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Event Video

UUU Panel 2.2 – New professions and EU strategies

Berlin, Brussels, Bremen, 8 December 2020. The initiative United Universities of Europe organises panel debates on higher education and science policy. The 2nd of these debates examines “Vocations and Competencies in the Age of European Universities.”
In a first step, professionals, policy officers, coordinators of the newly formed European University Alliances (watch this conversation with them here) talk about their international, challenge-based, change-oriented work. A short intermission informs how UUU is poised to mirror and shadow the growth of these new structures, the European University Alliances (see here).
In part two, Peter van der Hijden, connoisseur of European science policy, points at the new professions being created in and around the Alliances and the re-skilling taking place in the universities, in their libraries, data management, admissions etc.. Eva-Maria Feichtner, Vice President for internationalisation at the University of Bremen, sees great chances in the university networks for academics and employers alike – creating a competitive international scientific education, as well as attractive career paths and staff journeys across the alliances. Her counterpart, Jörg Niehoff, policy officer at the European Commission, provides political context about role of higher education institutions in providing skills for the green and digital transformation, the EU transformation agenda for HEI, the experience from the Labour Market Relevance and Outcome partnerships and how all this translates into the context of the European University Alliances.

Guests:

Host:

  • Tino Brömme, ESNA European Higher Education News

TRANSCRIPT

     This is the second part of the United Universities of Europe panel discussion from Berlin. After the first half, we are now talking with Peter von der Hijden, our man in Brussels. Hello, Peter. We have been starting a conversation about the professions in the European University Alliance. When we noticed that they are structured like research projects in work packages with certain topical fields which reflect the tasks and the working fields and the professions in this alliances. Do you think that this University Alliances are creating a new group of staff, a new profession?

Peter van der Hijden Yes, I think so. Listening to the colleagues, the biggest change is the scope and extent, as Katrine said, and the speech. Now, what does it mean for the jobs? It is creating new jobs like directors, coordinators; the job of Tino, our kind host today, is a new job, you could say. But more exciting and more deeper for me is the transfer of the old jobs. And those old jobs are the people that I call the ‚gang of five hundred.‘ And those are the five hundred Alliance task managers, and they do the real work of the Alliance. And those people have the job, they have a regular job in administration, education, research and innovation. They are, for example, programme directors, locally, they are responsible for the virtual campus, locally, they are responsible for H.R., for the library, they are researchers and teachers. But now all over sudden, they find themselves to collaborate in the Alliance task teams, and they are now building the course catalogue for the Alliance, what they used to do on their own. They are building the virtual campus for the Alliance, what they used to do on their own. They are working in H.R. on a tenure for the whole alliance. So you can move jobs between the institutions. They are working on open sience for their institution, but now in the task team for the entire Alliance. And this is a change for those professionals. It’s a kind of upgrading. It helps them to benchmarking to become better professionals. It also helps to integrate the members of the Alliance, to a certain extent, it’s a partial merger. But if you focus on the professional aspect, this is motivational, this motivates these people. They suddenly, and that’s the perspective that I want to give, when you work in an Alliance task team, for the library, for the H.R., for the student admission, you have a career perspective, locally, of course, but also in the Alliance. You may, at some point, shorter or longer term, go work in another institution as part of the Alliance. When the kids leave the house, you can go for one year to Finland or to Rome because you have a career in the Alliance, even hopping to other alliances, as we were just encouraged to do by the colleagues putting forward their vacancies. So for me, that is something motivating, and it changes the nature of your work. It makes you start dreaming, even if you never leave the place where you work. In YUFE, they call this the ’staff journey.‘ And I think it’s a good idea, Tino, that you put the ‚gang of 500‘ in the limelight, next to our dear coordinators and Presidents, of course.

     Thank you, Peter, for this brief intervention.

And we come directly to Eva-Maria Feichtner, the vice president for international relations at the University of Bremen. Hello! I know you have to go at one o’clock, so we have to be quick with you. The interesting thing is, on one side, we have seen how the coordinators and the work package leaders and the project officers for the alliance are working. Now, we see your perspective as a Vice-President, responsible for the staff and for the management of the University Alliance. This keyword ’staff journey,‘ how does it relate to the jobs that these people have?

Eva-Maria Feichtner Well, let’s start from the idea of a ’student journey,‘ because I guess that’s more familiar to all of us. So we want students to move all over Europe, all over our different campi. And now our idea at YUFE was, it’s not only your studies, life is a journey, professional life is a journey. We’re convinced that if we want students to move around, the institutions can’t be solid. The people working at the institutions can’t be purely home based, they must have this experience themselves. So that’s what brought us to concentrating on this tough journey. So we are enabling our employees, enabling everybody working in the university environment, to go out, experience the building up of the European University, experience how their profession is carried out somewhere else, go and connect, go and meet with others and learn and develop.

We are thinking of that as a very physical thing. Right? We want people to go out on job shadowing projects and things like that. But we all know the pandemic has cut that short, pretty much brought it down to zero. And what we did, and I think that was pretty successful, is to quickly come up with training programmes, virtual training programmes that brought together people who otherwise wouldn’t have met in the same way. So as Peter pointed out, the librarian, the H.R. expert, they had the opportunity in a very low threshold way to meet, to connect. In a way, the pandemic has helped us to become more inclusive. I mean, just think for a moment, you just mentioned, well, the kids have left the house. They could go for a year somewhere. That’s the answer we get from many people whom we try to get moving here. They are saying, „no, I have three kids in school, what do you think? I’m not moving anywhere. And by the way, there’s a pile work“. And now I can go and tell them, „well, there’s a staff training tomorrow at two o’clock. It lasts for two hours. You can meet your colleagues in Finland, you can meet your colleagues in Spain. That’s your opportunity to experience Europe.“ And people do. And people come back to us and say, „you know, that was great. And, you know, I’ll seriously think about going out now and taking up this burden of organising everything around, because I want to experience the real thing.“ So we’re all waiting for the pandemic to be over to get back to a new normal that people can actually take up what they have started digitally now.

     We have time for one more question, Eva. We have been talking about ‚lifelong learning,‘ these are people who leave university to become professionals, but maybe come back. How can the Alliances contribute to this?

Eva-Maria Feichtner  By offering lifelong learning to people in a more close-to-their job way than universities were doing that way back. So our dream is that our graduates go out and don’t forget YUFE, but come and visit every now and then, for professional development courses, for maybe taking up the role of a professional expert, advising our students, working together in challenge teams, or the like. So I think of professional development in its true sense lives from changing perspectives, in the same way we want researchers to take every now and then the position of a professional service staff member and vice versa. And we want people to go out from and come back to our Alliance. That’s what I think is the the truly enriching things we can work on.

     This is the old communist idea to send the intellectuals to the camps.

Eva-Maria Feichtner Well, that’s a peculiar way to think about it, but maybe yes, let’s dare to say yes.

     And why not? On the other side, the organisation bottom-up of the coordinators, who coordinate within the universities and between the members of the Alliance, is building up structure. It’s building up a creativity that hasn’t been there before. Well, Eva, I thank you so far.

     Let’s go over to Jörg Niehoff, who is a policy coordinator at the European Commission, and let’s apply a last different perspective on the question we have today. Because the European Commission is now taking the money and putting it into programmes to push forward certain developments. So Jörg, the Transformation Agenda, as it is called, of the European Commission, where is it going? What is the direction?

Jörg Niehoff  Yes, thank you to you and good morning to everyone. The Transformation Agenda is not yet there. So let me perhaps bring the context in here. Some of you might have seen that the Commission has published on the 30th September two communications that are relevant also for higher education institutions. Is the one on the European Education Area and the one on the European Research Area. And both put higher education institutions at the core of a transformation of the society. So what we want to do with the stakeholders, in particular the European universities and with the Member States, is to develop by the end of next year, a Transformation Agenda for higher education institutions. And that will not have the TGV speech that Nadine quoted before, perhaps rather long distance that a TGV can pass. And it is something that has to be co-created, co-designed with the stakeholders, with the policy makers at national level.

What we have identified in our communication, are four focus areas that we believe are important. The one is Connectivity among higher education institutions. That what we see also with European Universities, bring them in the context to work across borders on common challenges, but also connectivity with their local ecosystem, because that’s where you have societal impact, where you connect to the labour market, that is extremely important for us.

The second element is Inclusion. We want to have higher education institutions that are more open to a diverse student and research body. And, we had that before, also offer better opportunities for lifelong learning, which again makes it necessary to connect to the local ecosystem. Secondly, Digital and Green. I mean, if you look at all the big policies that we are currently driving, the green and digital transitions are at the core of these things. And I think Covid has made us much more aware of the need for digital transition. And there is also a dedicated communication on the Digital Education Action Plan. The green transition is equally important and there are again higher education institutions at the core of basically building the workforce and the skills and the competences that we need for the green transition. And that is something that I believe also European Universities can drive to a certain extent.

And the last one is Innovation in higher education, in education, in research, in driving transition. So what we expect to see by the end of next year, is somehow an alignment and agreement on what that Transformation Agenda should look like. What are the incentives that we need in terms of funding coming from different programmes, national, European, but also in terms of policy approaches that we need. And what we have learnt from other initiatives, like the HEInnovate initiative that supports the transformation of universities to become more entrepreneurial, more innovative, is that you need the bottom-up approach that we see here, but you also need some of the soft tools, self-reflection questionnaires that allow you to find a common direction where you want to go and the leadership that you need that drives that transition. So you need an understanding where to go, which is the direction, the leadership, and the commitment to drive that change. And today we look at European Universities, but I would really encourage all European universities to look at the other tools the DG EAC provides, be it labour market information experiences. I mean, a lot of the things that you are trying to drive, they also require that you have a better connectivity to the businesses to understand what are the requirements in terms of skills, transversal skills that you need for future jobs.

     HEInnovate instrument, how has it been adopted yet? How does it work?

Jörg Niehoff  It is something that has been going through a long, long way. It was designed together with the colleagues at the OECD at some point in time, and we have a number of building blocks. At the core, and that is accessible for all institutions, is the self reflection questionnaire that is also on the Internet that has been used by, I think, thirteen-hundred universities across Europe to drive their transition. I think more than twenty-thousand individuals have used that. So this is something that is not a benchmarking, but it is something that allows institutions with training programmes and etcetera to somehow position themselves: Where are we today in becoming or in being entrepreneureal innovative higher education institutions? And what are pathways for us to further improve on that? And of course, you can also use that in the context of European Universities. We have been contacted by some that want to use the tools as well.

The second is, that we are having, together with the OECD, country reviews, where countries approach us directly and say „listen, we want to have your support in analysing our system and showing pathways for development.“ We are doing this, for example, currently with Slovenia, and we see that Slovenia is not only using this element ofhow to become more innovative with the educational system. At the same time they look also in labour market relevance of universities. So they are using two of our policies support mechanisms to have assistance in designing their master plan for higher education for the next years. And there we are closing a loop because, of course, the countries use our tools to find a way where they want to develop, that wwould inform the consultations for the Transformation Agenda, and so we somehow create a common directionality of where we go with the European system to make it overall more competitive and more powerful in terms of addressing the challenge that we have.

    Jörg, thank you so much. This was a very, very fast summary of the European policy supporting and instructing the European Universities. 

We can summarise that we have seen on one hand how inside the European University Alliances, the jobs, the positions, the professions of coordinators, project officers and work package leaders are creating a new network of professionals. We have also seen together with Eva-Maria Feichtner that the University management is trying to create interesting, attractive career paths so that the people who are steering and creating these University Alliances are well prepared and are learning all along the way. And also, we have seen the European Commission is supporting these efforts, is also pushing into a direction for creating new professionals that come out of the universities. So to help the universities develop their educational programmes and their research into a more European and more connected Europe. I want to thank all the participants for being today with us. I can only remind again of Dante, who said that we are here to acquire virtue and new knowledge. And that is what the European University Alliances are doing.

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Project News Video

UUU Panel 2 – Intermezzo: What is UUU?

Berlin, 8 December 2020. UUU director Tino Brömme, in an interview on the Crelle Market in Berlin-Schöneberg, answers what United Universities if Europe or UUU is about. The interview is part of the 2nd panel debate inquiring on “Vocations and Competencies in the Age of European Universities.”

Watch part 1 of the panel debate here, and part 2 here.

Guests:

  • Eva-Maria Feichtner, YUFE, Universität Bremen
    Vice President International and Diversity
  • Jörg Niehoff, European Commission, DG EAC
    Policy Coordinator University Business cooperation
  • Peter van der Hijden, higher education strategy advisor
  • Nadine Shovakar, Universität Potsdam, EDUC Project Manager
  • Katrine Moland Hansen, Universitetet i Bergen, Local ARQUS Alliance Coordinator
  • Magdalena Sikorska, Politechnika Poznańska, EUNICE Project Officer
  • Thibaut Skrzypek, EELISA, École des Ponts ParisTech, Work Package Leader
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Video

UUU Panel 2.1 – EDUC, EUNICE, ARQUS & EELISA

Berlin, Poznań, Bergen, Paris, Potsdam, 8 December 2020. United Universities of Europe: “Vocations and Competencies in the Age of European Universities” – UUU panel debate 2, part 1: Policy officers from four different University Alliances in four different countries describe their new positions: How does the need for international co-operation shape their professions? Which new skills do the need? Which special tasks and challenges have arisen? How do their new professions evolve?

Guests:

  • Magdalena Sikorska, Politechnika Poznańska, EUNICE Project Officer
  • Katrine Moland Hansen, Universitetet i Bergen, Local ARQUS Alliance Coordinator
  • Thibaut Skrzypek, EELISA, École des Ponts ParisTech, Work Package Leader
  • Nadine Shovakar, Universität Potsdam, EDUC Project Manager

Organiser:

  • Tino Brömme, ESNA European Higher Education News

See part 2 of the panel debate here; see the intermission here

TRANSKRIPT

     Guten Morgen, Europa! Good morning, Europe! Buon giorno, Europa! Benvenuti cittadini del mondo! – I must say, it is always a pleasure to start something in Italian because this is the language that gives me the most European feeling of all. Dante Alighieri was the first of all Europeans. I remember this line of his Odysseus who says to his crew: “Fatti non foste a viver come bruti, ma per seguir virtute e conoscenza.” Odysseus embarks to discover the unknown and says to his crew: You are not made to live like beasts, but to search virtue and knowledge. And this is exactly what European universities are doing nowadays, they are on a quest, on a new way to explore themselves.

This is the second panel discussion of United Universities of Europe. And we are trying to explore what’s going on in European universities who have joined into greater units, into alliances. One way to find out how they are, how they’re working, is to look at the people who work there, is to see how they’re working there. And for that, we have invited a number guests today. Some of them are policy officers and coordinators in these alliances. We start with Magdalena Sikorska from the EUNICE Alliance in Poznań, the Poznań University of Technology is leading this alliance. We will speak afterwards with Thibaut Skrzypek from the École des Ponts ParisTech who is a Work Package Leader of the EELISA Alliance. Then we are meeting Katrine Moland Hansen from Bergen who is the Local ARQUS Alliance Coordinator there. And then we’ll meet Nadine Shovakar from the University of Potsdam, not far from here, from Berlin, who is the Project Manager of EDUC, European Digital UniverCity Alliance. This will be the first half hour of our panel discussion where we find out what these coordinators are actually doing at work. Then we have a little break where we talk with Peter van der Hijden, a higher education policy advisor. And after the break, we continue to go deeper into the topic and talk with Eva-Maria Feichtner. She’s a Vice President of the University of Bremen. And after that, we meet Jörg Niehoff, Policy Coordinator for University-Business Cooperation in the European Commission. So this is the programme overall. And I would like to start right away with our first guest who is Magdalena Sikorska. Hello Magda!

Magdalena Sikorska Hello, everyone. Good morning

Good morning. So you’re speaking from Poznań, the leading institution of the EUNICE Alliance, right?

Magdalena Sikorska Right. Actually, we pronounce it “junis” or you can pronounce it “you-nice” or however you want to, but this stands for European University for Customised Education. And actually, I represent Poznań University of Technology, and we are the only Polish university that is the leader of its consortium. So definitely this is a great privilege. But also it entails a lot of challenges for us.

     Is it true that Poland also has given a special support, also financial support to the universities, to Polish universities in the University Alliances?

Magdalena Sikorska Yes, that’s true. We are supported by our government. All together there are 11 Polish universities that are a part of the Alliances among the first call of 2019 and 2020. So we are supported financially by our government.

     I understand that you are the Project Officer of the EUNICE Alliance. In what consists your work, actually, or the collaboration with your colleagues in Poznań for the Alliance?

Magdalena Sikorska Yes. So actually, the structure of the core people who are the creating team of EUNICE at our university is: On the strategic level, we have our Vice President for international cooperation, professor Pawel Śniatala who is the EUNICE coordinator. And we have created within our university structure a completely new unit that is basically dealing with the Alliance and it is dedicated to the European University. And at this point, there are two people working in this unit. It will be my colleague Anna Bashinska (?) who is there a Communication Officer for the Alliance, and myself, I am working as a Project Officer. So we are both working on this operational level of the alliance. But of course, this is just the core. And without getting different people from different faculty members, administrative workers on board, you will then be able to to implement the project. So that’s very important to work and invite over people from different different units, different departments from the university. And also important aspect is the financial department, because we as a leader, we are responsible for distributing money, for monitoring progress, for reports, also financial reports. So this financial aspect is also very important. So team working and cooperation, this is what is important in implementing such a project at the university.

     I’m not working inside. I am trying to imagine what you’re doing. So the main part is communication and project planning, or how can I understand this?

Magdalena Sikorska My task is to communicate and disseminate. We have just started, we had a kick-off meeting a few days ago with the European Commission. We just started the project on November 1st, so we are at this organisational stage of our Alliance at this point. We are getting and building the teams from faculty members, from different disciplines so that they are helping us with implementing the project. We’re working on different work packages, working on deliverables. But myself, I’m working more on this administrative level. So co-operating with all our partners from Spain, France, Belgium, Italy, Finland and then Germany. And so it’s important to communicate with everybody internally, but also externally. We have already created our website and we have many stakeholders contacting us. And you need to a find a good way to communicate and disseminate information about your alliance outside of it.

     Would you say that you have noticed the different working style of your colleagues in the other countries and other universities? Perhaps another way they approach problems than you do as a Northern European?

Magdalena Sikorska To some extent, yes. You know, our alliance is very widely distributed across Europe. We have people coming from north and the western part, there are different characters, a different pace of work, different approaches. The issue is also different academic calendars, because, for instance, during the summer time, some of the universities are closed and we had to work on some important issues that the Commission required from us. But we (in Poznań), as the leader (of the project), have to deal with these situations and have to somehow cope with that.

     Magda, the last question for now. What would you think is the most exciting or the most interesting new task that you have taken over now that you’re doing this job as a EUNICE Project Officer? Which of these tasks that you have is the most challenging, most difficult, most interesting?

Magdalena Sikorska I guess there are many of them. I would say that the team work is very important, solving problems, work management. These are all important aspects of your work because you need to deal with different challenges. Like, for instance, we work on this cloud and then everybody works there. And, for instance, one day you’ll deal with an issue but somebody has forgotten his password and cannot access it. But on the other day, you might be dealing with an issue of failure in a backup. And that’s a bigger issue. So that involves some kind of risk management and so on. At the end of the day, the added value of working within the Alliance is the work in the international environment. And that’s something that I really value in my work. Also, I think is important when you speak different languages, because we stress the importance of multilingualism in our Alliance. So it can be valuable when you are able to understand documents and facts in the other languages when you work with your partners from abroad. But we also stress in our Alliance that multilingualism is an important feature of our future EUNICE graduates because we believe knowing other languages will make you will be better for you when you apply for a job. So will increase your employability, being a graduate of such an Alliance.

     Well Magda, grazie per questa bellissima contribuzione. Thank you for this precious contribution.

     We switch now to our second guest, Katrine. Now we’re going into the far north of Europe to Bergen where Katrine is the ARQUS Coordinator. ARQUS is an Alliance that is already active over a year. And you are with the Alliance nearly a year, for 10 month, right Katrine?

Katrine Moland Hansen I started at the University of Bergen in Norway to take on this task of coordinating and leading our activities linked to the ARQUS Alliance.

     Katrine, you have been already working in an international environment before. Can you say what you did before and how you got into this (new job)?

Katrine Moland Hansen Prior to starting at the University of Bergen, I worked for the Norwegian National Agency, where I coordinated ERASMUS+ for higher education in Norway. And prior to that, I also worked for six years in Brussels dealing with policy issues with more in the business and trade area. So for me personally, getting to know the university in the past has been an important task this first year, and I’m still sort of getting to know the institutions.

     You told me what you found most challenging when you started this new job. It was working internationally, and working across disciplines and departments. Could you explain a little bit what you’re doing, actually?

Katrine Moland Hansen I think this is an opportunity in the Alliance that we get to work both international, of course, and and across different structures within the university. Nothing of this is new in itself, but the scope and extent of these activities are very new and the ambition of the ARQUS Alliance challenges how we work. So organisation-wise, it’s extremely interesting and it encourages new ways of co-operating internally at our institution as well as with our partners.

The thought of this, of getting to know the differences and similarities between partners, what has been a bit surprising to me, was also the extent of working with local structures and anchoring the alliance activities within our institution. We have now set up an internal structure to support efficient decision-making and management in a “matrix organisation.” The work is so extensive involving more than 50 staff, so it’s important to ensure a coordinated approach. And we have, amongst other things, set up a coordination group.

     One thing is also very interesting that ARQUS Alliance has pledged to reach out society, to connect with the – as Vanessa Debiais-Sainton (from the European Commission) put it – the innovative ecosystem. What does it mean in practical terms? How do you connect? What difficulties do you have?

Katrine Moland Hansen Of course, the pandemic situation hasn’t helped, but we have plans to develop a regional socio-economic network in one of our action lines. This could be an important resource both in our work in innovation and entrepreneurship, equality and education, of course, as for the relevance of our education and for our challenge-based programme, to name some examples. We have been in dialogue with potential partners, but it’s a challenging period to develop new partnerships. This comprehensive approach can be beneficial in oder to be more coordinated towards external stakeholders. Linking ARQUS to other initiatives at our institution, at local, regional, national and European levels is key here.

    Would you say that the Corona virus and the need to communicate so much online has slowed down your co-operation possibilities this year?

Katrine Moland Hansen We have had a lot of communication activities for digital channels such as this, but engaging more in informal settings is not so relevant now. So I think we have changed the focus a bit and then we can make up for that, once the situation changes. And so we focus more on the task that can be done in a digital way and at our desks, before moving on to do more outreach activities and informal settings.

      So the last question, adding to this, would you agree that being confined to the online and the digital communication is also an opportunity to think more about the communicative structures and to prepare them?

Katrine Moland Hansen Yes, I think that has been very important now. One of the few benefits of the situation is actually that we have been able to reflect a bit internally on how we work. And I think also it has made us be more innovative in working in different ways and new ways that we also can continue to do after this crisis. And I think we will come out stronger. For instance, the university as Bergen is leading a challenge-based education programme. And the idea was to have a physical school where to bring our students together. Instead, we had to reflect on how to do this in a way that will be more a blended format. So we will not travel and meet, but hopefully students at different institutions will be able to meet. And and we will still interact. So we have been able to sort of innovate the way we do it and ensuring that while the outcome will not be the same, it will hopefully be of the same quality, even though we can’t meet physically. So, I think it has allowed us to think in different ways how we work.

     Katrine, thank you so far.

     I would like now to invite Thibaut to join our round. Thibaut, hello to Paris! Thibaut is Work Package Leader at the École des Ponts in Paris. His alliance is named EELISA, which is concentrated on engineering schools. Thibaut, is it true that the École des Ponts is the oldest engineering school in France?

Thibaut Skrzypek ENSTA, which is also located in Paris, was created in the mid-18th century, 1741, for the École des Ponts. So the king by this time was not Emmanuel Macron but was Louis XV.

     Emmanuel Macron was in your building lately, I remember. Well, did you meet him?

Thibaut Skrzypek Last week he gave an interview in the media offices located in my building. So when I went to the trash bins, I saw plenty of police officers and security agents. I said, please don’t shoot, I will put the paper in the right bin, don’t shoot!

     Emmanuel Macron, whatever his other politics are, gave an European input to this European Universities Alliance initiative. This has been a good start in 2017 and now nearly 300 universities are organised in these 41 University Alliances and the École des Ponts is one of them. Thibaut, how has your professional practise changed from bilateral to multilateral since you are working for EELISA?

Thibaut Skrzypek My regular job, my usual practise, is just bilateral or mainly bilateral. So it means that only one border is crossed in terms culture, of working methods or local regulation. So with those multilateral projects like the European Universities, (I have) a lot of borders to cross, this multinational and it brings elements of complexity, of course, and it makes things a little bit spicier.

     Can you give a practical example?

Thibaut Skrzypek Well, the EELISA Alliance, which stands for European Engineering, Learning, Innovation and Science Alliance, is mainly focussed on building a “European Engineer,” the way to practise the profession of engineering. And the way the accreditation agencies control the education and diplomas are different from one country to another. So we must take care and look closely to those differences in order to target what is the aim of our Alliance, which is to design an integrated European Engineering Degree.

     Is your work package concentrated especially on this?

Thibaut Skrzypek So the École des Ponts is a member of the EELISA Alliance. The EELISA Alliance is coordinated by the Universidad Politecnica de Madrid. My institution is in charge of the Work Package dedicated to accreditation and education management. So it means that we therefore will analyse differences between the curricula, the requirements, and we will strengthen our common approaches and create new ones. We will design credential diploma supplements as intermediate steps in order to target EELISA Degree. And of course, we will have exchanges with our national authorities. For instance, I have this afternoon meeting with the French National Accreditation Agency, the Commission des titres des ingénieur (CTI). So the aim is to contribute to the removal of barriers for the practise of engineering in Europe. But I think also the objective is to strengthen the attractiveness of the European educated engineer around the world.

    Well, wouldn’t it be easier just to take the German engineering diploma and to adopt it in every country?

Thibaut Skrzypek I don’t know if this would be easy. But probably three years will be very short in order to reach this goal.

      So your task is, on one hand, to look at how engineering is taught in the different members of the Alliance, and also how the different legal systems are to create a diploma, or what is your work consisting of in detail?

Thibaut Skrzypek I think, they are those two approaches. An approach from the institution of higher education. So we look closely to the requirements, to the courses, to the credits, to the internships – really the design of the curricula. And there is also the look from the local authorities and the professional organisations in terms of practises, of practise, of titles. We will have to look closely to those both aspects: from institutional point of view, the Unions of engineers, for instance, and from the side of the accreditation agencies and local authorities.

    Do you think a common European engineering degree will be more attractive internationally?

Thibaut Skrzypek I think so. I hope. There is this North American US accreditation label, which is called ABET, and it is widely, widely used around the world. I would like to have a European engineering degree or label like the US. We have the ENAEE organisation amongst our members, as a partner member of the EELISA Alliance, in order to have this European engineer, European educated engineer. And I think this kind of engineer has specificities in terms of science, in terms of connexion with the society. This is really a European specificity that we should be proud of.

     Alone the public debate about the development of this degree, is certainly modernising the way of thinking of how engineers are working. Maybe I’ll ask a last question, Thibaut. What special skills did you have to learn now for this new position as a Work Package Leader, as a coordinator for the Alliance?

Thibaut Skrzypek I’m sure that project management and delivery related to European Universities or Work Packages or so require new skills. Or rather a combination of skills. Skills that we already have within our institution, within our teams, like our budget and financial monitoring, electrical engineering instruments. It means different skills, so different people in different departments, and having them in the right tempo. So that is challenging, knowing how to mobilise colleagues, targeting their interests and having their added values as much relevant as possible. So I would say, fortunately, European Universities are finding a really positive echo within our teams and our institution. We have plenty of enthusiasm. But colleagues’ time, it’s a more delicate subject.

     Thibaut, thank you so much. I’m so happy, speaking with Paris is already gratifying for me.

      Well, let’s come back to a city not so far from Berlin, to Potsdam. We are being joined by our fourth participant in the first part of this panel discussion. It is Nadine Shovakar. She is a project coordinator for EDUC, the Alliance for the Digital European UniverCity. It is a word game, university as a “city,” exactly. It’s very nice. Nadine, on your career path, you are coming from the Austrian University Conference, the association of Austrian universities. And from there then you joined in Potsdam the European University Alliance. You made a step from Austria to Berlin or to Potsdam, to be precise. What were the first news that you noticed when you arrived, workwise?

Nadine Shovarkar I was going to say, how the food has changed, but yes, I’ll concentrate on the work. Welcome from my side also. As Tino was saying, I am Nadine and I work for EDUC, the European Digital UniverCity. What was new here? Of course, I mean, the biggest change, I would say compared to the Rectors conference, is that now I work at one university, I mean, as in the European project. But it is a different kind of institution than the Rectors conference. That was probably the first impression. I was welcomed very, you might say, French, we had a coffee first and some croissants with the Vice President, professor Schweigert. We are also coordinating the EDUC Alliance, professor Schweigert is the leader in that sense. And we had a nice breakfast with the head of the international office, my fellow project manager, Dr. Katja Jung. And I think, his strategic advise was also there. So this was my very first impression. And then, of course, the beautiful campus of the University of Potsdam. So but these are like my feelings. So it was a very nice start, I have to say.

     Well, I am calling from here from the suburb of Potsdam, which is Berlin, to hear what is going on in the capital of Brandenburg. We have been talking about your job and your challenges, your task that you have now as a project manager of EDUC. One key word that has come up with change management. So, apparently what you are doing is communicating and project planning in order to change something. How would you describe this kind of work and in particular for the Alliance?

Nadine Shovarkar First of all, you know, nobody likes change, in general. And this is a very big change management project. Actually it is a project that is supposed to be a structure later. We have like different lines of our development. One is to bring it from project to structure. The other one is to ‘talk for institutional change,’ as I would call it. So we are trying to find allies within all of our six institutions. Basically, we are trying to reach out and connect to as many people as possible. And as I was saying, nobody likes change, that’s true. However and luckily, the European Universities Initiative – I found at the University of Potsdam and also at our partners generally – has a very positive notion and positive feeling. So people are generally willing to be part of it. Then, of course, the next personal sort of feeling that I got is that everybody likes change when it is just like – “Oh, you were joking before! Yeah, let’s do that in European level, which means let’s take my way and make it European.” [laughs] So the real change is to profoundly talk. And that is also the part that takes time, to actually get to know each other and to see processes and to learn from each other, and then to possibly, in an efficient way, change processes, or align processes, or to see what you can do together. So we are working on all different levels, as Katrine was saying, within the university. We are going from the Senate, the President’s office. We are going to meet the students, we had a Facebook event to engage with them. We are also collaborating with staff on very different levels. The research office, like all sorts of different actors within the university, where, of course, as change agents, we are always trying to reach the ones who are willing, the ones who are already interested, and they help us. Because alone you can’t do anything and you don’t want to, also because it has to become a project of the university that the people want. You can’t come top-down and say, I want to change this for that. It has to come from within the university, which is, of course, always a balance of top-down. You come with ideas, you discuss with people.

Certain things will come from bottom-up as an example, maybe to not just talk in general terms. On Monday, yesterday, we launched a call for research seminars or workshops, which means that within the Alliance we have seven research topics and we are trying to find doctoral candidates and researchers to join and see what project they can develop within a week. These are very broad topics, like health, or European studies. So we are, on the one hand, within the Alliance, sort of in a top-down, but very broad way, deciding on these research topics, of course, keeping the university strategies in mind so it doesn’t come from nowhere. But then on the other hand, we send out a call to every researcher at the university to try to reach everybody and give everybody the possibility to partake, if they want to. Then at the same time, of course, like talking of the change agents or those who are motivated. We are also talking individually to those professors who are already very pro-Europe, very much like always into international projects. We always have sort of a approach to trying to include everybody and of course, trying to identify people who are especially eager to to contribute to this idea. So this is just one example of how we are trying to bring about the change.

     One technical term that always came up also with the other participants of our panel, is the term challenge-based. Apparently the European Commission has written it into the programme, but it would be interesting to know more what this actually means.

Nadine Shovarkar Yes, we are talking again about institutional change. We are trying to come from a few professors in each institution who already work like that, who are trying to get challenges from the society – it could be from companies, could be from NGOs, could be from the wider public – into the universities and work with them in their seminars or courses or whatever it is to make it a little more systemic. We try to include these challenges into the into our learning activities.
I think the other thing that is typical for the European Universities or special about it is that the challenge-based approach is combined with an international approach. So we have, for example, these courses, which are now often online and will later be blended. For example, University of Potsdam would have a course with he University of Rennes, the students would then also meet for one week and work on a project which ideally is a challenge. So it does combine these elements to work on concrete challenges which come from society and to also work on them internationally.
So I think that is basically the idea of the European Alliance, what makes it special. But it doesn’t mean that this doesn’t exist yet. And this is again, we are trying to connect and strengthen those people who already work like that. Because at each of our member universities, there are already people who do sort of what we do, but what is being fostered by the European Alliances. So it is nothing new it is a streamlining or an empowering process for people who work that way.

     Well, there is there’s a new community of coordinators work package leaders and project officers only working for and trying to develop these European University Alliances. It is a totally new group of people working in a certain spirit and with a certain professionalism. So if you reflect upon your own, your own profession, what is special about it? Can it be defined in a job description?

Nadine Shovarkar In my personal experience, what especially is the diversity. As also Katrine was saying before, going into so many different fields and, of course, personally I am a little torn, because I don’t like the speed that comes mainly from the European Commission, like the kind of TGV train that we are on to try to bring about change. I used to work for in the (Austrian) Rectors Conference, and there are sometimes similar processes. There are 22 Austrian universities and we were trying to bring about change or have a new topic like e.g. the open publishing. Aand we would come up with a certain framework or help the universities to do it in a streamlined way within Austria. But this kind of project would go on or take maybe half a year, a year, until it comes to the working people, to processes.
So now, we are on a three year project and we are trying to see deliverables and trying to see concrete actions for very big topics. So this is also something special about the European Universities, which is also good, because the good thing is you might say the longer you talk about it, maybe nothing happens. And if you do it quickly, at least something happens. I don’t know. But this is something I feel is is special about the European alliance. Also fun as well.

    Thank you for your contribution. Thanks also to the other participants, Magda, Thibaut, and Katrine. We come to the end of the first half of our talk and we have found out in what the job of project manager or a coordinator in the European University Alliance consists.

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News Video

YUFE Townhall – Happy 1st Birthday!

MAASTRICHT, 7-9 December 2020. The YUFE Townhall was a 2.5-day umbrella event involving all of YUFE’s programmes and activities bringing together the entire YUFE community. Its focus was on European Higher Education and its links to wider society. Due to the COVID-19 pandemic, the event took place virtually.
Three of the YUFE Townhall sessions were open to the public. The first open session, the “Opening Ceremony”, gave an overview of what has been achieved by YUFE in it’s first year. The second open session, “What can European Universities do for you?”, asked a variety of stakeholders, including the European Commissioner for Innovation, Research, Culture, Education and Youth, the DG of the Finnish Ministry of Education and Culture, and the CEO of a triple-helix campus, what European Universities can contribute to society, with a focus on regional employability following the quadruple helix model. The quadruple helix model brings together science, policy, industry, and society. The third open session was a working session organised and hosted by the YUFE Student Forum.

PROGRAMME

Day 1 – Monday, 7 December 2020
14:00 – 15:00
Opening Ceremony

Open session

  • Moderated by Jan Hupkens, Senior Policy Advisor Internationalisation, Maastricht University ›

Welcome Speech by Chair & Vice-Chair of YUFE Strategy Board

  • Professor Dr Martin Paul, President Maastricht University & Chair YUFE ›
  • Jessica Winter, Student University of Bremen & Vice-Chair YUFE ›

Presentation on YUFE and achievements to date

  • Dr Daniela Trani, Director, YUFE ›

Q&A with questions from virtual audience

15:00 – 18:00
YUFE Strategy Board Meeting
Closed session

Day 2 – Tuesday, 8 December 2020
11:00 – 12:30

„What can European Universities do for you?“ A discussion on the impact of EUIs on employability and regional socio-economic development

Open session

  • Moderated by Jan Hupkens, Senior Policy Advisor Internationalisation, Maastricht University ›
  • Mariya Gabriel, Commissioner for Innovation, Research, Culture, Education and Youth ›
  • Atte Jääskeläinen, Director General of the Department for Higher Education and Science Policy, Ministry of Education and Culture, Finland ›
  • Dr Astrid Boeijen, CEO, Brightlands Smart Service Campus Heerlen ›

Panel discussion about the impact of EUIs on employability and regional socio-economic development, followed by Q&A with a virtual audience

  • Dr Astrid Boeijen, CEO, Brightlands Smart Service Campus Heerlen ›
  • Menno Bart, Public Affairs Manager, The Adecco Group ›
  • Dr Daniela Trani, Director, YUFE ›
    Nina Kolaković, Assistant Expert, Rector’s Office, University of Rijeka ›
  • Sonia Synak, Student, Nicolaus Copernicus University in Torun ›

13:30 – 17:00

Work Package Open Hours: results, lessons and ideas from year 1

Closed sessions

18:00 –

Training and Working Sessions of the YUFE Student Forum

Open session

Day 3 – Wednesday, 9 December 2020
09:00 – 17:00

Work Package Open Hours: results, lessons and ideas from year 1

Closed sessions

More info here: yufe.eu/townhall-2020/

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Video

United Universities 2nd Panel Discussion

2nd panel debate of United Universities of Europe
“Vocations and Competencies in the Age of European Universities”

Part 1: Policy officers from four different University Alliances in four different countries describe their new positions: How does the need for international co-operation shape their professions? Which new skills do the need? Which special tasks and challenges have arisen? How do their new professions evolve? How do they think that they can make a difference?

Intermission: An interview on the Crelle market in Berlin: What is UUU? What is the objective of the UUU panel debates?

Part 2: Peter van der Hijden, independent policy advisor, speaks about the new kind of professionals that European University Alliances create. Eva Feichtner, vice president for internationalisation in Bremen, sees great chances in the university networks for academics and employers alike – creating a competitive international scientific education, as well as attractive career paths and staff journeys across the alliances. Jörg Niehoff, policy officer at the European Commission, will provide political context about role of higher education institutions in providing skills for the green and digital transformation, the EU transformation agenda for HEI, the experience from the Labour Market Relevance and Outcome partnerships and how all this translates into the context of the European University Alliances.

The panelists:

  • Eva-Maria Feichtner, YUFE, Universität Bremen, Germany,
    Vice President International and Diversity
  • Jörg Niehoff, European Commission,
    DG EAC Policy Coordinator University Business cooperation
  • Peter van der Hijden, higher education strategy advisor
  • Nadine Shovakar, Universität Potsdam, EDUC Project Manager
  • Katrine Moland Hansen, Universitetet i Bergen, Local ARQUS Alliance Coordinator
  • Magdalena Sikorska, Politechnika Poznańska, EUNICE Project Officer
  • Thibaut Skrzypek, EELISA, École des Ponts ParisTech, Work Package Leader

Organiser: Tino Brömme, ESNA European Higher Education News

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Event Video

UNICA Panels: Starting in the (post-)Covid Era

30 November 2020. Organised by the association UNICA and chaired by its President Luciano Saso, the online panel inquires which lessons can be learned so far from European Universities and what are their plans in the (post-)Covid Era?

Topics

  1. Research and education
  2. Governance models
  3. Communication and multilingualism
  4. Impact of the COVID pandemic

Participants Panel 1

Participants Panel 2

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News Video

4EU+ Open Session and Round Table

Prague, 16 November 2020. The Annual Meeting of the 4EU+ Alliance was be held as an online event, organized by Charles University. It consists of three main parts:

In the morning, various stakeholders from the 4EU+ Community explore selected topics of central relevance for the Alliance during the micro think-tank sessions. In parallel, the 4EU+ Governing Board holds its regular meeting with the 4EU+ Management Committee and Vice-Rectors/Vice-Presidents of member universities.

Charles University Rector Tomáš Zima officially takes over the position of the Chair of the 4EU+ Governing Board from the President of Sorbonne University Jean Chambaz at the General Assembly.

4EU+ Academic Council will be officially inaugurated as a Governance Body of the Alliance.

The Open Session of the Annual Meeting, organised with the support of the Ministry of Foreign Affairs of the Czech Republic, starts at 16:00. All the partners and friends of the 4EU+ European University Alliance are invited to join. Main outcomes of the micro think-tanks sessions are being shared, successful Flagship projects are being presented and a round-table discussion on the topic „4EU+ as a prototype for synergy between research and education“ is being held.

The detailed programme of the Open Session:

Welcome by the Rectors, Ambassadors, European Commissioner, Members of the Czech Government

    • Welcome by CU Rector Tomáš Zima

    • Welcome by the Minister of Foreign Affairs Tomáš Petříček

    • Greetings by the Deputy Minister of Education Václav Velčovský

    • Greetings by the ambassadors

    • President of Sorbonne University Jean Chambaz: achievements of 4EU+ in 2020

    • Rector of Charles University Tomáš Zima: Priorities of 4EU+ under the GB Chair of CU Rector Tomáš Zima

    • Greetings by the European Commissioner Mariya Gabriel

Reports from the micro think-tanks sessions by student co-chairs

Topic 1: Just Wishful Thinking? The claim of synergy between research and teaching in 4EU+ Janathan Juarez Altuzar (HU)

Topic 2: 4EU+ and Europe: Can 4EU+ make us better Europeans? Can 4EU+ strengthen Europe? And should it? If yes, how? Eliška Černovská (CU)

Topic 3: Mobility, connectivity, exchange: Which mix of modes cooperating within 4EU+ works best? What can be gained by certain modes? And what is lost? Bret Doerksen (UM)

Key topic: 4EU+ as a prototype for synergy between research and education

  • Presentation of one successful project per Flagship

    Flagship 1: Urban Health Case Challenge
    Flagship 2: Cooperative Network Philotrans
    Flagship 3: Joint master degree in Mathematics and Applications
    Flagship 4: Extension of competences and knowledge-based education of natural hazards and environmental change

  • Round-table discussion with representatives of the European Commission, Rectors and students, moderated by Tomáš Zima, Rector of Charles University

    • Vanessa Debiais-Sainton, Head of the Unit Higher Education, DG EAC
    • Apostolia Karamali, Head of Unit Academic R&I and Research Organisations, DG RTD
    • Bernhard Eitel, Rector of Heidelberg University
    • Henrik C. Wegener, Rector of the University of Copenhagen
    • Student representatives: Mike Gudbergsen (UCPH), Julia Kostro (UW), Bérangère Poncet (SU)

Original links: YouTube | 4EU+

 

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News Video

UUU Panel 1.2 – AURORA and the EC perspective

Berlin, Brussels, Amsterdam, 3 November 2020. The second half of the 1st UUU panel debate — integral event of the Berlin Science Week 2020 — with Peter van der Hijden (independent), Vanessa Debiais-Sainton (EC), and Kees Kouwenaar (AURORA). Host: Tino Brömme (ESNA)

See the first half of the panel here, and the intermission here

Hello again. Let’s talk with our man in Brussels, the man with the bow tie, Peter van der Hijden. Peter, you are – Welcome, first of all! – you are counselling universities when they apply for funds and you write policy papers to help even the European Commission to assemble their own thoughts. One question for you before you help us understand this university policy. We have just heard the news about the Multiannual Framework Budget of the EU, and that Monsieur Larrouturou, a French MEP, is on hunger strike because he demands more money for the research and education budget. And he also demands a 0.1 % tax on stock exchange and money transfer, yes, trading of stocks and bonds, like a little contribution of the rich to the European budget. You know the European Commission so well and what goes on there. Do you know what these current debates, discussions on the budget really mean? Whose interests are conflicting there?

Peter van der Hijden It is a traditional pushing and pulling between Parliament and Council and Commission. And the Commission is ambitious also on the own income, this is a form of tax for which you gave one example of taxing the big companies of social media. The Commission is also in favour of… I’m not speaking on behalf of the Commission, I am working as an independent, but even when I worked there, it was always pushing and pulling.

The Commission is ambitious, Parliament is even more ambitious, you could say overambitious, but that’s that’s always good. And then the Council is pulling back. The Council of Ministers, they are the heads of State and government, they are responsible for the national budgets. Maybe the Education and Research Minister wants to give more to Erasmus and Horizon, but the Finance Minister does not. So it’s a pushing and pulling. It’s looking for alternative sources like the Next Generation, these Recovery Funds. It’s playing with time, you can say, well, less money now, more money in future. If something will come out, it will be more than we had before. It will be less than we had hoped for.

The last Horizon budget was 80 billion. Now, Monsieur Larrouturou wants 39 billion more for Horizon Europe and Erasmus. Sounds a lot, is this realistic? What do these numbers mean actually?

Peter van der Hijden Not the total that the Parliament wants, or this this Member of Parliament, but something will come out in the end. It’s also in the interest of the Member States, the more you invest in education and innovation, the better you come out economically later on. I think, there’s a strong awareness of that. We have the additional funds of seven hundred fifty, it is almost a doubling of the EU budget, and we must try to gear that towards topping up our education, research and innovation programmes and doing other things that have the colour and the taste of innovation. And if universities, European University Alliances, position themselves well, come with plans, I’ve always learnt: „money follows ideas“.

When we talked before, you said that the European University Initiative money – the five million that they get for three years plus the Horizon Europe two million and maybe other sources – you said, this money is a lot, but not enough really to make substantial changes. You said, „but it’s a good benchmarking exercise“. I don’t really understand what you meant by this. Can you explain?

Peter van der Hijden Well, first of all, the money – I always try to annoy my audience – the money is too much. Five million from Erasmus, two million for Horizon, to organise your modernisation. It serves not to do a lot, it serves to make plans, to put structures in place, and it’s money to meet, basically. And as you know, we cannot meet. So the money has even doubled more or less thanks to Covid, because now you can spend it on more useful things if the eligibility rules of the Commission allow you to do so. So 5 million, no, let’s say 7 million – that’s what the Commissioner says, because she’s responsible for every Erasmus and Horizon – 7 million to talk with your six partners about getting your house in order? That’s a lot, that’s a lot. You cannot run a faculty for seven million, but you can prepare the plans. The real money, of course, will then have to come from other sources, the rest of Horizon, the European Structural and Investment Funds, meaning that our colleagues in the poorer regions of Europe are the rich members of the European University Alliances, because they can really build new campuses with the structural funds money.

And as I said before, we have the 750 billion of Ursula von der Leyen, of Charles Michel, the Council and the Commission, which they now desperately are looking for meaningful ways to spend. So I would not worry about the money, I would worry about the ideas. Make sure that you have very good ideas and those you can learn from the benchmarking. That was your question. If you sit together on the Alliance of seven, one has the best library, one has the best HR, one has the best incentive system for staff, one has the smoothest student admission. Well, after three years, after five years, I would expect all seven to be as good as the best one in the group. And that is a very important task of the European Universities: benchmarking, next to the fact, that they are supposed to integrate part of their missions, not all their missions, but part of. So that’s the double assignments, get your act together, modernise and do some integration.

Well, Peter, thank you so far. I think we are now opening up to our other two guests, Vanessa Debiais-Sainton and Kees Kouwenaar. Are you with us? Madame Debiais-Sainton is the head of the Higher Education Unit at the European Commission. She studied Chemical Engineering and also worked for chemical companies before she went into the European Commission. Tomorrow she will gather all the rectors of the University Alliances for a big meeting because the second batch of 24 more university alliances have been recently selected. And our second partner in the second half of our debate is Kees Kouwenaar, he’s an expert of internationalisation because he works there for a long time. He’s Secretary General of the AURORA Alliance, also a new university alliance. He graduated in history and he worked for Nuffic, a kind of Dutch British Council. He lives in Amsterdam and loves cycling with his wife. Madame Debiais-Sainton, bon jour! You are now speaking from and for the European Commission. Maybe it’s interesting for the listeners to understand how this works. The European Commission executes what the European governments want. And you told me that this European University Initiative was something – after Macron presented it in his speech in the Sorbonne in 2017, maybe it was the idea of his wife Brigitte – you told me that this special thing about this Alliance were that there are a bottom-up initiative. So that would mean that the university sector, the people in the universities, shaped the programme, helped shaping the programme, too. Can you a little bit explain, how this mechanism works and where we are now?

Vanessa Debias-Sainton Yes, thank you very much for your question, Tino. So indeed, everything started with the speech of Emmanuel Macron to create these European Universities. And of course, everybody was very pleased that suddenly education becomes very high on the political agenda. This had not been the case for for many years. At the same time, the wide and diverse higher education community were wondering what it is because all the universities are European somehow. So then we gathered diverse experts from the higher education community, with many networks, AURORA and the Coimbra Group where part of these stakeholders. We started to co-create this new initiative together. To say look, we have an opportunity, let’s take it to do things that we have always dreamed to do, but we never had the resources or the funding to do it. So we started together dreaming. And at the beginning we dreamt in very different directions, as you can imagine, because we have a very diverse landscape in Europe with a very diverse audience. But then the longer term we looked, the more convergent the ideas were, and this is how we came up together with this concept of European Universities, which aims not to do what we always do now, which we are aiming at doing what is not happening yet.

And I was very pleased by listening to Ludovic and Daniela before, they gave very good examples of what these European Universities are about. First, this is not a European project. You know that you give funding for three years and then you are lucky when it continues, but in many cases, they cannot continue. Here it’s not a project, it’s a long term initiative. What we have been asking them is to dream about the universities of the future, what they want to be together. So an alliance of about seven higher education institutions from all parts of Europe, what they want to become in 10, 20 years time. The novelty already and impact in between, and one of the previous questions, was what is really the international impact? What we are seeing in these partnerships, is that already it has created new partnerships. Because before, if you looked at the mapping, the international cooperation was very much either Western-centred or Eastern-centred. But we didn’t have really strong partnerships bringing north and south and Eastern and Western partners together. So that’s already one transformational aspect. The second one, as Ludovic and Daniela explained before, is really to transform the way we teach and the way we learn. And this has even more accelerated with the Covid-19, moving all the learning teaching activities online. No one was prepared for such a change so quickly. And what we have learnt from the European University is that more than 96% of universities think that, actually, if European Universities would have already been in place, they would have been much better prepared for this pandemic. They are setting up entire university campuses, meaning that a student in Berlin will not only have access to the courses of a Berlin university, but they will have access to the courses of the other partners across Europe. So it’s really a huge benefit. So in terms of impact, it has a huge leverage impact when it comes to mobility, whether it is physical and virtual or blended, because here we are addressing the full population of the students at these universities. And it has a huge leverage in terms of the structural and transformational impact in these universities to really transform the way we teach and the way they learn and the way they do research. Because, as Ludovic explained very well, we are speaking about the „Knowledge Square,“ meaning that here we are looking at a [00:48:05]transformation of the four different missions [1.3s] of universities, i.e. education, research, innovation and service to society.

Let me ask here, this is interesting. One of our viewers has a question that I also had. In the beginning there has been the question of how these university alliances should be shaped. Some were more tending toward an élite model like the Ivy League in America. And some were more tending to do something on the broad scale, as it is now, with 280 universities participating, that is one in 11 in the European Union and one in 14 and all over Europe. So for now, you have a very broad programme. However, the question here is, is this University Alliance Initiative something like the German Excellency Initiative, something that wants to create special universities that have more money and who leave the others behind?

Vanessa Debias-Sainton When the objective that has been set up by by the head of State, heads of governments and also with their ministers responsible for higher education was to have an initiative that is as inclusive as possible. Inclusive in terms of geographical balance, meaning that all the Member States should be part of it. Inclusive in terms of the types of higher education institutions, so not only top research leading universities, but also universities of applied sciences, for example, and inclusive in terms of the accessibility to a wide range of students. But this inclusivity doesn’t mean that they are not excellent. It all depends how you define excellence. It’s excellence, not only in top of research, it’s excellence in the way you deliver teaching and learning, the way you’re going to set in place completely new innovative pedagogies, in the way you’re going to involve all the, as Ludovic explained before, all your surrounding innovation ecosystem, working together with the cities, with the regions, with the surrounding companies. And we believe that inclusion and excellence are the two aspects of the same coin and that they are reinforcing each other.

There’s even another question which is very interesting from our viewers. Anonymous says: given the current discussion on migration, climate change, et cetera, does it make sense to have a European university? What is so specific about it?

Vanessa Debias-Sainton All these European Universities, what is their strategy for the future? On which subjects do they want to train their students? Not only some topics, but how they’re going to implement this challenge-based approach? Meaning that one of the transformations is, of course, to train students on very specific disciplines and to develop an expertise for each of them, but to go even beyond that so that they are able together as students from different disciplines with different expertise, to be able to work together on big challenges like climate change. Many of them amongst the 41 universities have ’sustainable development‘ and ‚tackling climate change‘ at the core of the strategy, meaning that they will have students from different disciplines that will work with academics, with researchers, with the cities, with the regions, with the companies to tackle very concrete challenges that their cities or their regions are facing. We also – because we can just send the question many different ways – it could be that travelling etc. isn’t good for the climate. So this is why we are also developing a Green future Erasmus programme, meaning that we will support and we will encourage a greener transport when it comes to mobility. But we’re also going to support some blended mobility. So it means shorter physical mobility, blended with virtual mobility. So all this will contribute to preserve the climate. A third element as well will be that – you know, so far to organise the mobility, we used a lot of people – now, this is something of the past with the European Student Card Initiative. We are aiming at utilising all the process to organise the mobility, by allowing these interoperability between all the diversity of I.T. systems of universities across Europe so that all these systems would be able to speak to each other. And this is what the ‚ERASMUS+ without people project‘ is aming at.

Well, I need 15 more of these debates to clear this up! Let me switch for a moment to Kees Kouwenaar who is joining us from Amsterdam and who is the secretary general, the coordinator of the AURORA Initiative. AURORA has all of these key words also in their project description. Mr Kouwenaar, you are an expert of internationalisation. I like the project description AURORA a lot. What would you say in one sentence, what is the unique aspect of your alliance?

Kees Kouwenaar I need to speak in one sentence about the network before I move to the alliance. AURORA was founded in 2016. So before President Macron’s speech to actually do very similar things as we are now in the whole idea of the European University Initiative, we were founded as a group of universities who came together to help each other to become better at what they want to be good at. And for AURORA universities, this means better at matching academic excellence with societal relevance. It’s a group of universities that fights the idea that academic excellence and societal relevance are each other’s enemies.

And international collaboration in AURORA has never been an objective per se. It is a tool to that end, not a separate objective. It is a high trust network which allows universities to openly talk about their weaknesses and their challenges in a way they feel they cannot do that with their domestic competitors. And this will not change with the alliance. But the core of the Alliance programme is that we say, we need to equip our students, our graduates, with not only the academic and the subject-specific knowledge, but with the skills and the horizontal mindsets to help them to be able and willing to address the big challenges in society. And the key tool in our alliance programme is what we call the AURORA Competence Framework. It is based on the analysis that in higher education at large, in our universities, in Europe, in the world, we are still not good enough in finding a clear expression in how good our students need to be when they graduate, not just in chemistry or history, but also in critical thinking, in group work, in enquiry and analysis, in taking risks. And this framework will develop a set of expressions which academics can choose from to build these horizontal learning outcomes into their curricula across the AURORA universities, and any other university that would like to use them, to create a language, a common language and a common toolbox for learning outcomes in horizontal competencies. So that’s that’s what we are all about.

I remember, when Macron held his speech, his definition of these European Universities was more vague. But one thing he said, it was the multilingual aspect. He wanted students to learn at least two extra languages. I didn’t look it up, but I want to know, has AURORA an answer to the language question?

Kees Kouwenaar It is our task team 3.3.2, which is called „Plurilingual Languages“. When writing the proposal, I have learnt that there is a major conceptual difference between plurilingualism and multilingualism. We have a group that is developing all kinds of tools to help our students to develop their competence, their plurilingual competence, not only in the second, but also in a third European language. Yes.

So I suppose there are language courses included in the other mobility programmes, or how does it work?

Kees Kouwenaar I don’t understand that question, can you repeat?

Well, if I am a student now in your network and I am participating in a course or in an activity that the AURORA network offers, I am now speaking one other language and perhaps I would need another one. Practically, do you know how the network wants to implement multilingualism or polylingualism in their activities?

Kees Kouwenaar It is an excellent question and the honest answer is no. Actually, the Alliance has officially started this week, first of November. Tomorrow and the day after, we have our launching virtual meeting with many of the task teams. Plurilignalusm is not one of them, but they are now going to make their plans to create tools for the universities to give students opportunities to learn languages. But let me underline, the core of our alliance programme is not focussed on moving bodies. The core of our alliance is to give all the nine universities the tools to improve the education, the teaching and learning processes within their universities. And that also includes international mobility, but it includes more than mobility. The focus is making the normal education better in all our universities.

I would ask you a policy question, because you were talking about the learning outcomes before, as a measurement of success or of advancement. The European programme for these University Alliances has evolved. There was the first call, there was a second call, in which you were successful with your alliance, and it will evolve further. What what are your proposals for the further development of this programme? What should be in there, what’s not in yet, or how should it be better?

Kees Kouwenaar I think, Peter van der Hijden once told me, that the European Commission is, of course, at the end of the day more interested in supporting the domestic regional improvement of higher education in its own context, than in the transnational cooperation, which is always a small outer skill for all of the universities. But because of their position, they have to focus strongly on the transnational dimension because that is their given political role. I would like to argue that in the further development of these cooperations, these European University Initiatives, we keep our main focus on helping our universities to serve their community as well as they possibly can at city level, regional level, national level, European level and global level, and not put all our eggs in the basket of the transnational European dimension. It is it should flow from the national and the natural objectives of the universities and not be positioned as a priority. It can be made a priority for the administrators, for directors. It will never become a priority for the academics who want to go on doing what they are self-motivated for.

And this is the point where I would like to return to Vanessa Debiais-Sainton for a moment, because, in fact, this question before about the European identity and dimension demands it. Can you say something about this programme? How it reaches out – so that we are not so Eurocentric all the time – to countries and universities beyond the European Union? Can you specify on this how far the programme does it? I know Istanbul is in England, but how does this programme go further than the European Union?

Vanessa Debias-Sainton Well, so far, the initiative is open to discuss the Erasmus+ programme countries, so 33 other countries, including those that you mentioned, we were very happy to welcome Norway, Iceland, Turkey, even Serbia. So this is the current scope of this initiative. Now, you know that we have announced that we are going to roll out this initiative under the next MFF. And so with the next Erasmus programme in synergy with the Horizon Europe and and other European programmes. Then, the scope will be discussed once more time with the Member States. But in the meantime, each of these universities, we have currently more than 284 higher education institutions involved in these 41 European Universities. Each of them have their own network with whom they cooperate not only within Europe, but also beyond. And it’s obvious that all their partners beyond Europe will benefit from this alliance because they will benefit from the transformation that they are going to put in place, which means that also the staff, the researchers, the students who will cooperate with them will not only cooperate with the university of Berlin, but they will cooperate with all the partners from European University where Berlin University is involved, for example. So it completely changed their perspective. And they are very much looking at it with a lot of interest. We know already that many universities beyond Europe would like to see how they could be even more involved in this initiative. But of course, this is not the decision of the Commission. This is a decision to be taken with the Member States.

Maybe I should make an inquiry on the how the universities in South America and in Africa perceive this initiative and after a few years, we ask how much they have been involved. This would be really interesting. Peter van der Hijden, I see you’re keen on intervening with with some critical questions, what were your thoughts while we were talking with Mrs. Debiais-Sainton and Kees Kouwenaar so far?

Vanessa Debias-Sainton You’re muted, Peter.

Peter van der Hijden I listened to Vanessa and Kees, and also to Daniela and Ludovic. You see this interesting tension or not a tension, it’s a combination of things, it is both big and small, nitty-gritty. European Universities are for the big boys and girls, the big shots, and it’s for the staff and the students. Why is it big? Why is it interesting for presidents and rectors? – Because as Daniela said, it’s not a project, it’s a transformation of your university through the participation in an alliance. Very different animal, it’s an immediate organisation, an alliance, it is doing things, it’s not only talking.

That’s why the President comes in, in German it’s called „Chef“, so it’s a „Chefsache“, something for the prime minister or for the rector or for the president. Why? Because it’s geopolitical, in the big sense. It’s positioning Europe in the world. Can we come out stronger? It’s positioning your university in your region. And what alliance should you join to position yourself now and in the future? That’s for the for the big boys. For the staff members it is also relevant because they are the professionals that run the alliance. Every alliance has 30, 40 staff teams. Kees Kouwenaar was mentioning that the staff teams were going to meet. And those are the professionals that make the change. Directors of Studies, Library Deputies, H.R. Officials, Student Admission Specialists. They will make the student admission system of AURORA work. Or the H.R. mobility scheme of YUFE. Thanks to those people, thanks to Vanessa, thanks to Macron, they have a career in the European perspective. Of course, most of them will stay home, but some will do secondment or even pursue their career at the partner institution. That makes it interesting for the big boys and for the workers on the floor.

Now, my question is to the panel and to all of us in the coming year, is this enough? Is this enough to substantially – and now let’s use the names of our alliances – re-YUFE-nate our high education? Is a substantial enough to ENGAGE, to ENHANCE, to ENLIGHT? And maybe even to CHARM? And can our systems really become better this bottom-up way? – I think they can. The benchmarking is important, but I would like to leave two ideas on the table. One is: rotating grants. We now have 41 grants for 41 alliances. We are already building themselves up like trade unions who get more money after. But I would say, well, let’s make it a rotating grant and invite new ones or kick out one third and get one third new in, because we don’t have the Fachhochschule in the alliances, the schools of applied sciences. We miss the military academies. We miss a number of what I call „system relevant institutions“ that could also benefit from the blessings, or the curse, of being a European University Alliance. So that’s one idea of rotating grants not for tomorrow, but for the year to come to think about. And the second one, we should explore the Swiss question. The Swiss question is that Switzerland has good education, higher education in all cantons, in most of them, but they have two universitys that stand out, it’s EPFL in Lausanne and ETH in Zurich. (…sound problems…)

Mr. Kouwenaar, what is your reaction to these many ideas of Peter van der Hijden?

Kees Kouwenaar (1 minute of sound missing) … As for the Swiss university system with two particilarly high ranking institutions. This is a policy, making one or two single high peaks by carving out the valleys among them, because then you would lower the average quality. But that’s one thing.

The other comment that I have, I think, it relates to what you say in some way, citing an Israeli historian, Yuval Harari, one of many who said, reality is in narrative, universities do not exist, universities are simply narratives that exist as long as we are convinced that the narrative has some value and some merit. But universities are very different narratives to very different groups. The university narrative for academics, for researchers, for teachers, for students, for administrators, for leaders, for alumni, for external stakeholders are vastly different narratives. The European University Alliance, and that’s my bridge to what you say, will become a paradigm changing development, like Erasmus was in 1987 and Bologna was 10 years later, only if there is enough conviction in the various distinct narratives for these groups of stakeholders to carry on the burden themselves. I am in favour of a rotating fund. I think the European University Alliance, the Erasmus, the AURORA Alliance cannot depend on Brussels money. It can only succeed if there is enough intrinsic motivation, not just with the rector or the administrators, but with the academics and the students. And it must be something that we do because we want to do it ourselves. The commission gives us some support to help us do what we want to do ourselves anyway. That’s the only way forward.

I would like as a question also to Mme. Debiais-Sainton. Is there also a perception in the European Commission that these European University Alliances Initiative is a further step? Is it like a natural further step after ERASMUS, after the Bologna process, like a historical and further development of the way European universities and European higher education is evolving? Is there an idea of this like a progress that now must enter into these university alliances, Mme. Debiais-Sainton? How is the idea in the European Commission about this?

Vanessa Debias-Sainton Yes, absolutely. That’s exactly the way we see it. In international cooperation, you start generally with mobility (… sond missing …) the strategic partnership. Then a little bit more ambitious, you have ERASMUS MUNDUS and you have the knowledge alliances. Then very, very ambitious, the most ambitious, which has never existed before, are the European Universities. And we have a lot of ambition with this initiative, not only to transform the way the higher education landscape in diverse higher education landscape – as Peter and Kees explained – but also to make it a reality.

Here I come back today to the question of Peter to make it a reality where we need all these universities. Of course, we need the support of their national governments and they then we need the support of the European Commission. How? Because, of course, they we need not only all the top leaders of these universities to be on board, but also all the students and staff, because as Peter said, rightly so, they are the ones who will basically implement all the activities. But we need as well to continue to implement even further the Bologna Process. For example, when it comes to accreditation or quality assurance, we are not there. And this is why we see this initiative as a catalyst for change. This is why we will meet tomorrow directors and coordinators of European universities together with the directors general responsible for higher education. How can we make quality assurance and accreditation more fit for purpose, more modern to meet, you know, the objective of these European Universities? What the heads of States and Emmanuel Macron asked us, is to create a European Degree that does not exist now. We need to co-create it together. And the European Universities told us that when putting resources, data, infrastructure together, they need a specific legal statute. So we’re going to explore together with them a European legal statute for them. And we are also looking at, you know, the (…) Covid-19 crisis. The labour market transformation is accelerating even more than before when it comes to the digital and the green transition. So we need to skill and reskill the labour workforce and the world of higher education is absolutely key. So we’re working as well to (… sound missing …) So all this requires a lot of ambition, a lot of vision at European, national and institutional level. The road will be bumpy, but altogether I’m convinced that we can make it. So this is our vision for the future that we have expressed in our recent communication „Achieving our European Education Area by 2025“ and with „Digital Education Action Plan“ to support as well the European university institutions.

Well, thank you for this overview. In fact, I would like to slowly close the debate and thank you all for your participation. I would like to say something about the historical dimension of this thing. One of my historical heroes actually comes from the city of Daniela Trani, from Naples. It’s Federico II, King of Sicily and of Germany in the early 13th century. He was the first to found a non-religious university, a university independent from the Pope, his great adversary in 1224. This university was, if I’m not wrong, the 12th university in Europe. Before it, there were Bologna and Paris, of course, and they were all dominated by the Pope. Federico’s monarchy was the most advanced and well organised of his time. And why? Because he had a well-trained administration and he wanted to further this good policy by building this first laic university in Naples. Well, I have a feeling that these European University Alliances could be examples and could work out models that help all the other universities that are not in the alliances, too.

I am very optimistic that there will be many interesting news to tell about their projects, models and initiatives. And I hope we can be part of it with this conversational format. I want to thank you all for the participation today. We have read the most interesting and highest rated questions from Slido. I thank also the participants from the wider audience who are on YouTube. See you again in December. Good day and good luck for everybody. Thank you for watching!

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News Video

UUU Panel 1 – Intermezzo with higher ed news

Berlin, 3 November 2020. This intermission is part of the first UUU online debate, organised by ESNA Higher Education News, as part of the Berlin Science Week 2020. The lead question is: “United Universities of Europe? How European University Alliances transform higher ed”

See the first half of the UUU panel debate here, the second half here. During this intermission, UUU Director Tino Brömme addresses the following important European higher education news:

EU top court finds Hungary education law in violation of EU rules
curia.europa.eu/…

EU budget 2021 Rapporteur on hunger strike for climate, health and jobs and for the introduction of a financial transaction tax
multimedia.europarl.europa.eu/…

How scientists are preparing for the split
media.nature.com/…

Paris student rent more costly than London – report
thepienews.com/news/…

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News Video

UUU Panel 1.1 – YUFE & EC2U

Berlin, Brussels, Amsterdam, 3 November 2020. The first half of the 1st UUU panel debate — integral event of the Berlin Science Week 2020 — with Daniela Trani (YUFE), and Ludovic Thilly (EC2U). Host: Tino Brömme (ESNA)

See the second half of the panel here, and the intermission here

Good morning, Europe. Good morning, everybody. Welcome from Zagreb to Moscow, from Istanbul to Brest, welcome to the first public debate on European Universities. I’m very happy that we have this conversation here today at the Berlin Science Week, this is the first of a series that we want to repeat every month with new members of University Alliances.

Let’s start now with Daniela Trani. Welcome to our debate. You know, I’m mostly interested in examples, concrete examples. The YUFE Alliance is a very big alliance of ten universities who came together to work together. What can you do as an alliance that you cannot do alone as Maastricht University?

Daniela Trani Good morning to everyone who’s connected today, although we cannot see each other, hopefully in the next event organised by Tino, this would be possible. And thanks for inviting me to be part of the panel together with Ludovic and Peter. That’s a very interesting question, Tino. There is a lot that you can do as an alliance, which you would not do easily, as a single university. And I would give you an example that has to do with our educational activities. So, of course, the Erasmus programme has allowed our students already for the past phase to study across European countries. But what we are trying to build within YUFE and what we have launched is a pilot activity in July, is a framework where our students can choose their curriculum much more flexibly.
So we put together, for example, our educational offer, our educational expertise, give them the possibility to take these courses that will best contribute to shaping the curriculum that will allow them to achieve their professional and personal development goals. Our YUFE introduction offer that was launched at the end of July for a small group of students – because let’s not forget, we are in a pilot phase, so we are working with the relatively small numbers – we have had the first 200 students to take up two academic courses and one language course in the first semester. The courses offered by our Alliance are delivered by all the 10 universities that are part of our network. So I think this is unique and can be really a game changer in the future of higher education.

Well, this is an interesting point. You said the students are participating in creating the curriculum. Normally students, even when they leave the universities, they don’t know what they want to do. How can they create a curriculum or study plan for someone else? Is this a miracle?

Daniela Trani They are choosing for themselves, and of course, they do it also with supervision. But you actually touched upon a point that is still valid in our alliance because our students with their experience will contribute to co-create the programmes and education of the future. And in our next pilot activity, we will have the students enrolled, are actually sign up a appropriation agreements so that their contribution is not only real, but it’s also proven or they are all on track as well. So it’s not that they will be immediately deciding randomly which courses are added to the programmes, but they will have the possibility, because of their more flexible framework, to select what will be of added value for their training.

You have involved the students already in the YUFE application period (for the EU funding). So you have discussed with students about this. Do you have the impression that they had a good grasp of what are the necessary curricular topics of today? What was your impression?

Daniela Trani The students, indeed, participate already since the very beginning, since March or April 2018, as part of our core development group. And this group of students also grew over time, and currently we have a Student Forum of which I’m very proud of. That is composed of 30 students, three from each partner university. We have a good idea about what is needed for a resilient and relevant education. It can also very sharply make a connection with what is societally relevant and especially now at times of Covid, they bring in the perspective from the students who are brought in to a completely different context. They are not able to attend lessons always in the same way, and they provide each other with mutual support. But they can also advise on which tools would be relevant for the future, for our alliance, but also for individual universities.

You also have as a very core term of your project, a „virtual campus“. Now, I was wondering, I mean, MOOCs and remote learning are anything but new. You have Coursera, EdX, iversity, I think it’s German, and there are many non-commercial platforms, too, and companies use training online since ever. I mean, where’s the new element here or is it a political thing to make universities create independent non-commercial online structures? What’s the new element in this virtual campus?

Daniela Trani What we want to achieve with the virtual campus is to provide a single door to enter our university community, not only for the students, but also for citizens and for other stakeholders. For the students, we want to allow them to apply and enroll for courses that are delivered by different universities via this virtual campus. You would not need to go to the website of one university or the other, but they will have this, I would say, virtual education highway. And they will also have access for the non-academic activities that the alliance is building together with the non-academic partners, with the cities, the regions, the citizens. So it’s much more than just the website.

You mentioned, when we talked before, the YUFE Academy. This project has already started with some offers of lectures. How does that work? Can I make a degree there?

Daniela Trani The Academy is launching tomorrow with the first lecture. The topic that is addressed in this first academy is „European identity and responsibilities in a global world“. There are 20 lectures over five weeks until the 3rd of December, and it’s open to all students, citizens, staff. At the moment, it’s not that you will get a degree, it’s an activity that you will undertake voluntarily. But, of course, in the future there will also be something that can be connected to a citizen’s curriculum, for example.

When you have these different lectures – do they all speak in English? Do they speak in different languages? Are there language problems? I mean, this is an interesting fact in this concept of the University Alliance. How is the language question here?

Daniela Trani So the Academy in its first edition is in English. This is a very important point because, as I said, that we are targeting not only students whose English level is already at the certain level, but we are also targeting citizens that might not speak the language the academy will require. So in the future, of course, ideally we would like to have also multi-lingualism delivered. You could think of having subtitles, translations and we will be exploring some of these venues. But as I said before, we have to start from something. We launched this academy in English or this first version of the pilot. The next step, we have to be for sure to also investigate and test how we can effectively communicate in other languages.

This is a point I’m very interested in because I also studied languages. Well, I’d like to ask Ludovic something because his Alliance EC2U is also very interesting. Bonjour, comment ca va?

Ludovic Thilly Everything is very well, except that we are now under lockdown in France, but that’s a different story.

You cannot imagine how much my visit in Poitiers last February encouraged me to continue this exploration of the European University Alliances! I want to thank you for that again. The first point is your concept of your University Alliance, which entered the group of university alliances just this year – your name is Campus of City Universities. So there is a focus of the city and the university. I would first ask, what does this mean?

Ludovic Thilly Actually this whole story about the strong cooperation between the cities and universities is something that started a long time ago. It started actually under a different framework, to be more precise, it started under the Coimbra Group, which is a network of long standing comprehensive universities in Europe that I’m also chairing. But that’s, again, a different story. But this was based on a very long standing cooperation that some universities do have with their cities, in particular when they were created several centuries ago. With time, they really developed the sort of symbiotic relationship with their cities. And this is in particular the case in Poitiers. And this is how we arrived to this concept where we really create a framework, where there is a real policy discussion between the university and the city on all the fields where universities are playing.

So basically now we would call that the “knowledge square”. It was not called like that a few years ago, but this is clearly everything related to education, research, innovation and service to society, service to society being understood also in terms of bringing culture, bringing critical thinking to the citizens and so on. So this whole concept of very strong cooperation with the city was at the core of our alliance and all the seven universities that are in the alliance to have the same strong commitment to be in continuous contact with the citizens that are living very close to the campuses. But who are also actually participating in the many activities of the universities. So this is why this is basically the easy to use DNA.

I could imagine that you’re in close cooperation with the city, you can do it as Poitiers alone. I wonder what is the international cooperation adding here?

Ludovic Thilly Actually, you’re right in the sense that all our seven universities, they have already built some specific relationship, not always the same. By the way, sometimes there is a focus on something which is a bit more a sort of local specificity, if I may call it like that. But the other what we want to bring is all these strengths to really create – this is actually something that we are currently working on, on the another proposal that we are developing for the Horizon 2020 project. This idea of really building a sort of pan-European knowledge ecosystem where basically we would create a network of all these local ecosystems, which all together can really not only provide, let’s say, opportunities to the citizens to also learn what is going on at the different universities, but also all the other actors, typically the industries, the businesses, the SMEs can also work at the level of that network. So it’s really bringing new opportunities for all actors.

Ludovic, and this last thing with the different actors who cooperate with the university. Now that the EC2U alliance has been formed, can you give us an example?

Ludovic Thilly So actually, there are many, many things which were already started without waiting to be selected. But of course, everything will be much faster now that we are officially under the label of this initiative by the European Commission. What we are currently starting is really create also tools. And that’s an example of the things that we can not really do without the expertise of other partners. We are really building at the level of a lot of the alliance, some some joint tools, and one of them is called the EC2U Connect Centre, which will actually be the sort of series of platforms which will be not only useful to the internal life of the alliance – I’m talking here about managing the mobility of all these people, the students, the students, teachers, researchers, etc. but also making platforms where we can continuously be in contact with these other actors. So that would really boost the capacity to cooperate by having joint shared tools.
That’s a typical example. Another one would be that we are going to create a so-called Entrepreneurial Academy, which also will promote entrepreneurship amongst the students, but also amongst the other actors within the university, where there is not so much of this tradition about entrepreneurship, the researchers, sometimes the teachers as well. And we are really building on all the strengths of the seven partners here.

We have now over 100 participants on YouTube. I wanted to thank you all to be with us. … While I was listening, I was thinking about my friend, a researcher like you, who has always worries about intellectual property and these things. And there are different laws regarding higher education, as we have seen in Hungary. And there are also special safety mechanisms for researchers now with the cooperation across countries. If the countries get closer in their regulations about intellectual property, is this a good thing? Is this a progress? Where are the difficulties here and what this university alliances is, what they are doing in this field?

Ludovic Thilly I think that here we are really exactly touching upon what is the global objective of this initiative. It started by boosting more the education part of it, because it has been funded by the Erasmus programme, and basically what we are going to develop in all the 41 alliances is really a mapping of all the obstacles that we are currently facing. But there are also opportunities that we can really grasp: on building new ways of teaching amongst the different partners, how to create the so-called European degree, etc. So this requires, actually, to identify all the obstacles which are sometimes due to the differences in regulations within the old European countries. And the same goes with the research and innovation where – although (the exchange of) research and innovation is something already more developed on the level of the whole European Union, there are still some national limitations in sharing intellectual properties, etc. So this is typically where we want to go all together to identify within all the different activities, because when you look at the end with the 41 alliances, there will be hundreds of initiatives, which will not be all the same. So with this, we will have a full mapping of all the opportunities and obstacles that we need to solve. So I think this is exactly what the whole initiative is aiming at.

I would like also to ask Daniela on this point, you are also easy to you develop online platforms for teaching, for instance. But like a more political question, are these virtual infrastructures that the Universities Alliances are building genuinely European solution? Or is this something where public institutions build infrastructures which are independent from commercial infrastructures like Zoom and Google and so on? Is this part of the plan or is this just my interpretation?

Daniela Trani Of course, we want to build the tools in this case, which you are mentioning these technology tool for education, but also for society and engagement that should be as open as possible. So what you witnessed is that for many activities currently the tools available are paid tools. But I strongly believe that we have to be able to the expertise and continue to cooperate so that online learning and online knowledge availability is inclusive, open and can really be put to the service over as many learners and citizens as possible. Of course, there are a number of issues that need to be taken into account. So it’s not trivial to build a virtual platform or virutal campus.

There are security issues, there are GPDR issues. So it’s a complex, a very complex topic. And like Ludovic was saying, working with such a big partnership allows us to have access to a multitude of expertise, of human resources, not only financial resources. We can discuss that later, because obviously what we are starting to be able with our 42 alliances is something extremely complex that will also financially require a certain degree of stability for the pilot phase and beyond. That is very key for the success of the initiative. And when you start talking about I.T. and online technology, that’s also something that has a major cost that are not always affordable for a single institution. So it gain another opportunity for major problems within an alliance.
Their approach is a wonderful example of how universities can be, in Europe, more than anywhere else in the world, in the future, the engine of a society that is based on knowledge, on innovation and that can be more cohesive. (These universities) can form citizens, like Ludovic was saying, who can be critical – since we see also the spreading of fake news nowadays. And we believe that it is our responsability as universities to contribute to a citizenship where individuals are able to distinguish truth fom false information.

I like this answer. In fact, it’s a good, good point to come to the end of the first half of our encounter here.