South Valley University, Egypt

Supreme Council of Egyptian Universities, Egypt Universite d'Evry-val d'Essonne, France

Universite Sidi Mohamed Ben Abdellah, Morocco University Tahar Moulay of Saida, Algeria University Mohammed V

Soussi, Morocco University of Mostaganem, Algeria



91



Reference 159238-TEMPUS-1-2009-1-IT-TEMPUS-SMGR

Title Graduate's Insertion and Assessment as tools for Moroccan Higher Education Governance and Management (Grinsa)

Description The main objective of Grinsa project was to improve the higher education reforms and modernisation, based on quality assessment and

support the employability of graduates. Morocco is characterised by low impact of education on social and economic development and the

educational institutions are working on improving the quality of instruction to contribute to growth and productivity. International

collaboration projects aiming at improving education outcomes are one

of the main leverage contributing to the HEIs better answer to need for economic growth and improving of the quality of education system.

The project supported Moroccan Universities in identifying instruments and methodologies to improve the effectiveness of education system

reforms by the application to the local situation of a data base of the graduates of the involved Universities. Following the example of

Almalaurea consortium, an IT system was developed in order to ensure two main objectives: provide an instrument for an efficient quality

assessment of the education system and support the collaboration

between the education sector and the business sector. Enterprises have the opportunity to access to a graduates CVs data base and find the

most suitable experts of a specific field, and the graduates have a window towards the labour market. Employment growth is supported

by the collaboration between local and international enterprises and the education system. On the other side, Universities can evaluate the

employment rate according to the different training courses and improve the educational offer accordingly.

This process was supported by the Alma Laurea consortium, which

collaborated with the Moroccan Universities in the IT set up, population and dissemination of information on the potentialities and possible

utilisation of the data base, as for example for Report in the graduates conditions and job surveys. Training of trainers was performed on

specific sectors linked to the IT development and on the illustration on how to promote the data base within student communities and towards

the business sector in order to ensure project sustainability. Moreover, in order to ensure the efficiency of the data base, the needs and

constraints of the enterprises were tested and evaluated within the

project thanks to the collaboration with SMEs associations and representatives in order to tune the intervention and the contents of

the data base. Along with the technical activities implementation, the identification of

instruments and methodologies on how to use the indicators and the statistical data were provided during specific training sessions. All the

project results were largely diffused by international conferences, meetings, publications and a web site. The project produced its major

effects on the beneficiaries Universities and the Ministry of Education as

main target groups and has also long lasting impact on the overall education system in Morocco and also in the enterprises human

resources management sector. The adoption of the CVs data base is an instrument not only for the quality assurance and evaluation of the

education systems but also an instrument boosting the collaboration

92

between Universities and the labour market at national as well as at

international level and it is meant to be constantly updated by the Universities and its functioning is ensured also after the project

conclusion.

Coordinator Consorzio Interuniversitario Almalaurea

Viale Angelo Masini 36 Bologna 40126, Italia

Contractor Consorzio Interuniversitario Almalaurea Viale Angelo Masini 36

Bologna 40126, Italia

Partners Ministry of Education Direction of Higher Education, Morocco

Politecnico di Torino, Italy Universitat Rovira i Virgili, Spain

Universite Chouaib Doukkali el Jadida, Morocco Université du Sud Toulon-Var, France

Université Mohammed Premier, Morocco

Université Moulay Ismail Meknes, Morocco University "Cadi Ayyad" Marrakech, Morocco


Maximum Grant

Awarded 541.297


Approved Project budget

597.123


Title Development and implementation of a Master in occupational

psychology in the Maghreb universities (Développement et accompagnement d'un Master en Psychologie du Travail dans

des universités du Maghreb (MPTUM))

Description The project aimed at creating a Master (M1 and M2) in occupational

psychology in 6 universities in the three Maghreb countries involved (Algeria, Morocco and Tunisia). This educational programme fully

addressed the local needs and demands and was in adequacy with the economic environment of the participating universities. The project

was also closely linked to the reforms of the higher education systems

implemented in the partner countries. Based on the Bologna recommendations, the project was supported by the national

authorities. The Master was developed to target primarily initial education students but also employees for their continuing education.

Each partner institution opted either for a vocational or a research Master according to their specific needs. The openness to the labour

market and the professionalization of the Master was nevertheless a key element of the project for which partnerships were concluded with

the Entreprise Nationale de Matériaux des Travaux Publics and

SME/Craftsmanship in Algeria. The project also aimed at further developing existing cooperation

between EU and Maghreb institutions, amongst EU institutions and between Maghreb institutions. The sustainability of the projects’

outcomes and results was to be ensured by the transfer of

93

competences et pedagogical material, the strengthening of the

beneficiary institutions’ relations with the economic sector and the creation of the basis of a Euro-Mediterranean Master in occupational

psychology network.

Coordinator Université Pierre Mendes France - Grenoble II

1251, avenue Centrale Grenoble 38040, France

Contractor Université Pierre Mendes France - Grenoble II 1251, avenue Centrale


Partners Cci Correze - EGC Brive, France

Direction de la Petite et Moyenne Entreprise et de l'Artisanat Wilaya Entreprise Nationale des Matériels de Travaux Public, Algeria

Università degli Studi di Verona, Italy Universitat de Valencia Estudi General, Spain

Université de Cluj Napoca Babes Bolyai, Romania

Université de Tunis el Manar, Tunisia Université de Tunis, Tunisia

Universite d'Oran, Algeria Université Libre de Bruxelles, Belgium

Université Mohamed V Souissi, Morocco Université Mohammed V Agdal, Morocco






Title Implementing a Scientific International master for biotechnology and

neuroscience in the South Mediterranean area.

Description The main objective of the project was to create a new Master program

specialized in Neuroscience and Biotechnology adapted to international standards. This two- year Master, by on-site and

distance teaching, well-trained scientists, covering all aspects of collaborative scientific projects in bioscience, from techniques to

management.

Neuroscience is a field of growing importance in biomedical academic research and R&D, using a wide variety of techniques and concepts.

Research also deals with ethical issues that are of importance for young scientists to be involved in societal evolution. The ultimate

ambition of our project was to offer young scientists the competences and practical training necessary to be hired in academic labs or R&D

department of the private sector, and therefore to contribute actively to innovation and economy of knowledge in the South Mediterranean

area.

Beside this student-oriented objective, the present project also developed the abilities of the southern partner institutions to develop

poles of technical and scientific excellence that were meant to become the reference for the South Mediterranean area. It highly supported

current efforts to reach international standards in basic and applied

94

research and compensated for the limited financial resources by

networking complementary scientific and technical expertise. The Lebanon partners are specialists in medicine and neuro-imaging, the

Moroccan in cognitive and neurodegenerative diseases, and the Egyptian in cellular, molecular techniques and in e-learning. All

sought to improve their international relations management and research cooperation. Implementing partnerships and co-habilitations

between South and North, South and South was also an objective of ISIS.

As a result, the project developed a unique joint Master curriculum

across Morocco, Egypt and Lebanon, providing at once theoretical knowledge on modern biomedical concepts, technological background,

and practical training.

Coordinator University of Bordeaux

Rue Léo-Saignat, Case 143, 146 Bordeaux F-33076, France

Contractor University of Bordeaux Place Pey Berland, 35 Bordeaux 33000, France

Partners Alexandria University, Egypt Association Neurex Alsace, France

GDRI Neuro, France Landau Network at Centro di Cultura Scientifica "A. Volta", Italy

Universitat de Valencia Estudi General, Spain Universite d' aix-marseille, France

University Abdelmalek Essaâdi, Morocco

University Cadi Ayyad, Morocco University of Nice - Sophia Antipolis, France

University of Senghor, Egypt University of Turin, Italy

University Saint Esprit of Kaslik, Lebanon University Saint-Joseph, Lebanon






Title Creation of Master in regional development and spatial planning,

tourism and promotion of cultural heritage in Lebanon, Algeria and Syria (Création d'un master, en réseau, sur le développement

territorial, aménagement, tourisme et mise en valeur du patrimoine au Liban, Algérie et Syrie)

Description The objective of the project was to create, a vocational and or research Master on regional development and spatial planning,

tourism and promotion of cultural heritage in six universities in

Lebanon (Beirut and Kaslik), Syria (Damascus and Lattaquié) and Algeria (Bejaia and Tizi-Ouzou). The Master’s target audience was

defined as initial education students, vocational education trainees and was developed to be offered as a class-room or distance

education programme.

95

The expected results were:

1. development of the Master in the six beneficiary universities including the syllabi and curricula, implementation of the Master (M1

and M2) and purchase of the equipment and material 2. academic and administrative staff’s skills building

3. development of the relations with enterprises and implementation of measures for the monitoring and supervision of internships

4. establishment of partnerships with universities and development of students’ mobility

5. implementation of quality assurance

6. dissemination of outputs and results, including a final conference 7. exploitation of processes and results

8. project management and monitoring (coordination seminars and reporting)

The European universities involved in the project had a solid expertise and experience in and knowledge of both the subject area and the

region. The previous cooperation between the partners were considered as assets for the quality of the project and its efficient

implementation.

Coordinator Université Pierre Mendès France Grenoble II

avenue Marie Reynoard, 14


Contractor Université Pierre Mendès France Grenoble II

rue des Universités, 151 38040 Grenoble Cedex BP 47, France

Partners Centre National du Machinisme Agricole du Génie Rural, France Interland, France

Société Civile Professionnelle d'Architectes, Algeria Universita Degli Studi di Genova, Italy

Université Abderrahmane Mira - Béjaia, Algeria Université d'Alicante, Spain

Université de Damas, Syria Université de Techrine, Syria

Université de Tizi Ouzou, Algeria

Université Libanaise, Lebanon Université Libre de Bruxelles, Belgium

Université Saint Esprit de Kaslik, Lebanon





Reference 510997-TEMPUS-1-2010-1-DE-TEMPUS-JPHES

Title Development and Implementation of a Program Advancing Research Education and Exploitation for the Support of National Innovation

Systems

Description Universities are important pillars in the country's education and

innovation system. PARENIS aimed to reinforce the universities' capability of exploiting their research, while opening their results to

industry in order to promote innovation. The exploitation of research

96

is dealt with from two perspectives: how can universities improve the

quality and quantity of their research publications to benefit industry? And how can a better knowledge transfer in the domains of research

and innovation take place between university and industry? PARENIS developed a two phase program over three years. The first

phase implemented five research methodology courses for Master and PhD programs. These courses are focused on enhancing master and

PhD students' capabilities of doing and writing good research. Lecturers from Partner Country universities were involved in the

training process to be able to continue to teach the new courses

beyond the project lifetime. The subsequent mobility phase enabled students to integrate European research teams to learn more about

how to put the methodologies into practice. In the second phase, PARENIS created mechanisms and procedures to

intensify research collaborations between academia and industry. It initiated innovation labs to create a space, in which universities and

enterprises identify opportunities for joint research and define agendas for collaborative work.

Beside the innovation labs, the project launched offices for research

exploitation and marketing to ensure a permanent university-enterprise linkage. The EU institutions trained the partner universities

staff who are in charge of operating the offices. An online virtual platform was implemented to guarantee a long-term

impact of the project. It creates a virtual space that boosts collaboration among Partner Country universities, EU universities, and

local industry. Among other functionalities, the platform contains the video lectures of the research methodology courses.

Coordinator Hamburg University of Technology Schwarzenbergstraße , 95

Hamburg 21073, Germany

Contractor Hamburg University of Technology

Schloßmühlendamm 32

Hamburg 21073, Germany

Partners Agence Nation. de la Prom. de la Recherche et de l'Innovation, Tunisia

Cadi Ayyad University, Morocco Durham University, United Kingdom

Ecole Mohammadia d'Ingénieurs, Morocco Ecole Polytechnique de l'université de Nante, France

Fundacion Zaragoza Logistics Centre, Spain Politecnico di Milano, Italy

Université de Sfax, Tunisia Université de Sousse, Tunisia

Université de Tunis-ESSEC, Tunisia

University of Tunis El Manar - ENIT, Tunisia





97

Reference 511022-TEMPUS-1-2010-1-LB-TEMPUS-JPCR

Title A Sustainable Framework for Higher Education in Aeronautical

Technologies

Description 1. A professional Technology programme (DUT equivalent to BSc)

conforming to the first cycle of LMD established in Aeronautical

Maintenance (Options: Airframes & Engines and Avionics) established for the first time in Lebanon.

2. Six Flexible Learning Centres set up in the Middle East under the control of UOB to deliver certification courses in Aeronautical

Maintenance to the aeronautical sector. 3. An intelligent web-based system established permitting interactive

distance learning of PART-66 modules. 4. UOB certified by EASA as a PART-147 institution to deliver ab-initio

AMP formations and become a test centre. A first in the Middle East.

5. A framework for the flow of aeronautical information, technology and expertise established between Europe and the region.

6. Solid, proactive & sustainable partnership between Euro-Lebanese academia and enterprise established to support needs of the regional

aero-industry & advance subject in the region (interpartner R&D & MSc/PhD programmes).

MAIN FEATURES: SF-HEAT lead to the establishment of an LMD compliant and EASA

certified structure in Lebanon. This structure is meant to cater for the

urgent needs of the regional aero-industry. The collective efforts of the Euro-Lebanese partners enabled the Lebanese and regional

situation to improve at different levels: 1. Generation of young and appropriately qualified graduates ready to

join the sector 2. M.Sc. and Ph.D. programmes at partner institutions ready to

provide opportunities to graduates from (1) above and to support the industry through R&D

3. Modern, efficient and cost effective Flexible Formations based on

the powers e-learning and distance learning available for the Middle East

4. European experience and know-how in subjects relating to the project imparted to Lebanese academics and instructors.

5. The seed of a professional Euro-Lebanese Aeronautical Educational Network is sawn and should grow to develop the sector, the economy

and the society in very many ways.

Coordinator University of Balamand

Balamand Road, N/A Kalhat, El-Koura N/A, Lebanon

Contact Dr. Oussama Jadayel

Contractor University of Balamand

Balamand Road, N/A Kalhat, El-Koura N/A, Lebanon

Partners Arts, Sciences and Technology University of Lebanon, Lebanon

Beirut Wings S.A.L., Lebanon Civil Aviation Safety Centre, Lebanon

Guy André Boy Consulting, France

Lebanese Air Force Academy, Lebanon Lebanese University, Lebanon

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New Bulgarian University, Bulgaria

Trans Mediterranean Airways, Lebanon Université d'Aix-Marseille, France

Université de Pau et Pays Adour, France University of Bologna, Italia

Urdin, France Wallonie Aero Network, Belgium





Reference 511069-TEMPUS-1-2010-1-IT-TEMPUS-JPCR

Title Master on Sustainable development and Renewable energy

Description The main objective of the MANSUR project was to improve the capacities of 3 Jordanian Universities on renewable energies and

energy efficiency (REEE), training new experts prepared for the labour market. Specific objectives are:

- to establish and credit a Master Course following the Bologna requirements

- to join companies, public administrations and Universities

- to improve and diffuse REEE in public and private buildings, according to the National Energy Plan.

The objectives were pursued as follows (Outcome = Oc, Output = Op):

1. Networking companies and public administrations around REEE. Jordanian bodies are important to host internships and to employ

trained experts; Oc: a committed and sustainable public-private partnership

Op: n. 30 companies, n. 10 public administrations hosting internships

and employing experts. 2. Training needs analysis carried out in touch with networked bodies.

The EU partners were strongly involved in planning and developing didactics.

Oc: easier and appropriate access of trained people to the labour market Op: updated didactic methodology using information

technologies 3. Master's Credit procedure. The Jordan Ministry of Culture has been

involved and invited in supporting the implementation of the project.

ECTS criteria were assured. Op: Master credited.

4. Master Implementation. Engineers, architects, lawyers, economists access the course, composed by a General module and a Specializing

module. Teachers came from Jordan and EU. ICT is used for distance learning. Oc: n. 90 experts trained in REEE;

Op: training contents updated; technological training platform set. 5. Supporting employment of trained experts in the networked bodies

Oc: more companies involved in REEE. Public administrations oriented

to sustainable interventions and regulations Op: n. 30 participants employed.

6. Diffusion. Oc: International collaboration on REEE improved; awareness raised.

Op: 2 conferences held; website; video with players and plants.

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Coordinator Sapienza University of Rome Piazza San Pietro in Vincoli, 10

Rome 00184, Italia

Contractor Sapienza University of Rome

Piazzale Aldo Moro , 5

Roma 00185, Italia

Partners Jordan University for Science and Technology, Jordan

Lund University, Sweden M'utah University, Jordan

University of Jordan, Jordan University of Northumbria at Newcastle, United Kingdom





Reference 511070-TEMPUS-1-2010-1-UK-TEMPUS-JPCR

Title Achieving Sustainable Programmes in Regeneration and

Entrepreneurship: Jordan, Lebanon and Palestinian Territories, Occupied

Description This Project aimed to enhance the capacity of the six consortium universities in Jordan, Lebanon and Palestine by enabling them to

develop sustainable programmes in entrepreneurship in their countries. The specific objectives of the Project were:

(i) To develop and implement a 3-module Enterprise Pathway in each university, using VLE delivery.

(ii) To develop and implement a Master Programme in

Entrepreneurship in each partner country. (iii) To promote the adoption of the Bologna system (together with QA

procedures, ECTS and Diploma Supplement). (iv) To improve the human capacity of partner country universities by

providing upgrading opportunities in the EU for younger members of staff.

These objectives were achieved through the following activities: (i) short visits for the staff of partner country universities to EU

institutions to prepare and develop the content of the three-module

Enterprise Pathway programme and learn about the VLE delivery system; (ii) 2-week visits for professors to EU universities to prepare

teaching material for the new Masters Programme; (iii) short teaching visits by EU professors to the three countries; (iv) 3-month study

periods for younger staff at EU universities to upgrade their knowledge; (v) short visits by senior staff of partner country

universities to BE, FR and IT to learn the experience of EU institutions which have adopted the Bologna system.

The direct target groups of this Project were the staff of the six

partner country institutions, particularly the younger staff, and students on the two new Entrepreneurship Programmes.

This regional Project also aimed to enhance the cooperation between universities in the region and with EU partner institutions. The EU

partners of this Project have a rich experience of entrepreneurship

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education and a successful track record of previous Tempus projects

which ensured that the consortium was able to meet the Project objectives.

Coordinator Staffordshire University Leek Road,

Stoke-on-Trent ST4 2DF, United Kingdom

Contractor Staffordshire University

Blackheath Lane, Stafford ST18 0AD, United Kingdom

Partners Al-Hussein Bin Talal University, Jordan Al-Quds University, Palestine

Beirut Arab University, Lebanon Birzeit University, Palestine

Modern University for Business and Science, Lebanon Royal Scientific Society (Princess Sumaya University for Technology),

Jordan

Technological Educational Institute of Thessaly, Greece Università degli Studi di Bari "Aldo Moro", Italia

Université Panthéon-Assas, Paris II, France University of Huddersfield, United Kingdom

Vrije Universiteit Brussel, Belgium






Title An Industry Oriented MSc. Program in Telecommunications Engineering -Towards and EU Approach

Description The main objective of this project was to modernize an existing Master of Science program in wireless communications at HFET, to

introduce new tracks that meet the needs of local and regional telecommunications industries and provide international recognition

for our programs in the area of wireless communications. The project contributed to the efforts of the Ministry of Higher Education in Jordan

to align the outcomes of higher education with the needs of the labour

market. The project consisted of the reform of the existing educational process, reform of the existing program structure and the

introduction of new study tracks, new teaching methodologies, new study models and a quality control mechanism for the new study

programs. The design of the program ensured flexibility of the transfer of credits and promoted the mobility of students and staff to

EU countries in order to provide an intercultural dimension for our study programs. The new programs and tracks were based on the

teaching and learning methodology of the Bologna recommendations.

Program specification and innovative curriculum design started from decisions on overall goals, learning objectives and intended learning

outcomes. Lists of competencies and abilities, knowledge and skills and subject benchmarking considerations were described first and

served as reference points in the curriculum development process. A

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quality control plan based on EU practice and the Bologna process

was adopted for the proposed study programs with regard to students and teachers. The project contributed to enhancing the technical

capacity of HFET, and hence the student learning outcomes, through a number of technical and teaching labs which were part of the

project outputs.

Coordinator Yarmouk University

Irbid 21163,Jordan

Contact Dr. Khaled Gharaibeh

Contractor Yarmouk University Irbid 21162,Jordan

Partners Dublin City University, Ireland Hashimite University, Jordan

Jordan German University, Jordan Queen Mary University of London, United Kingdom

Universidad Politécnica de Valencia, Spain





Reference 511095-TEMPUS-1-2010-1-NL-TEMPUS-JPHES

Title Water related Advanced Training and Education for Regional needs in Maghreb

Description The main goal of the proposed JP was the creation in Maghreb capacities for offering education in water resources targeted towards

the changing needs of Maghreb transformed economy, through the establishment of a regional Water Centre and development of

adaptive study programs and trainings on water resources and water

technologies, based on the new water policies in Maghreb. This goal is consistent with higher education system reform in Maghreb, following

changes in legal and regulatory framework for education. Establishing links between Maghreb and EU Universities integrated academic

communities and lead to more effective transfer of knowledge and teaching methods from EU partners. The objective of WATER project

was planned to be achieved by development of new trainings and adaptive study programs using Maghreb partners experience and

needs and EU partners advanced knowledge. New water training

centre created in MA with branches in DZ and TN in order to develop and deliver new trainings and study programs. Relevant capacity

building activities were foreseen to support newly created training centre and to train Maghreb teachers: staff mobilities, short intensive

courses, teaching laboratories & library resources upgrading. Target groups of professionals from water companies and students follow the

programs; and first group of this study program graduated from partner universities, during project implementation and after the

project end to ensure sustainability. Two open dissemination seminars

at the end of each year of the project implementation, creation of Internet Home Page and publication and distribution of dissemination

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leaflets were also envisaged. The sustainability of the project results

is ensured by incorporating new courses into partner university study programs and the training centre. Also partner universities & Ministry

cover costs of teaching laboratories, maintenance & further development with support of water companies.

Coordinator Wagingen University Droevendaalsesteeg, 4 Wageningen 6708 PB, Nederland

Contractor Wagingen University Costerweg, 50

Wageningen 6701 BH, Nederland

Partners Agence de Bassin Hydrographique Constantinois-Seybouse-Mellegue,

Algeria Al Akhawayn University in Ifrane, Morocco

Aristotle University of Thessaloniki, Greece Badji Mokhtar Annaba University, Algeria

Ecole Nationale d'ingénieurs de Tunis, Tunisia

Institut National Agronomique de Tunisie, Tunisia Mohamed Khider Biskra University, Algeria

National Office of Water Resources Planning, Tunisia Office National de L'Eau Potable, Morocco

Universidad de Granada, Spain University Mohammed v-Agdal, Morocco

Vrije Universiteit Brussel, Belgium





Reference 511118-TEMPUS-1-2010-1-GR-TEMPUS-JPCR

Title Reorient University Curricula to Address Sustainability

Description Higher Education Institutions (HEI) in the Arab region face challenges

related to the slow progress regarding the implementation of the UN Decade (2004-2015) of Education for Sustainable Development

(ESD). This is due to a number of barriers such, limited staff awareness and expertise and lack of appropriate curricula, new

teaching methods and courses to address ESD. Some HEI in Europe

have developed high expertise in this field and joined efforts with a number of HEI from the Arab region along with UNESCO Regional

Office for the Arab States and pioneering NGOs to form a Consortium to tackle the identified constraints and needs. The overriding goal of

the project was to help partner HEI in Egypt, Jordan and Lebanon embed ESD into their curricula. The Project initiated a wide range of

activities to develop resources, revise and develop new curriculum initiatives, build capacity and strengthen national and regional

networks. Curriculum review and revision were carried out in the

disciplines of Educational & Social Sciences, Engineering, Information Technology and Applied Sciences. An ESD student competency

framework was developed, validated and surveyed among undergraduate students across these disciplines. Then, appropriate

resources were developed such as an ESD Curriculum Review Toolkit,

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Virtual centres for Curriculum Reform in every partner HEI and

workshops to prepare university staff for curriculum review and development of syllabuses/modules addressing ESD. ESD curriculum

revision in the nationally/regionally prioritized disciplines was implemented and institutionalised in every partner HEI to ensure

continuity. It was expected that more than 40% of the content of the study programs would be redesigned to address ESD. A pilot initiative

for student placement and practicum in local NGOs and industry/companies connected to SD strengthened the role of HEI in

society to reach the targets of the UN DESD in the region and

worldwide.

Coordinator University of Crete

Galos University Campus, Rethymnon 74100, Greece

Contractor University of Crete University Campus Voutes

Heraklion 70013, Greece

Partners Dublin City University, Ireland

Hashemite University, Jordan Heliopolis University for Sustainable Development, Egypt

League of Independent Activists, Lebanon Mediterranean Information Office/Medies, Greece

National and Kapodistrian University of Athens, Greece Notre Dame University, Lebanon

SEKEM Development Foundation, Egypt

Stockholm University, Sweden Suez Canal University, Egypt

University Michel de Montaigne Bordeaux 3, France University of Jordan, Jordan

University of La Sagesse, Lebanon University of Padova, Italy





Reference 511132-TEMPUS-1-2010-1-DE-TEMPUS-JPHES

Title Education for Sustainable Development beyond the Campus

Description In line with the EC strategy for sustainable development (2008), the UN Decade Education for Sustainable Development (2005-2014), and

the Egyptian Education Reform Policy (2008-2010), this project aimed to promote the Education for Sustainable Development (ESD) in the

Egyptian society. The project was the first initiative in Egypt that brought universities and schools together in a structured mechanism.

The specific objectives were: a) establishing seven Centres of

Excellence inside the Egyptian universities to offer ESD services, b) Developing ESD teaching kits for basic education, c) developing

innovative ESD teaching methodologies for school children, d) developing and implementing a training of trainers programme for

school teachers, e) constructing a virtual environment for sharing

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knowledge on ESD.

To achieve these objectives, it was necessary to select consortium

members that represent different stakeholders & have the required capacity and know-how. Therefore, the consortium included 7 EG and

3 EU universities, 2 SMEs, 3 NGOs, 2 Ministries, and Bibliotheca Alexandrina. Four Regional Centres of Expertise (RCE) on ESD which

are members of the ESD Global RCEs Network were involved in this consortium. The two Education Ministries ensured the successful

implementation, access to schools, and project sustainability.

The direct target groups were the university professors &

undergraduate students. The indirect beneficiaries were the schools, teachers, & children. The proposed mechanism enabled transferring

and sharing ESD knowledge and promoting SD in at least seven governorates including Cairo.

The project work plan consisted of 9 work packages. Each of the first

5 packages aimed to achieve one of the five objectives. The other 4

packages covered dissemination, sustainability, quality control & management. The leaders and partners responsible for each package

were been carefully selected to achieve the planned 52 deliverables over the three years.

Coordinator RWTH Aachen University Mies-van-der-Rohe Strasse , 1

Aachen 52074, Germany

Contractor RWTH Aachen University Templergraben,

55 Aachen 52062, Germany

Partners Alexandria University, Egypt

American University in Cairo, Egypt Bibliotheca Alexandrina, Egypt

Cairo University, Egypt Centre of Studies Information & Education for the Environment,

Portugal

Fayoum Governorate - Ministry of Education, Egypt Fayoum University, Egypt

Future Generation Foundation, Egypt Heliopolis University, Egypt

Ingenieurgesellschaft dr.ing. Nackenmbh, Germany Karl-Franzens-University of Graz, Austria

Ministry of Higher Education, Egypt SEKEM Development Foundation, Egypt

Suez Canal University, Egypt

The American-Mideast Education and Training Service, Egypt UNESCO International Hydrological Programme (IHP), Germany

University of Limerick, Ireland Wadi Environmental Science Centre, Egypt

Zagazig University, Egypt





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Reference 511251-TEMPUS-1-2010-1-DE-TEMPUS- SMHES

Title Development of a Modern Higher Education System for Water

Engineering in Syria

Description The EU seeks to develop a closer relationship to Syria.

The national priorities in TEMPUS for the partner country Syria were given by two focal points. The first was the focus of Ministry of Higher

Education for modernizing of higher education in Syria by cooperation with national and international partners.

Water is the base of any life. The water sector required fundamental reforms at the national level (second priority). The standard of living

and the quality of life are determined primarily by usable water. Water is the most valuable resource and limited in Syria. The careful

use of water and water resources is politically, economically and

socially important. These two national priorities, water and education, the TEMPUS

Structural Measure "Development of a Modern Higher Education System for Water Engineering in Syria" included the realisation of the

triangle Education- Research-Innovation. To reach this goal the existing study courses in water engineering in the faculties of civil

engineering, agriculture and/or mechanical sciences were reformed and modernized according to the Lisbon agenda and the Bologna

process. The quality and the relevance of the graduates must be

appropriate to the requirements of the social and labour market needs. It includes the three level educations: Bachelor- Master-PhD,

the development of modules and credit point systems. The extension of university research was a key objective. The linking

of research with practice is a driving force for innovations. On the other hand technical innovations are the basis for new educational

knowledge. The universities must better link to the labour market. It is necessary to promote the outsourcing and the creation or support

of business start-up.

The proposed structural measures are were and validated under real conditions for selected universities and selected topics to reach the

acknowledgement of the Syrian ministries and society.

Coordinator Technische Universitaet Dresden Helmholtzstraße,

10 Dresden 01069, Deutschland

Contractor Technische Universitaet Dresden

Helmholtzstraße , 10 Dresden 01069, Deutschland

Partners Al-Baath University Homs, Syria Arab Center for the Studies of Arid Zones & Dry Lands, Syria

Czech University of Life Sciences Prague, Czech Republic Damascus University, Syria

General Company for Engineering Studies and Consulting, Syria Higher Institute of Water Management, Syria

Hochschule fuer Technik und Wirtschaft Dresden, Germany

Ministerium Fuer Umwelt und Landwirtschaft Sachsen, Germany Ministry of Higher Education, Syria

M&S Umweltprojekt GmbH, Germany Stadtentwaesserung Dresden - Gelsenwasser, Germany

Tishreen University Lattakia, Syria

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Universitaet fuer Bodenkultur, Austria

Universitaet Rostock, Germany University of Aleppo, Syria

University of Opole, Poland





Reference 511277-TEMPUS-1-2010-1-DE-TEMPUS-JPCR

Title Flexible Modular Master Programme in Technology

Description The goal of the Flexible Modular Master in Technology was the

development and implementation of a master programme encouraging the mobility of teachers as well as students between

universities in the partner countries (PC) Tunisia, Algeria and Morocco. A new modular curriculum was developed and sustainable

manufacturing technology programmes were established for an innovative two-year master programme of excellence in technology

reforming the higher education. The Master programme consists in basic and speciality modules. The

modular structure of this master (different educational modules

independent from each other) gives not only consistency and flexibility to education in manufacturing but also enables an easy

implementation in training programmes for vocational education of manufacturing engineers to support the lifelong learning process and

to easy introduce a certification process for engineers. The idea was to have a joint Master basic structure having the same educational

modules in the three countries and different specialisation fields in each country.

This master programme provided the PC with the EU state of the art

education in the field of manufacturing technology (MT), resulting in more flexibility in learning and practical qualification. The

enhancement of transparency and comparability of the PC educational systems and the modernisation of the MT studies according to the

latest didactical strategies also facilitated recognition of studies abroad and made the study in PC more attractive. Also the access to

the labour market of graduates was facilitated by focussing the education in manufacturing fields specific for PC industries and

fortifying the university- enterprises relationship.

In order to strengthen the relations between PC universities and between these and Europe in the field of MT a PC-EU network was

established. The knowledge gained was implemented in similar cross-cultural technological educational programmes.

Coordinator Technische Universität Dortmund Baroper Str., 301

Dortmund 44227, Germany

Contractor Technische Universität Dortmund

August-Schmidt-Str. , 4 Dortmund 44221, Germany

Partners Abdelmalek Essaâdi University, Morocco

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Ecole Nationale Supérieure d'Arts et Métiers, ParisTech, France

Hassan II University - Mohammedia-Casablanca, Morocco Monastir University, Tunisia

Royal Institute of Technology (Kungliga Tekniska Högskolan), Sweden Société Tunisienne des Filtres, Tunisia

Sousse University, Tunisia University of Badgi Mokhtar Annaba, Algeria

University of Sciences and Technology Houari Boumediene, Algeria






Title Development of Joint International Master Degree and Lifelong Learning Framework in Mechatronics

Description The aim of the JIM2L project was to participate in enhancing the regional higher education systems especially the engineering sectors

in EG and JO and to support the knowledge triangle education-innovation-research. The aim of this project was accomplished

through the following specific objectives:

1) Based on the BSc curriculum for Mechatronics, which was developed in the former project DIMPTOT, the curriculum for an MSc

degree in Mechatronics has been developed according with the Bologna Convention (3 cycle structure, ECTS, and degree

recognition). This degree not only enhances the higher education systems in Egypt and Jordan, but also helps in building a sustainable

bridge between the countries and with Europe in the vital industrial engineering field of Mechatronics. The MSc degree will be the basis for

a PhD degree later on.

2) The knowledge triangle education-innovation-research combined with continuous or lifelong learning LLL strategy in Egypt and Jordan

was supported by establishing training centres at the universities that serve several important industrial sites in their countries. These

training centres offer training courses for Mechatronics engineers and later on Electrical and Mechanical engineers.

3) The basis for national associations or national networks in the field of Mechatronics was developed. This helps to enhance the knowledge

transfer within the country, the region, and worldwide. The project

consortium had acquired a solid experience through its successful collaboration in a previous TEMPUS project entitled “Development of

an Industry-Linked Mechatronics Program with Training of Trainers” DIMPTOT. Through that project, the consortium members got an

insight about the importance of the Mechatronics field to the Egyptian industry. Therefore, they were looking forward to advance their

collaboration and further enhance the Mechatronics postgraduate studies and lifelong learning.

Coordinator Hochschule Bochum - Bochum University of Applied Sciences Lennershofstraße, 140

Bochum D-44801, Germany

Contractor Hochschule Bochum - Bochum University of Applied Sciences

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Lennershofstraße, 140 Bochum D-44801, Germany

Partners Deutsche Gesellschaft für Mechatronik e.V., Germany

E.ON Ruhrgas AG, Germany

German Jordanian University, Jordan Heliopolis University, Egypt

Higher Technology Institute; Tenth of Ramadan, Egypt London South Bank University, United Kingdom

Philadelphia University, Jordan Silesian University of Technology, Poland

Zagazig University, Egypt






Title Career guidance and professional integration in universities in Lebanon, Egypt and Syria (Orientation et Insertion

Professionnelle dans les Universités du Liban, de l'Egypte et de la Syrie)

Description The project aimed at creating in each partner country university a system to guide their students in their career choices. Two main

actions were planned:

- development of a website for each partner university dedicated to the presentation of their educational programmes in sciences and

economics-management-finances and the related job opportunities - establishment at each partner university of a career centre (centre

des métiers et de l'insertion professionnelle) with two objectives : show the variety of possible professions and their adequacy with the

offered education and inform and guide the students in their approach of the labour market (drafting of CVs, preparation for job interviews,

internship search, university-enterprise relation).

A similar website existed at Poitiers University and was used as the basis for the website to be developed in the framework of the project

and the knowledge and experience of EU partners was a crucial asset to reach the project’s objectives. The aim was to ensure the

progressive appropriation of the developed tools by the partner country universities, and their sustainability, through:

- the step-by-step training of the administrative staff (development and use of the website)

- dissemination at national level and ultimately creation of a network

of universities for the professional integration of students - extension to other educational programmes/subject areas

- promotion of the approach to professional organisation and enterprises in the partner countries.

Coordinator University of Poitiers Rue de l'Hôtel Dieu - Hôtel Pinet, 15

Poitiers 86034, France

Contractor University de Poitiers

Rue de l'Hôtel Dieu - Hôtel Pinet, 15

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Poitiers 86034, France

Partners Agence Universitaire de la Francophonie, Lebanon Ecole Superieure des Affaires, Lebanon

Office National Info. Sur les Enseignements & les Professions, France

University of Aleppo, Syria University of Alexandria, Egypt

University of Balamand, Lebanon University of Coimbra, Portugal

University of Damas, Syria University of Iasi, Romania

University of Cairo, Egypt French University of Egypt, Egypt

University of Sagesse, Lebanon

Lebanese University, Lebanon University of Saint-Esprit de Kaslik, Lebanon

Université Saint-joseph, Lebanon






Title Entrepreneurship and research valorisation (Entrepreneuriat et Valorisation de la Recherche)

Description The objective of this project was to stimulate the reforms in the partner universities to support their adaptation to market economy by

creating incubators and services for research valorisation. The project also aimed at:

- disseminating the entrepreneurial culture amongst students and university researchers

- promoting self-employment of graduates - helping universities to open up to the industrial and commercial

sectors

- stimulating the emergence of innovative entrepreneurial ideas - reducing the risks faced by young enterprises by providing

institutional and structured guidance - coaching enterprise projects by a transnational network of experts

through the International Virtual Incubator - introducing the concept of return on investment in scientific

research through the exploitation of patents and the creation of technological enterprises.

The project further proposed activities in six complementary areas

contributing to the achievement of the general objective: - realisation of an exhaustive survey of the existing measures

supporting the creation of enterprises and of the techniques for the transfer of research results in Europe and the Maghreb,

- training in and awareness raising on entrepreneurship and creation of incubators,

- training in and awareness raising on valorisation of research and creation of Services for Industrial and Commercial activities (Services

d'Activités Industrielles et Commerciales)

- establishment of an International Virtual Incubator to offer transnational guidance to entrepreneurial projects

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- creation of enterprises in pilot universities,

- transfer of scientific research results by the exploitation of patents and the creation of innovative enterprises in pilot universities.

Coordinator University of Granada Fuentenueva s/n,

Granada 18071, Spain

Contractor University of Granada

Cuesta del Hospicio s/n, Granada 18071, Spain

Partners Agence Spéciale Tanger Méditerranée, Morocco Ministère de l'Enseignement Supérieur, Morocco

Royal Institute of Technology, Sweden Universita' Degli Studi Dell'aquila, Italy

University of Abdelmalek Essaâdi, Morocco University of Aboubekr Belkaid Tlemcen, Algeria

University of Sfax, Tunisia

University of the Baléaric Islands, Spain University of Hassan II Mohammadia, Morocco

University of Ibn Tofail, Morocco University of Ibn Zohr, Morocco

University of Mentouri Constantine, Algeria University of Montpellier 2, Sciences et Techniques, France

University of Virtuelle de Tunis, Tunisia






Title Partnership for competences and employment (Partenariat pour les compétences et l'emploi - PACOME)

Description The PACOME project aimed at reducing the gap between competence offer and demand in the labour market, thus increasing youth and

adult employability and indirectly contributing to the economic competitiveness.

This regional project was structured in four phases:

1) establishment of observatories for skills and occupations (observatoires des métiers et compétences) in Morocco and Lebanon

and training of the technical staff 2) development of qualitative and quantitative methods and

approaches to follow and anticipate short and medium term (3-5 years) skills needs, the planned outputs were a general policy paper

with a toolkit 3) creation and training of sustainable groups of national experts who

would contribute to the identification of needed skills and to the

development of the understanding of the issue 4) drafting of pilot studies to be used as examples of good practices

The results achieved by this innovative project were meant to bring the partner countries higher education systems closer to the

European Qualification Framework and therefore to the European

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Higher Education Area by providing tools for external quality

assurance. The project planned to disseminate its results to ensure the wide appropriation the developed methodologies and the

sustainability of the actions aiming at promoting employability and professional insertion. EU and partner country universities, ministries

and socio-economic partners from Morocco and Lebanon were involved in the 3-year project.

Coordinator University of Strasbourg Rue de l'Université, 7

Strasbourg 67000, France

Contractor Université de Strasbourg

Rue Blaise Pascal, 4 Strasbourg 67000, France

Partners Agence Nationale de promotion de l'Emploi et des Compétences, Morocco

Athens University of Economics and Business, Greece

Chambre de Commerce, d'Industrie et d'Agriculture, Lebanon Confédération Générale des Entreprises du Maroc, URO, Morocco

Directorate General Of Higher Education, Lebanon Institut des Finances Basil Fuleihan, Lebanon

Institute for Advanced Studies, Austria Limburg Institute for Business and Economic Research LIBER/ROA,

Netherlands Ministère de l'Enseignement Supérieur, Morocco

University of Koblenz-Landau, Germany

University of Chouaïb Doukkali, Morocco University of Ibn Tofail, Morocco

University of Libanaise, Lebanon University of Mohamed Premier, Morocco

University of Saint-Joseph, Lebanon






Title Functional agro-resources – biotechnologies, security and valorisation into phyto-products for the health, nutrition and

environment sectors (Agroressources fonctionnelles (ARF) - Biotechnologie, Sécurité et Valorisation en phyto-produits de

santé, de nutrition et d'environnement)

Description Rationale: The partner countries (Maghreb) face challenges linked to

the globalisation and the employability of their youth. Their common priority is to reform and improve their education and training system

to harmonise it with the 3-cycle European model to increase their

competitiveness, the employability and transversal mobility of their students (Bologna Process). They also expressed the need for a

qualification in the field of production, valorisation, biotechnology, quality control and security of agro-resources, which are common

assets to the three partner countries. The three partner countries also

112

share common features in terms of socio-cultural approach to the use

of agro-resources and economic environment and only have a general and conventional educational programme for agricultural engineers,

which was not adapted anymore. Objective: creation of a Master aiming at optimising and

professionalising the exploitation of agro-resources and developing new activities and creating jobs.

Coordinator Université de Lorraine BP 4102 Metz cedex 01 57040, France

Contractor Université de Lorraine Cours Léopold, CS 25233, 34

Nancy cedex 54052, France

Partners University of Badji Mokhtar d'Annaba, Algeria

University of Alméria, Spain University of Jendouba, Tunisia

University of Monastir, Tunisia

University of Montpellier 1, France University of PISA, Italy

University of Oran Essania, Algeria University of Ibn Tofail, Morocco

University of Mohammed V Souissi, Morocco






Title Exporting Master Programme in Enterprise Systems Engineering to Jordan, Syria, Tunisia and Egypt

Description The overall aim of this project was to create a master’s curriculum in ESE at Jordanian, Syrian, Tunisian and Egyptian universities to be

taught in a new master’s programme that was established through the project at one university in each country (4 in total) where the

lectures take place. The curriculum includes also single-subject courses which target professionals and employees from interested

companies. The project ensured the ability of targeted universities to

offer an advanced curriculum in ESE based on successful course materials, teaching methods and faculty expertise available at EU

universities. Courses were adapted to Jordanian, Syrian, Tunisian and Egyptian teaching practices and business environment. Five individual

experts were involved for evaluating the project. The project's specific objectives were:

- Create 5-6 new courses and update 6-8 available ones in a way that conforms to ECTS and Bologna Process

- Incorporate ICT through a Web-based E-learning, course

management and admission system - Apply new teaching methods, PBL and PGL, that are based on

comprehension rather than memorization, and obtain case studies from real industrial problems in Jordan, Syria, Tunisia and Egypt

- Explore the possibility for this programme's graduates to continue

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their studies at EU universities based on performance and availability

- Eight ESE labs in the targeted universities equipped with advanced software and E-Learning tools

- Organize ESE concluding scientific conference on an international level

- Re/-training of staff from Jordanian, Syrian, Tunisian and Egyptian universities for the new curriculum, E-Learning and teaching methods

- Explore the possibility to have regular video conferences among EU/target universities to form an inter-university scientific

cooperation

Coordinator Oldenburg University

Ammerländer Heerstr., 114

Oldenburg 26129, Germany

Contact Prof. Dr.-Ing. Jorge Marx Gómez

Contractor Oldenburg University

Ammerländer Heerstr., 114

Oldenburg 26129, Germany

Partners Ahram Canadian University, Egypt

Aleppo University, Syria Damascus University, Syria

German-Jordanian University, Jordan Hochschule für Kunsttherapie Nürtingen, Germany

Polytechnic Institute of Cávado and Ave, Portugal Pompeu Fabra University, Spain

Princess Sumaya University, Jordan Royal Institute of Technology, Sweden

Sinai University, Egypt

Tunis University, Tunisia University of Sfax, Tunisia






Title Modernising Undergraduate Renewable Energy Education: EU

Experience for Jordan

Description The project’s wider objective was to ensure that universities in Jordan

are placed in a position to offer quality education compatible with European standards and meet socio-economic needs of the emerging

knowledge-based society by strengthening renewable energy teaching in order to graduate professional leaders who can meet market needs

of the country. Its direct aim was to enhance the capacity and enable Jordanian partner universities to develop sustainable renewable

energy bachelor programmes with state-of-of-the-art educational technologies. MUREE thus contributed to a sustainable outcome that

promoted curriculum reform in engineering education and left a

longer-term legacy for Jordanian universities. This objective was achieved through the following activities:

114

• Short visits for the staff of Jordanian universities to EU partner

institutions, and vice versa, to develop the study plan and curricula, select and prepare the content of 4 traditional and 2 eLearning

courses in renewable energy, 2 traditional and 4 internet labs, with appropriate VLE delivery system;

• Series of seminars and workshops, both in Europe and Jordan to prepare, run and evaluate teaching material of the renewable energy

bachelor programme, its associated practical work and online content, competencies and VLE;

• Training visits for younger and female Jordanian staff to EU

universities to upgrade their knowledge; • Short visits by senior staff of Jordanian universities to EU partner

institutions to observe the experience of EU institutions which have adopted the Bologna system and to hold seminars in Jordan to

promote it. • Inject entrepreneurial spirit into the university culture in Jordan

through networking between universities and enterprises in Europe and Jordan.

All project's partners have rich experience in RE education and

successful track record and active participation in Tempus projects which ensured that the consortium achieved MUREE's objectives.

Coordinator Royal Scientific Society (Princess Sumaya University for Technology) Khalil Saket Street, 118

Amman 11941, Jordan

Contact Professor Abdallah Al-Zoubi

Contractor Royal Scientific Society (Princess Sumaya University for Technology) Khalil Saket Street, 118

Amman 11941, Jordan

Partners Graz University of Technology, Austria

Hashemite University, Jordan IGFoton Ingenieros S.L. Company of IGFOTON group, Spain

Jordan University of Science and Technology, Jordan Mutah University, Jordan

Naim Energy Technologies, Jordan National University for Distance Learning, Spain

Sapienza University of Rome, Italy

Technical University of Berlin, Germany The University of Jordan, Jordan

University of Cyprus, Cyprus






Title Maghreb network of distance laboratories (Reseau maghréb des laboratoires à distance)

Description The project aimed at addressing the strong demand for the training and education of senior technicians and engineers in the partner

115

countries.

In line with the adage “I hear and I forget - I see and I remember - I do and I understand” the project, using e-learning techniques,

complementary to the traditional class-room teaching, aimed at integrating web-based practical works to train a large number of

students. The 3-year project coordinated by Université Bordeaux 1, associated

16 academic and industrial partners from the three Maghreb countries (Morocco, Tunisia and Algeria) and the EU (France, Greece, Austria

and Romania). The project aimed at:

- creating three e-labs in the Maghreb to enable students of all partner institutions to do distance practical works

- organising these labs into a network to ensure the efficient use of resources

- creating up to date pedagogical resources and developing 15 on-line course units

- creating a Learning Management System platform to host the pedagogical resources (courses, tutorials, self-tests and links to the e-

labs)

The project planned the evaluation of all the developed tools and contents to enable the accreditation of the course units, using the

ECTS, and their integration into the already existing and accredited educational programmes of the partner universities. The projects also

planned for the consultation with the industry for the development of the e-labs and the course units and the wider dissemination of the

results and outputs through virtual universities and the organisation of conferences and workshops.

Coordinator University of Bordeaux 351 cours de la Libération

Talence Cedex 33405, France

Contractor University of Bordeaux

Place Per Berland 35

Bordeaux, 33000, France

Partners Alcomsys, Algeria

Bureau Maghreb de l'Agence universitaire de la Francophonie, Morocco

Cluster Electronique, Mécatronique et Mécanique du Maroc, Morocco Ecole Nationale d'Electronique et des Telecommunications de Sfax,

Tunisia Fachhochschule Karnten-Gemeinnutzi, Austria

Institut Supérieur des Systèmes Industriels de Gabès, Tunisia International Association of Online Engineering, Austria

Société de gestion de la technopôle de Sfax, Tunisia

University of Bordj Bou Arreridj, Algeria University of Constantine, Algeria

University of Thessaloniki, Greece University of Hassan II of Casablanca, Morocco

University of Hassan I Settat, Morocco University of "PetruMaior" de Targu-Mures, Romania

University of Virtuelle de Tunis, Tunisia




116



Title Strengthening Innovation Strategy and Improving the Technology Transfer in Water Technology Sector

Description Overall objective: To increase capacities of the Moroccan universities in contributing to the technology transfer in the water technology

sector by mobilizing their potential as key players in the Moroccan innovation system.

Specific project objectives were:

- To strengthen strategic, managerial and administrative capacities of 7 Moroccan universities by enhancing participation in cooperative

research activities in the water sector, through implementation of a series of targeted capacity building measures

- To promote the innovation culture & the technology transfer in the water sector within Moroccan HEIs through the improvement of

Innovation offices and innovation support services at 7 Moroccan Universities.

This project analysed the water sector technology transfer needs and

gaps to support cooperative research and entrepreneurial activities. The learning outcomes from this analysis shaped the strategy for the

enhancement of the Innovation offices in 7 Moroccan Higher Education Institutions in their role of promoting the technology

transfer in the water sector. The activities planned comprised: - increasing (and enriching the existing) services offered by the

Centres; - capacity building actions (using a training of trainers methodology

and multiplying the effect to other Universities in the region) for the

staff; - creating a national water TT network - including a web portal with

technology offers and demands in the water sector, - national and regional events (together with brokering activities),

and a complete plan for dissemination and networking with the industry and other key stakeholders in the country.

Coordinator University of Murcia Faculty of Informatics, Campus Espinardo

Murcia 30100, Spain

Contractor University of Murcia

Edificio Convalecencia. Avda. Teniente Flomesta, 5 Murcia 30003, Spain

Partners Agence du Bassin Hydraulique du Sebou, Morocco Chambre de Commerce d'Industrie et de Services de Tetouan,

Morocco

Hassan II Institute of Agronomy and Veterinary Medicine, Morocco Technical University of Cartagena, Spain

University of Abdelmalek Essaâdi, Morocco University of Cadi Ayyad, Morocco

University of Hassan II Mohammedia, Morocco University of Mohammed Premier Oujda, Morocco

University of Moulay Ismail, Morocco University of Sidi Mohamed Ben Abdellah, Morocco

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University of Patras, Greece University of Salento, Italy





Reference 530401-TEMPUS-1-2012-1-ES-TEMPUS-SMHES

Title Euro-Mediterranean Integration Through Lifelong Learning

Description This project involved 3 European HEIs & 8 PC HEIs in the Southern

Neighbouring Area (SNa), as well as student representatives

(AISEC&ESTIEM), association of professionals (Forum Cadres Tanger) & the Union of Moroccan Women.

The general objective of this project was to contribute to support the HEIs in the Southern Neighbourhood area (SNa) in establishing a

lifelong learning (LLL) policy, as a key element for social cohesion and economic development, with the aim of improving the awareness of

the role of the HEIs as training actors and contributing to promote an advanced knowledge-based economy.

This project contributed to setting up a fruitful dialogue between

HEIs, and social, educational and professional institutions, on shared analysis and best practice examples from the EU and SNa contexts,

giving impetus to LLL curricula design, implementation, monitoring, evaluation and promotion through piloting curricula. This project

worked on the production and exchange of knowledge, innovation and investment in the training of professionals and institutions with the

ultimate aim of contributing to the socio-economic progress of the Southern Neighbourhood area. Finally, this project not only created a

network of the participating Euro-Mediterranean universities, but also

enhanced the relation between HEIs and local and regional contexts, developing constructive and collaborative dialogues, and providing the

professionals the required updated training and at the same time attracting more sources of funding from the entrepreneurial context.

Policy makers, governments, in particular the Ministries of Education, were expected to enhance strong connections and gain a prominent

role in the LLL education at HEI level.

Coordinator University of Seville

Paseo de las Delicias, Pabellón de México, n/a Seville 41013, Spain

Contractor University of Seville Paseo de las Delicias, Pabellón de México, n/a

Seville 41013, Spain

Partners Abdelmalek Essaadi, Morocco

Association Internationale des Étudiants en Sciences Économiques et

Commerce, Spain Bureau Maghreb de l'Agence universitaire de la Francophonie,

Morocco European Students of Industrial Engineering and Management, Spain

Forum des Cadres Tanger, Morocco

118

Gabes University, Tunisia

Lebanese American University, Lebanon Ministère de l'Enseignement Supérieur de la Recherche Scientifique et

de la formation des Cadres, Morocco Ministère de l'Enseignement Supérieur Recherche Scient. Tunis,

Tunisia Ministry of Education Algeria, Algeria

Ministry of Education and Higher Education, Lebanon Mohammed V – Agdal, Morocco

Notre Dame University-Louaize, Lebanon

Union Nationale des Femmes Marocaines, Morocco Universidade Nova de Lisboa, Portugal

University Aboubekr Belkaid Tlemcen, Algeria University Mentouri of Constantine, Algeria

University of Lapland, Finland University of Sousse, Tunisia






Title Digital Competencies passport to improve employability of

Moroccan higher education graduates (Passeport Numérique de Compétences pour améliorer l'employabilité des lauréats de

l'Enseignement supérieur marocain)

Description Determined to improve their students’ employability, the Moroccan

universities involved in this project chose to create a national framework for the certification of transversal skills acquired by the

students during their studies. Such a certification was also a demand

from the enterprises. To reach this objective, the project planned the creation of a national

commission, under the auspices of the Ministry, associating all the institutions to elaborate a joint skills reference system on the basis of

recommendations from the pedagogical teams involved in teaching and assessing entrepreneurial, ITC and innovation skills. This task

was to be carried out in close cooperation with the socio-economic partners. The project also planned the adaptation and transfer of a

system widely used in the French higher education system (EMaÉval).

The project aimed at : - creating a digital passport for each student in which the certificates

delivered by the Moroccan universities would be accessible also to the recruiting enterprises,

- measuring the impact of the initiative on the structure of the educational programmes, on the evaluation and on the pedagogical

supervision of students, - undertaking all necessary actions to ensure the recognition of the

certificates by the socio-economic actors and the increase of students

susceptible to obtain these certificates.

Coordinator University of Savoie

Le Bourget du Lac Cedex 73376, France

119

Contractor University of Savoie

BP 1104, Chambery Cedex 73011, France

Partners Centre de développement de la Région de Tensift- Marrakech, Morocco

Confédération Générale des Entreprises du Maroc, Morocco Ministère de l'Enseignement Supérieur de la Recherche, Morocco

Pentila, France University of Abdelmalek Essaâdi, Morocco

University of Cadi Ayyad Marrakech, Morocco University of Chouaib Doukkali, Morocco

University of Claude Bernard Lyon 1, France

University of d'Aveiro, Portugal University of Mons, Belgium

University of Hassan 1er Settat, Morocco University of Hassan II - Casablanca, Morocco

University of Hassan II Mohammadia, Morocco University of Ibn Tofail- Kénitra, Morocco

University of Ibn Zohr, Morocco University of Mohammed Premier, Morocco

University of Mohammed V Agdal, Morocco

University of Mohammed V- Souissi, Morocco Université Moulay Ismail, Morocco

Université Sidi Mohammed Ben Abdellah Fès, Morocco Université Sultan Moulay Slimane, Morocco





Reference 530716-TEMPUS-1-2012-1-IT-TEMPUS-SMHES

Title Instruments at Support of Labour Market and Higher

Education

Description Middle East and North Africa countries have been undergoing a

profound change in connection with the on-going reform of the HE system that the project aimed at supporting by enhancing the

linkages between HE institutions, economy and society overcoming fragmentation. The large-scale yet fragmented implementation of

regional initiatives addressed to youth employment and labour market emphasizes the need to realign vocational training with market

demand through the establishment of a full operational system. The

project, implemented in Maghreb countries (Morocco and Tunisia), in strong synergies with Mediterranean initiatives (Italy, France and

Spain), thus aimed at the setup of an integrated demand-supply matching model for the monitoring and assessment of HE practices

and processes and of labour market needs and at building up a network of observatories for the upgrading of university-enterprises

partnership. The build-up of the Moroccan and Tunisian national observatories, as hubs of the network, allowed the development of

common and comparable monitoring tools for both the provision of

comprehensive and updated decisional tools to university, firms, government and policy makers at support of the reform process in

120

place and for promoting graduates’ employability. Valorisation of the

national initiative implies the development of local observatories that, as spokes of the network, works as a “job market place” and a

guidance centre for career and training, providing new practices and services together with the monitoring of enterprises skills needs. The

projects was meant to have an impact on the whole socio-economic system and society envisaging both direct impacts and socio-

economic externalities: the development of information networks and partnerships empowers local institutions creating channels for

facilitating intra and international recruitment of workers and a better

integration, through intra and international mobility, of the Maghreb region.

Coordinator Consorzio Interuniversitario AlmaLaurea

Viale Angelo Masini, 36 Bologna 40126, Italia

Contact Mr Enrico Dongiovanni

Contractor Consorzio Interuniversitario AlmaLaurea Viale Angelo Masini, 36

Bologna 40126, Italia

Partners Abdelmalek Essaâdi University, Morocco Agencia per a la Qualitat del Sistema Universitari de Catalunya, Spain

Centre d'etudes et de recherches sur les qualifications, France

Confédération Générale des Entreprises Du Maroc, Morocco Gabes University, Tunisia

Gafsa University, Tunisia Ministère de l’Education Superieure, Recherche et formation, Morocco

Ministère de l'Enseignement Supérieur et de la Recherche Scientifique, Tunisia

Ministry of Employement and Vocational Training MFPE, Tunisia Sidi Mohammed Ben Abdellah University, Morocco

Union Tunisienne de l'Industrie du Commerce et de l'Artisanat, Tunisia

Universitat Rovira i Virgili. Tarragona (URV), Spain University of Cadi Ayyad, Morocco

University of Chouaib Doukkali, Morocco University of Aix-Marseilles, France

Université de Jendouba, Tunisia Université de Monastir, Tunisia

Université Ibn Zohr, Morocco Université Mohammed Premier, Morocco

Université Moulay Ismaïl, Morocco





Reference 530791-TEMPUS-1-2012-1-LB-TEMPUS-JPCR

Title PRO-GREEN: Joint/Dual Professional Graduate Diploma and

Professional Degree in Green Technologies

Description According OCED FORUM 2009, the Green technology job sector was

expecting to see substantial increases in employment in the upcoming years which will also begin to see significant changes in the

composition of its workforce. Some of the key indications of a growing

and changing workforce include: • Three out of every four clean technology employers will increase their number of permanent

121

employees and increase total employment in the cluster by about 25

percent in the next 36 months; • The growing demand for a trained and able workforce all point to the need for the community colleges to

develop training and education programs within clean energy and the environment to meet these challenges. TGreen was an EU-TEMPUS

project aiming at establishing a Joint Professional degree in Green Technology. The degree focused on three vital concentrations;

namely: - Renewable Energy;- Green Buildings and;

- Water.

The competency of the EU and ENPI-South partners was the key of success of this project.

The specific objectives of the project were: 1) To develop study program & the curriculum for a Professional

degree in Green Technologies 2)To develop the Courses & Laboratories needed for the Professional

degree 3) To develop a Life Long Learning courses for a professional degree

for SMEs in the green tech. field.

4) To design a scheme for comparability, compatibility and alignment of the developed degrees with Bologna Process.

5)To train partner countries professors 6) To develop of a platform for blended Learning

Coordinator The American University in Beirut Riad elSolh,

Beirut 1107 2020, Lebanon

Contractor The American University in Beirut

P.O. Box 11-0236 - Riad el Solh Beirut 1107 2020, Lebanon

Partners Helwan University, Egypt

Lebanese American University, Lebanon Lund University, Sweden

Mediterranean Universities Union, Italy Politecnico di Torino, Italia

Suez Canal University, Egypt

The American University in Cairo, Egypt University College Dublin, Ireland






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Tempus IV programme - Homepage | EACEA · launched a study on the achievements of the Tempus IV programme (2008-2013). The aim of the study is to promote the achievements of Tempus