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This report summarises the main results, insights and open questions of the DIGI-HE project and sets them in the wider context of Europe's institutions and systems. As such, this final report publication reflects on digitally enhanced learning and teaching (DELT) that took place in very unusual times, i.e. the COVID-19 pandemic. It may also help some institutions to reflect on their own journey through this period and consider their next steps. The project was designed to help universities develop strategic approaches to DELT and enhance their DELT capacity. It provided comparative data on the state of play of digitally enhanced learning and teaching at higher education institutions across Europe, a review of self-assessment instruments for improving the institutional digital ecosystem, the organisation of two cycles of thematic peer groups, a workshop series on self-assessment instruments and a self-paced training resource on the institutional self-assessment of digitally enhanced learning and teaching. [The report is written in partnership with Dublin City University (Ireland), BadenWuerttemberg Cooperative State University (Germany), Vytautas Magnus University (Lithuania) and the University of Jyväskylä (Finland).]

This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and provides examples of practice from the group members. Given the many inter-institutional, national and international collaborations developed during the pandemic, the group regarded the use of digital technologies as a key feature of collaborative teaching, and it therefore became a key focus of their discussions. The report identifies the various ways in which the group's members collaborate as part of their learning and teaching activities, highlights the key challenges that higher education institutions face in implementing collaborative teaching and suggests a set of recommendations for individuals, institutions and national and European-level bodies to overcome those challenges identified. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.

The report analyses major and recent national policies and initiatives aiming to support the enhancement of learning and teaching in 30 countries of the European Higher Education Area (EHEA). In a context where learning and teaching has gained increased attention in the EHEA and the Bologna Process, and at the same time higher education institutions are adopting more strategic approaches to learning and teaching, this report offers an insight into the state of play in learning and teaching within national higher education systems. It provides an update and brings complementary information to the 2018 report on National Initiatives in Learning and Teaching in Europe. The report, based on interviews with national experts in learning and teaching, looks into national and system-level regulations and initiatives, support structures, inter-institutional cooperation, teaching enhancement practices currently in place, and obstacles and enablers for further enhancing learning and teaching. The report also addresses the role of leadership in teaching, which can be an important driver of innovation in teaching and advancing careers. [For the 2018 report, "National Initiatives in Learning and Teaching in Europe. A Report from the European Forum for Enhanced Collaboration in Teaching (EFFECT) Project," see ED593481.] [The report takes place in the context of the EU-funded project "Leadership and Organisation for Teaching and Learning at European universities" (LOTUS), which EUA coordinates in partnership with the Irish Universities Association (IUA), the Finnish Ministry of Education and Culture, the Vienna University of Economics and Business (WU Wien), the European Students' Union (ESU), and the European Association of Institutions in Higher Education (EURASHE).]

The 2020 EUA Learning & Teaching Thematic Peer Group on "Meeting skills and employability demands" explored how universities can ensure that their study programmes reflect the dynamic demands of society and the labour market, and address skills demands throughout the student experience. In this paper, employability is considered as part of universities' mission to educate and to contribute in general to future graduates' personal and professional development, including in lifelong learning. It outlines challenges associated with this mission and provides recommendations to tackle them.

This report and the accompanying online repository (https://sfdora.org/dora-case-studies/) bring together and analyse case studies in responsible academic career assessment. The case studies are intended to serve as inspiration for institutions planning to become or already engaged in a complex review process, and to provide potential pathways of change. Two types of case studies are included in this report and (at the time of launch) the online repository. The majority of cases relate to institutional-level policies and practices. Each of these was developed through a unique and ongoing interplay of internal drivers and external pressures. As such, they show a wide range of characteristics in how to approach one shared objective: making academic career assessment at their institution more responsible. Seven institutional-level cases are included in this report: (1) Ghent University (Belgium); (2) Open University of Catalonia (Catalonia); (3) University of Bath (United Kingdom); (4) University College London (United Kingdom); (5) University Medical Center Utrecht (The Netherlands); (6) University of Nottingham Ningbo China (People's Republic of China); and (7) Tampere University (Finland). Three national-level cases are also included: (1) The Dutch Recognition & Rewards Programme (The Netherlands); (2) Responsible Research Network, Finland (Finland); and (3) Universities Norway (Norway). [This report was co-produced by the San Francisco Declaration on Research Assessment (DORA) and the Scholarly Publishing and Academic Resources Coalition (SPARC) Europe.]

A substantial share of public investment is spent on public procurement in the European Union (EU) (ca. EUR 2 trillion per annum, representing 14% of EU GDP) and quality public services depend on well-managed and efficient modern procurement. Improving public procurement can yield big savings: a 1% efficiency gain could save EUR 20 billion every year. The public sector can use procurement to boost jobs, growth and investment. Public higher education institutions, including university hospitals, are important public procurers. Universities act not only as "buyers" (of goods, services and works), but also as "providers" for other public authorities as well as companies, particularly in the context of research, development and innovation. In this context, it is vital to: understand the procurement needs of higher education institutions, identify enablers of efficient and effective procurement in the higher education sector, and analyse potential hurdles, be they at "system" (EU, national or regional) level, or inherent in "institutional" practices and governance frameworks. The European University Association (EUA) wrote this report for the Portuguese higher education sector. It is designed to provide a comparative overview of the existing public procurement frameworks in selected EU member states and to showcase the procurement systems and good practice at several universities. It also offers general recommendations for policy makers and higher education institutions in Portugal and beyond, highlighting ways to improve existing public procurement frameworks and to develop institutional strategies and implementation practices. At national level, the study covers a sample of seven benchmark countries representing different government, legal and university traditions: Austria, Finland, France, Ireland, Italy, Portugal, and Spain. Examples of regional public procurement regulations are also featured.

In recent years, the enhancement of learning and teaching has become a priority, not only for higher education institutions, but also for national governments, the European Union and the Bologna Process. This report aims to map the learning and teaching landscape in 28 higher education systems and to provide insight into how teaching enhancement is organised between public authorities and higher education institutions. The study, conducted through a series of interviews, complements the findings of the 2018 European University Association (EUA) Trends Report and shows, among other things, that the main obstacle for the enhancement of learning and teaching remains the fact that research is valued more than teaching, both in terms of recruitment and career promotion. [This report was co-funded by the Erasmus+ Programme of the European Union.]