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This report presents the findings of the 2023 EUA Learning & Teaching Thematic Peer Group "Development and strategic benefits of learning and teaching centres", beginning with a presentation of the centres represented in the group and proceeding by presenting a virtuous cycle model for the continuous advancement of centres. Recommendations accompany each of the model's elements and, where possible, are illustrated through real-world practices.

Transnational joint education provision -- education jointly developed and delivered by two or more institutions in different countries -- has emerged as a desired experience for many students, a key priority of several institutions, and a site of innovation. The strategic importance of this topic on a European level is one of the reasons it was selected for the 2023 EUA Learning & Teaching Thematic Peer Group entitled "Challenges and enablers in designing transnational joint education provision". The group's findings are compiled in this report, which outlines the group's conceptual understanding of the term, benefits and challenges of engaging in transnational joint education provision, and recommendations geared towards higher education leadership, staff members, as well as national and regional-level governments.

European higher education institutions (HEIs) are facing increasing demands for more flexible learning and flexibility in learning paths. This report from a 2023 European University Association Learning & Teaching Thematic Peer Group on "Flexible learning and teaching" explores the complexity of implementing flexible learning at HEIs, starting by defining what it means and entails for the institution, and its members and entities (staff, students, leadership, faculties). With the view that the development of flexible learning is an essential condition for the future of learning at universities, the group identified challenges and examples of practice, and offered recommendations for institutions to reflect on their strategy and build capacity for flexible learning.

For the European higher education sector, the past five years have seen many changes and transformations, some gradual, others more drastic and disruptive. In the ninth edition of the European University Association's long-running series, Trends 2024 provides an overview of how European higher education institutions experienced changes over the past five years, due to higher education reforms, and in the wider context of societal, political, economic and technological changes, marked among others by the implications of COVID-19 pandemic and Russia's war against Ukraine. The report also sheds light on how higher education institutions see their future direction. Based on survey responses from 489 higher education institutions in 46 European higher education systems, Trends 2024 analyses the institutions' perspectives and strategies with regard to their multiple missions. It focuses on the education mission, changes in the student body and the education offer, learning and teaching enhancement, the rise of non-degree education, and developments in mobility and internationalisation.

To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students' development of their academic, professional and personal skills. Through self-reported pre-and post-questionnaires into students' confidence levels, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.

Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study analyses the relationship between Learning approaches (Student Process Questionnaire, SPQ) and high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach.

The "Innovative Leadership and Change Management in Higher Education" (NEWLEAD, 2020-2023) focused on capacity building of university leaders to steer change and address new priorities on the institutional transformation agenda. Findings from the NEWLEAD project demonstrate that leading and transforming universities is a complex endeavour, requiring a diverse skill set, adaptability, and the ability to navigate through ever-evolving challenges. Leadership and management are also among the many prerequisites to reaping the benefits of institutional autonomy. This report summarises the main activities and key findings of NEWLEAD and contains recommendations for European and national policy makers and institutions. [The NEWLEAD consortium was led by Ramon Llull University in partnership with the European University Association, the Conference of Rectors of Academic Schools in Poland, ESCP Business School, the University of Iceland, the Flemish Interuniversity Council, and the Conference of Rectors of Spanish Universities. The consortium included as associated partners Universities of The Netherlands, the Irish Universities Association, the Conference of Italian University Rectors, and the Polish Rectors Foundation.]

The European University Association (EUA) presents a set of recommendations on sustaining Ukrainian universities and enabling them to continue their research and teaching activities. The Russian Federation's invasion of Ukraine in February 2022 impelled an immediate display of solidarity and support from higher education and research institutions, governments and other organisations. With the war now in its second year, beyond immediate help and emergency support, it is important to ensure the continuation of the Ukrainian higher education and research sector, but also its further development, reform, and integration with European and international research and education cooperation. The recommendations are based on the work of EUA's Ukraine Task Force and consultations with its members and partners. Addressed to governments, donors, universities and other research-intensive higher education institutions and organisations, they do not intend to prescribe certain actions, but to enhance collaboration and dialogue on how to better advance together in the context of uncertainty around the course and duration of Russia's war against Ukraine. EUA's recommendations further suggest support for the Ukrainian higher education and research sector through strategic long-term approaches, with some coordination among all actors, to enable the best use of resources, synergies and cooperation. EUA will continue to leverage different means to support Ukrainian universities. Along with these recommendations, as an immediate measure EUA has launched a call to all actors and stakeholders to share information on existing support measures.

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 EUA Learning & Teaching Thematic Peer Group "Digitally competent teachers in designing quality learning environments", which was active throughout 2022. Fostering teachers' digital competences is now an indispensable condition for imagining, designing and organising teaching formats, creating and sustaining learning design, assessing student learning, and promoting student engagement, all in the context of a rapidly expanding digital environment. This report explores how higher education institutions address the development of digital competences for teachers. The Thematic Peer Group identified common challenges and proposed a set of recommendations for institutions to develop digital competences with an ecosystem, holistic approach -- integrating a vision for innovation, organisational culture(s), leadership roles, strategy, policy and implementation. 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.

This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group "Needs and wellbeing of students and staff", which was active throughout 2022. It outlines aspects of a higher education institution's activities which the group identified as having the most influence on individual wellbeing. The group conducted student and staff surveys at group member institutions to enquire about these aspects, and whether they were positively or negatively affected by digital learning and teaching. In addition, the group organised a student focus group to obtain further insights into student views on wellbeing and the support institutions can provide. The results of these activities are summarised in the report, which concludes by outlining challenges, key considerations and recommendations, which institutions may find helpful for ensuring targeted and effective support for their students and staff. 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.

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.

This briefing reports on recent developments affecting Europe's recognition regimes -- both professional and academic. At the start of 2023, the European Year of Skills, the author looks at the context facing higher education stakeholders across four areas: the European labour market, Ukraine, developments in the higher education sector and the legacy of Brexit. In the professional disciplines numerous challenges have already impacted on curriculum design and programme delivery. Triggering the revision of regulatory practice and EU legislation will take much longer, despite the urgent need for progress in sectors such as healthcare.

This briefing reports on recent developments affecting Europe's recognition regimes -- both professional and academic. Currently, the principal change factor is the drive to digitalise, accelerated by the new circumstances created by the pandemic. The crisis in Ukraine, too, has prompted a range of initiatives. Meanwhile, uncertainty still surrounds the eventual arrangements by which the EU and the UK might recognise each other's professional qualifications. These pressures contribute to make of recognition a rapidly evolving field in which the higher education sector has a significant interest.

In the last eight months, Europe's recovery agenda has become clearer. The focus on digitalisation is sharper and other developments already in train have accelerated. Questions of training and qualification are back into the spotlight -- in an EU labour market now smaller as a result of Brexit. As usual in times of labour market disruption, higher education is called upon to respond rapidly and innovatively to evolving perceptions of employability. This latest policy briefing on the recognition of professional qualifications looks at the recent developments such as the impact of the digital transition, the professional qualifications and the wider labour market context, the developments in the higher education sector and finally, the legacy of Brexit.

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).]

This report presents the findings of the 2020-2021 EUA Open Science Survey and provides evidence-based recommendations for institutions, researchers, research funders and policy makers on the transition towards Open Science. With more than 270 responses from 36 European countries, the survey report focuses on the level of development of Open Science in European universities. It also addresses the role of Open Science in institutions' strategic priorities and its implementation in institutional practices.

In the six months since the UK left the European Union, the picture of how universities are impacted has become clearer. Focusing on the EU programmes, trade in services, data and travel, this EUA briefing provides an overview of the new relationship and how universities on both sides of the Channel can continue to work together.

EU policy makers are facing increased urgency to integrate and energise the professional labour market, especially in the context of the fallout of the COVID-19 pandemic, the push towards the green and digital transitions and the defence of the Single Market following Brexit. This latest policy briefing on the recognition of professionals looks at relevant developments over the last six months. It covers EU policy frameworks, the implementation of the Professional Qualifications Directive, recent developments in the regulated professions, relevant features of the European Education Area and the new EU-UK relationship.

The development of the European Higher Education Area (EHEA) through the Bologna Process has contributed to an increase in cross-border exchanges and cooperation in higher education and facilitates the enhancement of trust and confidence among higher education systems. In the framework of the Bologna Process, cross-border QA is supported, and in the Yerevan Communiqué (2015) ministers in charge of higher education in the EHEA committed to allowing "higher education institutions to use a suitable European Quality Assurance Register for Higher Education (EQAR)-registered agency for their external quality assurance process, respecting the national arrangements for the decision making on QA outcomes". In this context, cross-border QA refers to external QA activities of a QA agency carried out in a country other than the one in which it is based or primarily operates. For higher education institutions, this may be a voluntary process or part of the national mandatory external QA. The European Association for Quality Assurance in Higher Education (ENQA), European Students' Union (ESU), European University Association (EUA), European Association of Institutions in Higher Education (EURASHE) and EQAR set up an ad-hoc working group to develop a document that would guide stakeholders engaging in cross-border QA. This document presents the results of the group's work, which has drawn on prior experience in the topic and consultations with various stakeholders. This document aims to provide information and support to higher education institutions and QA agencies that engage in or consider engaging in crossborder QA activities within the EHEA. In doing so, it may also be a useful reference for governments to review and adapt their legal frameworks to allow for the use of cross-border QA with a suitable EQAR-registered agency for fulfilling requirements of national mandatory QA. While for some institutions and agencies cross-border QA has become common practice, newly initiated procedures may present additional challenges especially in less familiar contexts. This document therefore draws attention to some key issues that should be taken into consideration to ensure the success of cross-border QA activities. [This report was also written by the European Quality Assurance Register for Higher Education (EQAR).]

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.

The 2020 EUA Learning & Teaching Thematic Peer Group on "Environmental sustainability of learning and teaching" discussed how learning and teaching can embrace and promote sustainability, and whether existing approaches to learning and teaching are sustainable. This paper presents the group's findings, which aim to promote and guide action across universities to embed a holistic approach to sustainability in their education provision, by using the UN Sustainable Development Goals as a basis.

The 2020 EUA Learning & Teaching Thematic Peer Group on "Approaches in learning and teaching to promoting equity and inclusion" explored how universities can best support inclusion and equity and accommodate the different backgrounds, needs and aspirations of students through various approaches, initiatives and methods. This paper outlines the main challenges identified in addressing equity and inclusivity and provides recommendations for mitigating these challenges for higher education institutions in Europe and elsewhere.

This is the first briefing in a new European University Association (EUA) series focused on evolving university governance. The present publication explores the governance set-up of the European University Alliances formed under the EU's European Universities Initiative. For the first time, the document presents a comparative overview of the complex governance structures of these networks, examining their ability to sustain beyond the three-year project timeframe, while remaining relevant for their members. The analysis highlights several challenges that focus on the alliances' governance sustainability and draws the attention of universities and policy makers to the conditions needed to sustain their financial capacity and ensure increased collaboration and better alignment with institutional strategic priorities.

In response to the COVID-19 crisis, higher education institutions around the world adjusted their activities to an emergency online mode in the first half of 2020. As institutions have the main responsibility for the quality assurance of their provision, this sudden shift has raised questions around the effectiveness, relevance and flexibility of internal quality assurance arrangements. This report draws on the experiences of a focus group of 39 representatives with responsibilities for internal quality assurance at EUA member institutions. It examines the key challenges faced, the role internal quality assurance played in ensuring that quality standards were maintained and how quality assurance practices supported university communities in their work. It concludes with key lessons learnt and a reflection on what lies ahead for internal quality assurance.

This seminal document is the result of extensive consultations and deliberations with EUA members and partners over a six-month period in 2020. It sets out a vision of resilient and effective universities, serving Europe's societies towards a better future. EUA's vision will support the development of the European Education Area and the European Research Area and provide useful guidance as universities refresh their institutional strategies in the context of European higher education in a rapidly changing world. In particular, it focuses on sustainability, the importance of openness, the role of university missions and how to turn this vision into a reality.

In late December 2020, the European Union and the United Kingdom concluded a Trade and Cooperation Agreement, setting the framework for their future cooperation in the post-Brexit era. To better understand the new relationship, EUA has prepared this briefing on the specific implications for universities. It covers EU programmes, travel, data protection and private provision of education services.

Digitally enhanced learning and teaching is widely used across the European Higher Education Area, with general acceptance growing over the years and institutions widely acknowledging the benefits it brings to the student experience. The strategic focus being placed on digitally enhanced learning and teaching has increased, undoubtedly accelerated by the COVID-19 pandemic, and is reflected in many national and European policies, with the renewed Digital Education Action Plan (2021-2027) underlining "the development of a high-performing digital education ecosystem" as a strategic priority. Set against this prerogative and growing strategic interest, this report presents a review of 20 instruments from around the globe designed for self-assessment of digitally enhanced learning and teaching at higher education institutions. It offers a number of insightful observations concerning their use (or non-use) by institutions for promoting both quality enhancement and digital capacity development. It should be of immediate interest to higher education institutions, but also to policy makers, developers of instruments, and generally, to all those who seek information on such instruments. This publication has been developed under the Erasmus+ co-funded DIGI-HE project, led by the EUA and in partnership with four universities, with the aim of supporting higher education institutions to engage in self-review to develop and enhance their strategic approaches to digitalisation. [This report is developed in partnership with Dublin City University (Ireland), Baden-Wuerttemberg Cooperative State University (Germany), Vytautas Magnus University (Lithuania) and the University of Jyväskylä (Finland).]

In a wider context marked by the COVID-19 crisis, the transition to a digital and green economy, tensions over the rule of law in the EU and growing fragility among multilateral institutions, this EUA policy briefing brings clarity to the current landscape surrounding the recognition of professional qualifications. It focuses on EU policy frameworks, implementation of the Professional Qualifications Directive, recent developments in the regulated professions, relevant features of the European Education Area and Brexit.

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.]

This briefing looks at the impact of the COVID-19 crisis on higher education in Europe over the past six months. In particular, it examines the sudden shift to emergency remote learning and teaching, the impact on internationalisation and mobility, as well as the effects on research. The publication also discusses the value of collaboration and the unique situation of Europe. Finally, the briefing looks forward to the autumn and a "new normal". Notably, the publication includes a list of useful references on the topic that come from an array of sources. The briefing, by EUA expert Michael Gaebel, was originally published by the International Association of Universities in August 2020.

MICROBOL -- Micro-credentials linked to the Bologna Key Commitments -- is a two-year project co-funded by Erasmus+ KA3 Support to Policy reform, and more specifically "Support to the implementation of EHEA [European Higher Education Area] reforms". It is linked to the aims of the new Erasmus+ Programme and the EHEA to increase access to continuous learning for all learners, regardless of their age, background, or experience. This report is part of the MICROBOL project and examines the status of micro-credentials, which have attracted interest in recent times as a means to increase the effectiveness and flexibility of higher education and to provide upskilling and reskilling opportunities for the labour force. The report provides an overview of the existing definitions of micro-credentials, noting that a consensus on their definition is lacking. This report presents the diversity of existing micro-credentials in terms of mode of delivery, including place, pace, and time of study, volume of work, and basis for awarding the credential. Stackability, one of the typical characteristics of micro-credentials, is also discussed. The report also explores how micro-credentials are perceived by different actors. Policymakers see micro-credentials as a way to address the short-term needs identified in society or the labour market. Higher education institutions, which are key providers of micro-credentials, see them as a way to provide more targeted and specialised training. Learners perceive them as an entry mechanism to a degree programme or as a way to acquire interdisciplinary knowledge and skills. Yet, employers seem to be unfamiliar with micro-credentials and generally do not consider alternative credentials as substitutes for conventional higher education qualifications but rather as complementary to them. The review of state of play indicates that the lack of a clear definition and of standards regarding the mode of delivery, duration, assessment process, validation, stackability, or incorporation of micro-credentials into larger credentials creates confusion among all concerned. Against this backdrop, the report concludes by discussing how the existing EHEA tools can be used for or adapted to accommodate micro-credentials without stifling the capacity to promote innovation and flexibility, usually associated with them. The key documents reviewed indicate that to a large extent the EHEA tools are applicable to micro-credentials, but further reconsideration of their scope, use and interpretation is needed. In this respect, the report poses a set of questions in relation to each of the EHEA tools in order to guide the next stages of the MICROBOL project. [The MICROBOL project is coordinated by Flemish Ministry of Education and Training in cooperation with the Ministry of Education and Culture of Finland, CIMEA (Information Centre on Academic Mobility and Equivalence) of Italy, EUA (European University Association), and ENQA (European Association for Quality Assurance in Higher Education).]

The need for strong universities has never been greater in addressing societal challenges. The COVID-19 pandemic, climate change, resource scarcity, ageing populations, migration and managing artificial intelligence are among the many examples of areas where universities have a major impact. The need for bold, cohesive, collective action across European universities is unprecedented. European University Association (EUA) has a key role to play as the major forum for pan-European university decision making, as a platform for sharing university institutional best practices, and as the voice of the sector in influencing public policy and opinion. In this new strategic plan, EUA presents an outline of its vision, values, goals, priorities and working methods. This document was produced through extensive consultation with members, external stakeholders and staff. It will inform the development of annual operational plans that will set out concrete actions and ensure relevance in the face of rapidly changing circumstances.

In the context of the coronavirus pandemic, and its expected economic impact, this European University Association (EUA) briefing explores the possible implications for university funding in Europe in the short to medium term. Based on a wealth of data collected under the EUA Public Funding Observatory over more than a decade, the briefing focuses on lessons learnt from the 2008 global financial crisis. It analyses the pitfalls of past policy and institutional responses to the global financial crisis, which proved to be ineffective or even risky in the longer term. The EUA briefing presents a series of recommendations on how to avoid repeating mistakes and how to move ahead at a stage in which policymakers and institutional leaders are searching for solutions to the economic recession expected to be triggered by the Covid-19 crisis.

There is a legitimate need for data on the performance of higher education institutions. It is important for the institutions themselves, as well as their stakeholders, including society. The use of indicators that measure the effectiveness or quality of education is increasing as there is much demand for more evidence-based evaluation and decision-making. This report explores what kind of education indicators are used by external quality assurance agencies, funding mechanisms and international university rankings and whether they are fit for purpose. This report aims to provide informed input to the debate about the use and validity of indicators currently applied to measure the quality, performance or effectiveness of higher education. It does so by examining three external tools that use indicators and have an impact on higher education institutions: external quality assurance, funding formulae, and rankings. This report covers indicators related to education in the broad sense, encompassing learning and teaching, but also the overall learning experience and environment. This report will (1) provide an overview of the education-related indicators used by the above-mentioned tools; (2) present common and diverging focal points with regard to types of indicators used; and (3) discuss challenges associated with the various ways in which indicators are currently used.

This policy brief gives an update on aspects of the recognition of professional qualifications that are particularly relevant to European universities. It includes a brief digest of some of the significant features of the 2016-2020 period, including the implementation of the European Commission's Professional Qualifications Directive, the Proportionality Directive and the Common Training Frameworks. It also provides a glance at professional qualifications in the context of the new Commission, with a focus on the Green Deal, the One Health initiative and Mutual Recognition Agreements. Finally, the brief looks at Brexit, specifically the provisions of the Withdrawal Agreement and the prospects for a future EU-UK Association Agreement, in relation to the overarching topic.

The concept of evidence-based learning and teaching is complex and multifaceted. The European University Association (EUA) Learning & Teaching Thematic Peer Group on "Evidence-based approaches to learning and teaching" understands it as connecting learning and teaching to evidence-based methods, strategies and processes through the cultivation of an institutional culture that is committed to continuous improvement of student learning. This paper presents the work and conclusions of the group, which explored how evidence-based approaches to learning and teaching could be adopted at a larger scale and developed further at higher education institutions across Europe.

At the centre of a student's university experience stands the programme that they follow. Therefore, creating curricula that are fit-for-purpose is at the heart of an institution's teaching mission. These curricula need to be relevant for students during their time at university, as well as serve as suitable preparation for their future professional and civic lives. This paper presents the work and conclusions of the European University Association (EUA) Learning & Teaching Thematic Peer Group on "Curriculum design", which identified nine components that contribute to the creation of an "ideal curriculum" covering all stages of the curriculum design.

The European University Association (EUA) Learning & Teaching Thematic Peer Group on "Internationalisation in learning and teaching" considers strategic and comprehensive internationalisation as a fit-for-purpose and timely means for universities to address global challenges and provide high-quality education. This paper presents the work and conclusions of the group. The group found that while mobility and language issues are central aspects of an internationalised education, many institutions place too much focus on these while neglecting other means of ensuring the provision of internationalised education designed to educate globally minded and skilled citizens. These alternative means are further explored in the paper.

Student assessment is integral to curriculum design and to the learning journey of all students. Assessment is about process and outcomes. It enables a learner to determine their progress through the medium of ongoing feedback, and it also determines whether a student has met the intended learning outcomes. The focus on assessment in higher education is increasing, being closely linked to the enhancement of learning and teaching strategies and the emphasis on student-centred learning. There is political and institutional high-level commitment to promoting an assessment design which is holistic and based on co-creation between students and academic staff. Core practices in student assessment often remain problematic, and teachers and institutions face diverse challenges in using research to improve assessment and feedback practices. Crucial challenges include approaches which take into consideration increasingly diverse student cohorts, ensuring the integrity of assessment, and being mindful of the workload for both teachers and students. The EUA Thematic Peer Group "Student assessment", composed of academics, institutional management and students, was invited to examine how student learning can be assessed in a way that takes into account both qualitative indicators and pedagogical progress, including peer and self-assessment, and caters for students' individual needs. This report is the product of the discussions and conclusions of the group. The report aims to encourage further reflections and conversations around student assessment, and to provide tools to support development of assessment feedback at the institutional level.

Many in the university sector are committed to the European idea and regret the UK's exit from the Union. There is widespread concern about how this will affect the strong links in research, education and innovation between the UK and the rest of Europe. However, having avoided a chaotic "no-deal" Brexit allows for clarity about the next steps in the negotiation and about the new relationship between the UK and the EU. This briefing gives an overview of what has already been agreed and the further process towards the future relationship between the EU and the UK, with a focus on areas relevant to universities.

The "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (ESG) were adopted by the Ministers responsible for higher education in 2005 following a proposal prepared by the European Association for Quality Assurance in Higher Education (ENQA) in cooperation with the European Students' Union (ESU), the European Association of Institutions in Higher Education (EURASHE), and the European University Association (EUA). Since 2005, considerable progress has been made in quality assurance as well as in other Bologna action lines such as qualifications frameworks, recognition and the promotion of the use of learning outcomes, all these contributing to a paradigm shift towards student-centred learning and teaching. Given this changing context, in 2012 the Ministerial Communiqué invited the E4 Group (ENQA, ESU, EUA, EURASHE) in cooperation with Education International (EI), BUSINESSEUROPE, and the European Quality Assurance Register for Higher Education (EQAR) to prepare an initial proposal for a revised ESG "to improve their clarity, applicability and usefulness, including their scope." A key goal of the "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (ESG) is to contribute to the common understanding of quality assurance for learning and teaching across borders and among all stakeholders. They have played and will continue to play an important role in the development of national and institutional quality assurance systems across the European Higher Education Area (EHEA) and cross-border cooperation. Engagement with quality assurance processes, particularly the external ones, allows European higher education systems to demonstrate quality and increase transparency, thus helping to build mutual trust and better recognition of their qualifications, programmes, and other provision. The ESG are used by institutions and quality assurance agencies as a reference document for internal and external quality assurance systems in higher education. Moreover, they are used by the European Quality Assurance Register (EQAR), which is responsible for the register of quality assurance agencies that comply with the ESG. [This report was created in cooperation with Education International (EI), BUSINESSEUROPE, and European Quality Assurance Register for Higher Education (EQAR). This report was co-funded by the Erasmus+ Programme of the European Union.]

Inclusiveness has become a strategic question for a number of higher education institutions across Europe, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from various backgrounds to find their place in higher education. The idea that diverse learning environments may prepare students better for a diverse society and diverse research environments is gaining ground. The report presents a broad picture with data from 159 higher education institutions in 36 European systems. It shows different institutional strategies and measures and analyses success factors, challenges and needs for support to build institutional capacity. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research. [Foreword by Michael Murphy. Carme Royo and Hélène Mariaud served as the editorial board. The European University Continuing Education Network (EUCEN) partnered in this project.]

This report provides a comprehensive and up-to-date overview of the current state of research assessment at European universities, and shows why and how institutions are reviewing their evaluation practices. Based on the results of the "2019 EUA [European University Association] Open Science and Open Access Survey on Research Assessment," it aims to inform and strengthen the discussion by gathering and sharing information about current and future university approaches to research assessment. [Foreword by Paul Boyle, Jean-Pierre Finance, and Bernard Rentier.]

This briefing outlines EUA's proposals to national and EU funders on how to make "the EU reporting and control environment more efficient and effective." This is a matter of strategic importance to improve the added value of European investment in education, research and innovation. European universities manage a variety of projects, from EU funding programmes such as Horizon 2020, Erasmus+ and the European Structural and Investment Funds, as well as nationally and globally funded projects. Simplification of processes connected to participation in funding programmes is therefore of high interest to universities. One of the keys to simplification of EU funding programmes "is to improve the EU control environment based on the principles of efficiency, effectiveness and value for money. This means EU control must yield greater assurance for EU funders about beneficiaries' compliance with EU funding rules, while costing less money and effort to all parties." Doing so requires stronger collaboration with national funding organisations and greater reliance on their controlling practices. As largest funders of higher education and research in Europe, national bodies are best placed to understand the diversity of their beneficiaries and ensure that they have adequate systems in place. While acknowledging the challenges connected to achieving greater alignment of funding practices, EUA's proposals are aimed to generate management efficiencies for both funders and beneficiaries, build trust, reduce errors and thus release resources for research and innovation.

Ample evidence suggests that even though student-centred learning is a topic of great interest and benefit to universities across Europe and beyond, there are widespread difficulties in addressing the concept in practice, mostly due to its broad scope. This report presents the status of student-centred learning in Europe's universities and offers considerations for the role of quality assurance processes in ensuring that education provision is geared towards student learning and success. It also suggests an approach to student-centred learning which considers the concept a part of quality culture and reduces the widespread perception of quality assurance as a bureaucratic burden.

The digital transformation of our societies is moving ahead, changing the way that we work and interact. It is also changing learning environments and the need for digital skills. This paper argues for a differentiated approach by universities to digital skills, identifying three groups of learners: (1) ICT [Information and Communication Technologies] specialists who need training in ethics (including privacy and bias) and where universities need to ensure diversity, (2) learners who will enter fields where the professional practice is already disrupted by digital technologies, for example medicine and law, and (3) learners who face unpredictability in how digital technologies will impact their careers, but who still require knowledge about them. These groups will have different needs, as will individuals within the groups. This paper offers suggestions on adapting learning environments to meet these needs. These include the use of problem-based learning that will enable universities to provide exposure to digital technology, as well as using interdisciplinary teams and learning analytics as a way to predict and adapt to individual learning needs.

Universities across Europe are calling for a more student-centred, inclusive university environment bringing together all actors of the university community, while also implementing measures to achieve such a cultural shift. Members of the EUA [European University Association] Learning & Teaching Thematic Peer Groups are -- each based on their own perspective and experience -- advocating for such a shift because it is seen as a necessity. This paper highlights common and overarching conclusions and considerations present in the work and reports of these Thematic Peer Groups, while also drawing on other studies and reports concerned with learning and teaching.