Higher education and research form the backbone of European innovation and development, and with it, the EU’s global competitiveness and long-term ambitions to tackle complex societal challenges.
The general context in which the European University Association’s Strategic Plan ‘Europe’s Universities Shaping the Future’, was developed has shifted, in some respects dramatically so.
Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study analyses the relationship between Learning approaches (Student Process Questionnaire, SPQ) and high-impact educational practices (HIEPs).
To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential.
Since 1999, the Bologna Process has advocated towards a new teaching paradigm, the so-called student-centred approach to learning, as well as towards more coherence of the higher education system across Europe. This paper explores how co-creation of course contents and learning activities, for and with students, may be implemented to sustain a student-centred evolution of teaching.
This briefing looks back on developments affecting Europe’s recognition regimes – both professional and academic – in 2023.
Consistently applied research security policies, with a strong emphasis on open and responsible cooperation, should set the tone for policies regarding EU’s global role in research and education.
This report analyses external drivers of change in six dimensions (political, economic, social, legal, technological and environmental) and outlines four different forecasts of possible futures for transnational university cooperation with partners in Europe and beyond.
EUA's Autonomy Scorecard country profiles delve into in-depth system analyses, offering insights into recent developments and presenting the sector's perspective.
University R&I, and its synergies with education and service to society, is the premier gateway to the knowledge and skills needed for scientific progress and sustainable societal development.
The paper describes the work of the UK Quality Assurance Agency’s (QAA) International Quality Reviews (IQR) in universities within West Africa. This work was carried out in support of the World Bank’s capacity building project ‘Africa Higher Education Centres of Excellence (ACE)’. Part of the ACE project supplies funding to institutions to support and encourage them to seek external international accreditation.