News@ January 2012

News @

NEWS @ SEFI 1/2012NEWS @ SEFI 1/2012NEWS @ SEFI 1/2012NEWS @ SEFI 1/2012

IN THIS ISSUEIN THIS ISSUEIN THIS ISSUEIN THIS ISSUE

News from SEFINews from SEFINews from SEFINews from SEFI

• 40th SEFI Conference 2012, Thessaloniki ………………………………………………………………………………………..2

• New!! SEFI Corporate Column: Reshaping the Learning Experience………………………………………………………………..2

• General News………………………………………………………………………………………………………………….2

• New!! Social Media in Education……………………………………………...…………………………………………………4

News from Members News from Members News from Members News from Members

• EU-VIP - About the EU-VIP Project………………………………………………………………………………………………4

• PAEE - Call for Papers…………………………………………………………………………………………………………..5

• Vacancies……………………………………………………………………………………………………………………...5

News from EuropeNews from EuropeNews from EuropeNews from Europe

News from the rest of the worldNews from the rest of the worldNews from the rest of the worldNews from the rest of the world

• European Union………………………………………………………………………………………………………………..7

• The Netherlands……………………………………………………………………………………………………………….7

• United Kingdom……………………………………………………………………………………………………………….8

• China…………………………………………………………………………………………………………………………9

• Latin America………………………………………………………………………………………………………………….9

• USA …………………………………………………………………………………………………………………………10

• Global………………………………………………………………………………………………………………………..10

news@sefi – 1/ 2012 – SEFI – www.sefi.be – [email protected]

CalendarCalendarCalendarCalendar Publications, Articles and ReportsPublications, Articles and ReportsPublications, Articles and ReportsPublications, Articles and Reports

News from Partners News from Partners News from Partners News from Partners

• ENAEE ………………………………………………………………………………………………………………………...6

• EUA …………………………………………………………………………………………………………………………..6

News @ 2

News from SEFINews from SEFINews from SEFINews from SEFI

Reshaping the Learning ExperienceReshaping the Learning ExperienceReshaping the Learning ExperienceReshaping the Learning Experience

A profound movement in industry is the trend towards designing user experiences prior to conceiving a solution. Well designed user experiences anticipate how a user will feel when operating or using a new product or service. They drive all facets of the product’s functional engineering, its emotional content and the business model which will govern its distribution. Education, especially engi-neering education, could greatly benefit from such approach if trans-disciplinary educational design happens at an appropriate scale, with the intellectual freedom to transcend a millennium of academic traditions, and rituals and in a joint effort of educational leaders, technology providers and pedagogical innovators. In a recent project about teaching geology to first year students, I worked with several universities to find alternatives to the use of plaster models in teaching basic typologies of sediment layers. Thousands of stu-dents learn every year the fundamentals of geology by watching a 50 cm long model from their seat in amphitheaters. The availability of those models for concurrent courses is low as they break easily, and repurchasing budgets are not available. Students have no ac-cess to them when back home: they have to understand complex spatial layouts during class time or never. Interactive, computer-based 3D models were developed: always available to anyone, they allow endless manipulation by learners, sectioning through any angle, they easily can be associated with videos or recorded voice or text from educators, they can be remotely shared by co-learning students, they facilitate distant teaching and outreach and they can be used in exams. It has taken only a few weeks to create a digital version of a teaching instrument designed in the 19th century. However, by just replacing this instrument, questions of larger magni-tude arose: What should be the new role of educators? How is learning time redistributed between in- and out- of-classroom? Can we expect more homework from students? If portions of in-classroom time can be replaced through home learning, what else should be taught during courses? If course content evolves, how is the complete curriculum affected? If the curriculum is affected, what are organizational or even accreditation consequences? This single example shows that the complete learning and teaching experience can be reshaped by introducing more virtualization. Virtual labs can be used in almost any educational discipline. They drive transfor-mations which generate substantial challenges to our education systems but tremendous opportunities to invent new powerful teaching practices. As a representative of a company which has pushed frontiers in virtualizing industrial innovation, I am impatient to entertain a crea-

tive conversation with SEFI members about digital education environments. As a recently elected SEFI vice-president, I am delighted

to interact with a multidisciplinary community of educational innovators in a dialog towards new learning experiences.

Xavier Fouger Senior Academic Programs Director, Dessault Systemes Vice-President of SEFI

SEFI Corporate ColumnSEFI Corporate ColumnSEFI Corporate ColumnSEFI Corporate Column


40th SEFI Annual Conference 40th SEFI Annual Conference 40th SEFI Annual Conference 40th SEFI Annual Conference ---- « « « « Engineering Education 2020: MEET Engineering Education 2020: MEET Engineering Education 2020: MEET Engineering Education 2020: MEET THE FUTUREFUTUREFUTUREFUTURE » » » » ---- Call for Papers Call for Papers Call for Papers Call for Papers The objective of 40th Annual Conference is to contribute to the reflection on this near future and to recommend ways for the implementation of new and innovative actions. It takes place from the 23th - 26th of September at the Aris-totle University of Thessaloniki.

Deadline for submission of abstracts: March 5, 2012 Deadline for submission of abstracts: March 5, 2012 Deadline for submission of abstracts: March 5, 2012 Deadline for submission of abstracts: March 5, 2012 Deadline for submission of abstracts: March 5, 2012 Notification of acceptance: April 2, 2012 Deadline for submission of papers: May 10, 2012 Notification of acceptance: June 18, 2012 Deadline for submission of final manuscripts: July 15, 2012

Contact:Contact:Contact:Contact:

In AUTh:In AUTh:In AUTh:In AUTh: Prof. Aris Avdelas, Conference Chair, [email protected] The Secretariat of the Faculty of Engineering, [email protected]

In SEFI:In SEFI:In SEFI:In SEFI: Françoise Côme, Secretary General, [email protected] Jacques Schibler, Communication Officer, [email protected]

General NewsGeneral NewsGeneral NewsGeneral News

New Position Paper on Quality Assurance and AccreditationNew Position Paper on Quality Assurance and AccreditationNew Position Paper on Quality Assurance and AccreditationNew Position Paper on Quality Assurance and Accreditation

Thanks to intensive work of the members of our Task Force on Quality Assurance and Accreditation led by Angela Varadi and Fran-cesco Maffioli, an updated version of the SEFI Position on Quality Assurance and Accreditation is now available. The document will be sent out to all the members of SEFI and to our contacts throughout the higher education community in the coming days.

It will also be available on www.sefi.be very soon.

News from SEFI

News @ 3

Student Task Force Student Task Force Student Task Force Student Task Force –––– Call for a Call for a Call for a Call for a new Conew Conew Conew Co----Chairman Chairman Chairman Chairman

SEFI is pleased to introduce the new Chairman of the ‘Student new Chairman of the ‘Student new Chairman of the ‘Student new Chairman of the ‘Student Task Force’Task Force’Task Force’Task Force’: Ms Marina Sainz Comas*. Marina will take care of the student related subjects and she will offer a channel of cooperation for students and other parties in SEFI. Marina aims to create a new frame-work for a better student in-volvement in SEFI. Moreover the SEFI Student Task SEFI Student Task SEFI Student Task SEFI Student Task Force is looking for a new coForce is looking for a new coForce is looking for a new coForce is looking for a new co----chairmanchairmanchairmanchairman. The role of the co-chairman is to assist the chair-man in planning and visioning the work of the Task Force, as well as organizing the prepara-tion of the TF meetings.

If you are interested, please contact Marina for more details: [email protected] * to be officially notified by the next AC

General NewsGeneral NewsGeneral NewsGeneral News

New Projects AssistantNew Projects AssistantNew Projects AssistantNew Projects Assistant

SEFI is pleased to introduce our new Projects Assistant: Michiel Middelplaats (NL), who is suppor-ted by the ERASMUS programme. He will write his Bachelor thesis on our organisation. During the next four months, Michiel will assist Jacques for the SEFI ’s internal communication activities and will focus on the reactivation of the contact with our members.

We are also happy to announce that since the beginning of 2012, our very efficient Communica-tion Officer, Jacques Schibler, took over the membership matters from Danielle Preumont. Danielle will concentrate her tasks on our internal administration. For any question relating to your membership, please contact then [email protected]

SEFI Student Contest SEFI Student Contest SEFI Student Contest SEFI Student Contest

The SEFI Student Contest has been prolonged until the 29 th of February! Therefore, SEFI would appreciate your continuous advertise-ment of the contest. The aim of the SEFI Student contest is to get direct feedback from engineer-ing students regarding their studies, in particu-lar the curriculum and the study environment. SEFI is looking for good ideas and thoughts from our students. The winners of the contest will present their papers and will be awarded at the SEFI Annual Conference 2012 in Thessaloniki.

For further information: [email protected] or www.sefistudentcontest.com, or SEFI HQ, [email protected]

On the way to better On the way to better On the way to better On the way to better engineering educationengineering educationengineering educationengineering education

---- www.sefistudentcontest.com www.sefistudentcontest.com www.sefistudentcontest.com www.sefistudentcontest.com

European Society of Engineering Education

4444thththth European Convention for European Convention for European Convention for European Convention for Engineering Deans Engineering Deans Engineering Deans Engineering Deans

We remind you all that this 4th Convention will be co-organised by SEFI, CESAER and the University of Birmingham on 29-30 March 2012. The programme, details about the invited speakers and prac-tical details are available on the Convention’s site, kindly main-tained by the University of Birmingham (http://www.birmingham.ac.uk/eced2012).

The aim of the convention is to bring together senior leaders of uni-versity engineering education and research to discuss issues of con-cern to both at strategic and operational level. The issues discussed will then inform the work of the various organisations involved, which will then feed into future events including conferences. Re-ports on progress will then be tabled at the next convention. The Convention general theme is of “Tomorrow’s engineers “Tomorrow’s engineers “Tomorrow’s engineers “Tomorrow’s engineers –––– for an for an for an for an attractive Europe: Working Together to Build on Europe’s Excellence attractive Europe: Working Together to Build on Europe’s Excellence attractive Europe: Working Together to Build on Europe’s Excellence attractive Europe: Working Together to Build on Europe’s Excellence in Engineering Education and Research”in Engineering Education and Research”in Engineering Education and Research”in Engineering Education and Research”. With as subsubsubsub----themesthemesthemesthemes: De-constructing and reconstructing engineering at universities, Attract-ing and keeping talented staff and students ,Integrating sustainable innovation, research and education across academia and industry and Attractiveness of Engineering Education: HE STEM Programme, UK .

European Engineering Deans Council (EEDC)European Engineering Deans Council (EEDC)European Engineering Deans Council (EEDC)European Engineering Deans Council (EEDC)

On March 2nd, the founding members of the European Engineering Deans Council will meet in Brussels in presence of a notary to sign the Belgian statutes of the EEDC aisbl (association international sans but lucratif). This meeting will be followed by the First General Meeting of the EEDC to be held in Birmingham on 30 March afternoon, following the 4th European Convention for Deans in Engineering co-organised by SEFI, CESAER and the University of Birmingham (see below). We would also like to inform you that thanks to the support of HP the EEDC website should be operational after mid March.

All the deans in engineering interested to join the EEDC are invited to join us in Birmingham. The EEDC will be an association of indi-vidual members (Deans) only.

For any further information, please contact Françoise Côme, Acting Secretary General of EEDC, [email protected]

Members SurveysMembers SurveysMembers SurveysMembers Surveys

We hereby would like to inform you that you will receive very soon an invitation to contribute to a SEFI membership survey aiming to better know your ex-pectations relating to your HEE society, SEFI, and to also know your possible interest in collabo-rating more actively in the con-text of our working groups and permanent committees. When you receive our email with the enclosed questionnaire, please take 10 minutes10 minutes10 minutes10 minutes of your time to answer our questions. This is done for you, to improve our services to our members, to meet their expectations, to ori-entate our activities and projects according to their suggestions. Many thanks in advance for your Many thanks in advance for your Many thanks in advance for your Many thanks in advance for your active feedback!active feedback!active feedback!active feedback!

Call for AC Candidates and Call for AC Candidates and Call for AC Candidates and Call for AC Candidates and Vice PresidencyVice PresidencyVice PresidencyVice Presidency

Members of SEFI willing to candidate for the Adminis-Adminis-Adminis-Adminis-trative Council electionstrative Council electionstrative Council electionstrative Council elections or for the SEFI ViceViceViceVice----Presidency electionPresidency electionPresidency electionPresidency election to be held in Thessaloniki on 26 September 2011 are in-vited to inform the Secre-tary General by March 21by March 21by March 21by March 21stststst by email or fax. They are invited to send a short CV and a letter of motivation that will be presented to the SEFI Bureau meeting in Birmingham on 31st March.

Additional details and legal aspects were already circulated by email on 10th February, but if you have any further question, please contact

[email protected].

News from SEFI


News @ 4

Social Media In EducationSocial Media In EducationSocial Media In EducationSocial Media In Education

Engineering Education vs/+ Social MediaEngineering Education vs/+ Social MediaEngineering Education vs/+ Social MediaEngineering Education vs/+ Social Media

In the last few years Social Media has become a ubiquitous topic and there’s a growing debate about the role that it should play in education. On one side, supporters point out the benefits that Social Media provides for the students of the digital era, while on the other side critics call for regulation and for removing Social Media from classrooms. Indeed, finding a middle ground has be-come a challenge. From an educational perspective, Social Media could be used as a tool that enriches the learning experience by allowing students and teachers to connect and interact in new, various and exciting ways. Lectures can go beyond the classroom doors and continue to de-velop on other environments such as Facebook, LinkedIn or Twitter, where users can dialog, exchange ideas, and find answers to questions. These sites are designed to foster collaboration and discussion between students and teachers and between students themselves as well. In such cases, support, clarifications, opinions and answers to different questions could be given by other students and not only by the teachers as in the case of regular classes. Homework assignments, course materials, links to new articles and web sites in the field, schedules and updates can be shared easier, faster and more effective by teachers with their students. Educators can also evaluate the attractiveness and difficulty of their course for students, by analyzing the buzz, the questions and the involvement of the students on the topic. Other positive aspects of social media concern the student engagement and the improvement of com-munication skills, especially in the case of shy students who might feel more comfortable in expressing themselves on digital chan-nels, rather than during live lectures. Despite these benefits, critics still argue that there are serious risks to using Social Media in the classroom. Critics say that in many cases, Social Media can be a distraction from what’s happening in the class leading to disastrous consequences over the learning process. Over-use of the digital communication can deprive students from the experience of face-to-face communication, from ac-quiring real-life social skills and from expressing ideas and messages in public. Moreover, teachers would get new responsibilities in their job description, like managing the behavior and messages of students online, where discussions can divert very fast or stronger contradictory discussions arise between students. In most of the cases these risks outweigh the potential for development using Social Media. Yet, there are many educational institu-tions that have managed solutions for mixing Education and Social Media. In the next issues of the SEFI Newsletter we will bring some In the next issues of the SEFI Newsletter we will bring some In the next issues of the SEFI Newsletter we will bring some In the next issues of the SEFI Newsletter we will bring some of these successful initiatives in the spotlight and we will try to provide new possible perspectives over the topic.of these successful initiatives in the spotlight and we will try to provide new possible perspectives over the topic.of these successful initiatives in the spotlight and we will try to provide new possible perspectives over the topic.of these successful initiatives in the spotlight and we will try to provide new possible perspectives over the topic.

Andrei Bursuc, SEFI Source: http://campustechnology.com

SPECIAL 2012: SPECIAL 2012: SPECIAL 2012: SPECIAL 2012: News@SEFI will include a new column: «Social Media in the field of education », because of the growing interest in this field.

News from SEFI Members News from SEFI Members News from SEFI Members News from SEFI Members

About the EUAbout the EUAbout the EUAbout the EU----VIP project*VIP project*VIP project*VIP project*

International work placements work placements work placements work placements or internships, as they are generally known, are gaining more and more importance in the context of internationalization internationalization internationalization internationalization of higher education and globalization globalization globalization globalization of our (professional) world. Traditional international work placements, where the learner travels to the company abroad, are not always feasible for all students because of financial, geographical, social or other reasons. For those physical placements abroad that do happen, there are also a number of difficulties to overcome, mainly related to a lack of communication between the student, the foreign company and the institution for higher education. Virtual mobilityVirtual mobilityVirtual mobilityVirtual mobility, or ICT-supported interaction to realize international collaboration, offers possibilities to address these issues. The European Commission supported project EU-VIP (Enterprise-University Virtual Placements) looked at how virtual mobility can support or even enable international work placements and addressed the three stakeholders three stakeholders three stakeholders three stakeholders that are involved in an international work placement: the higher education institution, the student and the receiving company or organization. As a result of the EU-VIP project, partners have recently published a new handbook entitled “Make it work! Integrating virtual mobility in international work “Make it work! Integrating virtual mobility in international work “Make it work! Integrating virtual mobility in international work “Make it work! Integrating virtual mobility in international work placements.” placements.” placements.” placements.” The publication provides a framework for and a description of the conditions of success for integrating virtual mobility in interna-tional internships. Next to this it defines the context and definitions used in the project and it presents the conclusions regarding the perspectives from the different stakeholders: students, higher education institutions and companies. The handbook is available as a free download from the project website. Furthermore, you can find on the website a quick guide, which summarizes the main findings presented in the handbook. The quick guide is available in English, Danish, Dutch, Finnish, Ger-man, Italian and Polish. The editors of the handbook are Mariet Vriens and Wim Van Petegem.

(Source: www.euvip.eu)

ProjectsProjectsProjectsProjects

EU-VIP project partners are: Katholieke Universiteit Leuven (BE), EuroPACE ivzw (BE), Aalto University (FI), EAL, TietgenSkolen (DK), EFMD (BE), EADTU (NL), FernUniversität in Hagen (DE), Katholieke Hogeschool Leuven (BE), Laurea University of Applied Sciences (FI), West Pomeranian Business School (PL), University of Turku (FI), University of Bologna (IT), University of Padua (IT), University of Groningen (NL), Coimbra Group (BE), BEST (FR).

* The EU-VIP project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

News from SEFI Members


News @ 5

FebruaryFebruaryFebruaryFebruary

1 1 1 1 ---- 3 in Orlando, US 3 in Orlando, US 3 in Orlando, US 3 in Orlando, US

ASEE - Conference for Industry and Education Collabora-tion (CIEC)

2222----3 in Dublin, IRE3 in Dublin, IRE3 in Dublin, IRE3 in Dublin, IRE

Conference Universi-ties’ Third Mission: Indicators and Good Practices

7777----9 in Washington 9 in Washington 9 in Washington 9 in Washington DC, USDC, USDC, USDC, US

ASEE - Engineering Deans Public Policy Colloquium

9 9 9 9 ---- 10 in Madrid, ES 10 in Madrid, ES 10 in Madrid, ES 10 in Madrid, ES

2012 CLAIU EU Conference « The Engineering Docto-rate »

13131313----14 in Issy14 in Issy14 in Issy14 in Issy----lèslèslèslès----Moulinaux, FRMoulinaux, FRMoulinaux, FRMoulinaux, FR

Commission des Titres d’Ingénieur (CTI) - Annual Collo-quium

14141414----15 in Zürich, CH15 in Zürich, CH15 in Zürich, CH15 in Zürich, CH

EFMD Higher Educa-tion Research Confe-rence

23232323----24 in Brussels, 24 in Brussels, 24 in Brussels, 24 in Brussels, BEBEBEBE

ENAEE AC Meeting and General Assem-bly

23232323----24 in Deft, NL24 in Deft, NL24 in Deft, NL24 in Deft, NL

European Platform of Universities enga-ged in Energy Re-search, Education and Training (EPUE)

28 in Brussels, BE28 in Brussels, BE28 in Brussels, BE28 in Brussels, BE

ESF Conference « The Science of Innova-tion »

PAEE 2012 4th International Symposium on Project Approaches in Engineering Education PAEE 2012 4th International Symposium on Project Approaches in Engineering Education PAEE 2012 4th International Symposium on Project Approaches in Engineering Education PAEE 2012 4th International Symposium on Project Approaches in Engineering Education - "Organizing and Managing Project Based Learning" "Organizing and Managing Project Based Learning" "Organizing and Managing Project Based Learning" "Organizing and Managing Project Based Learning" ---- Call for Papers Call for Papers Call for Papers Call for Papers

26 - 27 July 2012, São Paulo, Brazil The Department of Production and Systems and the Research Centre for Education of the University of Minho are hosting the symposium in cooperation with the Pontifical Catholic University and Mackenzie Presbyterian Univer-sity, both of São Paulo, ASIBEI (the Iberoamerican Association of Engineering Education Institutions) and the SEFI Curriculum Development Working Group to join teachers, researchers on Engineering Education, deans of Engi-neering Schools and professionals concerned with Engineering Education, to enhance Project Approaches in Engi-neering Education through workshops and discussion of current practice and research. The programme has a strong workshop component, aiming to encourage discussion of current practice and research on project ap-proaches. Keynote speakers: Lueny Morell from Hewlett Packard Laboratories, California, and Erik de Graaff from Aalborg University. Students who do project work in their undergraduate or graduate engineering degrees are invited to submit pa-pers on their learning experiences in project work. Student papers will be candidates for the best Student Paper Award.

(Source: http://paee.dps.uminho.pt/)

SCHOOLS OF CIVIL ENGINEERING/MECHANICAL ENGINEERING SCHOOLS OF CIVIL ENGINEERING/MECHANICAL ENGINEERING SCHOOLS OF CIVIL ENGINEERING/MECHANICAL ENGINEERING SCHOOLS OF CIVIL ENGINEERING/MECHANICAL ENGINEERING University of BirminghamUniversity of BirminghamUniversity of BirminghamUniversity of Birmingham Teaching Focused Lecturer in Engineering Management (3 year Fixed Term Contract)Teaching Focused Lecturer in Engineering Management (3 year Fixed Term Contract)Teaching Focused Lecturer in Engineering Management (3 year Fixed Term Contract)Teaching Focused Lecturer in Engineering Management (3 year Fixed Term Contract) Starting salary is normally in the range of £36,862 to £49,539 per annum. The University of Birmingham is pleased to invite applications for the above fixed term post in the Schools of Civil Engineering and Mechanical Engineering. The successful candidate will be expected to design, develop and de-liver a range of programmes of study within the fields of Construction and Infrastructure Management (Civil Engi-neering) and Project/Operations/Engineering Management (Mechanical Engineering) in line with the Schools’ teaching strategy, and to work closely with colleagues investigating all aspects of the short term and long term resilience of the built environment. For such a prestigious teaching focused post, the role-holder is expected to advance the practice of teaching in his/her modules within the School, take a role in leading curriculum development, and play an important role in student academic support. Teaching focussed role-holders should deliver excellent teaching that inspires stu-dents, and is informed by discipline-based research. To download the further details and submit an electronic application online visit: www.hr.bham.ac.uk/jobs, alterna-tively information can be obtained from Dr Mark Sterling, Head of School for Civil Engineering (tel: +44(0) 121 415 9000)

Reference: 43811Reference: 43811Reference: 43811Reference: 43811

VacanciesVacanciesVacanciesVacancies

CIM INSTITUTE FOR SUSTAINABILITY IN INNOVATION (ICIMSI) at the DEPARTMENT OF INNOVATIVE CIM INSTITUTE FOR SUSTAINABILITY IN INNOVATION (ICIMSI) at the DEPARTMENT OF INNOVATIVE CIM INSTITUTE FOR SUSTAINABILITY IN INNOVATION (ICIMSI) at the DEPARTMENT OF INNOVATIVE CIM INSTITUTE FOR SUSTAINABILITY IN INNOVATION (ICIMSI) at the DEPARTMENT OF INNOVATIVE TECHNOLOGIES TECHNOLOGIES TECHNOLOGIES TECHNOLOGIES Scuola universitaria professionale della Svizzera italiana, SUPSIScuola universitaria professionale della Svizzera italiana, SUPSIScuola universitaria professionale della Svizzera italiana, SUPSIScuola universitaria professionale della Svizzera italiana, SUPSI MANAGING DIRECTOR MANAGING DIRECTOR MANAGING DIRECTOR MANAGING DIRECTOR The University of Applied Sciences and Arts of Southern Switzerland (SUPSI), active in the fields of the natural and build environment, economics, innovative technologies, applied art, social work and healthcare, has opened the position of Director of the CIM Institute for Sustainability in Innovation (ICIMSI), based in Manno, with an em-ployment contract between 60% and 100%. Latest start date 1st January 2013.

Completed applications can be sent either by email or post, by 15th February 2012 15th February 2012 15th February 2012 15th February 2012 as followed:

Applications sent by post post post post (verified by the postmark date) must be addressed to: SUPSI – Direzione Le Gerre, CH-6928 Manno (specifying: Direttore_ICIMSI) Applications sent by emailemailemailemail (verified by the time and date of receipt) must be sent to: [email protected] (specifying Direttore_ICIMSI as the subject)

Applications that are incomplete, sent to other addresses, or sent after the deadline, will not be considered.Applications that are incomplete, sent to other addresses, or sent after the deadline, will not be considered.Applications that are incomplete, sent to other addresses, or sent after the deadline, will not be considered.Applications that are incomplete, sent to other addresses, or sent after the deadline, will not be considered.

For further information please contact the Director of the Department of innovative technology: Prof. Giambattista Ravano, T. +41 (0)58 666 65 11 - [email protected]

News from SEFI Members


News @ 6

MarchMarchMarchMarch

4444----6 in Washington 6 in Washington 6 in Washington 6 in Washington DC, USDC, USDC, USDC, US

ASEE Engineering Research Council (ERC), Annual confe-rence

11111111----14 in Dili, TLD14 in Dili, TLD14 in Dili, TLD14 in Dili, TLD

XII International Conference on Engi-neering and Techno-logy Education, CO-PEC

17171717----18 in Copenha-18 in Copenha-18 in Copenha-18 in Copenha-gen, DKgen, DKgen, DKgen, DK

European Students’ C o n v e n t i o n 2 3 (ESC23) - Bologna Process

22222222----23 in Warwick, 23 in Warwick, 23 in Warwick, 23 in Warwick, UKUKUKUK

EUA Annual Confe-rence in Warwick, United Kingdom, “The Sustainability of European Universi-ties”

29292929----30 in 30 in 30 in 30 in San Luis San Luis San Luis San Luis Obispo, USObispo, USObispo, USObispo, US

3rd North American Materials Education Symposium

29292929----30 in Birming-30 in Birming-30 in Birming-30 in Birming-ham, UKham, UKham, UKham, UK

4 t h E u r o p e a n Convention for Engi-neering Deans (ECED)

30 in Birmingham, 30 in Birmingham, 30 in Birmingham, 30 in Birmingham, UKUKUKUK

European Enginee-ring Deans Council (EEDC) General As-sembly

ENAEEENAEEENAEEENAEE European Network for Accreditation of Engineering Education (ENAEE) European Network for Accreditation of Engineering Education (ENAEE) European Network for Accreditation of Engineering Education (ENAEE) European Network for Accreditation of Engineering Education (ENAEE) ---- First Conference: First Announce- First Conference: First Announce- First Conference: First Announce- First Conference: First Announce-ment and Call for Papersment and Call for Papersment and Call for Papersment and Call for Papers

The first ENAEE Conference will take place in the beautiful city of Porto on the 15th and 16th November 2012. This first conference will focus on experience to date and on many issues to do with programme accreditation. The topics to be covered will include: The value of the EUR-ACE label to graduates, engineering departments, employers and accreditation agencies. Engineering programme accreditation criteria. Academic standards for Bachelor/Master engineering degree programmes. Engineering graduate mobility. Contributions, in English, are invited on these topics and should be submitted to [email protected]@[email protected]@enaee.eu no later than Friday 27th July 2012. Friday 27th July 2012. Friday 27th July 2012. Friday 27th July 2012. Guidelines on paper format are provided on the ENAEE website www.enaee.eu.

(Source: http://www.enaee.eu/)

EUAEUAEUAEUA EUA’s Institutional Evaluation Programme (IEP) admitted to European EUA’s Institutional Evaluation Programme (IEP) admitted to European EUA’s Institutional Evaluation Programme (IEP) admitted to European EUA’s Institutional Evaluation Programme (IEP) admitted to European Quality Assurance Register for Higher Education (EQAR)Quality Assurance Register for Higher Education (EQAR)Quality Assurance Register for Higher Education (EQAR)Quality Assurance Register for Higher Education (EQAR)

In most European countries, higher education institutions or study pro-grammes are subject to regular external review by a quality assurance (QA) agency. Set up in 2008, the European Quality Assurance Register for Higher Education (EQAR) is a register of such agencies, listing those that substan-tially comply with a common set of principles for quality assurance in Europe, as laid down in the European Standards and Guidelines for Quality Assurance. Launched in the context of the Bologna Process reforms, the Register aims to provide clear and objective information about trustwor-thy quality assurance agencies that are working in Europe. It also aims to help improve the quality of European higher education and to promote greater student mobility by increasing trust between higher education institutions. Application for inclusion on the EQAR is voluntary and is based on compliance with the European Standards and Guidelines for Quality Assurance adopted by European Education Ministers in 2005. The Register provides a means for HE institutions, where national regulations permit, to choose between different agencies on the Register.

(Source:http://www.eua.be)

Registration is now open for EUA’s Registration is now open for EUA’s Registration is now open for EUA’s Registration is now open for EUA’s Annual Conference 2012 Annual Conference 2012 Annual Conference 2012 Annual Conference 2012 ---- “The Sus- “The Sus- “The Sus- “The Sus-tainability of European Universities” tainability of European Universities” tainability of European Universities” tainability of European Universities”

In the context of the major changes taking place in European higher education, the 2012 conference seeks to engage university leaders, policymakers and other stake-holders in rethinking higher educa-tion models. The objective is for universities to remain sustainable in the 21st century, in a world of mass higher education and growing pres-sures for them to carry out competi-tive, high-end research. The dead-line for the early registration fee is 10 February 201210 February 201210 February 201210 February 2012. After this date, late registration fees will apply. [...]

(Source: http://www.eua.be)

News from SEFI Partners News from SEFI Partners News from SEFI Partners News from SEFI Partners

EUAEUAEUAEUA----CDE workshop: ‘Supporting Individual Paths of Doctoral Candidates CDE workshop: ‘Supporting Individual Paths of Doctoral Candidates CDE workshop: ‘Supporting Individual Paths of Doctoral Candidates CDE workshop: ‘Supporting Individual Paths of Doctoral Candidates ---- Experience, Skills, Guidance’ Experience, Skills, Guidance’ Experience, Skills, Guidance’ Experience, Skills, Guidance’

The EUA Council for Doctoral Education’s annual thematic workshop took place at Trinity College Dublin in Ire-land. More than 90 members of the EUA-CDE from all over Europe gathered to discuss and debate how to support the individual paths of doctoral candidates and provide them with the right kinds of tailored guidance. The work-shop presentations covered a wide range of topics from talent development and mentoring women to detailed case studies of transferable skills provision, promotion of entrepreneurship and management of doctoral schools. [...] The workshop programme also included a plenary session with presentations from a private sector employer and a doctorate holder with a career as a radio producer. [...] Participants also had rich exchanges on how to man-age the differences and commonalities between different disciplines. Finally, the event highlighted that there were differing views about whether to prioritise entrepreneurship and innovation for the needs of employers or to prioritise training in basic research as a long-term qualification for a wide range of careers.


E4 launches project report on the implementation of the ESGsE4 launches project report on the implementation of the ESGsE4 launches project report on the implementation of the ESGsE4 launches project report on the implementation of the ESGs

The E4 Group, ENQA, ESU, EUA and EURASHE, organised a launch conference to present and discuss the findings of the project “Mapping the implementation and application of the European Standards and Guidelines for Qual-ity Assurance in the European Higher Education Area” (MAP-ESG). The conference gathered more than 100 par-ticipants from universities and other higher education institutions, representatives of ministries, national rectors’ conferences, student organisations, quality assurance agencies and employers. After a presentation of the key findings and conclusions detailed in the final project report, much of the event was dedicated to a lively debate and discussion between participants and representatives of the project Steering Committee about the project findings, and how the ESGs could be further developed to continue supporting the enhancement of European higher education. The outcomes of this event will be put forward to the Bologna Follow Up Group (BFUG) in the The outcomes of this event will be put forward to the Bologna Follow Up Group (BFUG) in the The outcomes of this event will be put forward to the Bologna Follow Up Group (BFUG) in the The outcomes of this event will be put forward to the Bologna Follow Up Group (BFUG) in the preparation of the Bologna Ministerial Communiqué in April 2012. preparation of the Bologna Ministerial Communiqué in April 2012. preparation of the Bologna Ministerial Communiqué in April 2012. preparation of the Bologna Ministerial Communiqué in April 2012. [...]


News from SEFI Partners


News @ 7

AprilAprilAprilApril

10101010----12 12 12 12 Negeri Sem-Negeri Sem-Negeri Sem-Negeri Sem-bilan, bilan, bilan, bilan, MYMYMYMY

RCEE & RHEd 2012 Conference

11111111----13 Cambridge, 13 Cambridge, 13 Cambridge, 13 Cambridge, UKUKUKUK

4th International Material Education Symposium

15151515----18 Kauai, HI18 Kauai, HI18 Kauai, HI18 Kauai, HI

Engineering Deans Institute (EDI) - ASEE

17171717----20 Marrakesh, 20 Marrakesh, 20 Marrakesh, 20 Marrakesh, MAMAMAMA

Annual Global Engi-neerin Education Conference (EDUCON 2012) - sonsored by the IEEE Education Society

19191919----21 Missouri, 21 Missouri, 21 Missouri, 21 Missouri, USAUSAUSAUSA

ABET Symposium 2012

23 Paris, FR23 Paris, FR23 Paris, FR23 Paris, FR

BEST General Assem-bly

25252525----27 Münster, GE27 Münster, GE27 Münster, GE27 Münster, GE

2012 Entrepreneurial Universities Confe-rence - Science-to-Business Marketing Research centre and FINPIN

26262626----27 Bucharest, 27 Bucharest, 27 Bucharest, 27 Bucharest, RORORORO

Ministerial Coinfe-rence and Bologna Policy Forum 2012

26262626----28 Valladolid, 28 Valladolid, 28 Valladolid, 28 Valladolid, ESESESES

International Sympo-sium on Innovation and Quality in Engi-neering Education

The European UnionThe European UnionThe European UnionThe European Union

News From EuropeNews From EuropeNews From EuropeNews From Europe

EIT Entrepreneurship awardEIT Entrepreneurship awardEIT Entrepreneurship awardEIT Entrepreneurship award

The EIT Entrepreneurship Awards aim to celebrate and encourage the start-up companies and the en-trepreneurs behind them by putting the spotlight on selected entrepreneurial start-ups in a venture competition. The First EIT Entrepreneurship Awards will be granted on 21 February 2012 at ‘Start-up! The European entrepreneurship summit’ and awards ceremony at the Royal Academy of Science in Brus-sels, Belgium. Nine very promising companies have been nominated by the KICs in the fields of climate change adaptation and mitigation, future informa-tion & communication society, and sustainable en-ergy.

(Source: http://eit.europa.eu)

Draft report on the implementation of the Strategic Fra-Draft report on the implementation of the Strategic Fra-Draft report on the implementation of the Strategic Fra-Draft report on the implementation of the Strategic Fra-mework for European cooperation in education and trai-mework for European cooperation in education and trai-mework for European cooperation in education and trai-mework for European cooperation in education and trai-ningningningning

Every two years, education ministers from EU countries and the Commission publish a joint report assessing the overall situation in education and training in the EU and progress towards common objectives. At the end of De-cember, the European Commission adopted the draft 2012 joint report covering activities for 2009-2011 and suggesting priority areas for policy cooperation in 2012-2014. The draft report, which also looks at how coopera-tion in education and training can support the EU 2020 strategy, will now go forward to the Council of the EU for discussion and adoption.

(Source: http://ec.europa.eu)

European Commission proposes significant amendments to the Directive on the Recognition of European Commission proposes significant amendments to the Directive on the Recognition of European Commission proposes significant amendments to the Directive on the Recognition of European Commission proposes significant amendments to the Directive on the Recognition of Professional QualificationsProfessional QualificationsProfessional QualificationsProfessional Qualifications

Directive 2005/36/EC, which regulates the recognition of professional qualifications in the EU’s internal market has three particular policy objectives in mind: to increase cross-border professional mobility in sectors where demographic change puts pressure on existing labour supply, notably healthcare; to combat professional protec-tionism; and to raise the level of cross-border service provision. The Commission regards its re-launch of the Sin-gle Market as a key precondition of economic recovery. Many of the proposals concern the agreed minimum training specifications in medicine, general care nursing, dentistry, veterinary surgery, midwifery, pharmacy and architecture, as well as the apparatus and procedures which allow Member States to assess qualifications in other fields where recognition is not automatic. For the first time, they envisage the use of ECTS (European Credit Trans-fer and Accumulation System). EUA maintained that the Directive is insufficiently compatible with the Bologna Process and with the structural features of the European Higher Education Area. The Commission’s proposals open the door to significant re-alignment.[...]


The NetherlandsThe NetherlandsThe NetherlandsThe Netherlands Dutch reel from German students' invasionDutch reel from German students' invasionDutch reel from German students' invasionDutch reel from German students' invasion

A top education official in the Netherlands has threatened universities and colleges in the east of the country with closure if they continue to recruit students from just across the border in Germany. Deputy Education Minister Halbe Zijlstra drew up a profit-loss analysis of student-exchange programmes between EU countries, Radio Neth-erlands reported. The analysis had been requested by parliament. His conclusion was that the Netherlands spends more than €90 million a year providing higher education for 34,000 foreign students - most of whom leave the Netherlands after completing their education. In comparison, 19,000 Dutch students are studying abroad. Of the 34,000 foreign students at Dutch universities, 24,000 are German. The Dutch government wants Germany to start making a contribution to the cost of educating these students. It points out that the number of Germans studying in the Netherlands is increasing by 14% annually. In a letter to parliament, Zijlstra says he fears "an unbridled in-crease" in the numbers could lead to "seriously negative consequences" for some courses.[...]” However, the min-ister also sees advantages in the exchange programmes. Foreign students are often highly motivated and have a positive effect on the results of Dutch students, provided they are in internationally mixed groups, not just among

compatriots, he said.[...] But the European Commission has been tolerating the limitation so far because of the huge number of German "numerus clausus refugees". Numerus clausus is a method to limit the number of stu-dents in the most sought-after studies.[...] The German government reacted negatively to the Dutch demands. Helge Braun, an official at the Federal Ministry of Education and Research, told EurActiv Germany that Berlin "does not think much of an isolated solution for an isolated viewed problem." Braun said Germany receives more foreign EU students than it sends abroad and, as a result, the country would earn more money than it paid from any system of compensation for foreign students. He added that the issues of bi-national compensations and quotas for students have yet to be discussed by EU education ministers. A similar position was evidenced at a re-cent meeting between Austrian Minister of Science and Research Karlheinz Töchterle and his German counterpart Annette Schavan. Germany indicated that it would not be willing to pay compensation for its abroad students. [...]

(Source: http://www.euractiv.com/)

News from Europe


News @ 8

MayMayMayMay

2222----4 Agadir, MA4 Agadir, MA4 Agadir, MA4 Agadir, MA

5th General Confe-rence of the Cartage-na Network

4444----5 Antwerpen, BE5 Antwerpen, BE5 Antwerpen, BE5 Antwerpen, BE

TechnoTN Forum 2012

9999----11 11 11 11 Leeuwen-Leeuwen-Leeuwen-Leeuwen-horst, NLhorst, NLhorst, NLhorst, NL

EADL 2012 Confe-rence - « the Profit Side of Learning »

9999----11 Graz, AT11 Graz, AT11 Graz, AT11 Graz, AT

43rd EUCEN Confe-rence - « Universities’ Engagement in and with Society. The ULLL contribution »

10 Berlin, GE10 Berlin, GE10 Berlin, GE10 Berlin, GE

ASIIN General Assem-bly 2012

13131313----15 Sophia Anti-15 Sophia Anti-15 Sophia Anti-15 Sophia Anti-polis, FRpolis, FRpolis, FRpolis, FR

EFMD’s 2012 Annual C o n f e r e n c e - « Beyond Maturity: Innovating in Mana-gement Education »

15151515----16 Valencia, ES16 Valencia, ES16 Valencia, ES16 Valencia, ES

EUGENE 3rd Scientific Meeting

16 Valencia, ES16 Valencia, ES16 Valencia, ES16 Valencia, ES

Workshop of the Working Group on Continuing Enginee-r i n g E du c a t i o n (WGCEE)

17171717----19 Valencia, ES19 Valencia, ES19 Valencia, ES19 Valencia, ES

13th IACEE World Conference on Conti-nuing Engineering Education

17 Valencia, ES17 Valencia, ES17 Valencia, ES17 Valencia, ES

SEFI Administrative Council Meeting

31 Milton Keynes, 31 Milton Keynes, 31 Milton Keynes, 31 Milton Keynes, UKUKUKUK

EADTU TF University Strategies and Fun-ding for European Open University rectors at the OUUK

Is the number of firstIs the number of firstIs the number of firstIs the number of first----class degrees cause for concern?class degrees cause for concern?class degrees cause for concern?class degrees cause for concern?

The latest figures out from the Higher Education Statistics Agency may well fuel fears that grade inflation is rife in UK universities. The statistics show the proportion of undergraduates being awarded first-class degrees has risen rapidly in the last four years. The latest figures, from 2010-2011, reveal that almost one in six undergraduates at UK universities achieved a first (15.5%). This compares to one in eight (12.6%) in 2006-07.[...] So is this grade inflation or has the calibre of students attending UK universities dramatically improved? Bahram Bekhradnia, director of the Higher Education Policy Institute thinktank, says it may be a combination. “This is a huge increase. I suspect students have become more serious as the job market becomes tougher. They are pulling their fingers out.” Bekhradnia says teaching may well be better. Lecturers now face rigorous training before they teach undergraduates. There's no doubt that one can be concerned about grade inflation. But we don't know how much, if at all, this has contributed.[...] The Higher Education Statistics Agency says the firsts do not disproportion-ately come from overseas students.

(Source: www.guardian.co.uk)

United KingdomUnited KingdomUnited KingdomUnited Kingdom

The number of research councilThe number of research councilThe number of research councilThe number of research council----funded doctoral students remaining funded doctoral students remaining funded doctoral students remaining funded doctoral students remaining in the academy beyond graduation is increasing, new figures reveal.in the academy beyond graduation is increasing, new figures reveal.in the academy beyond graduation is increasing, new figures reveal.in the academy beyond graduation is increasing, new figures reveal.

Seventy-three percent of PhD students funded by the Economic and Social Research Council cited higher education as their first post-degree destination in 2010-11 – compared to just 51 per cent in 2007-08. Significant rises were also reported by the Natural Environment Research Council, the Biotechnology and Biological Sciences Research Council and the Engineering and Physical Sciences Research Council. Only the Science and Technology Facilities Council reported a fall – from 50 per cent in 2008-09 to 42 per cent in 2010-11. The figures are included in the impact reports each council published this week, at the behest of the Department for Business, Innovation and Skills. The reports set out the impacts the research councils have achieved in the 2010-11 financial year and include standardised metrics on “outputs” such as papers produced, academics supported and patents applied for.[...] The research council’s delivery plan, published a year ago, highlighted the contribution that its Connected Communities programme could make to the Big Society project, prompting a barrage of criticism by academics. The impact report states merely that Connected Commu-nities will “develop a more comprehensive understanding of the social and economic challenges for communities”. The reports show that the number of PhD students supported by every council except the BBSRC have fallen slightly since 2007-08.[...]

(Source: http://www.timeshighereducation.co.uk)

University applications fall 7.6 per centUniversity applications fall 7.6 per centUniversity applications fall 7.6 per centUniversity applications fall 7.6 per cent

University applications from British stu-dents have fallen by 7.6 per cent, ac-cording to figures published days before the deadline for seeking places.[...] However, interest has rallied in the past month, with a surge of last-minute ap-plications before the January 15 dead-line. This may help to avert the poten-tially disastrous shortfall predicted at the end of November, when applica-tions from home students were 15 per cent lower than the previous year. Overseas students seem more deter-mined than ever to come to Britain, ac-cording to the Universities and Colleges Admissions Service, which handles ad-missions and published the figures. There are 31 per cent more candidates from Hong Kong than last year, 22 per cent more from Australia and 13 per cent more from Malaysia. The biggest fall is from Ireland, where applications are down by 19 per cent.[...]

(Source: http://www.theaustralian.com.au)

An A and two B's may spell failureAn A and two B's may spell failureAn A and two B's may spell failureAn A and two B's may spell failure

Teenager in Britain who score two Bs and an A in their A-levels could find themselves squeezed out of leading universities by the new market in higher education, vice-chancellors have warned the government. Under reforms being introduced for students starting courses this northern autumn, when fees will rise to a maxi-mum of £9,000 (€10,326), recruitment quotas are to be relaxed so universities can give as many places as they wish to applicants with grades of at least AAB. The number of places on which there are no grade restrictions will correspondingly be cut sharply. The effect, according to the vice-chancellors, could be that those who just miss out on the top grades will find it far more difficult than in previous years to win places on the highest-rated courses.[...] The new system is likely to lead to a frustrated “squeezed middle” of bright applicants who just miss out on the top grades and who are forced either to wait a year or to apply to a lower-ranked university. The report also warns there is a risk that some schools may encourage pupils to take easier A-level subjects to obtain high grades. Other experts warn that the policy could hit applicants from independent schools and those applying for humanities subjects disproportionately hard. There could also be a surge in exam appeals from “near miss” candi-dates. Bristol, one of the universities with the highest average entry grades, is among those with the biggest expansion plans. It intends to recruit an extra 600 students with at least AAB. The squeeze on ABB students may be only tem-porary, however. David Willetts, the universities minister, hopes to liberalise the market further, scrapping quotas for those with grades as low as three Bs by 2014

(Source: www.theaustralian.com.au)

News from Europe


News @ 9

JuneJuneJuneJune

6666----9 Porto, PO9 Porto, PO9 Porto, PO9 Porto, PO

EDEN Annual Confe-rence - Open Lear-ning Generations Closing the gap from ‘’Generation y’’ to the mature Lifelong Learners

7777----8 Florence, IT8 Florence, IT8 Florence, IT8 Florence, IT

2nd International Conference ‘’The Future of Education’’

9 St Antonio, USA9 St Antonio, USA9 St Antonio, USA9 St Antonio, USA

2012 ASEE K-12 Workshop on Engi-neering Education presented by Das-sault Systèmes - “Employing Enginee-ring for STEM Lear-ning”

10101010----13 St Antonio, 13 St Antonio, 13 St Antonio, 13 St Antonio, USAUSAUSAUSA

ASEE - 119th Annual Conference & Exposi-tion - ‘’Spurring Big Ideas in Education’’

10101010----12 Helsinki, FI12 Helsinki, FI12 Helsinki, FI12 Helsinki, FI

ACA Annual Confe-rence 2012 - ‘’Tying it all together’’

17171717----20 Winnipeg, 20 Winnipeg, 20 Winnipeg, 20 Winnipeg, CACACACA

3rd Annual confe-rence CEEA 2012 - ‘’Examining Future Directions for Engi-neering Education’’

20202020----22 Copenha-22 Copenha-22 Copenha-22 Copenha-gen, DKgen, DKgen, DKgen, DK

11th Active Learning in Engineering Edu-cation Workshop - ‘’Bridging the gap’’

21212121----23 Istanbul, TU23 Istanbul, TU23 Istanbul, TU23 Istanbul, TU

The 11th Information Technology Based Higher Education and Training Confe-rence –(ITHET 2012)

25252525----26 Copenha-26 Copenha-26 Copenha-26 Copenha-gen, DKgen, DKgen, DKgen, DK

EIT Conference - ‘’Good practices and learning’’

27272727----29 Zagreb, HR29 Zagreb, HR29 Zagreb, HR29 Zagreb, HR

21st EAN Annual Conference

News from the rest of the worldNews from the rest of the worldNews from the rest of the worldNews from the rest of the world

Building WorldBuilding WorldBuilding WorldBuilding World----Class Universities in China: From the View of National StrategiesClass Universities in China: From the View of National StrategiesClass Universities in China: From the View of National StrategiesClass Universities in China: From the View of National Strategies

In this article, the author discusses the rapid growth of the university system in China, termed “massification”, and the backlash which has arisen as a result of this sudden expansion. She also dissects the government’s attempts to curtail the issues resulting from these challenges. Introduction Establishing world-class universities has long been the goal of the Chinese academic community, government and policy makers, especially under the rapid economic development in recent years. After the massive expansion that began in 1999, a steep increase of enrollment and quick expansion of universities spurred on the higher edu-cation system to transfer from “elite higher education” to “mass higher education”. Along with the expansion, consequent problems such as quality, funding, adequate support facilities, qualified academic staff, and compe-tences of graduates are all emerging gradually. On the other hand, the underperformance of Chinese universities in all the global rankings is considered an unsuitable manifestation regarding the international standing of China. Therefore, initiatives for building elite universities, more specifically world-class universities, were started by the Ministry of Education of China, two of which are known as “Project 211” and “Project 985”. The most salient issue to support the initiatives is funding, meanwhile the vertical differentiation inside the sys-tem has become steeper and brought consequent problems in the context of massification. Building world-class universities is, first and foremost, a way to compete with other leading universities, but also seen as a way to pre-sent the strength of the higher education system as well as national power. Apart from attempts at policymaking and changing strategies, the Chinese government is also seeking an appropriate pathway to improve the quality of higher education from international empirical experience. This article discusses the national strategies and prospects of building world-class universities in China from the perspective of quality, rankings, and research ex-cellence.[...]

(Source: www.guninetwork.org)

Latin AmericaLatin AmericaLatin AmericaLatin America Diversity Between Higher Education Institu-Diversity Between Higher Education Institu-Diversity Between Higher Education Institu-Diversity Between Higher Education Institu-tions: The Cases of Argentina, Chile and Uru-tions: The Cases of Argentina, Chile and Uru-tions: The Cases of Argentina, Chile and Uru-tions: The Cases of Argentina, Chile and Uru-guayguayguayguay

In this article the author explores the evo-lution of tertiary educational institutions in three South American states, including non-university options along with their systemic differences and similarities and their contributions to higher education in the region. Over the last few decades, dif-ferent social and production needs have given rise to new types of higher education institutions outside the university sector. This process of diversification has led to an increase in education alternatives and a re-conceptualization of higher education be-yond the scope of universities.[...] In accordance with the official descriptions of the respective systems, the literature in Argentina and Chile characterizes diversity in terms of institutional profiles (that is, with regard to the core role played by each institution, mainly based on the type and level of its programs). Both countries make a clear distinction between higher educa-tion sectors and types of institutions. In Uruguay the situation is different. Insti-tutional diversity tends to be characterized by the public/private dichotomy. Hence, diversity is presented in terms of the pri-vate or public nature of the offer.[...]

(Source: hwww.guninetwork.org)

ChinaChinaChinaChina

10101010thththth Latin American and Caribbean Conference for Engineering and Latin American and Caribbean Conference for Engineering and Latin American and Caribbean Conference for Engineering and Latin American and Caribbean Conference for Engineering and Technology Technology Technology Technology

23-27 July, Panama City, Panama The theme of the conference is Megaprojects: Building Infrastructure by fostering engineering collaboration, efficient and effective integra-tion and innovative planning. The keynote speakers will be experts on the megaprojects being carried out in Panama, and one after-noon of the conference is dedicated to technical networking tours of the megaprojects included in the registration. The refereed pa-pers are subjected to double blind review, and the accepted papers are published with ISBN and archived online, the best pedagogical papers will be invited to submit extended versions to the LACCEI Journal on Engineering Education, indexed by LATINDEX.[...]Submissions are accepted in English or Spanish. LACCEI is a consortium of more than 140 universities that offer en-gineering or computing programs that are interested in research and academic collaboration. Institution Membership includes one free registration to the conference and parallel events for a repre-sentative of the institution and discounted rates for additional par-ticipants from the institutions. Conference Registration includes lunches, breaks, a Cocktail at the Panama Canal Miraflores Locks, and a Gala Dinner at the Hotel El Panama with cultural show. There are Early Bird rates for registrations paid by May 31.[...] Students can compete in a Student Paper Competition, a Student Poster Competition and participate in an International Leadership event and University Fair, in addition to the conference. Winners will continue to a Global Engineering Student Competition.

For any questions, please email [email protected].

News from the rest of the world


News @ 10

JulyJulyJulyJuly

1111----4 Brisbane, AU4 Brisbane, AU4 Brisbane, AU4 Brisbane, AU

CDIO Conference 2012

3333----6 Leuven, BE6 Leuven, BE6 Leuven, BE6 Leuven, BE

12th DIVERSE Confe-rence

23232323----27 Panama City, 27 Panama City, 27 Panama City, 27 Panama City, PAPAPAPA

10th Latin American and Caribean Confer-nece for Engineering and Technology

AugustAugustAugustAugust

27272727----28 Eski Dehir, 28 Eski Dehir, 28 Eski Dehir, 28 Eski Dehir, CYCYCYCY

EADTU 25th Anniver-sary Conference

29292929----1 Bergen, NO1 Bergen, NO1 Bergen, NO1 Bergen, NO

7th European Confe-rence on Gender Equality in Higher education

28282828----30 Salamanca, 30 Salamanca, 30 Salamanca, 30 Salamanca, ESESESES

16th SEFI Mathema-16th SEFI Mathema-16th SEFI Mathema-16th SEFI Mathema-tics Working Group tics Working Group tics Working Group tics Working Group SeminarSeminarSeminarSeminar

USAUSAUSAUSA America's growing educational gender gapAmerica's growing educational gender gapAmerica's growing educational gender gapAmerica's growing educational gender gap

Many Americans have come to think that poor academic performance, lack of focus and abject hooliganism are male rites of passage: dudes, we are told, wind up in messy-but-hilarious high jinks before buck-ling down and getting serious with school, work and relationships – but that it's OK because they eventually get it together.[...] Nowadays, far more young women than men obtain bachelor's degrees in the US: 36%, compared to 28% for guys, according to the Pew Research Center. Females started outnumbering males in higher edu-cation in 1992, according to Pew, and social commentators have raised serious con-cerns about the phenomenon since about 2000.[...] More recently, young women have also started dropping out of the labor force en masse – to obtain still more edu-cation. As detailed in a recent New York Times article, economists expect this group to reap financial benefits on par with those of second world war vets who obtained high levels of wealth and comfort during the postwar boom largely because they went to college, thanks to the GI Bill, rather than swelling an already saturated labor market at the war's end. Most men in the same age group, on the other hand, don't go back to school and are more likely to accept whatever jobs.[...] As a society, we should advocate the fair treatment and equal representation of both sexes – and not allow any demographic sector to slip into a crisis of systemic under-achievement, as might well be the case with American young men.

(Source: http://www.guardian.co.uk)

The Value of Teacher The Value of Teacher The Value of Teacher The Value of Teacher Columnist: Columnist: Columnist: Columnist: Nicholas D. KristofNicholas D. KristofNicholas D. KristofNicholas D. Kristof

Suppose your child is about to enter the fourth grade and has been assi-gned to an excellent teacher. Then the teacher decides to quit. What should you do? The correct answer? Panic! Well, not exactly. But a landmark new research paper underscores that the difference be-tween a strong teacher and a weak teacher lasts a lifetime. Having a good fourth-grade teacher makes a student 1.25 percent more likely to go to college, the research suggests, and 1.25 percent less likely to get pregnant as a teenager. Each of the students will go on as an adult to earn, on average, $25,000 (€57,026) more over a life-time — or about $700,000 (€532,243) in gains for an average size class — all attributable to that ace teacher back in the fourth grade. That’s right: A great teacher is worth hundreds of thousands of dollars to each year’s students, just in the extra income they will earn. The study, by economists at Harvard and Columbia universities, finds that if a great teacher is leaving, parents should hold bake sales or pass the hat around in hopes of collectively offering the teacher as much as a $100,000 (€76,080) bonus to stay for an extra year. Sure, that’s implausible — but their children would gain a benefit that far exceeds even that sum. Conversely, a very poor teacher has the same effect as a pupil missing 40 percent of the school year. We don’t allow that kind of truancy, so it’s not clear why we should put up with such poor teaching. In fact, the study shows that parents should pay a bad teacher $100,000 to retire (assuming the replacement is of average quality) because a weak teacher holds children back so much.[...] One of the paradoxes of the school reform debate is that teachers’ unions have resisted a focus on teacher quality; instead, they emphasize that the home is the foremost influence and that teachers can only do so much. That’s all true, and we need an array of other antipoverty measures as well, especially early childhood programs. But the evidence is now overwhelming that even in a grim high-poverty school, some teachers have far more impact on their students than those in the classroom next door.[...] What shone through the study was the variation among teachers. Great teachers not only raised test scores significantly — an effect that mostly faded within a few years —

but also left their students with better life outcomes.[...]

(Source: www.nytimes.com)

GlobalGlobalGlobalGlobal Brave new world of higher education fundingBrave new world of higher education fundingBrave new world of higher education fundingBrave new world of higher education funding

In funding higher education institutions, several issues need to be resolved. These include: whether to fund teaching and research together; whether research should be funded selectively; whether students and other private beneficiaries should contribute to costs and, if so, in what proportion; what form private contribution should take; and whether there should be limits on what institutions can charge, and how these should be determined. All of these are highly relevant in determining both institutional and student behaviour.[...] Cost sharing, where the costs of student education are shared between the state and the student-family, is increasingly accepted across the world although the path has not been a linear one. The reasons are both necessity (the rising costs to the state as systems expand) and equity (why should those who do not receive the direct benefits of higher education subsidise those who do?). The issue is more what share of the costs should be borne by students-families and what proportion by the state through subsidies to institutions. In this context, the full-fee approach that will apply in England after 2012 poses a direct threat to the ability of English higher education insti-tutions to cross-subsidise courses, and thus offer a balanced curriculum and a wide range of offerings. It also threatens the supply of public goods as the public good is reduced to the sum of individual student choices and private goods.[...] There is also the question of whether borrowers should repay only what they owe, perhaps after allowing for inflation, or whether they should pay a higher amount related to their subsequent earnings, a true 'graduate tax'. The final major issue is whether tuition should be capped. Here the US case is instructive. The leading US institutions charge fees, before discounts, of $50,000 (€38,040) and more. These are way above the average OECD figure for expenditure per student of $9,148 (€6,961) (according to the latest available figures cited in a 2011 OECD report). They are able to do this because of the absence of direct, valid, reliable and accessible information about student education that would enable proper comparisons to be made between courses and institutions such as would be found in a normal consumer market.[...]

(Source:www.universityworldnews.com)

News from the rest of the world


News @ 11

Engaging in Lifelong Learning: Shaping Inclusive and Responsive University StrategiesEngaging in Lifelong Learning: Shaping Inclusive and Responsive University StrategiesEngaging in Lifelong Learning: Shaping Inclusive and Responsive University StrategiesEngaging in Lifelong Learning: Shaping Inclusive and Responsive University Strategies

This report is based on the SIRUS project ‘Shaping Inclusive and Responsive University Strategies’ and addresses the various aspects of the development and refra-

ming of the institutional lifelong learning strategies and their implemention in universities.

EUA Publications 2011

Editors: Hanne Smidt; Andrée Sursock

www.eua.be

Statement by the European University Association in response to the European Commission Consultation on the Modernisation of HigStatement by the European University Association in response to the European Commission Consultation on the Modernisation of HigStatement by the European University Association in response to the European Commission Consultation on the Modernisation of HigStatement by the European University Association in response to the European Commission Consultation on the Modernisation of Higher Education in Europe her Education in Europe her Education in Europe her Education in Europe

Statement of the EUA regarding factors that the association believes are crucial for the coming years for supporting universities and for determining the future stra-tegic direction of higher education and research.

Editor: European University Association (EUA)

www.eua.be

Global university rankings and their impactGlobal university rankings and their impactGlobal university rankings and their impactGlobal university rankings and their impact

The report of the European University Association (EUA) informs universities about the methodologies behind the most popular global rankings, and about their

potential impact.

EUA Report on Rankings 2011

Editor: Andrejs Rauhvargers

www.eua.be

Crossing Borders in East Asian Higher EducationCrossing Borders in East Asian Higher EducationCrossing Borders in East Asian Higher EducationCrossing Borders in East Asian Higher Education

Award winning book that examines the various goals and challenges associated with cross-border collaboration in higher education. Received first place in the cate-

gory ‘Best in Book for 2009-2010 academic year’ in the Annual Comparative and International Education Society’s Higher Education SIG.

Special Interest: Article contributed by Brian Yoder, ASEE

Editors: Chapman, David W.; Cummings, William K.; Postiglione, Gerard A. (Eds.)

www.springer.com

Strength through Global Leadership and Engagement: U.S. Higher Education in the 21st CenturyStrength through Global Leadership and Engagement: U.S. Higher Education in the 21st CenturyStrength through Global Leadership and Engagement: U.S. Higher Education in the 21st CenturyStrength through Global Leadership and Engagement: U.S. Higher Education in the 21st Century

This report informs about the challenges and opportunities for higher education in the U.S., the authors believe colleges and universities would be best served in developing their own strategies for global engagement.

Report of the blue ribbon panel on global engagement

www.acenet.edu

Good Teaching Good Teaching Good Teaching Good Teaching ---- Fresh Wind in the Sails of German Higher Education Fresh Wind in the Sails of German Higher Education Fresh Wind in the Sails of German Higher Education Fresh Wind in the Sails of German Higher Education

The magazine informs about the various methods of good teaching as possible standards for Higher Education in Germany.

Editor: HRK German Rectors’ Conference - Project nexus

Concepts and good practice in Higher Education

www.hrk-nexus.de

Publications, Articles and ReportsPublications, Articles and ReportsPublications, Articles and ReportsPublications, Articles and Reports

Mapping the FieldMapping the FieldMapping the FieldMapping the Field————The Needs and the Supply of Higher Education Leadership and Management Training in EuropeThe Needs and the Supply of Higher Education Leadership and Management Training in EuropeThe Needs and the Supply of Higher Education Leadership and Management Training in EuropeThe Needs and the Supply of Higher Education Leadership and Management Training in Europe

The MODERN project (European Platform Higher Education Modernisation) is a European open platform used as an instrument for the various tools necessary for the professionalization of Higher Education Modernisation. MODERN involves subjects like: innovation, state-of-the-art knowledge, dissemination of good practice etc. SEFI is associate Partner of MODERN.

Editors: Peter Maassen, Higher Education Development Association; University of Oslo; Attila Pausits, Danube University Krems

MODERN Project

Publications


News @ 12

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And the SEFI corporate membersAnd the SEFI corporate membersAnd the SEFI corporate membersAnd the SEFI corporate members

The SEFI newsletter contains information about SEFI’s recent activities as well as a summary of the latest stories in higher engineering education in Europe and worldwide. News@sefi is sent for free to SEFI members. All previous issues are available on www.sefi.be “members only”. All staff and students of an institution, an association or a company member of SEFI are entitled to receive free copies of the newslet-ter. So, in case you know somebody that is interested in a free copy, feel free to contact us.

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Editors: Françoise Côme; Steffi Kalisch; Jacques Schibler Layout: Steffi Kalisch


News@ January 2012

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Transcript of News@ January 2012