Techno TN ArchipelagoTechno TN ArchipelagoScience and Engineering Thematic Science and Engineering Thematic

NetworksNetworks

4th TechnoTN Forum4th TechnoTN Forum4-5.05.074-5.05.07

Report from Report from

Working Group 2Working Group 2

Working ProcedureWorking Procedure

• Brainstorming Brainstorming

• Identification of the key topicsIdentification of the key topics

• Formulation of recommendationsFormulation of recommendations

Theme 1 Theme 1

Qualification and Qualification and AccreditationAccreditation

Discussion TopicsDiscussion Topics

• Basic IssuesBasic Issues– Relation between Institutional and Programme AccreditationRelation between Institutional and Programme Accreditation– PhD Level (top priority for the London Ministers meeting)PhD Level (top priority for the London Ministers meeting)– Relationship between generic qualification and domain Relationship between generic qualification and domain

specific frameworksspecific frameworks

• Policy Level IssuesPolicy Level Issues– Relations among Techno TNs (possible joint declarations like Relations among Techno TNs (possible joint declarations like

the declaration of the 4 Europ. Quality labels, exchange of the declaration of the 4 Europ. Quality labels, exchange of best pratices etc.)best pratices etc.)

– Recommendation for the involvment of international experts Recommendation for the involvment of international experts in the accreditation process (institutional accred. included) in the accreditation process (institutional accred. included)

– Relation between the forthcoming register of QA agencies Relation between the forthcoming register of QA agencies and the domain specific accrediting bodiesand the domain specific accrediting bodies

Under the Spotlight:Under the Spotlight:

Institutional vs. Programme Institutional vs. Programme Accreditation Accreditation

- InteractionsInteractions

- Alternative or complementary?Alternative or complementary?

- Pros and consPros and cons

Institutional AccreditationInstitutional Accreditation

Points in Favour:Points in Favour:

- Gives a label to the universityGives a label to the university- Offers a level of standardisation Offers a level of standardisation

on information about modules on information about modules and degreesand degrees

- Helps student mobilityHelps student mobility- Positively considered by Industry Positively considered by Industry

and employers?and employers?- Clear message fo the communityClear message fo the community- Helps when there are new Helps when there are new

InstitutionsInstitutions- More emphasis on the authonomy More emphasis on the authonomy

of the Institutionsof the Institutions- Allows the focus on the whole Allows the focus on the whole

InstitutionsInstitutions- Flexibility of responsivness from Flexibility of responsivness from

the labour market (allows quicker the labour market (allows quicker modification of programmes)modification of programmes)

Points against:Points against:

- Risk of University closing Risk of University closing towards the external towards the external worldworld

- Evaluation by experts in Evaluation by experts in management and not by management and not by experts in the academic experts in the academic fieldfield

- A programme from a A programme from a good Institution is not good Institution is not automatically a good automatically a good programme!programme!

Programme AccreditationProgramme Accreditation

Points in Favour:Points in Favour:

- Helps academic and Helps academic and profesional mobilityprofesional mobility

- Tells stakeholders about Tells stakeholders about the quality of the the quality of the programme from which programme from which the people they enroll the people they enroll are comingare coming

- Way to assure that the Way to assure that the courses meet the courses meet the interest of the Industry interest of the Industry (employers)(employers)

- Evaluation by peers Evaluation by peers from the same disciplinefrom the same discipline

Points not in Favour:Points not in Favour:

- Danger of rigidity in Danger of rigidity in curriculacurricula

- More work, especially More work, especially if there are many if there are many programmes in the programmes in the same institutionsame institution

Specific RecommendationsSpecific Recommendations Theme 1Theme 1

• Programme and Institutional accreditation must Programme and Institutional accreditation must coexist and complement each othercoexist and complement each other

• Prefer accreditation of Departments instead of Prefer accreditation of Departments instead of accreditation of whole Institutionsaccreditation of whole Institutions

• Pogramme accreditation always in a quality Pogramme accreditation always in a quality environment (QA of the Institution)environment (QA of the Institution)

• Formulate a clear and unique definition of the word Formulate a clear and unique definition of the word “accreditation” in order to avoid misunderstandings: “accreditation” in order to avoid misunderstandings: e.g. e.g. – QA=Institutional Accreditation; QA=Institutional Accreditation; – Programme Accreditation= suitability of the Programme Accreditation= suitability of the

programme as an entry route to the ……. Professionprogramme as an entry route to the ……. Profession• Ensure Qualty of the PhD Level too, with or without Ensure Qualty of the PhD Level too, with or without

“programme standardisation”“programme standardisation”• The European Qualification Framework must generate The European Qualification Framework must generate

domain specific frameworksdomain specific frameworks

Theme 2 Theme 2

Industry/Innovation/ImpactIndustry/Innovation/Impact

Discussion TopicsDiscussion Topics• Open Questions:Open Questions:

– Definition of Innovation and Innovative courses (= which Definition of Innovation and Innovative courses (= which better meet the enterprises requests?)better meet the enterprises requests?)

– Teaching InnovationTeaching Innovation– Innovation in the curriculaInnovation in the curricula– Innovation as new approach to problemsInnovation as new approach to problems

• Innovation in Education: focus on new Innovation in Education: focus on new methodologiesmethodologies

• Making students more innovativeMaking students more innovative• Research-based learning as innovative way of Research-based learning as innovative way of

teaching in all cyclesteaching in all cycles• Increasing relevance of SMEs throughout EuropeIncreasing relevance of SMEs throughout Europe• EIT and KICs: need for more specificity and better EIT and KICs: need for more specificity and better

defined targetsdefined targets

Possible role(s) of Industry in Possible role(s) of Industry in Higher EducationHigher Education

• As prospective consumer of studentsAs prospective consumer of students• Enhance the students’ experienceEnhance the students’ experience• Advice and guide on curriculaAdvice and guide on curricula• Fund raisingFund raising• Problem solution/problem solving perspectiveProblem solution/problem solving perspective• Tutors Tutors • Help to develop creativity in students (creative Help to develop creativity in students (creative

thinking and creative problem solving)thinking and creative problem solving)

However, Industry people are often very busy people However, Industry people are often very busy people and sometime reluctant to be engaged in education and sometime reluctant to be engaged in education business!business!

Specific RecommendationsSpecific Recommendations Theme 2Theme 2

• Refocus on the very aim of Education: forming the Refocus on the very aim of Education: forming the students and involving them as much as possiblestudents and involving them as much as possible

• Take into account the Industry requests while Take into account the Industry requests while preparing the curriculapreparing the curricula

• Diffuse Research-based learning as innovative way of Diffuse Research-based learning as innovative way of teachingteaching

• Collect best practices as far as innovative teaching is Collect best practices as far as innovative teaching is concerned concerned

• Introduce interdisciplinarity in the studies (also in Introduce interdisciplinarity in the studies (also in PhD programmes) as a mean to enhance innovationPhD programmes) as a mean to enhance innovation

• Internationalisation of the educational approachInternationalisation of the educational approach• Stimulate investments in order to ensure innovation Stimulate investments in order to ensure innovation

in education methodologyin education methodology• Networks must be more propositive and involved as Networks must be more propositive and involved as

far as new projects are concerned (i.e. EIT and KICs)far as new projects are concerned (i.e. EIT and KICs)

Theme 3 Theme 3

How to attract students?How to attract students?

Discussion TopicsDiscussion Topics

• Importance to put in place initiatives to attract the Importance to put in place initiatives to attract the students (e.g. Open Days)students (e.g. Open Days)

• Which is our target audience? For teenagers it’s too Which is our target audience? For teenagers it’s too late because they already have their own late because they already have their own perception. Better to try to involve younger childrenperception. Better to try to involve younger children

• Necessity to identify what kind of message we want Necessity to identify what kind of message we want to giveto give

• Main objective: attract people to techincal and Main objective: attract people to techincal and scientific professionsscientific professions

• Presentation of the approaches of ESTIA NET to this Presentation of the approaches of ESTIA NET to this specific questions: Info days; Summer Schools and specific questions: Info days; Summer Schools and Mentoring.Mentoring.

Discussion TopicsDiscussion Topics

• Bottom up and top down approaches must be Bottom up and top down approaches must be complementary. complementary.

• Importance of teacher training to concentrate on Importance of teacher training to concentrate on the methodsthe methods

• Improve the image of scientists within the societyImprove the image of scientists within the society• Analysis of critical factors such as:Analysis of critical factors such as:

– Economic factors (necessity of interesting options for the Economic factors (necessity of interesting options for the students)students)

– Political FactorsPolitical Factors– Social Factors (what kind of attitude families have Social Factors (what kind of attitude families have

towards that profession)towards that profession)

Different approaches according Different approaches according to the age of the peopleto the age of the people

Very Very Young Young

TeenagerTeenagers s

Adults Adults

Make science Make science applealing applealing

Clarify differences Clarify differences within sciences within sciences

Job opportunities Job opportunities and rewardand reward

Specific RecommendationsSpecific Recommendations Theme 3Theme 3

• Use internet and other related means (i.e. Use internet and other related means (i.e. blogs) to create an interesting learning blogs) to create an interesting learning environmentenvironment

• Create a clear link between the technical Create a clear link between the technical studies and the related profession in order to studies and the related profession in order to attract young students to the professionattract young students to the profession

• Take initiatives at the European level as it is Take initiatives at the European level as it is not a question related to a specific country not a question related to a specific country

• Take the opportunity of actions against Take the opportunity of actions against climate change for a relaunch of science and climate change for a relaunch of science and engineering professionsengineering professions

Specific RecommendationsSpecific Recommendations Theme 3Theme 3

• Focus on young children and their families Focus on young children and their families and make young people understand the and make young people understand the difference among the technical sciences difference among the technical sciences (engineering, chemistry, physics etc.)(engineering, chemistry, physics etc.)

• Increase interaction between practice Increase interaction between practice scientists and young childrenscientists and young children

• Invest in regional science museums and in Invest in regional science museums and in tools for teaching science at schooltools for teaching science at school

• Concentrate on active ways to attract Concentrate on active ways to attract students such as the “Researcher nightsstudents such as the “Researcher nights””

Working Group MembersWorking Group Members

Chairman: G. AugustiChairman: G. Augusti

Rapporteur: E. GubertiRapporteur: E. Guberti

A. SmithA. Smith

M. A. FlorianoM. A. Floriano

S. SmirkarovaS. Smirkarova

I. WettendorfI. Wettendorf

G. Schleining G. Schleining

M. Meszaros M. Meszaros

T. WardT. Ward

O. CaltunO. Caltun

J. LigusJ. Ligus

P. Wauters P. Wauters

I. Wasser I. Wasser

R. M. Chueca CasteR. M. Chueca Caste

I. Tomas Estelle I. Tomas Estelle

R. BetchevaR. Betcheva

J. De VriesJ. De Vries

M. P. Viola MagniM. P. Viola Magni

M. IoannidesM. Ioannides

Thank you for your Thank you for your Attention!Attention!

Brainstorming Theme 1 - Brainstorming Theme 1 - pag1 pag1

• Institutional vs Programme Accreditation – They can coexist!Institutional vs Programme Accreditation – They can coexist!

• Higher educ. Institutions are generally more interested in Higher educ. Institutions are generally more interested in the Institutional accreditation while Industry (Employers) is the Institutional accreditation while Industry (Employers) is more interested in the Programme Accreditation more interested in the Programme Accreditation

• What is accreditation? First of all it is necessary to define What is accreditation? First of all it is necessary to define this term in order to avoid misunderstang. One possibility this term in order to avoid misunderstang. One possibility can be: “Accreditation as the entry route to the engineering can be: “Accreditation as the entry route to the engineering profession”profession”

• Pogramme accreditation in a quality environment (quality Pogramme accreditation in a quality environment (quality assessment of the Institution)assessment of the Institution)

• Quality assessment of the Institution – becoming more and Quality assessment of the Institution – becoming more and more common more common

Brainstorming Theme 1 – Brainstorming Theme 1 – pag2pag2

• Necessity to clarify from what perspective you Necessity to clarify from what perspective you consider accreditation (industry point of view vs consider accreditation (industry point of view vs institution point of view)institution point of view)

• Dangerous political arena in this period as far as Dangerous political arena in this period as far as accreditation is concerned – necessity to find out accreditation is concerned – necessity to find out a balance between programme and institutional a balance between programme and institutional accreditationaccreditation

• Hints about the Bulgarian system of accreditation Hints about the Bulgarian system of accreditation (first institutional accreditation by the State and (first institutional accreditation by the State and then also programme accreditation)then also programme accreditation)

• Programme accreditation of PhD Level (3rd Programme accreditation of PhD Level (3rd cycle)?cycle)?

Brainstorming Theme 1 - Brainstorming Theme 1 - pag 3pag 3

• Quality Assurance of the 3rd cycle (Phd Programmes): Quality Assurance of the 3rd cycle (Phd Programmes): on the Agenda of the London meeting and very on the Agenda of the London meeting and very different approach depending on the discipline and the different approach depending on the discipline and the countrycountry

• Necessity to identify critical factors as far as Necessity to identify critical factors as far as Qualification and Accreditation matters are concernedQualification and Accreditation matters are concerned

• Advantages of the Institutional assessment: Advantages of the Institutional assessment: standardise understanding of what a label meansstandardise understanding of what a label means

• Tendency to make programmes flexible (i.e. with Tendency to make programmes flexible (i.e. with elective subjects) – how does this combine with a more elective subjects) – how does this combine with a more rigid deifinition of the programmes?rigid deifinition of the programmes?

• Concern about the relevance of what is tough with Concern about the relevance of what is tough with respect to what the student will do in his professionrespect to what the student will do in his profession

Brainstorming Theme 1 – Brainstorming Theme 1 – pag4pag4

• Programme Accreditation should involve external Programme Accreditation should involve external stakeholders – but this is often conraddicted all stakeholders – but this is often conraddicted all around Europe!around Europe!

• Which are the requirements for Instututional Which are the requirements for Instututional accreditation and which are the requirements for accreditation and which are the requirements for programmes ccreditation? Different approach and programmes ccreditation? Different approach and different focusdifferent focus

• Don’t forget of legal requirements, which Don’t forget of legal requirements, which caracterise the technical profession.caracterise the technical profession.

• The accreditation process can reduce the mobility The accreditation process can reduce the mobility towards not accredited Institutiontowards not accredited Institution