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Objectives: Mental health problems such as anxiety and depression have been steadily rising among university students in the Philippines. While there exists literature determining students’ quality of life and health access behaviour, there remains a substantial gap in having a local framework with which to understand their vulnerabilities. In this paper, we aim to identify the socio-cultural factors that exacerbate the challenges that Filipino university students navigate in their attainment of well-being. Design: The study used an exploratory qualitative design. Setting: Data were collected from university students attending a private higher education institution in Manila, the Philippines. Method: Using a cultural epidemiological approach and a qualitative design, semi-structured interviews were conducted online with 60 university-level students. Interviews were recorded, transcribed and translated into English. Data were open coded and thematically analysed. Results: The lived experience of 60 university students revealed that factors including volatile household dynamics, intergenerational [mis]understanding of mental illness, stressful academic engagement and religious associations contributed to the individual framing of their conditions, which ranged from self-stigma to self-prescribed isolation. Various experiences linked to the Filipino value of pagdamay (sharing the burden) significantly aided students’ management of their conditions. Conclusion: Drawing on the narratives elicited, a community-based approach using the university as the core for intervention delivery is proposed that may positively impact on students’ mental health seeking behaviour.

Significant efforts have been made to promote gender equality in higher education (HE) in Europe. Examples include the establishment of the Athena Swan Charter in the UK in 2005 and the 2019 launch of the Irène Curie Fellowship scheme by Eindhoven University of Technology. But which initiatives address broader diversity, equity, and inclusion (DEI) challenges in HE? And which are specifically focused on engineering education? This exploratory study aims to improve our understanding of the ways in which a set of European HE Institutions engaged in engineering education address DEI at an organisation level, and how this is communicated within the public domain. The analysis of online data provided by a purposive sample of institutions is guided by the following research questions (RQ): 1. How is DEI addressed and defined in institution-wide strategic frameworks? 2. How many institutions describe having an institution-wide DEI organization? 3. What specific policies around DEI are being developed, and what areas are mentioned, defined, and prioritized? 4. What structures and resources noted as part of their DEI activities are specific to engineering faculties and departments? 5. What engineering-specific DEI initiatives exist that are not available in the public domain or are not written in English? Our sample is composed of the host institutions of the authors of the paper, and represent different European countries: Belgium, Denmark, France, Ireland, Portugal, Switzerland, and the UK. The findings of this exploratory study will be used to inform the design of a large-scale survey to identify DEI practices across the SEFI community. ispartof: pages:189-193 ispartof: SEFI 49th Annual Conference Proceedings 2021 pages:189-193 ispartof: SEFI 49th Annual Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting? location:Berlin, Germany date:13 Sep - 16 Sep 2021 status: published

International audience; Europe does not create enough innovative enterprises. Compared to America, the cultural approach of entrepreneurship is quite different in our countries: in USA, the intention of creating an enterprise is very present in young people's head during their studies and they do not fear failure, which is not the case in Europe. So it is necessary to encourage and to accompany young people towards creation. It is the reason why efforts are made for the creation of new curricula, even at secondary school level. It is a fact that the number of enterprises created by Masters and Doctors in Engineering is not very important in France with respect to the number of graduates in these fields. With all the actors of Region Centre we decided to build a one year course inside the engineering school, where people having "an idea" could learn how to lead it towards a new enterprise. This paper presents the genesis and the content of this course with its specificities linked to sustainable development (societal responsibility, eco design) and the demarche to create a consortium of private and public institutions around this curriculum.

International audience; Facing the disaffection of students for electronic engineering studies, we decided to have global brainstorming with students and then with teachers and enterprises to define new engineering courses that could be attractive and useful. The paper describes the problematic addressed, the way we used to build this curriculum and the new course as proposed to the students. We also emphasize all along the text on the problems we had to solve till the attribution of the accreditation.