Le Conseil Economique, Social et Environnemental Poitou-Charentes, attentif au développement de l’enseignement supérieur en Poitou-Charentes, a examiné les premières orientations du Schéma régional de l’enseignement supérieur et de la recherche.
Les enjeux de ce schéma sont importants: la construction d’une stratégie partagée de développement de l’enseignement supérieur et de la recherche, une lisibilité et efficacité accentuées des dispositifs de soutien en matière d’enseignement supérieur ou encore les nécessaires mises en réseau et mutualisations.
L’assemblée socioprofessionnelle partage l’importance de ce schéma qui doit permettre le développement des partenariats entre les acteurs de l’enseignement supérieur et de la recherche et rendre lisible le réseau des établissements d’enseignement supérieur. Le schéma pourrait d’ailleurs apporter un soutien aux projets, structures ou équipes moins reconnus mais nécessaires au développement régional.
Après avoir analysé les objectifs et les premiers axes d’intervention, le CESER propose que ce schéma serve de « trait d’union » entre le Contrat de plan de développement des formations, le Schéma régional de développement économique et la Stratégie régionale d’innovation pour assurer l’attractivité et la compétitivité du Poitou-Charentes.
C’est en ce sens que l’assemblée socioprofessionnelle poursuit son propre travail d’autosaisine sur la situation de l’enseignement supérieur afin d’identifier les enjeux pour l’avenir et proposer des leviers porteurs de développement en Poitou-Charentes.
Les orientations du projet de Schéma Régional de l’Enseignement Supérieur et de la Recherche ont été examinées par le Conseil économique, social et environnemental Poitou-Charentes afin d’apporter les observations et recommandations de l’assemblée socioprofessionnelle avant son adoption par le Conseil régional. Compte tenu de la vocation de ce document, support à la concertation, le CESER s’est surtout attaché à en analyser les objectifs et grands axes d’intervention. Télécharger l’avis du CESER sur les orientations du Schéma régional de l’Enseignement supérieur et de la Recherche. Voir aussi l'Avis du CESER pour le développement de l'enseignement supérieur et de la recherche en Midi-Pyrénées.
Majanduslike, sotsiaalsete ja keskkonna Poitou-Charentes, tähelepanelik arengule kõrghariduse Poitou-Charentes, peetakse esimene suuniseid piirkondliku kava kõrgharidus-ja teadusminister.
Väljakutsed selle kava on olulised: ühise strateegia arendamine kõrghariduse ja teaduse, loetavuse ja tõhususe täpitähed seadmed toetavad kõrgharidus või vajalikud ja võrgustunud koondamist. Veel...
La question des classements (rankings) nationaux et internationaux des universités est de plus en plus présente dans l’élaboration de la politique des universités et des États et dans les médias. L'objet de ce séminaire est de faire le point sur ce que qu’il en est réellement. Pourquoi les rankings? Quelles sont les raisons de leur succès? Comment sont-ils construits? Quels sont leurs qualités et leurs défauts? A quoi peuvent-ils servir? Ce séminaire sera également l’occasion d’une présentation du projet U-Multirank (Multi-dimensional Global ranking of Universities), le classement européen et multicritères des universités mondiales. Consulter le pré-programme.
14h30 : Ouverture du séminaire par Louis Vogel, président de la CPU et présentation des objectifs du séminaire par Nadine Lavignotte et Jean-Pierre Finance, coresponsables du Comité Qualité Evaluation et Rankings de la CPU.
14h40 : Les classements mondiaux d’université: concepts, contextes politiques et culturels par Jamil Salmi, Chargé de l’enseignement supérieur auprès de la Banque Mondiale.
15h15 : Que sont réellement les rankings? Quel est leur usage? Présentation du rapport de l’EUA « Global University Rankings and their impact » (« les classements mondiaux d’université et leurs impacts ») par Jean-Pierre Finance.
16h00 Les perspectives offertes par l’approche multidimensionnelle : le projet U-Multirank Introduction par Jean-Richard Cytermann, Président de l’OST (Observatoire des Sciences et Techniques). Présentation du projet U-Multirank par Ghislaine Filliatreau, Directrice de l’OST.
16h50 Clôture du Colloque par Nadine Lavignotte et Jean-Pierre Finance, coresponsables du Comité Qualité Evaluation et Rankings de la CPU.
The issue of rankings (rankings), national and international universities are increasingly present in policy development and state universities and the media. The purpose of this seminar is to take stock of what it really is. Why are rankings? What are the reasons for their success? How are they constructed? What are their strengths and shortcomings? What do they serve? This will also be an opportunity for presentation of the project U-Multirank (Multi-dimensional Global Ranking of Universities), the ranking of European universities and multi world. See the preliminary program. More...
En application de l'arrêté du 5 juillet 2007 modifié, relatif au régime des allocations pour la diversité dans la fonction publique, est renouvelée l'opération « parrainage dans la fonction publique ». A ce titre, 20 allocations pour la diversité dans la fonction publique, d'un montant de 2 000 € chacune, pourront être attribuées en région Basse-Normandie:
- aux étudiants préparant un ou plusieurs concours de la fonction publique
- aux personnes sans emploi et titulaires d'un diplôme leur permettant de présenter un concours de la fonction publique de catégorie A ou B et préparant un plusieurs concours de la fonction publique.
Le dossier peut :
- être retiré à partir du 22 août 2011 auprès de la Préfecture de Région,
- être téléchargé dès maintenant sur le site Web du Rectorat de l'Académie de Caen ou de la Préfecture de Région, rubrique "Actualités": Dossier Basse-Normandie 2011-2012. Télécharger le Communiqué de presse.
Zgodnie z dekretem z 05 lipca 2007 z późniejszymi zmianami, dotyczące systemu zasiłki dla różnorodności w służbie publicznej, operacja jest powtarzana "sponsorowanie w służbie publicznej." W związku z tym, 20 przeznaczonych na różnorodność publicznych, w wysokości do € 2000 każdy będzie przyznawane w Basse-Normandie:
- Studenci, przygotowując jeden lub więcej wsparcia ze środków publicznych
- Bezrobotnych i absolwentów, aby umożliwić im dokonanie konkurs Publicznego Kategoria usługi: A lub B, i przygotowanie bardziej konkurencyjnych usług publicznych. Więcej...
Le service public régional de formation professionnelle (SPRF)
Afin de combattre les inégalités d’accès à la formation et de lever les freins à l’acquisition d’une qualification par les personnes les plus en difficulté, la Région Poitou-Charentes a mis en place un Service public régional de la formation professionnelle (SPRF), sous la forme d’un service d’intérêt économique général (SIEG). L’objectif de la Région est que tous les publics potentiels puissent bénéficier d’une formation professionnelle de qualité qui facilite leur insertion sur le marché du travail. Le SPRF complète l’offre régionale de qualification, en particulier le Programme régional de formation dont il fait partie. Il concerne les demandeurs d’emploi inscrits à Pôle emploi dont la qualification professionnelle la plus élevée est de niveau VI, V bis ou IV général ainsi que les personnes dont la certification est considérée obsolète.
Sur prescription de Pôle emploi, de la Mission locale, de CAP Emploi ou du CIDFF, les personnes éligibles sont orientées, sans sélection préalable vers les organismes de formation mandatés par la Région en fonction des domaines d’activité retenus dans le SPRF (GFE). Ces organismes ont alors en charge de construire leur parcours individualisé de qualification professionnelle pour répondre aux besoins des personnes. Ces organismes et leurs partenaires co-traitants proposent aux bénéficiaires une offre de services garantie, notamment un accompagnement vers la qualification sur la durée de leur parcours, incluant des possibilités d'hébergement et de restauration. Les bénéficiaires ont accès au dispositif "voiture à 1 €" (voir rubrique "en pratique"). Ces parcours peuvent comporter:
- des actions de diagnostic, d'accompagnement et de construction;
- des actions de pré-formation et de préparation à la vie professionnelle permettant aux personnes sans qualification d'atteindre le niveau nécessaire pour acquérir une qualification;
- des actions de formation visant à acquérir une qualification professionnelle reconnue par le RNCP et reconnues par la Région comme permettant l'accès à l'emploi durable.
Les organismes de formation retenus sont mandatés pour une durée de cinq ans, avec une révision annuelle de la convention. La convention de mandatement précise les objectifs fixés en termes de nombre de parcours de formation menant à la qualification et de compensation financière (compensation de service public) prévue pour la réalisation des actions.
Les obligations de service public
Le SPRF est mis en place sous la forme d'un service d'intérêt économique général (SIEG) qui respecte les exigences du droit communautaire : la Région offre aux stagiaires des garanties en matière d’accès universel, de continuité, de qualité, d’accessibilité tarifaire (gratuité du coût pédagogique) et de protection. Les organismes intervenants doivent à ce titre respecter les obligations de service public incluses dans leur cahier des charges. La Région a confié à l'Université de Poitiers la réalisation d'une évaluation du SPRF de 2009 à 2011. Elle portera sur l'efficience et l'adaptation des parcours de formation, sur les pratiques des organismes de formation et sur la mesure de l'efficacité économique de cette offre de formation.
Pour mieux comprendre
Le service public régional de la formation (SPRF) (Février 2011). Télécharger la fiche technique - G 1.3.
Article ARF Info (13/01/2008). Présentation du service d'intérêt économique général (SIEG) dans l'ARF Info de Janvier 2009. - Télécharger l'article de présentation.
Le service public régional de formation professionnelle en Poitou-Charentes (21/02/11). Un nouveau numéro de la collection Repères rend compte de l’avancée du SPRF après dix-huit mois de fonctionnement - Lire l'actualité.
Rapport d'évaluation du SPRF (13/04/11) Le laboratoire CRIEF-TEIR de l'Université de Poitiers présente une évaluation du Service Public Régional de la Formation (SPRF). - Lire l'actualité.
SPRF - Cartographie (Mars 2011). Retrouvez l'ensemble des certifications proposées dans le cadre du SPRF sous forme de cartes régionales (une par GFE) ainsi que les noms des correspondants à contacter dans les organismes de formation - Télécharger la carte.
Un outil régional pour améliorer la prescription et les entrées en formation (15/06/10). La Région et l'ARFTLV lancent un système d'information sur les places disponibles et le suivi de la prescription dans le SPRF - Lire l'actualité.
Nouvelles certifications proposées dans le cadre du SPRF (04/02/11). Nouvelle liste disponible sur ARES - Lire l'actualité.
Une voiture à 1 € par jour prêtée pour se former (23/12/09). Un dispositif de prêt pour les stagiaires relevant du Service Public Régional de Formation et les étudiants en formations paramédicales, sociales et de santé. - Lire l'actualité.
Convention de mandatement dans le cadre du SPRF (4 mai 2009). La convention-cadre précise le périmètre et les obligations communs à l'ensemble des actes de mandatement. - Télécharger le document.
The report, "Graduate Students' Teaching Experiences Improve Their Methodological Research Skills," is notable for being among the first to examine gains in the actual research skills of graduate students rather than what they report about themselves. The findings run counter to the conventional wisdom underlying the training and rewarding of graduate students in the sciences, which tends to view teaching as a distraction from research. And the report arrives amid an intensifying national debate about the proper balance between teaching and research by college faculty.
"Students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments," writes the lead author, David F. Feldon, an assistant professor at the University of Virginia's Curry School of Education. "These results indicate that teaching experience can contribute substantially to the improvement of essential research skills." To carry out their study, Mr. Feldon and his colleagues gathered two sets of research proposals from 95 beginning graduate students in STEM fields—science, technology, engineering, and math—at three universities in the Northeast from 2007 to 2010. About half of those students taught, on average, one undergraduate course. The other half had no teaching responsibilities.
All of the graduate students submitted research proposals at the beginning of the academic year and provided revised versions at the end of the year. Mr. Feldon's team used a rubric to rate several various aspects of the students' research skills, including the context of the proposed study, framing of the hypotheses, attention paid to the validity and reliability of study methods, experimental design, and selection and presentation of data for analysis. The graduate students who both taught and did research scored higher on those measures, the study found. The results suggest that those students exhibited both superior methodological skills and greater improvement in those skills compared with their peers who focused on research alone.
"The findings resonate with people," Mr. Feldon said in an interview. "Of the people I've spoken to about this study, half said, 'Of course that's what you found.' The other half said, 'There's no way that can be true. Your data must be wrong.' Everyone's got an opinion on this, but there's been little data."
Myths and Assumptions
Much of the existing scholarship on the relationship between teaching and research has focused on how research influences teaching, and not the reverse. While Mr. Feldon, who studies educational psychology and science, technology, engineering, and mathematics education, points in his paper to evidence that research enhances teaching, this conclusion has not always been settled. In 1996, John Hattie and H.W. Marsh, researchers who at the time were at the University of North Carolina at Greensboro and the University of Western Sydney, in Australia, respectively, surveyed the scholarly literature on teaching and research for the Review of Educational Research and found no relationship between the two. "The common belief that research and teaching are inextricably entwined is an enduring myth," they wrote.
That "myth" is one of the reasons graduate students in the sciences are often divided into two camps, observes Mr. Feldon. The more-promising scholars starting graduate school tend to receive generous fellowships and grants, which allow them to focus on research without the distraction of teaching undergraduates. The other group is assigned the job of teaching, and their research has long been thought to suffer as a result. The assumption that teaching diminishes research quality is reflected widely in graduate programs in the sciences, says Mark R. Connolly, a researcher at the Wisconsin Center for Education Research, at the University of Wisconsin at Madison, who heard a preliminary presentation of Mr. Feldon's findings. Science-faculty members are rewarded largely on the basis of their research, notes Mr. Connolly. That reality naturally leads faculty members to place more value on time spent advising their graduate students on research than on teaching.
Mr. Connolly's own research draws on his interviews with graduate students in STEM fields as they start their academic careers. Those students said they feared that they would not get good jobs if they didn't focus enough on research. "Interest in teaching is considered a signal of failure as a researcher," he says they told him. The most significant aspect of Mr. Feldon's findings, says Mr. Connolly, is that they are based on data that track the development of actual research skills instead of those that are self-reported. "They're looking at demonstrated competency," he says. "It gets away from these assumptions that teaching is inimical to research. In fact, they're complementary." Mr. Feldon cites two reasons that teaching seems to improve research skills. The first is that a graduate student who teaches, for example, 20 undergraduates how to develop a laboratory study ends up practicing those same skills him or herself. "It's a straight practice effect," he says. "You're getting more opportunities in more situations."
The second reason is that people who have to explain to someone else how to carry out a task are quicker to develop their own abilities to do that same task. Teaching's benefit to research depends on a certain kind of educational experience, Mr. Feldon continues. The educational experience for both instructor and student must involve what he calls "active inquiry," the investigation of open-ended questions, in which students must figure out which areas deserve exploration and what data to collect. Teaching and research in the social-science disciplines would probably have a similar dynamic, he says. That assertion finds some support in a paper by William E. Becker, now a professor emeritus of economics at Indiana University at Bloomington, and Peter E. Kennedy, now a professor emeritus of economics at Simon Fraser University in British Columbia, which was presented at the American Economic Association's annual meeting in 2005.
Their paper described the results of a qualitative study of the relationship between teaching and research among economists who were known as accomplished researchers. About 50 percent of the respondents could provide specific examples in which their teaching of undergraduates had led directly to the publication of research. Thirty-five percent could not cite a specific example but said teaching had played a positive role. The remaining 15 percent didn't volunteer a case in which teaching had helped their research.
A Wider Debate
Mr. Feldon's report comes at a time when some policy makers and politicians are questioning the proper relationship of teaching to research, and whether the greater emphasis on research has harmed the teaching of undergraduates. This debate has been most visible in Texas., where the Texas Public Policy Foundation, a think tank aligned with Gov. Rick Perry, a Republican, has advanced what it calls the Seven Breakthrough Solutions. One of those recommendations is to divide colleges' budgets for research and teaching, with the goal of "increasing transparency and accountability by emphasizing teaching and research as separate efforts in higher education, and making it easier to recognize excellence in each area."
To many in academe, that recommendation advocates the severing of the research and teaching functions of faculty members. This was sufficiently alarming to the Association of American Universities that its president at the time, Robert M. Berdahl, sent a letter last year to Texas A&M University officials warning that adopting the proposed solutions would threaten the American research university. "Separating research from teaching and oversimplifying the evaluation of faculty does violence to the values that have produced the American universities that are envied and emulated across the globe," Mr. Berdahl wrote.
Many of those who support the proposed solutions have backed away from the document or have said it is not intended to be followed in its entirety. The proposal's architect, Jeff Sandefer, a board member of the policy foundation and co-founder of the Acton School of Business, says he never meant to suggest that teaching and research should be separated entirely—just that they should be measured and rewarded individually. Mr. Sandefer finds the results of Mr. Feldon's research unsurprising. "The great researchers aren't, to me, super narrowly focused on the answers," he said in an interview. "They're excited by great questions. Teaching is really about getting students to struggle with and explore those questions."
European higher-education systems remain for the most part publicly financed, and as cash-strapped governments have cut public spending in recent years, universities in several countries have suffered the consequences. This latest wave of economic turmoil could further hinder public financing for universities and alternative revenue streams, including philanthropy, on which many institutions have become increasingly dependent. Stubbornly high unemployment rates in several countries mean that young graduates are less likely than ever to find work, putting further strains on already-stretched social safety networks and pushing colleges to focus more on teaching job skills. And a readiness by young Europeans to take to the streets to protest austerity measures, as in Britain, Spain, and other nations, adds an unpredictable dimension to an already-volatile situation.
The European University Association, a Brussels-based organization that represents higher-education institutions and rectors in 47 countries, has been tracking the global economic crisis and its impact on higher education since 2008. In a report published in June, it said that, although the extent to which different countries have been shaken by the volatility varies considerably, "the economic crisis has left few higher-education systems unaffected." Public money accounts for, on average, 75 percent of European universities' income, and such reliance on government financing "means that any change in this funding source can potentially have the highest impact," the report says. As with previous analyses, the association's most-recent report emphasizes that the impact of the financial turmoil on higher-education systems has varied significantly across Europe.
In some countries, including England, Greece, Italy, and Ireland, universities have been subjected to cuts of more than 10 percent. Greece's youth-unemployment rate of more than 40 percent is among Europe's highest, and its economy has been the focus of concerted European bailout efforts for the past several months. The report calls the situation there "critical," noting that the Greek student population "has been increasing while the government has been cutting higher-education funding by up to 35 percent over 2010 and 2011." International focus has shifted in recent days to the ailing economy in Italy, where universities are facing severe cuts of 14 percent over the next two years, according to the report. "The situation appears critical as some 25 universities already face a default risk in the near future," the report says.
Each of the countries that has made what the report described as "major cuts" in higher-education spending has faced increasing financial pressure as the summer has progressed, amid fears of economic contagion spreading across Europe and growing speculation about which economies might be next in line for a costly bailout. Governments won't make decisions about budgets for several months, so exactly how the latest turmoil will hit higher education won't be known for some time. However, there can be little doubt that universities will eventually feel the impact.
France has been a bright spot, singled out by the European University Association for its government's ambitious stimulus package for higher education. The report noted that "the prospect for 2011 remains positive," with an additional projected increase of €4.7-billion, or $6.7-billion. But with rumors swirling of a potential downgrade of France's credit rating, following Standard & Poor's reduction of the U.S. rating, and with the French government seeking ways to trim its public deficit, universities in France could see a change in their fortunes. Despite the uncertainty, some education experts are hopeful that universities will be able to ride out the economic upheaval largely unscathed.
"No one enjoys turmoil in the markets, " Joanna Motion, vice president for international operations at the Council for Advancement and Support of Education, wrote in an e-mail. The organization helps institutions with their fund raising. "But universities, by definition, are focused on big issues," she said. "They're here for the long haul."
As universities rely more on philanthropic giving to replace public financing, they have reason to remain optimistic that donations will continue to flow in, she said in an e-mail. "University campaigns these days are driven by transformational, high-end gifts. Money of that kind is genuinely global and fluid—and to some extent finds shelter from the storm."
The study is being organised by the OECD's working group on research institutions and human resources, or RIHR, and is related to other OECD projects on knowledge transfer and public research, notably on pre-conditions for innovation in modern economies. "Transferable skills help researchers pursue varied careers and contribute to better research outputs, and can ultimately enhance research and innovation performance," Ester Basri, senior policy analyst in the OECD science and policy division, told University World News.
The RIHR is surveying researcher training in interpersonal skills such as: team-working, mentoring, negotiating and networking abilities; organisational skills such as project and time management and career planning; research competencies such as grant application, research management and leadership, cross-scientific research methods, research ethics and integrity; cognitive abilities such as creativity and problem-solving; and communication skills, teaching skills, use of science in policy-making and enterprise skills such as entrepreneurship, patenting and knowledge transfer.
Thomas Jørgensen, senior programme manager at the European University Association, said the OECD study was timely. "The work done by EUA on university-industry relations shows that transferable skills are important, but different types for different industries. "Large companies will have their in-house training and look for the kinds of generic skills that come from the research mindset such as a high level of creativity and the ability to overcome unexpected problems by thinking out of the box," Jørgensen continued. "Smaller industries, though, appreciate that newly recruited doctoral holders come equipped for instance with knowledge about management or teamwork. The important thing, however, is the kind of unique training coming from having produced an original piece of research."
Dr Katrien Maes, chief policy officer of the League of European Research Universities, said: "I suspect the investigation will show there are different ways to ensure that graduates are well prepared for the job market of today and tomorrow. The challenge will lie in picking the best option for a particular situation. Knowledge gained through this study will help governments and institutions to devise better policies and strategies."
Lena Adamson, former secretary-general of the Swedish National Agency for Higher Education and an expert on quality assurance, teaching and learning for creativity, innovation and entrepreneurship at the European Institute of Technology, EIT, said transferable skills was a field that needed to be highlighted. She expected the OECD to find big variations in how different faculties, universities and countries tackle the issue. Adamson said the EIT's masters and doctoral programmes were examples of a strong focus on training in transferable skills, which were imparted in the context of the content of educational programmes and not in separate courses or modules. "The OECD initiative will provide us with information on how far universities have come on this subject and give us good examples that others can use," she believed.
Dr Jon Turner, director of the Institute of Academic Development at the University of Edinburgh, hopes the survey will highlight areas of potential international cooperation and collaboration in PhD education. "Internationally I see several countries that are interested in researcher careers, both within and outside academia. Key topics include the recruitment and retention of the best potential researchers for PhD programmes, the relevance of the PhD to careers outside academia, and how to ensure that the PhD provides the best preparation possible for these careers."
Zaza Nadja Lee Hansen of the career development working group at the European Council of Doctorate Candidates and Junior Researchers, EURODOC, cautioned against any suggestion that developing transferable skills means doctoral candidates need to develop additional skills that are outside of their research training. "A PhD indicates that the researcher already possesses a set of skills that should be recognised by their employers in the public and private sectors," she said. "Certainly, we encourage doctoral candidates to better communicate their skills to their potential employers. But it would be incorrect to assume that making 'transferable skills' courses mandatory - which would surely prolong the time to degree - would improve the situation."
The OECD study, which will be published in 2012, could bring new facts to the table on the relationship between training at universities and innovation processes in modern economies.
This is an agenda-setting event for international education programming. It is a also a channel for updated information from the European Union and a meeting place for professional staff both in Europe and beyond working on international cooperation in higher education. University World News will be reporting on the gathering, as a media partner.
Maurits van Rooijen, Rector Magnificus of Nyenrode Business Universiteit and President of the Compostela Group of Universities, which includes more than 70 European universities and several non-European associate members, told University World News: "Internationalisation is no longer an add-on for universities. It is now an essential part of operations in higher and further education. The growth and success of the EAIE annual conference reflects that and clearly supports it." Gudrun Paulsdottir, President of the EAIE, said the association had gained global visibility and become known for quality conferences providing excellent networking opportunities. "Now the time has come to give voice to the challenges facing international higher education worldwide."
This year, for the first time, four 'dialogue' sessions will be held - interactive panel discussions for senior professionals on global issues and how higher education can address them. One dialogue deals with the impact of the unrest in Arab countries and the lack of meaningful job options for educated young people, and how this is contributing to student frustration at universities in the Middle East and North Africa. The discussion will focus on how collaboration with European institutions might contribute to easing of societal tensions. As well as European experts, panelists will include ministers and specialists from Saudi Arabia, Lebanon, Qatar, and Jordan.
A second dialogue will explore how higher education could have a more decisive influence on the global environment, with interventions from the International Association of Universities and the World Bank. Two other dialogues will be devoted to ethical questions in international recruitment, given increased competition worldwide for good students, and important issues around the internationalisation of higher education. There will also be a range of workshops on familiar topics such as 'Branding: How to position your university', 'Intercultural development of exchange students' and 'Working with recruitment agents'. With significant numbers of participants expected from developing countries, there are also workshops on partnerships with developing countries.
Among the highlights of the interactive sessions is one asking how European partners can enhance nation-building processes in new states by strengthening universities. Speakers will include partners in a project set up by Norwegian educators to support a new national library in Juba, the capital of South Sudan - which achieved independence in July - with funding from the Norwegian government. Keynote speakers and details of the programme and panelists can be found here.
The EAIE says the growth in its membership, the diversification of its working groups, the professional development of training courses and a growing number of publications are landmarks of its success over a 23-year existence that has paralleled changes in Europe since the fall of the Berlin Wall. It has grown substantially, from an ad hoc initiative with 600 participants at its founding conference to an organisation with worldwide influence.
First EAIE President Axel Markert, of Eberhard-Karls-Universität Tübingen, recalled in 2009 how "an eminent French professor, glass in hand, exploded in my face and exclaimed: 'Vous êtes un grand naifs, vous!' when he heard that we had decided to include an Eastern European colleague on the executive board". The association has faced many organisational challenges, financial discussions, prioritisation questions and difficulties such as initial lack of interest from professionals at southern European universities and a struggle to engage higher education leaders. But the annual conferences have continued to grow, exceeding 2,000 delegates at the Stockholm conference in 1998 and 3,000 in Antwerp in 2008.
Gudrun Paulsdottir told University World News: "The EAIE has experienced tremendous growth over the past five years, putting new and heavy demands on the organisation, its operations and leadership. "One of the prominent challenges is to keep growing sensibly and not lose out on the quality of what EAIE offers to it members and international educators worldwide." A key aim remains to contribute to increased professionalisation of international education, she said. Laura Howard, former General Director for International Promotion at the University of Cadiz and a member of the EAIE general council and its editorial committee, said that if the EAIE did not exist it would now have to be invented. "The forum for networking, training, knowledge-sharing and benchmarking it provides to European international educators is unique and vital for the continuing professionalisation of the sector."
An indication of the agenda-setting character of the EAIE conferences could be the choice of this year's venue at Copenhagen Business School, one of Europe's top business institutions. While many keynote speakers in the past have been cultural personalities like Peter Ustinov in Vienna in 2003 and David Lodge in London in 1994, this year there is Christian Stadil, owner of Hummel, one of the world's largest and most trendy sports and fashion brands, and Stine Bosse, former CEO of Scandanavia's insurance giant TrygVesta and a member of the UN Secretary General's Millennium Development Goals Advocacy Group.
Stadil, known for his avant-garde marketing and sponsorship approaches, will speak about his leadership philosophy of giving in order to receive. He is concerned with distributing good energy and self-esteem in an organisation, a philosophy he calls 'company karma'. This underscores the conference theme: "Cooperate, Innovate, Participate". Bosse is 33rd on the Financial Times list of the world's most powerful businesswomen. She will share her initiative involving taking young immigrants on a 120 kilometre pilgrimage to Santiago de Compostela to demonstrate what can be achieved by showing young people respect and concern, while challenging them physically and mentally.
Maurits van Rooijen told University World News: "It has been suggested that the success of university leadership consists in essence of an ability to network effectively, internally and externally. It certainly is true for international officers." The conference will be opened by Princess Marie of Denmark, and Danish Minister of Science and Technology Charlotte Sahl-Madsen will take part in the opening ceremony.