COPERNICUS Alliance – promoting transformative learning and change for sustainability in higher education
COPERNICUS Alliance – promoting transformative learning and change for sustainability in higher education (IAU Horizons Volume 18, No.2)
By Ingrid Mulà, Secretariat, Clemens Mader, Vice President and Daniella Tilbury, President, COPERNICUS Alliance.
Research studies demonstrate that only a few universities have been successful in transforming the whole institutional culture and inspiring a widespread institutional change. The reality is that changing the culture and structure of universities and colleges is highly complex and requires the involvement of the whole institutional community.
Change for sustainability in higher education has been primarily driven by international partnerships and networks which are directing efforts to support sustainability innovation in all areas of universities. The COPERNICUS Alliance, a European network for higher education and sustainability, is a network which promotes transformative learning and change for sustainability across the higher education sector. The COPERNICUS Alliance has its roots in the COPERNICUS Charta which was published by the European Rectors Conference in 1993. The Charta outlines ten “change pathways” including sustainable development values and ethics, education for university employees and students, and institutional strategic frameworks. The Charta, which resides with the Copernicus Alliance, has been endorsed by 326 European universities, showcasing their commitment in leading change for sustainability, and was updated as COPERNICUS Charta 2.0 in 2011.
The COPERNICUS Alliance within and across its network of members and partners promotes learning through dialogue and exchange opportunities; encourages the development of publications and resources; collects and shares best practice; provides opportunities for collaborative research; and reviews assessment tools to assist organisations in their journeys towards sustainability. All activities of the COPERNICUS Alliance are based on the active engagement of its members. Members can be institutions (involving all staff) as well as individuals and have the opportunity to actively exchange with others and initiate projects that support endeavours of sustainability integration in institutional as well as European wide or international context.
The Alliance has recently identified its key priorities for the period 2012-13 and has committed to prioritising Education for Sustainability (EfS) activities, strengthening Rio+20 Earth Summit outcomes for higher education and extending the network across Europe. The intention is to inform and influence policy developments as well as to raise the profile of higher education in key international dialogues and gatherings.
COPERNICUS Alliance website: www.copernicus-alliance.org/
COPERNICUS Alliance Secretariat: firstname.lastname@example.org
Capacity building on sustainability assessment in higher education
To support higher education institutions within their management of sustainability agencies, the COPERNICUS Alliance, together with the United Nations University has launched a capacity building initiative for higher education sustainability assessment. An international workshop was organised in 2011 to exchange knowledge and experiences among members and international experts. A book publication is under development and a special issue in Sustainability Accounting, Management and Policy Journal (Emerald Publishing) has recently announced its call for papers in the field. See: www.emeraldinsight.com. Download IAU Horizons Volume 18, No.2.
The Contribution of Higher Education to Sustainable Development – An introduction (IAU Horizons Volume 18, No.2)
By Hilligje van’t Land, IAU Director Membership and Programme Development, and Daniella Tilbury, University of Gloucestershire, UK. The concept of sustainable development has evolved quite substantially since it was first introduced some decades ago. Many have spent time defining it, believing that this would make it easier to take it up and implement its principles. Others have initiated pilot projects to test out practices but also to inspire action and commitment across stakeholder groups. Time has shown that higher education institutions are seeing the relevance of this agenda but also that they have often struggled to locate it in the right ‘place’ within the institution’s mandate and various practices, including teaching, research, and management. Until recently much activity has remained in the fringes of the tertiary education.
Recently the attention has shifted from Sustainable Development to ESD (education for sustainable development) as Universities see the criticality of embedding sustainability into its core business – education. In parallel, sector commitments have been revisited and reoriented by University Leaders with climate change, coming to the fore-front of dialogues in this area. Parallel to these movements we see greater expectations from students, communities, government, business and industry and other stakeholders as they ask questions regarding the role currently played by higher education in the transition towards a more sustainable future.
The following 26 articles present the reader with a rich set of briefs explaining the diversity of actions undertaken around the world in the fields of policy advocacy, leadership and management, education and curriculum reform, research, outreach, campus greening, student initiatives, and includes an insight to a selection of assessment tools developed to measure reforms and innovation at all levels. What is stressed by the many authors, whom we thank for their valuable contributions to this issue of horizons, is that higher education is not standing still; on the contrary. higher education is moving ahead challenging unsustainable practices and innovating for more sustainable futures.
The current global economic crisis may have contributed in some way to this deeper commitment: some indeed see it as an extra push for rethinking, redefining, ‘refounding’ the way universities teaching and research is being done. Yet at the same time the crisis are as well often used as an excuse to not ‘re-think’ but to ‘re-duce’ what is being taught, when courses and/or programmes are labelled as ‘economically not viable’. Better address the challenges humanity and the world face requires students to benefit from interdisciplinary rich programmes. Excessive streamlining can only be detrimental and, in the end, counterproductive.The papers stress the need for more visionary leaders who can foster and sustain initiatives at all levels. Change management is a huge task, implementing it requires much effort, but it is a task worth pursuing: tools are available; staff is receptive and available and students are eager to get more involved and take it up. The complexity of this agenda means that not only can it be carried out by visionary leaders, they will only success if all – funders, legislators, supporting agencies, trade unions, employers, local communities as well as staff and students – are being engaged in rethinking higher education and in reorienting systems and practices towards sustainability.
The Rio+ 20 Summit will take place as this issue will come off the press. We hope that this magazine along with other initiatives lead by higher education stakeholders will once more make the case for what higher Education stands for: building equitable, future-facing, innovative and intellectually challenging societies for all. higher Education must take responsibility as well as carve more responsible pathways for the communities it serves so that people and planet are not exploited in the development process. Download IAU Horizons Volume 18, No.2.
At the Universiti Kebangsaan Malaysia, the Centre of Excellence for Learning Diversity responds to varied needs of stakeholders while their university-community initiative, Academic Excellence Programme For Schoolers, aims to improve a community’s well-being through education and better trained student-teachers. Read more here.
The Women’s University in Africa focuses on ongoing teacher education through a comprehensive teacher education programme.
IAU decided to become involved in the 2013 Global Action Week due to this year's theme. IAU solicited support through its membership to raise awareness of the direct link between higher education and EFA.
Key findings include:
* The average length of visit to the site is over eight minutes (a long time compared with use of other web-sites).
* Many users regarded the independent and authoritative nature of the site as one of its key strengths.
* Prospective students, current students and parents were more positive about the site than careers advisers, teachers and higher education staff, and more likely to describe the site as ’useful’ and ‘easy to get around’.
* Most users (73%) had come to the site directly by typing in the URL, rather than following a link from another web-site or from a search engine. Of those using a search engine, the majority (over 60%) searched for the term “Unistats”. The majority of referrals to the site have been from KIS adverts, or ‘widgets’, on university and college web-sites.
Both reports made a number of recommendations for improvements to the search and filter functions and the presentation of data. HEFCE and HESA are using these findings to inform the development of the site. A number of changes have been made already, including enhancements to the search function. Improvements planned for September 2013 include:
* the inclusion of a location marker for each course, allowing filtering by location of delivery
* more uniform presentation of award and title of course
* development of a communications strategy and a mobile-compatible version of the site.
Longer-term recommendations will be considered as part of a wider review of the provision of higher education information which is due to report in 2014-15.
1. ‘Early Evaluation of Unistats User Experiences’ was commissioned by the Higher Education Funding Councils and carried out by the International Centre for Guidance Studies (iCeGS) in partnership with The Careers Research & Advisory Centre (CRAC). The research took place in the three months immediately after the launch of the new Unistats web-site, and included fieldwork observation of groups of users, an online survey, and web statistics analysis. Users included prospective and current students, parents, teachers, careers advisers, and higher education outreach workers.
2. ‘Early Evaluation of KIS/Unistats Institutional perspective’, HESA, March 2013.
Shaping the future: the social and economic contribution of higher education
This was an event for heads of higher education providers in England and representatives of HE stakeholder organisations.
See conference videos: the chair's summary and comments from delegates.
See our live commentary on the conference.
Conference programme and speaker biographies
Download the Conference programme.
Tim Melville-Ross, Chair, HEFCE
Welcome and introduction. Read the commentary.
RT Hon David Willetts MP, Minister for Universities and Science
What's the value of going to university? Read the minister's speech in full. Read the commentary on David Willetts' speech.
Sir Alan Langlands, Chief Executive, HEFCE
The social and economic contribution of higher education. Download the Alan Langlands. Read the commentary on Alan's speech.
Heather Fry, Director (Education, Participation and Students), HEFCE
Higher education and social mobility. Download the Heather Fry. Read the commentary on Heather's speech.
Shami Chakrabarti, Director, Liberty
Higher education - a rights perspective. Read the commentary on Shami's speech.
Professor Danny Dorling, University of Sheffield
Patterns of social mobility. Download the Danny Dorling. Read the commentary on Danny's speech.
David Sweeney, Director (Research, Innovation and Skills), HEFCE
Universities: the social, cultural and economic contribution to society. Read the commentary on David's speech.
Professor Craig Calhoun, Director, LSE
An international view. Read the commentary on Craig's speech.
Hans Dröge, Senior Vice President, Unilever Research and Development
Universities and economic growth; Unilever's perspective. Download the Hans Droge. Read the commentary on Hans' speech.
Sue Hoyle, Director, Clore Leadership Programme
A view from the arts. Download the Sue_Hoyle. Read the commentary on Sue's speech.
Qu'est-ce que le programme Erasmus ?
Erasmus contribue à la réalisation d'un espace européen de l'enseignement supérieur en poursuivant plusieurs objectifs opérationnels dont:
* l'amélioration de la qualité et l'accroissement du volume de la mobilité étudiante et enseignante en Europe
* l'amélioration de la qualité et l'accroissement du volume de la coopération multilatérale entre établissements d'enseignement supérieur (EES), et depuis 2007, entre établissements d'enseignement supérieur et entreprises
* la transparence et la compatibilité des qualifications acquises dans l'enseignement supérieur et la formation professionnelle supérieure en Europe.
Premier grand programme européen, Erasmus favorise les actions de mobilité en Europe pour les étudiants (périodes d'études ou de stage), le personnel enseignant (mission d'enseignement), ainsi que l'ensemble des personnels des établissements d'enseignement supérieur (périodes de formation).
Erasmus facilite également la coopération entre établissements d'enseignement supérieur par l'élaboration de programmes intensifs, de réseaux et de projets multilatéraux. En France, aujourd'hui, la totalité des universités françaises participent à Erasmus ainsi que la plupart des établissements d'enseignement supérieur non universitaires.
Charte universitaire Erasmus
La charte universitaire Erasmus établit les principes fondamentaux qui sous-tendent les activités Erasmus que tout établissement d'enseignement supérieur s'engage à respecter.
Tout établissement d'enseignement supérieur éligible selon les critères nationaux (voir BOEN du 23 novembre 2011), souhaitant participer à Erasmus et obtenir des financements auprès de son agence nationale, doit être en possession de la charte universitaire Erasmus.
Consultez les modalités d'obtention et calendrier.
Appel à propositions spécifique: Charte Erasmus pour l'enseignement supérieur 2014-2020
L'appel à propositions 2014 spéficique pour la charte Erasmus 2014-2020 été publié.
Tous les établissements d'enseignement supérieur doivent déposer une demande de charte pour cette période, avant le 15 mai 2013.
En savoir plus.
LES CHIFFRES DU PROGRAMME ERASMUS
Consultez Statistics for All, la plateforme statistique européenne de l'agence 2E2F. Vous y trouverez tous les chiffres et cartes du programme Erasmus en France:
* destinations des étudiants Erasmus
* Profils des enseignants
* Cartographie des universités
Consultez Statistics for All.
Cad é an clár Erasmus?
Erasmus a chuireann le gnóthú limistéar Eorpach ardoideachas ag leanúint roinnt cuspóirí oibríochtúla lena n-áirítear. Níos mó...
Abstract for the session: Mass access combined with declining requirements and student utilitarianism has led to increases in the size of academically disengaged undergraduate student populations in the United States. This paper presents a method for conceptualizing and measuring these populations. It measures the size and characteristics of academically disengaged populations in a major public research university system, the University of California, and it discusses approaches that can be useful as means to re-engage these students in academic life. The paper briefly discusses the likely implications of mass online higher education within the current context of undergraduate student life. Read more...
Contrat de génération: fiche descriptive des accords collectifs et plans d'action, fiche signalétique...
Le ministre du travail, de l'emploi, de la formation professionnelle et du dialogue social,
Vu le code du travail, notamment ses articles L. 5121-6 et suivants et R. 5121-6 et suivants,
Le contenu de la fiche descriptive relative à l'accord ou au plan d'action mentionnée au 1° de l'article R. 5121-29 du code du travail est fixé en annexe 1.
Le contenu de la fiche signalétique relative à l'accord de branche mentionnée à l'article R. 5121-31 du code du travail est fixé en annexe 2.
Le contenu du document d'évaluation mentionné à l'article R. 5121-37 du code du travail est fixé en annexe 3.
La déléguée générale à l'emploi et à la formation professionnelle est chargée de l'exécution du présent arrêté, qui sera publié au Journal officiel de la République française.
Contenu de la fiche descriptive relative à l'accord ou au plan d'action. Vous pouvez consulter le tableau dans le JOn° 107 du 08/05/2013 texte numéro 37.
Contenu de la fiche signalétique relative à l'accord de branche. Vous pouvez consulter le tableau dans le JOn° 107 du 08/05/2013 texte numéro 37.
Contenu du document d'évaluation. Vous pouvez consulter le tableau dans le JOn° 107 du 08/05/2013 texte numéro 37.
EUROPA > Summaries of EU legislation > Glossary.
The following glossary contains 233 terms relating to European integration and the institutions and activities of the EU.
The glossary is being updated given the recent signing of the Treaty of Lisbon. For more information on this glossary...
Abstention, constructive (positive abstention)
Accession criteria (Copenhagen criteria)
Accession of new Member States to the European Union
Area of freedom, security and justice
Article 71 Committee (Title V of the TFEU)
Broad economic policy guidelines (BEPG)
Charter of Fundamental Rights
Citizenship of the Union
Civil society organisation
Classification of expenditure
Committee of the Regions
Committees and working parties
Common agricultural policy (CAP)
Common commercial policy
Common fisheries policy
Common foreign and security policy (CFSP)
Common organisation of agricultural markets (COM)
Common Security and Defence Policy (CSDP)
Common transport policy
Community and intergovernmental methods
Community Charter of the Fundamental Social Rights of Workers
Composition of the European Commission
Confirmation of the European Commission
Consolidation of legislation - formal/official
Consolidation of legislation - informal/declaratory
COREU (CORespondance EUropéenne)
Council of the European Union
Court of Auditors
Court of Justice of the European Union
Distribution of competences
Economic, social and territorial cohesion
Economic and Monetary Union (EMU)
Equal treatment for men and women
EU action (CFSP)
EU position (CFSP)
Europe 'à la carte'
European arrest warrant
European Central Bank (ECB)
European Convention on Human Rights (ECHR)
European Development Fund
European Economic and Social Committee (EESC)
European Employment Strategy (EES)
European External Action Service
European Investment Bank (EIB)
European Judicial Network in criminal matters (EJN)
European legal instruments
European political parties
European Research Area (ERA)
European security and defence identity
European Union (EU) hierarchy of norms
European Union agencies
European Union law
Europol (European Police Office)
Excessive deficit procedure
Fight against drugs
Fight against fraud
Fight against organised crime
Fight against racism and xenophobia
Fight against terrorism
Free movement of persons (visas, asylum, immigration and other policies)
Genetically modified organisms (GMO)
Globalisation of the economy
High Representative of the Union for Foreign Affairs and Security Policy
Intergovernmental Conference (IGC)
Judicial cooperation in civil matters
Legal personality of the Union
Measures to combat money laundering
Monitoring the application of Community law
Mutual defence clause
NATO (North Atlantic Treaty Organisation)
Non-discrimination (the principle of)
OLAF (European Anti-fraud Office)
Open method of coordination
Permanent structured cooperation
Pillars of the European Union
Police and judicial cooperation in criminal matters
Political and Security Committee (PSC)
Presidency of the Council of the European Union
President of the European Commission
President of the European Council
REACH (regulatory framework for chemicals)
Recasting of legislation
Reinforced qualified majority
Research and development
Revision of the Treaties
Right of initiative
Schengen (Agreement and Convention)
Services of general economic interest
Simplification of legislation
Single institutional framework
Small and medium-sized enterprises
Social Policy Agreement
Stabilisation and Association Process
Stability and Growth Pact
Standing Committee on Internal Security (COSI)
Statute for Members of the European Parliament
Structural Funds and Cohesion Fund
TAIEX (Technical Assistance Information Exchange)
Telecommunications or Electronic communications
Television without frontiers
The European Union’s external responsibilities
Trans-European Networks (TEN)
Transparency (access to documents)
Transparency of Council proceedings
Treaty of Amsterdam
Treaty of Nice
Uniform electoral procedure for the European Parliament
Weighting of votes in the Council
Want to become a better player in cross-border business? Find out how to boost your sales by improving your company's language and intercultural skills. This website offers information on the benefits of languages when doing business and gives you tips and tools for better language management.
Success stories of small businesses that really made it thanks to a thorough language strategy. Learn from these top-performing European SMEs how they improved sales by employing innovative language management strategies.
Danfo AB - Sweden, Evricom - Bulgaria, FILC - Slovenia, Golla Oy - Finland, IKO Sales International - Belgium, Kartographie Huber - Germany, Nikwax® Ltd - England (UK), Steelpress - Poland, Stenders - Latvia, Tarmeko Spoon - Estonia.
10 tips for success
How to boost your business with these concrete steps. A successful language strategy can start with small changes. You will see how this can have a big impact. Keep languages in mind in all your actions and you will open up new possibilities. Concrete tips from small businesses that turned languages into success.
1. Adapt your website to different languages and cultures
This generates trust with your potential clients and makes it easier for them to understand your products and services thoroughly. It also shows evidence of long-term commitment to their particular market.
2. Offer traineeships for foreign students
Consider organising shorter or longer work placements for foreign students. Finding someone from a country with which you are planning to do business can help you obtain valuable first-hand market information.
3. Install language technology
Language-learning programmes, electronic dictionaries and special terminology databases should be readily available to anyone who needs them.
4. Cooperate with local universities
Network with local and foreign students for practical training, consulting opportunities, etc. You will gain linguistic and cultural capital while they will derive valuable experience.
5. Recruit staff with proven language skills
In the globalised business world, international communication skills are a real asset. Recruit people who have invested in and then updated these skills and who are not afraid to use them.
6. Recruit native speakers
Languages mean encounters with people and other cultures. Look for native speakers to provide your company with language assets along with a valuable insight into foreign cultures and practical examples of day-to-day intercultural communication.
7. Organise language training for sales and negotiations
Learn how to convince your clients in their own language. Targeted intensive language courses are available for specific goals.
8. Use professional translators and interpreters
For official documents, a legal context, after-sales service - use professionals to maximise the end results. Translating your website or promotional material also calls for linguistic skills and cultural knowledge.
9. Employ local agents
When you enter a new market, think of employing a local partner based in that country. The local partner will provide invaluable help with market research, local negotiations, administrative procedures, etc.
10. Organise cultural briefings for your staff
Cultural briefings are highly beneficial for staff in contact with people from foreign cultures and also enable you to prepare thoroughly before entering a new market or travelling abroad. At the same time, they can also act as a staff motivator.
Related Links: The Language Guide for European Business – Successful communication in your international trade.
Evidence from research
Results from studies on the use of languages in European SMEs. A recent study carried out in SMEs in the 27 EU member countries clearly shows that companies with a consistent language strategy have increased sales turnover by 10 to 25%. 40 companies out of 182 screened companies were interviewed for the PIMLICO study, commissioned by the European Commission's Directorate-General for Education and Culture. The study was completed in December 2010. The results show that European companies still lose contracts because of language and cultural barriers. However, some companies have learned from their past communication problems and realised how crucial language management is when operating across borders. 10 successful companies were identified as the "top performers". They share in common the fact that they have a wide and innovative language strategy in place, which they apply to most of their actions.
These European, national and regional contact points can provide you with business and communication support. Supranational level.
These EU websites give you more information on languages, business, jobs and related topics.
- Languages for business and employability
- Your Europe, your opportunity - Practical guide to doing business in Europe
- European Small Business Portal
- Promoting SMEs and Entrepreneurship
- SOLVIT - online problem-solving network
- European Business Test Panel
- EURES - The European Job Mobility Portal
- New Skills for New Jobs
- Erasmus for Young Entrepreneurs
- Multilingualism in Europe
- Education and Training
- Lifelong Learning Programme
- IATE - the terminology database of the European institutions
- EU Glossary
- SME Week 2011.