CARPE Conference Manchester 2013 · CARPE Steering Group will be monitoring and s up o rt ingh ac...

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CARPE Conference Manchester 2013

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The Consortium for Applied Research and Professional Education(CARPE) brings together some of Europe’s leading universities of appliedsciences. It is the first consortium of its kind, providing opportunities fordeveloping networks, joint programmes, student and staff exchangesand the sharing of good practice in a range of aspects of highereducation from internationalisation to quality assurance andsustainability.

All partners share a vision of Higher Education as an important stakeholder inpartnership with regional councils and local enterprises, working together toresolve the long term challenges in their own regions; the CARPE Consortiumprovides an opportunity to share these experiences, the research and the goodpractice across Europe, creating partnerships between cities and communities.

The key objectives of the Consortium are:

n Exchange and collaboration in European research programmes

n Joint study programmes

n Exchange of students and staff (including non-academic staff)

n Establishment of a strong European reputation

n To connect education and research with SMES and other organisationsto increase the social and economic value of the knowledge that partneruniversities create.

The members of the consortium are currently:

n HU University of Applied Sciences Utrecht (HU)

n Turku University of Applied Sciences (TUAS)

n Hamburg University of Applied Sciences (HAW)

n The Polytechnic University of Valencia (UPV)

n Manchester Metropolitan University (MMU)

The University of Canakkale (Turkey) and The University of Debrecen (Hungry)are both closely aligned with CARPE and will be considered for associatemembership in 2014.

The papers in the current collection are the proceedings from the 2nd biennialCARPE conference held at Manchester.

Introduction

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The 2nd Biennial CARPE conference washosted by Manchester Metropolitan Universityfrom the 4th – 6th of November with over 150delegates in attendance, including executivemembers of the partner institutions. ProfessorJohn Brooks, Vice-Chancellor of ManchesterMetropolitan University, opened the conferenceand reflected on the challenges facing Europeand the role applied science universities canplay in meeting those challenges.

This conference was an important opportunity forstaff from across the CARPE institutions to cometogether and share expertise on research andteaching. To facilitate that process, it wasorganised into a series of themes reflecting majorareas of collaboration for CARPE, with 90 papersand 22 poster presentations being received acrossall the themes:

�n Art & Design Network (Applied Arts)

�n Continuing Professional Development (CPD)

�n Creative Engineering

�n Entrepreneurship

�n Quality Assurance in Higher Education

�n Sustainability

�n Social Innovation

�n The Future of Healthcare

�n Spaces of Interdisciplinarity

�n Re-Inventing the Humanities

In each theme, participants presented papers anddiscussed a wide range of opportunities for futurecollaboration and the Chairs of each themedeveloped a set of agreed actions to take forwardafter the Conference. Papers can be downloadedfromhttp://www2.mmu.ac.uk/carpe/events/2013-conference-papers--posters/. In the pages thatfollow, we report on the proceedings of each themeand indicate agreed actions.

In addition to the themed sessions, two plenariesconsidered ‘The Regional Challenge’ and ‘TheEuropean Challenge’ and how applied research andprofessional education can address key challenges

across Europe today by working with localauthorities in partnership with local businesses.

Coming as it did a month before the launch ofHorizon2020 and with new opportunities alsopresented by ERASMUS Plus, the Conferenceprovided a unique opportunity for new projects tobe identified and new consortia assembled. TheCARPE Steering Group will be monitoring andsupporting these activities during 2014. However,perhaps even more importantly, although lesstangible, the conference provided a wonderfulopportunity for participants to get to know theirCARPE partners better, to renew links that theyhad already made, and to form exciting newworking relationships with like-minded staff inother CARPE institutions.

CARPE in Manchester

Applied Arts is a relatively new theme for CARPE. The Manchesterconference included delegates from MMU, Turku, Hamburg and Utrecht.Ten papers were delivered over three sessions and a developmentsession produced a plan of action going forward. Much of the focuswithin the sessions was given to developing collaborative projects forpotential European funding bids.

Art, Design & Performance

This session considered diverse practical applications of the arts in commercialand cultural contexts. They included, from the Netherlands, entrepreneurialdevelopment of data visualisation through ‘infographics’, a suite of researchprojects and dialogical networks to explore traditional crafts in contemporaryIndia and the UK. It explored a series of Finish arts-led learning and teachinginitiatives to generate collaborative European funding bids that will promotewell-being and creative methods of inquiry. In addition, there was apresentation on arts-based learning projects to promote practical transferableskills for ‘multi-professionalism’ (interdisciplinarity).

Arts & Wellbeing

This session focused on practical applications of arts and design to contributeto well-being. From the UK, delegates heard about arts-led practice-basedresearch used to create ecological life support systems for future urban survivalin Hong Kong, while digital arts and media technologies were employed inFinland and the UK to empower people with disabilities to become active co-creators in participatory design. A Finish project integrated arts and healthcareto produce a culture of well-being, meaningful human life and multi-professional competencies.

The Social Benefits of the Arts

The third session developed the concept of arts in healthcare and well-beinginto the social benefits providing whole lifestyle theoretical and practicalmodels. This included a series of UK arts research and design-based learningand teaching projects that used social innovations for an aging society. UKcommunity arts innovations also considered the concept of eudemonia, whileFinish projects developed multi-professional skills in art and social work.

By the end of the conference, the partners had developed an Art & DesignNetwork to integrate research and teaching, starting with a workshop inValencia to develop three projects and find funding alignment. The threeprojects are the exploration of ‘Visuality’ through a number of sub-themes, theinstigation of a Pan European Health Service that integrated Arts in Healthcarewith Therapy, and ‘Open Economics’, or inclusive participation in the art ofSME making for marginalized people.

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Art & Design Network (Applied Arts)

Full papers are available at http://www2.mmu.ac.uk/carpe/events/2013-conference-papers--posters

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The Continuing Professional Development theme at the conferenceexplored a range of professional situations in which CPD could beprovided by applied research universities. Some of the presentationsconsidered the conditions for learning and organising CPD, whilst otherslooked at techniques for the successful provision of CPD.

In terms of techniques, colleagues presented papers on the use of seriousgames to promote discussion by using mobile learning to meet the needs of a‘hard-to-reach’ group of students in need of professional updating. This couldbe achieved by applying online learning principles to language teaching andthe use of e-Journals in CPD.

There were also five papers exploring at aspects of the creation of an effectiveenvironment for CPD. Papers looked at how to encourage managers andemployees to support CPD in a variety of contexts through integratinginternationalisation into a CPD curriculum and developing a University-widevision for lifelong learning.

These papers led to discussions about the ways in which the CARPE partneruniversities could further develop their interests in this area and the group hasdecided to focus on four topics:

n Blended and mobile learning

n CPD for Journalists

n CPD for SMEs

n Support for teachers in Higher Education

The partners will further develop these ideas over the next three months.Following this, an invitation to participate, will be circulated around the partnerinstitutions.

Continuing Professional Development (CPD)


The Creative Engineering theme received eightpapers and one poster submitted by researchersfrom partner institutions across differentdisciplines including Art, Computer Science,Engineering and Industrial Design.

Three sessions took place covering a wide range oftopics in relation to innovative engineering, creativedesign/co-design and creative education.

Innovative engineering

In this session, there were three papers whichfocused on how to design aircrafts in a creativemanner, for example, model-based design for earlyreduction of system design uncertainty, and novelmethods for noise identification in aircrafts. Thisresearch highlighted state-of-the-art design inaircrafts, issues and challenges in future aircraftdesign and integration.

The fourth paper discussed the development of anew framework for the productivity of electriccommercial vehicles in urban freight transport.

Innovation design

The research presented very interesting work inrelation to two key topics within the creativeengineering theme.

i. How to use immersive technologies to jointhe fields of natural user interfaces, mixedreality, three-dimensional environments anduser-interaction from a computer scienceand art & design perspective.

ii. How to use co-design or participatorydesign and embodiment to the existingbody of knowledge on persuasion.

Innovative teaching

This session focused on the development of newteaching models for facilitating efficient learningand teaching by bring students and industrypractitioners together to co-create creativeproducts.

Aside from the formal presentations, the themealso initiated discussions on opportunities forcollaboration in both research and teaching on anumber of interesting topics. There was particularinterest in the question of how to apply co-designand immersive technologies to different disciplines.

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Creative Engineering


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The Entrepreneurship theme was split into twosessions over the course of the conference.

Delegates from the partner universities presentedpapers covering a number of strands under theumbrella of entrepreneurship including newcurricular ideas, new developments inentrepreneurship and new themes for research.

The papers covered a broad range of methods andsources, including micro level qualitative studiesand big data.

The ideas presented were connected by the insightthey gave into entrepreneurship withinorganisations and within different economiccontexts. They drew on theories from disciplinesoutside entrepreneurship to help further understandthe entrepreneurial process, particularly in relationto economic change and uncertainty.

The points discussed in the theme includeddeveloping business models that take account ofnew economic realities, accessing emergingmarkets, clusters and unemployment.

Following on from the presentations, there waslively discussion on potential future developments.

The areas to be further developed include of; thedevelopment of a workshop, organised by Utrechtand MMU, in the summer of 2014 on crowdfunding, whilst also incorporating visits betweenpartners to further understand their approaches toenterprise education in the curriculum and sharebest practices.

Entrepreneurship


The Quality Assurance in Higher Educationtheme of the conference included ninepresentations on a diverse range of topics.

In the first session, the focus of both papers was onthe validity and reliability of assessment (peer, selfand teacher). The first paper based on a study atHU University of Applied Sciences, Utrechtdiscussed assessment in project managementeducation and the second paper from HamburgUniversity of Applied Sciences described the ratertraining research within the INCODE projecthttp://www.incode-eu.eu/en/

In the second session, the first paper presentedinitial findings of a study at MMU examiningstudents’ educational journeys. The second paperfrom HU University of Applied Sciences, Utrechtexamining online self-assessment as a qualityassurance tool in higher professional education andthe final paper explored how research can beincorporated into professional Bachelor programs.

The final session in the theme began with twopapers that advocated greater collaborationbetween the CARPE partners. The first paper fromTurku University of Applied Sciences focused onthe need to improve academic exchange across theCARPE partnership. This was followed by a jointpresentation by Turku University of AppliedSciences and HU University of Applied Sciencesthat explored the challenges and chances of joiningforces in joint programs.

The final paper presented was from HU Universityof Applied Sciences included a student ambassadoras a co-presenter and explored how studentparticipation can add to quality assurance withinhigher education.

A group discussion concluded the theme andparticipants identified three key themes for futuredevelopment:

n Further development of internationalcollaborative partnerships and jointprograms across CARPE. This can beachieved by exploring double degrees &online options.

n Further development of our partnershipwork with students within CARPE

n Further research of assessment (self, peer &teacher)

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Quality Assurance in Higher Education


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The conference saw an insightful series ofpresentations and lively discussions in which anumber of opportunities for collaboration in futurework were identified and firm plans were made forpartners to join MMU in a bid on ‘Carbon andTime’.

The delegates also showed considerable support foreducational programmes such as a masters degreewhere by students spend each term at a differentinstitute. All of the CARPE partners have anoffering from which a student selects the threemost relevant to their interest. The overwhelmingselling point is that this type of program wouldhelp to facilitate student mobility.

In addition, there was also a discussion to includebusiness engagement with local business partnersthus potentially expanding CARPE to include aselection of local businesses and environmentalgrounds to each institution.

During one of the discussions, a number ofdelegates spoke of the possibility for a groupsubmission to a European call for research on“Water and Climate”. The submission wouldinclude aspects of behavioural change with apotential idea to conduct a comparison of planningpolicy and incentives in relation to watermanagement across Europe.

Delegates identified opportunities to apply forfunding for a number of joint projects, for example,a European Collaboration with Latin America wasidentified for water planning policy andmanagement in sustainable resilient cities.

As the conference came to its conclusion, in orderto take actions forward, a follow up event is to takeplace in the coming year to take projects to thenext level.

Sustainability


Social Innovation is a relatively recent concept but it is one of the longerestablished themes within CARPE. Some contributors from across theconsortium had already worked together, recognising the potential forsocial innovation to support wellbeing, growth, and better use of resources.

During the conference, these concepts were joined by participants who broughtdifferent perspectives to the theme including innovations in teaching andlearning. Twelve papers were presented across three sessions (including onejoint session with the Entrepreneurship theme). The papers presented rangedfrom theoretical exploration of underlying concepts to examples of sociallyinnovative practice. The three sessions were:

1. Meanings of Social Innovation in Theory and Policy In this session, there were four papers from four partner universities.The first paper set the scene with an examination of the meanings ofsocial innovation through the lens of complexity theory. The lack of harddata on which to make claims - and to develop policy - was addressedin a paper benchmarking social and technical innovation across 27countries. Social innovation in public policy was considered through acritical reflection on contradictions and conflicts within the nationalprogramme for new “community organisers” in England. The fourthpaper concerned a best practice model established at the UtrechtUniversity of Applied Sciences to improve professional practice bycombining innovation and research.

2. Social Innovation in Practice: Teaching, Learning and theWorkplaceIn this session, the emphasis was on sharing applied examples ofvarious social innovations. The topics were diverse with papersspanning education, social care, energy and work organisation. The firstpaper discussed mobile devices for students with communicationimpairments. The presenters brought along devices and invitedparticipants in the session to experiment. There followed papers on co-operative and co-productive models that challenge divisions betweenusers and producers in the domains of social care and communityenergy. The final contribution introduced mechanisms for“crowdsourcing”, where functions once performed within anorganisation are outsourced to a wide external network.

3. Entrepreneurship and Social Innovation There was some overlap between some of the papers submitted to thesocial innovation and entrepreneurship themes so the leads decided tojoin together for this session. Small and medium sized enterprises(SMEs) were the focus of papers about innovative capacity and thegreen environment. Other papers covered new technologies forcustomer identification and alternative approaches to resolvingworkplace disputes in small businesses.

In addition to the three sessions for presentations, we also held a specialinterest group meeting on potential collaborative research opportunities with afocus on Horizon 2020. Topics in which participants identified shared interestsincluded migration, young people’s transitions to employment, and socialinvestment.

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Social Innovation


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The Future of Healthcare theme had thirteenpresentations split over three sessions. Prior tothe conference, Dr. Sue Powell and Dr. JennyFisher of MMU hosted a networking meetingfor those presenting in the theme. The theme’spresentation topics included speech andlanguage therapies, engaging healthcarestudents, oral health, diabetes care, health careacross life stages and innovation in health care.

There were also a number of poster presentationsthat addressed nurses’ attitudes and knowledgetowards elderly patients, speech therapy and oralhealth. Generally, the papers addressedcontemporary issues in healthcare aroundorganisations and good practice.

After each session of presentations, there wassome lively discussion that focused on the threemain areas:

n The use of health care relevant informationtechnology in caring for the older population

n The importance of incorporating userperspectives in the design of health careservices

n The value of multi-disciplinary teams indelivering innovative solutions in health care

Following on from a group discussion, the themeagreed to further develop the ideas and use themto draft a proposal for collaborative funding. Thefocus of the draft document would focus oninnovative ways of providing health care for elderlypeople in a changing landscape of funding.

The Future of Healthcare


The Spaces of Interdisciplinarity theme sawfive papers presented from each of the partneruniversities. Each paper drew uponmethodological issues central to thinkingthrough the problems of bringing togetherdifferent disciplines and philosophicalperspectives underpinning research projectsand research design in the social sciences.

The underlying rationale for the theme is that if thebig social, political and economic problems facingcommunities across Europe were to be addressedseriously then an interdisciplinary approach wouldbe vital to its success. Each of the papers, drawingupon recent research, addressed keymethodological and social issues.

Some of the issues addressed and discussedconsisted of rethinking fundamental methodologicalquestions concerning the nature and use of data,along with alternative approaches to ‘knowing’,representing ‘lived experience’ and engaging the‘voice’ of people.

As the theme progressed, a substantive focus wasprovided by discussions of women’s studies inHigher Education, loss of community, communityregeneration, social enterprise, cultural memory,and health and wellbeing.

Through the discussions, it became clear thatinterdisciplinarity is not as simple as mixing andmatching the approaches of different disciplines.Rather, the disciplines pose challenges at thefundamental levels of what counts as data andknowledge for each discipline and how these maybe resolved to meet the key social challengesfacing Europe.

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Spaces of Interdisciplinarity


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MMU is mid-way through a year-long “Humanities in Public” programme(www.hssr.mmu.ac.uk/hip) which aims to open up the research we do toa wider audience outside academia. We are also keen to (re-)connectHumanities research to research currently being conducted in theSciences, Technology and Business.

A very similar rationale to increase cross-disciplinary connectivity underpinnedthe “Reinventing the Humanities” session hosted at the CARPE conference,which comprised a panel on “Transcultural Challenges and Technology”,presented by researchers from MMU’s Department of Languages, Informationand Communication, and another panel on “Medical Humanities”, presented byresearchers from MMU’s departments of English and Philosophy.

All of the papers submitted to the theme elaborated on how an “AppliedHumanities” research programme could contribute to broader research agendasin the twenty-first century.

The following key issues crystallised as core to the discussion:

�n Diagnosis and pre-emption of so-called ‘unintended consequences’ byanticipating the impact of Science and Technology research upon theindividual, particular groups in society, society at large and theenvironment.

�n Evaluation of long-term sustainability by analysing how Science andTechnology research affects ‘the human condition’ and necessitates, orinadvertently results in, behavioral and societal change.

�n Management of ethical implications accompanying scientific andtechnological progress, as well as economic and governmental policy.

�n Education in creativity to enhance the conceptual and imaginative skillssociety needs to adapt to progress and be prepared to tackle theunforeseeable.

�n Promotion of full democratic participation and responsible citizenshipthrough the teaching of STEM literacy.

�n Recognition of the human as composed of both reason and affect.

�n (with special reference to the Digital Humanities): Response to the ever-accelerating expansion of humanity’s experiential life-world, redefinitionof Humanities’ objects of study, research tools and methods, andpedagogical innovation.

The CARPE conference gave Humanities delegates a platform to present theirwork and build connections, which will allow for further development of thetheme.

Re-inventing the Humanities


Mrs Geri Bonhof President of the Executive Board of HU University ofApplied Sciences Utrecht

Mrs Geri Bonhof is an all-round education specialist, with bothan academic background and longstanding professionalexperience in primary, secondary and tertiary education.

Mrs Bonhof has obtained a degree in Physical Education and amaster’s degree in Education Sciences both from AmsterdamUniversity of Applied Sciences,

She began her professional career as a physical educationteacher and secondary school counsellor. She taught physicaleducation methods at a school for primary teacher educationthen moved on to become principal at a number of secondaryschools in the Netherlands.

In 1997 she became a member of the Advisory Board of theDutch Education Council. The Education Council is the highestindependent advisory body to the Dutch Ministry of Education,Culture and Science. She joined the Executive Board of her almamater, Amsterdam University of Applied Sciences, in 2000,before becoming President of HU University of Applied SciencesUtrecht (“Hogeschool Utrecht”, abbreviated “HU”) three yearslater.

Alongside her current role, she was Vice President of the Boardof The Netherlands Association of Universities of AppliedSciences for a period of seven years, and has served as memberof the board of a number of organisations, including the KofiAnnan Business Schools Foundation, the Netherlands Institutefor Higher Education Ankara (“NIHA”) in Turkey, the EconomicBoard Utrecht, and the Steering Committee of CARPE – to date.

Prof. Dr. Jacqueline OttenPresident of Hamburg University of Applied Sciences

Prof. Dr. Jaqueline Otten obtained a Degree in art, interiordesign and fashion design at the School of Fine Art and DesignSt. Joost, the Netherlands.

After obtaining her degree Dr. Otten became a freelancedesigner specializing in a number of areas before moving on tobecome the youngest professor to ever be appointed atHamburg University of Applied Sciences in the fashion designfaculty.

Dr. Otten has also held positions as a Professor of fashion andimage at Bauhaus-Universität Weimar University working in thedevelopment of the Faculty of Media, been involved withresearch scholarships from the Japan Society for the Promotionof Science. She has also been Head of the Department of Design(DDE) at the School of Art and Design (HGKZ) in Zurich andDirector of the Department of Design, and Vice-President andmember of the University Board of Zurich University of the Arts(ZHdK) and Head of Research from 2007–2010, responsible forquality management from 2010.

Since 1995 until 2005, she was the Evaluator for the award offunding in EU Framework Programmes where she wasresponsible for reviews of approved projects. Whilst in the roleDr. Otten also worked as a Consultant for the Carl DuisbergGesellschaft association in Bonn, was part of the United NationsDevelopment Programme in India, Palestine and Egypt and from2001 -2003 a Member of the expert committee “Peer reviews ofthe Swiss Federal Higher Education Commission” (EFHK).

Furthermore, Dr. Otten has been a Member of the YPO/WPOYoung Presidents' Organization, the global network for businessleaders and a Member of the CUMULUS Executive Board beforetaking up her position of President of Hamburg University ofApplied Sciences in March 2014.

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Steering Group Members

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Dr. Juha KettunenRector of the Turku University of Applied Sciences

Dr. Juha Kettunen is the Rector of the Turku University ofApplied Sciences and adjunct Professor at the University ofJyväskylä in Finland. He holds a Ph.D. (Econometrics) from theUniversity of Bristol, a DSc (Economics) from the University ofJyväskylä and a DSc (Industrial Engineering and Management)from the University of Oulu.

Dr. Kettunen has held positions as, the Research Director at theUnivesity of Jyväskylä, Research Assistant, Researcher andProject Director at The Research Institute of the FinnishEconomy (ETLA). Dr. Kettunen has been the secretary to aworking group for the Ministry of Finance and been the Directorat the University of Helsinki before taking up his current role asRector of the Turku University of Applied Sciences.

Dr. Kettunen was a co-author of “Innovation pedagogy anddesired learning outcomes in higher education, On the Horizon”,along with Taru Penttilä and Liisa Kairisto-Mertanen and hasbeen published a number of times in his careers in variousdifferent journals such has International Journal of E-Adoption,US-China Education Review and the Journal of InstitutionalResearch.

Whilst being fluent in Finnish, English, Swedish and German Dr.Kettunen has interest in areas such as strategic management,quality assurance, innovation pedagogy, knowledgemanagement and change management in higher education.

Dr.Sharon HandleyDean of the Faculty of Humanities, Languages & SocialScience and Pro Vice Chancellor at ManchesterMetropolitan University

Dr. Sharon Handley is the Dean of the Faculty for Humanities,Languages & Social Science at Manchester MetropolitanUniversity and is the Pro Vice Chancellor.

Dr. Handley joined MMU as a Lecturer in Spanish before movingto the position of Subject Leader for Spanish and Head ofLanguages and then becoming Dean of the Faculty.

A Graduate in Spanish and French at Manchester University,she started her teaching career in Adult Education followed by aperiod of teaching at universities in Spain and Algeria beforereturning to Manchester University to complete her PhD inSpanish Literature.

She has published on a number of themes includingcontemporary Spanish literature and language planning within aUK context. Dr. Handley was instrumental in bringing insubstantial funding to the North West Consortium of Routes intoLanguages in her time as Director and has continued to supportthe consortium in her current role.

As Pro-Vice Chancellor for European Partnerships and CARPEat MMU she is keen to develop the relationship between MMU

and CARPE with a view to creating opportunities for jointprogrammes, staff and student exchange and the sharing ofgood practice whilst working together to address key agendascollectively.

As Dean of Faculty she has placed internationalisation as a toppriority, creating opportunities for staff and students to gain amore global perspective and encouraging students to spendtime abroad as part of their university experience. She hasencouraged staff and students to make the connections betweenthe various agendas (such as Research, Enterprise andTeaching), between the disciplines (within the Faculty andacross the University), and between the Faculty and the widercommunity with staff and students working on projects whichbenefit the local and, in some cases, the internationalcommunity.

Juan-Miguel Martinez RubioVice-rectorUniversitat Politecnica de Valencia

Dr. Juan Miguel Martinez Rubio has obtained a BEng degree inelectrical Engineering, an MS and PhD degree in computerengineering from the Universidad Politécnica de Valencia, in1986, 1993, and 1999, respectively.

He has been with the Department of Computer Engineering(DISCA) at the same university since 1986, where he is currentlya full time Associate Professor of Industrial Informatics onengineering degrees.

He co-authored different books and publications related toIndustrial Informatics and he has presented several papers ineducational congress.

During the period from 1992 to 1999. he has occupied differentpositions in the University relating to International Cooperationand International Programmes. From 1992 to 1995 he managedthe international relations and projects at School level asSubidrector de Relaciones Internacionales at Escuela Universitariade Ingeniería Técnica Industrial de Valencia.

From 1995 to 1999 he managed international relations andprojects at University level as Director of InternationalProgrammes at Universitat Politècnica de Valencia. From 2005until now he has been the Vice-rector at UPV and is now incharge of International Policy.

His research interests include deadlock handling andcongestion control mechanisms for interconnection networksand power saving. He has published several papers related withthe topics of his research.

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HU University of Applied Sciences Utrecht

HU University of Applied Sciences Utrecht is the third largestUniversity of Applied Sciences in the Netherlands.

HU University of Applied Sciences Utrecht collaborates closelywith Utrecht University. It offers its 36,000 students a widerange of courses spread across six principal themes:

n Natural Sciences & Technologyn Economics & Managementn Communication & Journalismn Health Caren Education n Society & Law

Research at HU is practice-oriented and carried out incollaboration with professional practice (companies,organizations and institutions). It relates to socially andeconomically relevant themes. HU has 50 professors who havebeen appointed to work within six faculty-based knowledgecentres: Communication & Journalism, Education, Innovation &Business, Innovations in Healthcare, Technology & Innovationand Social Innovation. Education and research are closelyrelated, which means that the research that is done impactsdirectly on what our students are studying.

Hamburg University of Applied Sciences

Hamburg University of Applied Sciences was founded in 1970as the Fachhochschule Hamburg but it looks back on a longtradition, with roots going back to the 18th century. Fourengineering schools and six vocational schools were broughttogether, with its Business School being founded in 1994, withthe goal to develop a new form of higher education. The focuswas to be on the application of knowledge, with degreeprogrammes that included placements in industry, laboratorywork and practice-related projects.

With over 16,000 students Hamburg University of AppliedSciences is the second largest institution of higher education inthe Hamburg region and one of the largest of its kind (universityof applied sciences) in Germany. Our practice orientationguarantees a continuous adjustment of teaching based oncurrent development. Small groups, interdisciplinary projectsand academic support ensure that our students feel at home atour university.

At the end of 2007 the Faculties of Business & PublicManagement and Social Work & Nursing were joined to formone faculty, so that today the university has a structure withfour faculties at four different campus locations in Hamburg:

n Engineering and Computer Science

n Life Sciences

n Design, Media and Information

n Business and Social Sciences

Diversity

Hamburg University of Applied Sciences offers a wide range ofundergraduate and postgraduate degree programmes within itsfour faculties with practice orientation as our trademark: theoryfrom lectures is put into practice in the laboratories, studyprojects are completed in the form of case studies, closecooperation with industry ensures a direct link to the future fieldof work

International

Over 2,100 international students study at Hamburg Universityof Applied Sciences (13 % of all students), representing over 100nations. We also welcome international guest students from ourpartner universities abroad. Hamburg University of AppliedSciences has cooperations with over 140 European universitiesas well as universities in North and South America, in Asia,Australia, Africa and the Middle East.

Manchester Metropolitan University

Manchester Metropolitan Universities roots in higher educationdate back to 1824, whilst we were awarded university status in1992 we became part of the largest higher education campus inthe UK and one of the most extensive education centres inEurope.

Manchester Metropolitan University is the largest campus-basedundergraduate university in the UK with a total studentpopulation of more than 37,000 that enjoy a number of coursethat combine the traditional and the contemporary to set theUniversity apart and give us our distinct character. Our claim isto be the University for World Class professionals with anemphasis on vocational education and employability.

The University was initially developed as a centre ofTechnology, Art and Design from Manchester Mechanics’Institution (1824) and Manchester School of Design (1838). LaterSchools of Commerce (founded 1889), Education (founded. 1878)and Domestic Science (founded 1880) were added along withcolleges at Didsbury, Crewe, Alsager and the former Domesticand Trades College (founded 1911) and latterly Hollings College.

The University is arranged into eight faculties, each providingspecialist learning, teaching and research hubs for students atundergraduate, postgraduate and professional development.

n Faculty of Business and Law

n Cheshire campus

n Faculty of Education

Partner Universities

n Faculty of Health, Psychology and Social Care

n Faculty of Humanities, Languages and Social Science

n Faculty of Science and Engineering

n Hollings Faculty

n Manchester School of Art

We are the UK’s most popular University as measured byundergraduate applications in the 2011 intake, receiving morethan 56,000* applications this year. We have:

n More than 1,000 courses and qualifications, the majorityof which have a strong professional bias.

n The highest concentration of postgraduate taughtcourses in the North West.

n Links with over 70 professional bodies and associationsrecognising both the quality and practical focus of ourcourse provision.

n An extensive portfolio of training and professionaldevelopment courses, including tailored courses to meetspecific business needs.

We are proud that we are number 1 in the People and PlanetGreen 2012 League Table, making us the Greenest University inthe UK.

Universidad Politecnica de Valencia

The Universidad Politecnica de Valencia is a young institutionwith its history dating back to the early 1970s, although some ofits schools, such as the School of Design Engineering, theHigher Polytechnic School of Alcoy and the Faculty of Fine Arts,are over a hundred years old. The School of Design Engineering,The School of Building Management, The School of RuralEnvironments and Technology and The School of AppliedComputer Science were all incorporated during the 1970’s.

In the “Universidad Politècnica de València”, cohabitation is partof an educational project where students and teachers from ourthree campuses participate. Campuses are:

Vera Campus Site along with the inner city campus of Gandíaand the Alcoy Campus

We offer more than 34 degrees of higher education, 29 PhDs and55 official Masters, as well as, through the Lifelong LearningCentre, more than 50000 course hours during last academicyear. Overall, we have a Master Course, University Specialistand Professional Specialist. Those courses have specific trainingand enables students to adapt to the demand of society.

The Vision of UPV is to attract the best students and trainprofessionals with a recognised, prestigious level of excellencewhich is highly valued by local and international employers.

The relevance of UPV's research outputs underpins the stronginternational presence of the institution, which has closecollaborative links with the best universities in the world.

UPV is an innovative and entrepreneurial University, witheffective mechanisms for the dissemination of scientific andtechnological results, and which excels in the training ofresearchers and in the creation of technology-based companiesand is recognised as an efficient public institution at the serviceof all society, with a strong social and environmentalcommitment.

Turku University of Applied Sciences

Turku University of Applied Sciences began as a temporarypolytechnic in the autumn of 1992 and is now one of the leadinguniversities of applied sciences in Finland.

In the field of applied research, Turku University of AppliedSciences represents the top tier in the country and coordinatesor acts as a partner in over 200 RDI projects annually, whilst alsooffering multidisciplinary higher education courses andconducting applied research and development to meet theneeds of working life and businesses in Southwest Finland.

TUAS is host to 9,500 students studying for a Bachelor’s orMaster’s degrees covering several fields of education andproviding a good platform for interdisciplinary learning.

Studies at TUAS are working life-oriented, combiningtheoretical studies with professional skills. At the core of ourteaching is Innovation Pedagogy, a new approach to learningdeveloped at TUAS. Innovation Pedagogy emphasises theviewpoints of RDI and working life, making our graduatesindependently minded professionals with excellent internationaland communication skills.

We have four faculties, Business, ICT and Life Sciences, ArtsAcademy, Technology, Environment and Business and Healthand Well-being, which provide, Bachelors of BusinessAdministration, Bachelors of Engineering, Bachelors of Cultureand Arts and Bachelors of Health Care across our threecampuses in Turku, Salo and Loimaa.

We provide high quality and flexible training and consultingservices for both individuals and organisations in the public andprivate sector. You can also update your knowledge and skillsat TUAS Open University of Applied Sciences.

MANCHESTER 2013 17

18 MANCHESTER 2013

Dear Colleagues,

Turku University of Applied Sciences (TUAS) is proud to hostthe 3rd CARPE Conference in Finland. We are looking forward towelcoming you all in Turku and providing a forum forexchanging information and experiences, to discuss the recentdevelopments in European higher education and to collaboratein learning, teaching, research and development within theCARPE community. We would like to encourage you to shareyour best practices with the CARPE community, to receivefeedback from your colleagues and to create a dynamic networkfor further collaboration.

The theme of the 3rd CARPE conference is “Towards SuccessfulEuropean Societies: The Social and Economic Significance ofUniversities of Applied Sciences”. The CARPE 2015 themehighlights the crucial role of universities of applied sciences inpromoting innovative and creative thinking and sustainablesocietal growth.

CALL FOR IDEAS/TOPICS OF INTEREST

We encourage all CARPE institutions – staff and students– to contribute to making the 3rd CARPE conference agrand success!

We welcome you to propose sessions/panels/ round tables etc.reflecting the theme of the conference, emphasising thestrengths of the universities of applied sciences in thecooperation with working life and their regional impact.

We also welcome you to give proposals related to the existingCARPE themes (Arts&Design, Continuing ProfessionalDevelopment, Creative Engineering, Entrepreneurship, Future ofHealth Care, Quality Assurance, Social Innovation andSustainability).

Finally, we welcome you to propose new ideas/themes/activities/working groups that are important for theCARPE community in developing education, research andadministration.

If you already have an existing CARPE project/working group,please let us know if you wish to have a meeting during theconference.

Please note that in all proposals focus should be on thecurrent or future CARPE cooperation.

Interested colleagues who are not yet engaged in a CARPEnetwork and are less familiar with what is going on within theCARPE network are warmly invited to read the informationabout current projects and other activities on the CARPEwebsite (www.carpenetwork.org) and to join the CARPELinkedIn group:http://www.linkedin.com/groups?home=&trk=my_groups-tile-grp&gid=4153686

Structure of proposals:

The proposals should include:

1. Title/topic/Theme

2. A form of the activity (track, session, panel, round table,poster session, presentation, working group, projectmeeting etc.)

3. A short description of the activity and its focus (max 250words): define the proposed area of education, researchor administration and how it aligns with the CARPEobjectives.

4. Name, e-mail address and phone number of the primarycontact person.

CARPE conference 2015 Schedule

Deadline for proposal submission: July 31, 2014

Please send your proposals to [email protected]

Based on the received proposals, the conference invitation willbe published in the beginning of October and the conferenceprogramme will be finalised in the CARPE steering committeemeeting in November.

If you have any further question, please contact us:

[email protected]

We look forward to seeing you in Turku!

Turku University of Applied Sciences (TUAS) announces

The 3rd CARPE conference in Turku, Finland on 18–20 May 2015

MANCHESTER 2013 19

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