UniAdrion is a "Network of Universities" established with the purpose to create a permanent connection among Universities and Research centres from the Adriatic-Ionian Region. The university network was born within the framework of the Adriatic-Ionian Initiative, as established on the occasion of the International Conference entitled "Culture as a Bridge - The Interuniversity Cooperation in the Adriatic-Ionian Basin" held on 15th -16th December 2000 in Ravenna, Italy. The Ravenna Conference was based upon the principles of Interuniversity cooperation, as established on the occasion of the Ancona Conference on "Development and Security in the Adriatic-Ionian area", 19th-20th May 2000.
UniAdrion promotes cooperation among Universities and Research Centres mainly through the realization of didactic initiatives, such as training courses, masters, research projects. Their didactic structure is characterized by a blended approach, it means alternation between face to face (seminars, summer school, a period of frontal lessons) and on-line modules through a Web learning environment.
For further information please contact UniAdrion Secretariat, hosted at:
Universita' Politecnica delle Marche
Piazza Roma, 22
60121 - Ancona - Italy
Tel.: +39/071/2202293
Fax: +39/071/2202303
e-mail: info@uniadrion.net

UNIADRION General Assembly
Next UNIADRION General Assembly will be held at the University of Patras (Greece) on 7 -8 April 2017.
Click here for the programme of the Assembly.

UNIADRION Secretary General, Prof. Mario Giordano, has been invited to participate in a meeting on "Research and Innovation in Macro-regional Strategies and Sea basins", hosted by the Region of Crete in Brussels with the participation of ERRIN, European network on research and innovation based in Brussels. The meeting has been focused on regional strategies (EUSAIR, Baltic, Atlantic and Arctic).
Click here to dowload the presentation of Luca Marangoni (DG MARE, European Commission)

The 1st Joint Forum of the Adriatic and Ionian Macro-region will take place in Olympia (Greece) next 19th and 20th October 2016.
The event is jointly organized by the Adriatic and Ionian Fora (Chambers of Commerce, Cities and Universities, UNIADRION) with the collaboration of the Permanent Secretariat of the Adriatic and Ionian Initiative and the Greek Chambers of Commerce (Ilia, Patras and Aetoloakarnania).
Click here for the draft agenda of the Forum.

Current president of UNIADRION and Rector of the University of Patras Professor of Medicine Dr. Venetsana  Kyriazopoulou nominated for the Europe Business Assembly Prestigious International award in education sphere “Manager of the Year”.
Professor V. Kyriazopoulou has been chosen as one of the most prominent individuals in the regional science and education arena. The Socrates Committee nominated her for the prestigious international award in the higher education sphere, ‘Best manager’. This is in recognition of her excellent reputation, modern educational programmes, high alumni level, outstanding professional experience, important scientific researches and successful management. The investigation of regional science and education leaders was conducted by the Socrates Nomination Committee research department and included survey of open statistic sources, specialized media, and data of branch associations, bodies, conferences and exhibitions.
The Award function will be a solemn part of The European Awards Night and Excellence in Quality and Management  Forum, 7 October, Cannes, France.

UNIADRION General Assembly
Next UNIADRION General Assembly will be held at the University of Zadar (Croatia) on 5 and 6 May 2016.
Click here for the programme of the Assembly.

Quality of Life Technology: Good Practices and Funding Opportunities
The international conference “Quality of Life Technology: Good Practices and Funding Opportunities”, held in Ancona (Italy) at Università Politecnica delle Marche on 7 and 8 September 2015, presented vanguard technologies for teleassistance, telemedicine, home automation and integrated networks for home services.
The conference, organized in the framework of the AdriHealthMob project, also presented interesting funding opportunities in the Adriatic-Ionian region (please click on the links below to download presentations):

What skills do employers want most?
Regardless of the country, industry or job they work in, leadership, the ability to work well on a team and communication skills – among the package known as the "soft skills" – are what will make the crucial difference in career. But in some business schools "soft skills" are tested only through admissions essays, recommendations and interviews; the emphasis is on the "hard skills" of economics, accounting and finance rather than the "soft skills".
Several recent studies with employers also point to leadership and other "soft skills" of graduates as being in very high demand – and in short supply.
Bloomberg set out to find which skills employers most covet in business school graduates – and which of these skills are hardest for them to find. Recruiters, 1,320 of whom from more than 600 companies responded, picked the qualities that are most important and hardest to find to them in hiring MBAs, from this list (in bold):
  • Ability to work collaboratively;
  • Adaptability;
  • Analytic thinking;
  • Communication skills;
  • Creative problem-solving;
  • Decision-making;
  • Entrepreneurship;
  • Global mindset;
  • Industry-related work experience;
  • Initiative/risk-taking;
  • Leadership skills;
  • Motivation/drive;
  • Quantitative skills;
  • Strategic thinking.

The Graduate Management Admission Council (GMAC), has also done a study on what recruiters seek in graduate management students and found: "Of five major skill sets employers consider most important when hiring recent business grads, communication skills top the list, followed by teamwork, technical, leadership and managerial skills."

According to the Association of MBAs or AMBA's Employers Forum 2014: "Hard skills of analytical and strategic thinking are still important, but soft skills such as oral and written communication, presentation skills, adaptability and the ability to negotiate are becoming increasingly important [...]A recurring theme throughout the event was that employers are in desperate need for MBA graduates with "soft" skills."

As reported on a US-based National Association of Colleges and Employers (NACE) review, employers look for leaders who can work as part of a team and communicate effectively. Top five candidate's attributes sought by an employer are:

  • Ability to work in a team (77.8%);
  • Leadership (77.8%);
  • Written communication skills (73.4%);
  • Problem-solving skills (70.9%);
  • Strong work ethic (70.4%).
By Margaret Andrews, academic leader, instructor and consultant.

E-CAPITAL CULTURE – Adriatic start-up school – Call for Ideas is now open!
The project E-CAPITAL CULTURE – Adriatic start-up school is a new Adriatic-Ionian Macro-region project promoted and financed by Fondazione Marche, Regione Marche, Università Politecnica delle Marche, Chamber of Commerce of Ancona, Municipality of Ancona and ISTAO. The main purpose of the project is the economic development of cultural tourism in the area, throughout the creativity and talent of future young entrepreneurs. The project is a training path oriented to the development of innovative cultural start-ups aimed at enhancing the Adriatic-Ionian Macroregional cultural heritage.
The Call for Ideas is now open and will be closed on 20 July 2015. The school, which will be attended for free by about 40 young entrepreneurs belonging to the different countries of the area (Albania, Bosnia-Herzegovina, Croatia, Greece, Italy, Montenegro, Serbia, Slovenia), will start on 21 September and finish on 11 December 2015.
Further information as well as the Call for Ideas can be found on the project website http://startupschool.ecapital.it/index.html

New Erasmus+ loans scheme for student’s mobility
Under the Erasmus+ Master Loan Guarantee Scheme launched this week, up to 200,000 postgraduate students are in line for loans of up to €12,000 to help them study for a one-year masters degree in another European country or €18,000 for a two-year masters. The scheme will receive around €500 million from the budget of the huge Erasmus+ student mobility programme, which the European Commission says will help to raise up to €3 billion in loans, and is meant to fill the gap in financial support for postgraduate students wishing to study abroad in one of the 33 Erasmus programme countries.
The European Commission says the financial risk of the loans will be shared between the European Union and participating financial institutions, thanks to support from the European Investment Fund.
But The European Students’ Union or ESU fears the loans will plunge students into more debt, despite European Commission assurances that the funding will be offered at favourable interest rates and have delayed payback options to allow graduates up to two years to find a decent job before repayments begin.
The ESU says Erasmus+ Master Loans lack a full income-contingency element to help lower-paid and unemployed graduates, and argues that member states should provide grants to help less advantaged students.
Elisabeth Gehrke, chair of the ESU, told that EC should work to support and encourage countries to create their own portable loan and grant systems."It is not sustainable, and the EU should not be encouraging increased student debt and encouraging private banks to prey on students, especially in a time of major economic crisis."
But Nathalie Vandystadt, EC spokesperson for education, culture, youth and sport, replies: “The Erasmus+ Master Loans will provide more funding for students who wish to study abroad but may not be able to do so without support.
ESU's opposition hardened after the EC timed the launch of the master loans with an announcement of a new Erasmus+ Student and Alumni Association, or ESAA, to represent more than 3 million Erasmus+ students in the period up to 2020. The association reunites Erasmus Mundus Students and Alumni Association, Erasmus Student Network, garagErasmus and OCEANS Network.
ESU sustain that "the existence of ESAA is not a problem in itself. The problem comes when the Commission claims the ESAA speaks on behalf of students".
Gehrke described the situation as “very worrying” and added that the new student body would be invited to a meeting “to see how we can help protect their right to organise. Commission spokesperson Nathalie Vandystadt told: “It won’t in any way represent or compete with student representative bodies, but aims to improve the study abroad experience by bringing together the expertise of four existing support organisations.
By Nic Mitchell, University World News

The nationalisation of internationalisation
The 2015 annual conference of NAFSA: Association of International Educators took place in Boston, USA, on 24-29 May. A record number of over 11,000 participants from over 100 countries demonstrated the increasing importance of international education. The conference confirmed NAFSA’s leading position as the premier international education conference in the world. Because of NAFSA’s important role in the rapidly changing world of international higher education, it is worth reflecting on what this conference means.
While the conference programme was full of workshops and sessions concerning the traditional focus of the field on study abroad and international student services, the exhibit and an increasing number of workshops and sessions emphasised the increased commercialisation that characterises international higher education today.
The commercial aspects of the international higher education "industry" have come to dominate NAFSA conferences. Our modest calculation is that perhaps US$35 million to US$40 million was spent at this conference if one includes registration, accommodation, individual expenses, exhibit fees, receptions, etc. What struck us most was the increased grouping of higher education institutions and systems under national flags in the exhibit hall; we counted at least 30 of them, some small and modest like Costa Rica, others enormous like Japan, Russia and Turkey.
Who paid for these national exhibits? What is the rationale behind them? Why is their number increasing so rapidly? Why are some regions – Asia, Europe, Latin America – so clearly present while Africa is not there at all? Why are BRIC countries like Russia, Brazil and China there, while India is absent?
The answer is probably that many of these national exhibits seem to be funded either by education ministries, but interestingly enough these are more likely to be ministries and national agencies responsible for trade and commerce or even national tourism authorities. The primary interest of the universities is to promote the country as a study destination, as a knowledge economy or just to profile the country as such. International rankings may also play a role.
We saw the advantages of these collective national exhibits for the universities; national sponsorship, sharing of costs and a mixture of national and institutional profiling works well for them. However, we worry about the nationalisation of internationalisation because it may detract from what is actually central to internationalisation – practical links between universities for the benefit of students and to promote collaborative international research.
What are largely being lost in the new world of commercialised internationalisation of higher education are traditional values. For associations like NAFSA and EAIE the challenge will be to find the right balance and not let themselves be driven too far in the direction of an education industry.
By Hans de Wit and Philip G Altbach, University World News.

Bologna progress report says "much more to be done"
Much more needs to be done to harmonise Europe’s higher education system, according to a new report into the state of implementation of the Bologna Process across the European Higher Education Area (EHEA). This report provides strong evidence that quality assurance continues to be an area of dynamic evolution that has been spurred on through the Bologna Process and the development of the EHEA.
The report is a successor to the first Bologna Process Implementation Report (2012) and has been developed through collaboration between the Bologna Follow-up Group and Eurostat, Eurostudent and Eurydice: it use data collected in the first half of 2014.
Tibor Navracsics, European commissioner responsible for education, culture, youth and sport, said: “Over the last three years, 47 countries and more than 4,000 higher education institutions have continued to adapt their higher education systems, making them more compatible, modernising degree structures and strengthening their quality assurance mechanisms. But this report makes it clear that more needs to be done.”
"Although countries are moving in the same direction, they do so at widely varying pace.[...]In many countries, students still face obstacles in having their studies abroad recognised for work or study", Navracsics says in the report’s introduction. "Student-centred learning, based on carefully planned goals, remains underdeveloped. The potential of digital technologies to transform learning and teaching has not yet been grasped everywhere", adds Navracsics.
Results of the report found that at least 16 countries have made substantial progress in implementing national qualifications frameworks; however, 10 countries have still not started implementation at programme and institution level.
Nearly three quarters of qualifications from at least some of the EHEA countries are treated equally as national qualifications. "This demonstrates that there is already some potential for working towards automatic recognition at system level in most EHEA countries", the report says. Results also indicate that the trend for higher education institutions to develop their own strategies for quality enhancement is spreading and increasing.
Regarding equality on access, gender imbalances exist between different fields of study: in some fields, such as teacher training, men are strongly under-represented. In other fields, such as engineering, women are strongly under-represented. This data also shows very clearly that in nearly all countries an immigration background is negatively associated with higher education attainment.
Higher education attainment levels are generally on the rise in the EHEA, yet many students still drop out of higher education without completing their studies. Available completion rates range from 48% to 88%. Policy interventions to improve such performance tend to focus primarily on giving financial incentives to students to finish their studies on time. Providing specific guidance and support is less widespread, the report says.
"The Bologna Process must demonstrate its capacity to move forward on two interlinked tracks: ensuring the consistent implementation of reforms on the one hand and outlining the response of our universities and colleges to the challenges of the 21st century on the other", commissioner Navracsics said.
By Brian O'Malley, University World News.

Academics must have key role in internationalisation
In the last decade, higher education institutions, national governments and national/international organisations have become more proactive, comprehensive and innovative in their approaches to internationalisation. The importance of knowledge in the global economy, unmet demand for higher education in many parts of the world and increasing competition for talent in others, have resulted in an increasing focus on internationalisation in higher education across and within the regions of the world.
In their new book, "Critical Perspectives on Internationalising the Curriculum in the Disciplines: Reflective narrative accounts from business, education and health", Wendy Green and Craig Whitsed explore the relationship between internationalisation of higher education, curriculum and academic disciplines.
The editors asked academics in the disciplines of business, education and health "to describe and reflect on their joys, frustrations, challenges, achievements and importantly the outcomes for their students as they have engaged with IoC".
This edited collection reminds us that context influences the why, what and the how of internationalisation; that the way in which internationalisation of the curriculum is interpreted and enacted is both similar and different across disciplines; and that there is therefore no one model of internationalisation fit for all higher education systems, institutions and disciplines.
Internationalisation of the curriculum is the topic addressed in a second book by Betty Leask: "Internationalisation of the Curriculum in Context". In a study conducted by Leask in 2012, a definition of this theme was tested and refined following feedback from academic staff and university leaders in different countries and regions of the world.
It states: "Internationalisation of the curriculum is the process of incorporating international, intercultural and global dimensions into the content of the curriculum as well as the learning outcomes, assessment tasks, teaching methods and support services of a programme of study."
A third book, "Rethinking the Law School: Education, research, outreach and governance" is by Carel Stolker, former dean of the law school of Leiden University in the Netherlands and currently its rector and president. Law is one of those fields which has been rather nationally oriented. The world and law, though, are changing and becoming more interconnected and Stolker makes a strong case for more international collaboration in research and education between law schools. This also applies to Medicine.
These three publications highlight a shifting focus in approaches to internationalisation. There is an ever stronger call for attention to internationalisation of the curriculum at home and there is increasing recognition of the need for institutions to involve more, and even all, students in internationalisation.
Academic staff and their teaching teams define, control and manage the curriculum. It is therefore critical that they are engaged in the process of internationalisation of the curriculum.
Many academic staff are, however, not sure what internationalisation of the curriculum means, do not have the required skills, knowledge and attitude to internationalise their own curriculum effectively or do not think it has anything to do with them.
The result is that the relationship between internationalisation, the curriculum and academic disciplines is poorly understood. While we have some partial answers to the questions raised above, we are a long way from having comprehensive answers.
By Hans De Wit, Director of the Centre for Higher Education Internationalisation of the Università Cattolica del Sacro Cuore in Milan and professor of internationalisation of higher education at the Amsterdam University of Applied Sciences.

Has Bologna Process lost ambition?
Over the past 15 years, the Bologna Process has turned into the most far-reaching reform the education community has ever experienced – creating a European space of university cooperation based on quality, openness and mutual trust: the European Higher Education Area.
Today, in Europe the declaration continues to signify a highly ambitious, successful example of pan-European cooperation. Instituted in 1999 as an intergovernmental process, now encompassing 47 European countries as well as the European Commission.
By putting degree structures on a comparable basis, and making openness, trust and student mobility central to higher education, Bologna has seen a remarkable degree of pan-European cooperation to internationalise higher education, establishing an interlocking set of European tools and a common language for reforms: standards and guidelines for quality assurance, a common credit system and results integrated into a qualifications framework.
Supporting mobility and internationalisation is an objective we share in EU cooperation too – especially through our Erasmus+ mobility programme which has already provided some three million students with the opportunity to study or train in another European country. Another two million are set to benefit by 2020.
Erasmus and Bologna have been mutually reinforcing. The three-cycle structure and the European credit transfer and accumulation system (ECTS), make mobility and recognition easier and spread a shared understanding of what quality higher education means.
But in recent years, the emphasis in Bologna has shifted away from initially daring decisions to administrative implementation and maintenance: we seem to have lost ambition. In addition, a closer analysis reveals that the changes brought about by the Bologna Process have been rather uneven, with disparities both within and between countries and regions.
We are only halfway towards the target that, by 2020, 20% of students will be mobile during their studies. Problems of recognition of foreign degrees persist: students find they cannot continue their studies from bachelor degree in one country to masters in another, despite the comparable degree structure throughout the EHEA.
Graduates, too, often discover that they do not have the skills they need for their future careers. Higher education is still not easily accessible for all the young people. And the potential of digital technologies has not yet been taken up everywhere.
There has been remarkable progress, but much more needs to be done. We need to press on with reforming and internationalising our education systems.
I am convinced that we must strengthen the foundations of the Bologna Process by renewing the focus on its core reforms. Policy-makers, academic staff and students must work together, within countries and across borders, to learn from each other to identify and achieve measurable objectives.
Bologna Process' continued development is essential for Europe to restore economic growth and job creation and to secure the future prosperity, well-being and sustainability of our higher education systems and societies.
By Tibor Navracsics, European Commissioner for Education, Culture, Youth and Sport.


EU challenge for Higher Education: 40% of people completing a higher-level course
Eurostat figures have revealed that the European Union is edging closer to its Europe 2020 target in education. The share of people who have attended a tertiary education college or equivalent, has risen from 23.6% in 2002, when the series started, to 37.9% in 2014, for those between the ages of 30 and 34.
The latest figures has confirmed a 17.8% rise in learning achievement for women compared to 2002, as back then 23.6% had completed tertiary education courses. For men the increase was less significant, as the leap was smaller from 22.6 to 33.6% over the same12 -year period.
There was also positive news on early school leavers, as that has decreased from 17 down to 11.1% in 2014, in line to meet the headline target of less than 10% leaving school early by the end of this decade.
Lithuania recorded the highest amount of students as 53.3% had been to a higher education institution in the 30-34 age group, followed by Luxembourg (52.7%), Cyprus (52.5%) and Ireland (52.2%).
“We think that this is very positive that more people can access higher education. We also believe that this is a good sign from the point of equal changes, and democratisation, creates societal and economic benefits,” Michael Gaebel, director of higher education policy at European Universities Association said.
The EUA also say that there are also potentially conflicting interests, while students may prefer fields of study that guarantee employment, for industry it might be better to have access to a pool of qualified graduates that is considerably larger than the actual number of vacancies. Academic degrees as opposed to more vocational ones, are not an obstacle to gaining employment after graduation the EUA believes.
They argued that surveys revealed that modern society and the economy require graduates who possess a variety of skills. Such as the ability to structure work and create solutions, work independently and in teams, decision making, intercultural skills, and the ability to communicate orally and in writing, in mother tongue and foreign languages.
By Peter Taberner, Prague Post.


UNIADRION General Assembly
Next UNIADRION General Assembly will be held at the University of Sarajevo (Bosnia and Herzegovina) on 7 and 8 May 2015.
Click here for the program of the event.

Governments must do more to widen access to Higher Education - Eurydice report
Eurydice report has found that european governments and higher education institutions are failing to develop coherent policy approaches to improve access, retention and employability. The report, Modernisation of Higher Education in Europe: Access, retention and employability 2014, published on 30 March, is the second in a series examining the evolution of the European Commission’s modernisation agenda for higher education in Europe.
Commenting on the report, Androulla Vassiliou, former European Commissioner responsible for Education, Culture, Multilingualism and Youth, said more needs to be done to ensure success in widening participation, supporting students and educating them for the "complex demands of a fast evolving labour market". "We have to invest more in higher education, but we also have to invest more wisely. We also have to help students succeed in their study programmes as this is vital for jobs and economic growth" she said.
In Europe the modernisation agenda and the Europe 2020 strategy both focus on increasing participation in higher education, with a goal that 40% of those aged 30-34 should have a higher education or equivalent qualification by 2020. However, access is not just a question of increasing numbers but doing so in a socially equitable way, widening participation particularly among young people from disadvantaged families.
The report found that progress in widening access varies greatly across countries:
  • Ireland is cited as the country with the most comprehensive set of targets related to under-represented groups. The objective in Ireland is to reach a 72% participation rate and a 60% attainment rate in tertiary education for 30-34 year-olds by 2020 and for all socio-economic groups to have entry rates of at least 54% by 2020;
  • In Belgium’s Flemish community the focus is on children whose parents do not hold a higher education qualification;
  • Finland focuses on male participation to reduce gender differences;
  • Scotland focuses on increasing participation of students from publicly funded schools.
Ensuring that those who enter higher education as a result of measures to widen access do not drop out through lack of adequate support is a matter of social justice, the report says. The report says that to tackle this issue particular attention should be paid to first-year students and their skills development.
In some countries, government policy attempts to motivate universities to decrease the drop-out rate. In Belgium institutions are financed based on output, which provides an incentive to pay attention to retention, the report says.
Employability also plays a central role in the European Commission’s higher education reform strategy: "Widening participation does not stop at providing access to students from under-represented groups, but has to include measures ensuring that each student completes their studies and has a successful transition to the labour market", the report says.
One important way to ensure the relevance of higher education to the labour market, is through involving employers, employers’ organisations and business representatives in the various steps of developing and evaluating higher education study programmes.
Students who participate in practical training or work placements are more likely to find jobs than their counterparts without relevant work experience. Finland has the highest participation, not least because all first-cycle polytechnic courses include at least three months' work placement and practical training is compulsory for some university degrees.
By Brendan O'Malley, University World News.

Rankings create "perverse incentives" – Interview with Ellen Hazelkorn
Today, no less than 10 major outlets – most of them commercial – are publishing global rankings and another 150 rankings focus on a subset of countries, institutions or disciplines.
In an interview with University World News, Hazelkorn spoke about how a preoccupation with rankings can create what she calls "a lot of perverse incentives", US Higher education and what she think ok U-Multirank.
As Ellen Hazelkorn - author of "Rankings and the Reshaping of Higher Education: The battle for world-class excellence" - says in her book, universities are increasingly using rankings to heighten their status, attract foreign students, staff and investments, set policy designed to improve their standing in the rankings.
Hazelkorn's survey found that more institutions were unhappy with their ranking in 2014 than they were in 2006 (83% vs 58%), that more of them monitor their peers worldwide (77% vs nearly 50%) and that an "overwhelming majority" use rankings to inform strategic decisions.
"Rankings' database of institutions it's not huge – 109 responded in 2014. The institutions that responded were ranked fairly high and all respondents were quite pleased with the rankings. There's a lot of criticism of rankings, but my guess on that is, even if you don't like where you're ranked, it's better to be noticed than not noticed."
Hazelkorns' suspicion on rankings is that people are tied to a set of indicators that continue to evolve from year to year and over which they have no control: "It's remarkable as to the impact and influence that these rankings have had."
"In some countries it's a useful mechanism . But particularly in societies or institutions that have not been open to external review, the chill winds of competition have blown through them. What happens when the rankings become the strategy as opposed to an outcome of your own strategy? Rankings serve some good, but they create a lot of perverse incentives."


On US Higher Education
"There's no doubt the United States dominates. There is lots that is really good about US higher education that other countries could learn from – its diversity, the breadth of its institutions, the state universities, liberal arts colleges, community colleges, city colleges, the mobility across the system, the ability to transfer credits, to move from one part of country to another."
"But this is the other side of it: You've got this incredible top echelon and then you've got these incredible failures. US completion rates, attrition, the levels of student debt, the cost, affordability, it's shocking."


On U-Multirank
"It's got some good attributes but it is full of contradictions. U-Multirank challenges the notion that there's one kind of excellence. However it has many of the same difficulties. The indicators are methodologically problematic, not least because they mix quality with quantity.
It’s a crowd-sourcing tool – in other words any institution can be ranked just by providing data – which makes it very democratic. But this also means that the results are only as good as what's in the database."
By Mary Beth Marklein, University World News.

U-Multirank 2015: new edition's results among confirmations and surprises
This year U-Multirank’s edition reveal dominance by US universities and pockets of excellence around the world, with 148 institutions from 29 countries achieving 10 or more top A grades from the 31 institutional indicators used to compile the rankings. Indeed North American universities dominated most of the research and patent rankings, with Rockefeller, MIT, Stanford, Harvard and Princeton universities clinching the five highest scores for top cited publications.
U-Multirank 2015 compares the performance of 1,210 higher education institutions. They were ranked using a variety of indicators across five dimensions: teaching and learning; research; knowledge transfer; international orientation; and regional engagement.
This year's results threw up a number of surprises when compared with the major traditional global rankings: higher education institutions from 39 countries won at least one Top 5 spot in the different indicators.
Lomonosov Moscow State University joined high-flying Caltech and MIT in the US on the next rung down, gaining four Top 5 positions: the russian University was in the top five for both masters and bachelor graduates working in the region, and also for art-related research output. Perhaps the biggest surprise was Lomonosov becoming the highest ranked globally for external research income.
British universities had mixed fortunes in this edition, partly because of the reluctance to collaborate with Brussels-based rankings.
No British university achieved a Top 5 spot in any of the key indicators, but there were several strong performers, in the group of universities that provided the data to UMR: Newcastle University gained 17 A scores, Nottingham achieved 16 A grades and Liverpool gained 15 A scores. Among the British universities that declined to supply their own data, Cambridge University, Imperial College London and Sheffield University all gained 10 A scores out of the 12 indicators.
In Australia RMIT University did best with 12 A grades, followed by the University of South Australia with 11 As, and Swinburne getting 10 top grades.
Star performers from Africa were the Federal University of Agriculture, Abeokuta in Nigeria, University of Namibia, Polytechnic of Namibia and University of KwaZulu-Natal in South Africa.
European universities dominated many of the indicators. They overwhelmed the international orientation and regional engagement dimensions and performed strongly on knowledge transfer. Germany’s Reutlingen University had the highest percentage of co-publications with industry, while three French business schools – EDHEC, ESSEC and IESEG School of Management – each gained two Top 5 spots for different indicators.
University College Cork in Ireland won the highest overall number of A scores, with 21 top grades spread across all five dimensions. Two Dutch universities shared second and third places, with Eindhoven gaining 20 and Wageningen getting 19.
For the future, European Commission was pleased with the performance of the ranking system so far and had pledged to continue its funding until 2017. This would bring the commission’s total investment in U-Multirank to €4 million over four years. Now the target is to reach 1,000 participating universities by 2017.
By Nic Mitchell, University World News.

What is an International University?
The term "International University" seems to be the new fashionable term in higher education's world. Recently, it has appeared in international rankings: for instance, the Times Higher Education (THE) and on U-Multirank. Both rankings uses indicators as the number of international students, the number of international staff and the number of internationally co-authored publications.
Yet the exact meaning of "International University" is unclear. Is it possible to define what an "International University" is?
Looking fo a definition for this term, Jane Knight, an adjunct professor at the Ontario Institute for Studies in Education of the University of Toronto, wrote a paper on "What is an International University?" in the OECD's The State of Higher Education in 2014. She says that there is much confusion as to what it actually means clustering for a university to be international. In fact, she states, the term is not important; more important is the approach or model used.
In her opinion, there are three types of International University: an Internationalised university with a diversity of international partnerships, international students, and staff; universities with satellite offices in the form of branch campuses, research centers and management or project offices; and most recently, standalone institutions co-founded or co-developed by two or will more partner institutions from different countries.
In additions to the THE and U-Multirank Initiatives, the European Consortium for Accreditation, or ECA, has also developed an assessment instrument, the Certificate for Quality in Internationalisation, or CeQuInt. This certificate can be applied for by programmes and by institutions. CeQuInt explicitly does not focus only on quality, its standards are also quality-based.
At the institution level CeQuInt standards are: intended internationalization, action plans, implementation, enhancement its and its governance. For the program level, they are: intended internationalization, international and intercultural learning, teaching and learning, staff and students. In both levels it is asked explicitly that programmes and institutions demonstrate that "the internationalization goals explicitly includes measures that contribute to the overall quality of the program."
The CeQuInt standards at the program level shops provide a better opportunity than those at the institutional level to reveal the quality of the curriculum and teaching and learning as well as the role students, graduates and staff play in this.
Universities should not fall into the temptation to use seemingly attractive but vague terms, but focus on the quality of what they are doing. For this CeQuInt ranking can be a concrete alternative of THE and U-Multirank.
By Hans De Wit, Director of the Centre for Higher Education Internationalisation of the Università Cattolica del Sacro Cuore in Milan and professor of internationalisation of higher education at the Amsterdam University of Applied Sciences.


Universities uncertain on U-Multirank real value
Universities remain divided on the value of U-Multirank, the new multidimensional ranking of universities, although most will continue to contribute data to it, a consultation of European University Association (EUA) members has found. The same association showed that U-Multirank (UMR) – launched last year with seed funding from the European Commission – is still struggling with problems like comparability and reliability of data.
The survey was carried out in the autumn of 2014 for EUA, which represents 850 member institutions in 47 countries, with a total student enrolment of 17 million; 85 universities from 26 countries that had taken part in UMR responded to the survey, representing nearly 30% of EUA members which had participated in the ranking.
The report of the survey found that the approaches on how to use rankings for the benefit of universities are “not very systematic or carefully considered”.
Whether they took part or not, the EUA members expressed major concerns regarding the interpretation of UMR indicators across different countries and thus the validity of the data provided.
Many of those providing data to UMR were surprised by the amount of work involved and the considerable resources required; a small minority was not happy with the way the data was presented in the final results.
The benefits of participation for an individual university are not clear to universities. Four in ten institutions have no plans to use the results of UMR or do not yet know how they would do so.
Nevertheless, the vast majority of universities said they intended to contribute data to the next round of UMR: the main reasons given were to use UMR to benchmark their universities, gain more visibility to attract students and researchers and because they see the UMR as a relevant ranking.
One in four universities surveyed said they were not planning to contribute to UMR next round: many of them feared the benefits of participating would not outweigh the costs.
By Brendan O'Malley, University World News.

Criticisms about today's businness schools
The Wharton School of Finance and Economy (Wharton School of Business) opened in 1881 as the world’s first business school. Twenty-seven years later the first MBA degrees were awarded by Harvard Business School in 1908. It may come as a surprise to many, then, that Oxford and Cambridge universities, only established their business schools around 20 years ago.
Nowadays there are many criticisms about MBA: business schools were nothing but trade schools, lacking academic prestige and rigour, simply training students for utilitarian pursuits. Also Google’s co-founder, Larry Page, recently observed that the MBA (Masters of Businness Adminstration) approach to doing business was “stupid”
Despite the fact that the salaries of MBA graduates from top business schools are rising, it has often been claimed that an MBA education has little or no tangible effect on its students: indeed MBA qualification is often considered to be a pseudo-professional qualification because there are no mechanisms for the enforcement of professional standards and norms of conduct or any guarantees that the theoretical knowledge and practical training of MBA courses is likely to yield predictable results in the field.
Another frequent criticism of business schools is that they select students of proven academic ability, and then let them spend a significant amount of time on campus researching their future employment prospects rather than engaging in academic pursuits.
Accusations that MBA graduates lack creative thinking probably stems from the MBA curriculum’s generic nature.
Not unrelated to this is the criticism that business schools do not teach their students the skills that they will ultimately need in their subsequent professions.
Business schools are now at a crossroads in their development. Business school can start by changing their admissions policies to include those promising students who will be encouraged to innovate and defy the given norms.
Finally, business schools should understand that in future markets, the ability to navigate the increasing complexities of a global environment in order to identify new opportunities will be imperative for a graduate’s professional success.
By Ashish Jaiswal, philosopher of education.


Workshop on Internationalization and Erasmus+ in the Western Balkans
The Erasmus Mundus projects Basileus, JoinEU-SEE, SIGMA and SUNBEAM are organizing a staff training Workshop on Internationalization and Erasmus+ in the  Western Balkans. The workshop will be held at the University of Zagreb, Croatia, on 25-27 March 2015.
Please click here for more information and the registration form.
Deadline for registration: 14th March 2015.

International exchanges - a brief history through conflicts and cooperations
At the start of 2015, after a year of increased political and military tension growing in Europe, as well as the fundamentalist attacks in Paris, it is relevant to look at its implications for higher education. Increased nationalist, religious and ideological conflicts challenge the original ideas of international cooperation and exchange in higher education as promoters of peace.
100 years after the start of the Great War, in 2014, it is particularly relevant to note the role and ultimate failure of academic efforts of international solidarity. Europe emerged from the war deeply traumatised. Intellectuals and academics on all sides wanted to build solidarity among the European nations as a contribution to peace.
These efforts ultimately failed to stem the rise of Nazism in Europe and World War II. When the war came to an end in 1945, a wave of idealism again arose, this time accompanied by the establishment of ONU.
The dissolution of colonial empires also created new realities for higher education in the emerging Third World: in Europe, students and staff who moved from the former colonial empires to Western Europe were the main focus of international higher education activities, but these were rather fragmented and limited.
Under the Cold War period higher education became pawns as well as important fronts in the ideological struggles of the period. Ideology set the agenda in international education, especially between the United States and the Soviet Union.
The Soviet Union, for its part, was similarly engaged in expanding its influence. The U.S.A. developed active and far-reaching higher education initiatives, such as the Fulbright Programme, the National Defense Education Act and Title VI of the Higher Education Act.
Only in the 1970s Europe did a new type of academic cooperation and exchange emerge that was more focused on strengthening European cooperation and exchange within the countries of the emerging European Union.
After the fall of the Iron Curtain at the end of the 1980s did international cooperation in higher education increase rapidly. Both the European Commission and national governments developed programmes to enhance the quality of the sector and stimulate cooperation and exchange.
The Trans-European Mobility Scheme for University Studies (TEMPUS), established in 1990 for Hungary and Poland and CEEPUS (an Austrian programme) are initiatives that can be seen as a testing ground for the integration of these countries in Europe.
In the 20th century, politics and global ideological struggles dominated the international agenda worldwide. Academic cooperation and exchange have been, in many cases, the main way relations between nations continued to take place. In the new century, will increasingly widespread global conflicts be able to harm the impressive strides that have been made in international higher education cooperation?
by Philip Altbach (research professor and director of the Center for International Higher Education at Boston College, USA) and Hans de Wit (director of the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, Italy), University World News.

Opportunity: 50 free admissions for young students @ ADRIATIC SEA FORUM - Dubrovnik 23-24 April 2015
Adriatic Sea Forum is an in-depth meeting about maritime tourism the Adriatic Sea, dedicated to tourism and maritime passenger transport, and pays special attention to the involvement of alumni from universities of Adriatic countries. The event will be held in Dubrovnik on 23 and 24 April 2015.
Alumni @ Adriatic Sea Forum is an initiative dedicated to students and recent graduates of Universities and Master courses of the 7 countries faced onto the Adriatic Sea. Applications to register students are now open.
Fifty of them, selected among all the applicants, will have the possibility to register for free at ASF. Alumni can get new knowledge, meet and listen operators of all the different sectors related to maritime tourism and acquire new information and data.
To register and learn more, please fill in the form on Alumni@ASF - Adriatic Sea Forum

ERASMUS MUNDUS - SUNBEAM: Call for Scholarships is now open!
The first Call for Scholarships offered by the SUNBEAM project is now open. Students (undergraduates and masters), doctorates, post-docs and academic/administrative staff can apply for a scholarship for a training/teaching experience in the Adriatic-Ionian Macro-region.
Applications must be submitted exclusively online, by following the instructions published on the project web-site.


European universities vs. free trade agreement (TTIP, TiSA)
The EUA is the main voice of Europe’s higher education community and represents more than 850 universities in 47 countries as well as 33 national rectors’ conferences. At a meeting of the European University Association, or EUA, on 30 January, university rectors issued a unanimous statement regarding the Transatlantic Trade and Investment Partnership or TTIP, and the Trade in Services Agreement or TiSA.
Despite government assurances that university operations will not be affected by the conditions set down in the General Agreement on Trade in Services and other international commercial arrangements, university heads and higher education unions in Australasia, Latin America and across Europe have warned that their institutions must be protected.
The rectors said that although the European Commission had declared that public services would be protected, higher education could still be affected.
The two agreements raised questions about the ability of national and regional authorities to decide their own higher education provisions. They therefore called on the European Union to make no commitments regarding higher and adult education.
"The EUA notes that negotiators offer reassurances that public services will be protected,” the rectors said. "However, the GATS definition of a ‘public’ service is not adequate where higher education is concerned. Higher education is not administered by the exercise of government authority in the manner of defence, justice and police: it is not automatically excluded from trade negotiations.
“Domestic policy is threatened by the Investor-State Dispute Settlement Mechanism which gives corporations the right to sue public authorities if they consider that local legislation obstructs their ability to generate ‘legitimate’ profit,” the rectors said.
“The secrecy surrounding free trade negotiations prevents the higher education sector from understanding what specific aspects will impinge on its operating environment, not only on learning and teaching but also data collection, research and development, intellectual property” the rectors said.

“Higher education, unlike trade, is not an exclusive competence of the EU and any commitments made in the two agreements would go far beyond the scope of its complementary competence.”
By Geoff Maslen, University World News.


No standardisation for doctorates
A joint declaration by the presidents of Europe’s main rectors' conferences has called for doctoral training to involve original research documented in the form of a dissertation. The declaration set out nine points, which describe the aims of doctoral training as being to qualify for research careers in science, academia, the economy and society in general “by original research and documented by a dissertation”.
It states that doctoral training should not be seen as an additional study cycle, that courses in transferable skills should be selected by doctoral candidates on their own and that the European Credit Transfer and Accumulation System was not required.
The statement also calls on universities to allow departments to assume responsibility for doctoral training and also says that the high degree of diversity in doctoral training opportunities and systems across Europe is to be welcomed.

Dr Gerhard Duda, head of the Brussels office of the German Rectors’ Conference about the background to the joint statement, said the signing organisations were worried that the individual research performance of doctoral candidates would not remain the core of the doctoral training.
"A formal regulation of doctoral training with instruments typical for the BA and MA study phases (such as ECTS) does not help develop the necessary research mind-set of a doctorate degree-holder. But it is doubtful that a formal regulation would help solve the problems facing countries and institutions lacking an excellent research environment", Duda said.

Katrien Maes, chief policy officer of the League of European Research Universities, said that research "Must not fall prey of standardisation." The processes that lead to the best outcomes in the case of doctoral training differ dramatically depending on individual, disciplinary and national contexts.”, Maes said. "European universities should not be handicapped in their global competition for the best and the brightest talent in ways that their principal competitors are not.” Maes adds.
By Jan Petter Myklebust, University World News.

"Nature" publisher agrees merger with Springer
The merger of Macmillan Science and Education and Springer was announced last 15 January. The deal, negotiated by Holtzbrinck Publishing Group, which owns Macmillan, and BC Partners, the private equity group that owns Springer, will create a publishing group with 13,000 employees and an annual turnover of around €1.5 billion.
The merger will include Macmillan-owned Nature Publishing Group, the academic book publisher Palgrave Macmillan and textbook division Macmillan Education. However, it will exclude Macmillan Education’s US higher education business and certain other Holtzbrinck companies, including science technology company Digital Science.
Derk Haank, chief executive of Springer, said the merged company would “offer breadth, volume and reach”. Haank also said: “Springer, in its current form, owes a significant part of its success to the investments made possible under private equity over the past ten years. With the arrival of Holtzbrinck as an anchor investor, a new phase of our long-term development will begin."
Stefan von Holtzbrinck, chief executive of Holtzbrinck – which will retain a 53 per cent stake in the new company – said: “The combination is a big and exciting step and a clear opportunity for all – for our customers, for our great teams in all parts of the world, for the development of the publishing houses involved and also for the family-owned Holtzbrinck Publishing Group.”
Ewald Walgenbach, managing partner of BC Partners, said: “This merger is a strategic milestone in the more than 150-year history of both businesses and shows how family businesses and private equity can work together and support businesses in positioning themselves for future growth.

Without values the academy risks anarchy
The nature of academia is changing. Recent reports reveal that researchers have poor career prospects, zero-hours contracts, low pay, long working hours and inflexible working conditions.
Historically, the academic enterprise was once seen as the cornerstone of a progressive society, responsible for educating a decent labour force and producing innovations to improve our quality of life.
In its heyday, the value of a university was measured by the quality of its teaching and the calibre of the students who passed through its doors. Today, however, academia has become far more prescriptive: a university’s worth is now judged by the revenue it generates and the amount of citations and grants obtained by its staff. Research, too, is now all-too-often selected and supported for its ability to maintain an institution’s competitive advantage.
The original values of a university are now unrecognisable behind a cut-throat, commercial academic agenda, which forces institutions and individuals alike into constant competition for resources and rewards.The academy’s core values of camaraderie, collaboration and civility have been replaced by a climate of intense internal competition.
So the quest for scholarly prestige can easily spiral into the heartless pursuit for power and profit; this can lead some people to be ambitious in a reward-based system can, in the worst cases, breed aggression, anxiety and antagonism.
This "me first" approach is also not helped by academia’s demanding working conditions. In labs an entrenched hierarchy prevails which determines whose agenda dominates the work flow and whose name takes precedence on publications.
In this context, putting an emphasis back on the original values of a university could do much to quell the rise of bullying and discrimination. Allowing the market-driven model to dominate the higher education sector for so long has only created a vacuum of values in the way the academic system operates, removing a university’s in-built system of moral checks and balances that might otherwise serve to keep its staff on the straight and narrow.
With these values now replaced by the pursuit of profit and fame, is it any wonder that the new academic arena has become a breeding ground for bullies? Without old values, the academy has no value to anything other than itself. And without these values, the academy may as well prepare for anarchy now.
by Diana Jane Beech, research consultant at the Research Information Network, research associate at St Edmund’s College (Cambridge) and member of the EURAXESS ‘Voice of the Researchers’ network.

The importance of education for sustainable development
The graduates leaving universities now are entering a very different world, marked by uncertainty, complexity and rapid change, manifested through a bewildering array of global issues relating to economic instability, climate change, inequity, loss of biodiversity and migration, to name a few.
Therefore the world is looking towards the "post-2015 agenda" and specifically the intended adoption of a group of 17 Sustainable Development Goals, or SDGs, currently in draft. Yet, the SDGs beg a critical question: how are they to be implemented and achieved?
Unless stakeholders (policy-makers, legislators, businesses, agencies, NGOs, the media and civil society) are involved in learning processes, the proposed SDGs will not be achieved. This is because such change cannot happen without learning.
Mid-November saw UNESCO and the government of Japan mount the World Conference on Education for Sustainable Development in Nagoya, where over 1,000 participants and more than 70 government delegations endorsed the critical role that education has in bringing about a more sustainable society: at the conference, UNESCO launched a roadmap for implementing its "Global Action Plan" on education for sustainable development over the next five years.
This roadmap includes a considerable challenge to the higher education sector to develop "whole institution approaches" reflecting the reorientation of teaching and the curriculum as well as campus and facilities management in line with the principles of sustainable development.
Considering the relationship between the sustainable development community and the education for sustainable development community, the key points are:
  • The quality of the human and biospheric future depends on our collective capacity and ability to learn and change;
  • Sustainable development is not lasting and secured, unless relevant learning among all stakeholders is central to the process;
  • While sustainable development can be promoted through policy instruments, these tend to be effective for only as long as they are applied;
  • Education can enhance the effectiveness of each of these instruments through developing informed engagement, agency and empowerment among all affected stakeholders.

Yet, education is rarely regarded as a major factor in making the world more sustainable, and its potential is overlooked. The fundamental challenge is this: how can education more strongly impact on sustainable development – and sustainable development be embedded at the heart of education and learning – so that there is both mutual benefit and accelerated positive effect, to win breakthrough towards an economically secure, ecologically stable and socially just world, way into the future?

by Stephen Sterling, Head of education for sustainable development, Centre for Sustainable Futures, Plymouth University, UK.

Interactions between universities, economy and society
Engaged universities with the wider territory and community, can contribute to economic development of their area. Universities are doing this in various ways. The most obvious way in which universities contribute to economic development, is as employers and purchasers of goods and services.
Ira Harkavy, director of the Netter Center for Community Partnerships at the University of Pennsylvania in the United States believes that universities are non-profit organisations that never move and are therefore highly motivated to invest in their geographic location. Harkavy argues that, together with medical institutions, universities act as powerful economic engines in cities: a university attracts businesses and highly skilled people to a city.
But if a university makes meeting civic goals part of its economic decisions, the economic impact becomes civic too.
Academic research that creates new knowledge is a second obvious example. If a local company takes this up and applies it successfully, there will be benefits for the local business community and beyond. Is when university researchers work with business to meet a community need or solve a social problem: training the right graduates for the needs of the labour market is another obvious way universities produce economic outcomes.
“The most important way that universities can contribute to economic development is by remaining close with service industries, manufacturers and employers,” says Shamsh Kassim-Lakha, rector of the University of Central Asia in Bishkek, Kyrgyzstan. But universities may also be failing to train people for new professions. Civil society organisations, or CSOs, are springing up and taking a bigger role in both industrialised and developing countries.
Participating in service learning programmes can broaden a student’s skill set: “Students who participate in well managed community service programmes are learning by doing and gaining additional skills that make them more employable or better job creators,” says Robert Hollister, executive director of the Talloires Network. These students tend to be better at organising other people and at analysing “messy or complicated situations”, according to Hollister.
For John Goddard, emeritus professor of regional development studies at the University of Newcastle in the United Kingdom, rather than location, the key factor is the extent to which the higher education system is a dual system – “the newer universities for which engagement with society and business is their raison d’être as opposed to older universities whose emphasis is on research and getting up the league tables”.
“One fundamental premise of most higher education systems in the world is that universities are institutions that operate on the basis of the public good. That doesn’t mean that we can’t produce economic and commercial outcomes but the key motivation is to act in the interest of the public good and the community", says Sharon Bell, deputy vice-chancellor of Charles Darwin University in Darwin, Australia.
by Rebecca Warden, University World News

EUSAIR - Launch Conference of EU Strategy fot the Adriatic and Ionian Region
We are glad to invite you to the Conference of European Launch of the Adriatic-Ionian macro-region (EUSAIR). It is organized by the Italian Presidency of the Council of the European Union in collaboration with the European Commission, the Adriatic-Ionian Initiative and the Marche Region, the latter at the head of the Adriatic-Ionian Intergroup Committee of the Regions.
The event, which will take place following the adoption of the Strategy EUSAIR by the Council, aims to bring together the key players of the strategy to create an operational framework for its implementation.
The Conference will take place at the "The Square" Conference Center on Tuesday, November 18, 2014 in Brussels. Hope to be useful, you will find the Programme document of the Conference attached, here below.

Can universities survive the digital age? - A debate about technology and Higher Education
The fifth annual international IE University conference on “Reinventing Higher Education” discussed Bologna, English as the lingua franca and engagement between business and universities. Or maybe it will be the "digital natives" of the next generation who will be higher education’s greatest challenge.
“I was not taught digital marketing in my degree because the change in the business model was so rapid that the university did not have time to adapt,” said Cristina Rojas, 23, an economics graduate. She wanted to set up her own business but could not afford the €6,000 to €8,000 needed to take a digital masters. So she joined a free course organised by Google at Seville University and then established a company with the help of one of her teachers. Google's pioneering work provided a fitting context to the IE conference’s debate on the next generation in higher education.
Ahmad Hasnah, executive vice-president and provost at Hamad bin Khalifa University, supported the view that ‘soft skills’ such as communication and good collaboration could be promoted more by universities: "Students in the future will take their education from many different providers, and the problem in higher education is that we work in institutions that are perfectly adapted for environments that no longer exist,” said Hasnah.
Dan LeClair, chief operating officer at the Association to Advance Collegiate Schools of Business – said: “Our business schools and engineering faculties are like silos and our financing is an opaque structure that does not help develop the right incentives.
To break the silo structure, Emmanuel Davidenkoff suggested, institutions needed to be more open and include open online courses or MOOCs.

A different note was struck by Paul Zevenbergen, a member of the executive board of the Accreditation Organisation of the Netherlands and Flanders: “We don’t know where society is going so let’s listen to students via their evaluation forms, as well as the labour market, instead of trying to re-invent education."
A sobering retort was given by Davidenkoff, who provided the example of cab drivers who have suddenly been faced with a new digital model of ordering taxis that is threatening their jobs. He asked: “What happens if a game changer like that comes along in higher education?”
Santiago Iñiguez, President of IE University, concluded: “The Millennial generation is creative, cosmopolitan, entrepreneurial, sociable. The two major challenges for their educators are the impact of technologies in the learning process and the assessment of learners' alternative forms of intelligence.
We need a new paradigm, and new mechanisms, to identify and address the educational needs of entrepreneurs, artists and visionaries.”
by Paul Rigg, University World News
Next UNIADRION General Assembly will be held in Ancona (Italy) at Università Politecnica delle Marche on Thursday 16 October 2014.
Download the agenda of the Assembly: Agenda - General Assembly 16 October 2014 (Word Doc. - 123 KB)
Download the registration form: Registration Form (Word Doc. - 127 KB)

Structured UNiversity mobility between the Balkans and Europe for the Adriatic-ionian Macroregion
ERASMUS MUNDUS Action 2 - Project funded by the European Commission
The S.UN.B.E.A.M. project, submitted in the framework of the Erasmus Mundus Programme -Action 2 Strand 1- Call for Proposals EACEA/18/13, has been selected for funding by the European Commission. The project is coordinated by Università Politecnica delle Marche, will have a duration of 48 months and a budget of about 3 million €. The activities will be implemented by a partnership of Universities belonging to the Uniadrion network. They consist in the organization and implementation of a structured mobility of students, academic and administrative staff.
The reinforcement of the Uniadrion network is one of the objectives of the project that will focus on the fields of interest already shared by the network's members: protection, cataloguing and promotion of cultural heritage; environment and sustainable development; communication, ports and economic relations.
The aim of the project in the short to medium term is to strenghthen and consolidate academic cooperation among Higher Education Institutions of the Adriatic-Ionian area. The network of relations to be created thanks to mobility flows will represent the academic and cultural infrastructure of the future Adriatic-Ionian Macroregion. The long-term target is to establish a platform for sharing educational paths in order to implement joint programmes for the awarding of joint titles among the universities in the countries of the area and create an adequate scientific background for the Adriatic-Ionian Macroregion.

The Future of University - Financial Times report
Western economies are competing to attract an increasing number of young people who are looking to study abroad.
In developing nations like India and Brazil, the challenge is focused on how to grow quantitatively and qualitatively universities.
The spread of MOOCs in the world of higher education: just a fad or a credible alternative to regular classes?
From mathematics to sociology, more and more universities around the world are integrating their courses with the English language.
These and many other articles dealing with the academic world are contained in the report of the Financial Times, "The Future of the University" published on 07/10/2014.


Higher education and the post-2015 development goals - UNESCO
In a new briefing report Sustainable Development Post-2015 Begins with Education, UNESCO has identified tertiary education as a fundamental element towards progress in each of 16 proposed post-2015 global sustainable development goals.
The report highlights how higher education can reduce poverty, improve health, empower women and protect the environment. “The evidence is unequivocal: education saves and transforms lives,” said UNESCO’s Director-General Irina Bokova.
According to Lalla Aicha Ben Barka, UNESCO’s assistant director-general for Africa, returns of higher education to society have been highest in Sub-Saharan Africa, but she laments that those gains are being lost as a result of poor quality of research and scholarship in universities.
UNESCO’s EFA Global Monitoring 2013/14, pinpoints the need to provide higher education to most people as one way of enhancing gender equality and empowerment: it points out that women with higher education are less likely to get married or have children at an early age.
Higher education not only influences women’s choice of family size but also boosts their confidence and perception of their freedom.
For instance if all girls had secondary and university education in Sub-Saharan Africa and south and west Asia, child marriage by the age of 15 would fall by 64%, from about three million to one million.
The new report also calls for a higher level of education among mothers in order to reduce preventable child deaths: higher education has been linked to healthy habits. According to the World Health Organization, highly educated people tended to avoid behaviour related to such diseases as HIV-Aids because they understand the consequences better than their less educated counterparts.
UNESCO also sees higher education as a fundamental tool towards conservation of scarce resources. UNESCO noted that people with higher education tended to save energy: by increasing awareness and concern, education can encourage people in developed countries to reduce their impact on the environment by modifying their consumption.
According to UNESCO, countries with higher education levels tend to enjoy sustainable economic growth in comparison to countries with limited schooling levels that cannot support or promote industrialisation and innovation practice.
Above all, the report identifies higher education as a catalyst to promote human rights, justice and the rule of law. Higher education is also seen as a mechanism that would promote political pluralism, and tolerance.
by Wachira Kigotho, University World News
  • Read full article: Higher education and the post-2015 development goals - UNESCO

MOOC on MOOCs? A novel yet pragmatic approach
The Indian Institute of Technology Kanpur, or IIT-K, and the Commonwealth of Learning in Vancouver have teamed up again to offer a novel MOOC that is focused on the design of the course itself. Entitled "MOOC on MOOCs: What you need to know about massive open online courses", it is aimed at addressing the nuts and bolts of designing and running a MOOC.
The course, taking the tagline Massive Open Online Courses for Development, is part of a growing movement of positioning MOOCs as a means to widen access to learning in the emerging world.
Running for four weeks from 5 September 2014, “MOOC on MOOCs” is pragmatic by design. Like many MOOCs, the learning is organised around short video lectures, reading materials and interactions with the instructors and other learners. Topics include: origin, architecture, economics and delivery of a MOOC.
Above all else, the focus of “MOOC on MOOCs” is about application. Dr.Prabhakar of IIT-K believes MOOCs should focus less on intellectual curiosity or credentialing and more on training, of which there is an acute need in India and other middle-income countries.
The aim of “MOOC on MOOCs”, is to expose participants to operative potential and to pursue initiatives within their own areas of expertise:“MOOC on MOOCs” is also aimed at academics or government officials whose work is focused on human development issues.
The genesis of “MOOC on MOOCs” is actually rooted in the larger political establishment in India: a broad development agenda has been popularised in India under the slogan of ‘Skill, scale and speed’, as articulated by newly elected Prime Minister Narendra Modi.
Formal schooling does not have to be a pre-requisite for participation. Nor does training have to occur over sophisticated networked devices: simple mobile phones, which are ubiquitous throughout the emerging world, provide opportunities for mass learning yet initiatives of this nature remain largely untapped. Government support may also be key to add financial support and legitimacy to these ventures.
For those located or connected to other areas of the world where issues of human development persist, participating in the initiatives of the Commonwealth of Learning and IIT-K may be time well spent.
by Kirk Perris, University World News

Educational upward mobility slowing - OECD report
Educational upward mobility has started to slow in the industrialised world, according to the OECD’s new Education at a Glance 2014 report: it analyses the education systems of the 34 OECD countries. The share of people with lower qualifications than their parents is rising and “inequalities between tertiary-educated adults and the rest of society are growing”.
The number of people with lower qualifications than their parents is 9% among 55-64 year-olds and 12% among 35-44 year-olds, rising to 16% among 25-34 year-olds. At the same time, 42% of 55-64 year-olds attained a higher level of education than their parents, but this figure was 38% of 35-44 year-olds and 32% of 25-34 year-olds.
The report reveals that 84% of young people today will complete upper secondary education over their lifetimes, with more young women now likely to do so. Close to 40% of 25-34 year-olds have a university-level education.
The tertiary attainment rate among 25-34 year-olds has risen to 43% across the wealthy nation members of the OECD – but 65% of adults with at least one tertiary-educated parent achieved a higher education against only 23% of adults with low-educated parents.
The relative income gap between mid-educated and high-educated adults grew twice as much as the gap between mid-educated and low-educated adults between 2000 and 2012, says the OECD: "this means that, in relative terms, mid-educated adults have moved closer in income to those with low levels of education, suggesting that the middle-classes are falling further behind."
Andreas Schleicher, the OECD’s director of education, describes disparities as "one of the biggest challenges of the industrialised world".
Higher education still pay handsomely in employment and earnings: "On average across OECD countries, 5% of 25-64 year-olds with a tertiary degree are unemployed compared to 14% of those without an upper secondary education."
Schleicher says:"“Skills have become the biggest driver of inequalities in our societies, and the link between skills and earnings, between skills and employment, is very, very close. If we’re not building the foundations for an equitable society, we are going to see rising disparities also in future."
by Karen McGregor, University World News

The shifting sands of international student mobility
The importance of regional over global student mobility is growing, according to the OECD’s Report Education at a Glance 2014. The trend is reflected in the increasing internationalisation of tertiary enrolment in OECD countries as well as high intra-regional student mobility. International student mobility is tracked, and trends are identified.
Over the past three decades, the number of students enrolled outside their country of citizenship has risen from 0.8 million worldwide in 1975 to 4.5 million in 2012 – a more than fivefold increase.
82% of all foreign students are enrolled in the G20 group of major economies, 75% of all foreign students are enrolled in OECD countries: Europe is the top destination region, hosting 48% of all international students, North America 21% of the global total and Asia 18%.
In 2012, more than half of all foreign students worldwide were in Australia, Canada, France, Germany, the UK or the US, says the report. International students from OECD countries mainly come from Canada, France, Germany, Italy, Korea and America.
“In absolute terms, the US hosted most of these students, with 16% of all foreign students, followed by the United Kingdom (13%), Germany (6%), France (6%), Australia (6%) and Canada (5%). Significant numbers of foreign students were enrolled in the Russian Federation (4%), Japan (3%), Austria (2%), Italy (2%), New Zealand (2%) and Spain (2%) in 2012. Australia, Austria, Luxembourg, New Zealand, Switzerland and the UK show the highest levels of incoming student mobility."
Asian students are the largest group of international students enrolled in countries reporting data to the OECD – 53% of the total: indeed in 2012, students from China accounted for 22% of all international students in the OECD area. Moreover the second largest proportion of international students comes from India (5.8%).
Students choose where to study based on many factors: academic reputation of an institution or course, flexibility of programmes in counting time abroad towards a degree, future job opportunities, cultural aspirations. Tuition also fees play an important role, as do immigration policies. Language and cultural considerations, geographic proximity and similarity of education systems are all factors that students also consider when determining the country where they will study.
by Karen McGregor, University World News

Should you invest in equities, bonds or property - or a college education?
Comparing a university degree with an investment in stocks and bonds leaves out great unquantifiable benefits of higher education, but the return on such an expensive outlay is a vital consideration for parents, children and society at large.
The Federal Reserve marked the back-to-school season with a series of research pieces on the Liberty Street Economics blog of its New York branch last week, and their headline results were not nearly as gloomy as one might expect.
Statisticians Jaison Abel and Richard Deitz concluded that the real-terms value of a college education has remained close to all-time highs even as fees have soared and the Great Recession has chewed up the job market. The value of a college degree has hovered around $300,000 in today’s money since the turn of the millennium.
In work earlier this year, staticians used their models to calculate a return on investment for the average college student of 15 per cent: “To put these findings in perspective, consider that investing in stocks has yielded an annual return of 7 per cent and investment in bonds an annual return of 3 per cent since 1950.”
Engineering degrees top the league table with a return on investment of 21 per cent, and agriculture, hospitality and education degrees come in at 9-11 per cent at the other end. However, this comparison of returns with the stock market is highly unsatisfactory: a college degree may well pay off handsomely for the average student, but no one is average.
For example, an engineering student at an Ivy League school is a different proposition to an arts major from a lesser-known college, and even taking one extra year to finish one’s degree can wreck the return on investment.
Only three-quarters of graduates earn more than the average worker without a college degree, according to staticians, meaning that college may be a negative investment for one in four of the people who go. In short, for many the return on investment of a college education will be significantly lower than the historical average, and for many it will be negative. Add in the risks of borrowing money for a gamble that has a high chance of failing to pay off and you have a very different calculus.
by Stephen Foley, US Investment Correspondent at the Financial Times.

Are international university rankings really reliable?
“Times Higher Education (THE) trust that the 2010-2011 world university rankings represent the most accurate picture of global higher education that THE has ever produced. Why was the British magazine so confident about the accuracy of its rankings? The reason was the use of bibliometric measures of performance provided by the multinational firm Thomson Reuters: “The Times Higher Education World University Rankings 2010-11 were developed in concert with our new rankings data provider with input from more than 50 leading figures in the sector from 15 countries across every continent, and through 10 months of extensive consultation." Apparently, the manufacturing of academic rankings was entering a scientific era.
In 2010, THE released rankings based on a brand new method. The tables used 13 separate indicators, grouped into five categories: Teaching (worth 30%), Research (30%), Citations (worth 32.5%), Industry income (worth just 2.5%), International mix (worth 5%). Especially, the largest weight, went to citations: A university's research influence — as measured by the number of times its published work is cited by academics".
While the supremacy of Harvard, Caltech and MIT was somehow expected, there was also a surprise coming from an African outsider, Alexandria University. In the citations field, Alexandria ranked fourth in the world, defeating giants such as Stanford, Rice and Harvard. It took just a few days for commenters to raise suspicions about the reliability of the adopted citations indicator as a measure of research impact. In November 2010, less than one month after the release of the THE rankings, an article entitled Questionable science behind academic rankings appeared in the New York Times (NYT). The explanation behind the success the Egyptian university was due to Mohamed El Naschie, a researcher in mathematical physics who had published 320 articles on CSF (a scientific journal).
In December 2009, Douglas N. Arnold, a well-known mathematician, had also raised an alarm: thanks to the clever use of self- and cross-citations, the journals CSF and IJNSNS had climbed the journal rankings based on the so-called Impact Factor, a citation-based index. It seems that THE was so confident in its bibliometric methodology to dismiss not only the hints but even the evidence that would have suggested a more cautious attitude towards Alexandria’s performance.
The most timely and insightful analyses of the THE 2010-2011 world university rankings were due to Richard Holmes, whose blog University Ranking Watch is an indispensable resource for understanding mechanisms of higher education rankings.
Among other things, Holmes explains how the anomalous scores of a single researcher could substantially affect the outcomes of an entire university. THE was measuring average citation impact, so that small numbers of papers that are cited very frequently could boost the university score. El Naschie’s list of affiliations included three additional universities, but their rankings were not boosted by his citations because, differently from Alexandria, they were producing so many papers that El Naschie’s made little or no difference.
Some years have passed but Holmes’ analyses show that the problems have not been fixed. There are sudden rises or falls and unexplainable achievements. Again, rankings are here to stay. But you should not take them too seriously.
by Giuseppe De Nicolao, Prof. of Model Identification and Data Analysis at University of Pavia, Italy.

US higher education: still on top of the world?
With their well-tended campuses, state-of-the-art laboratories, and immense wood-paneled libraries, american universities like Harvard, Stanford etc. inspire envy in scholars and students all over the world. Yet, they too face a more uncertain future in today’s age of austerity, outdated immigration laws, and mounting global competition.   
In the latest, 2013-2014 Times Higher Education World University Rankings (THE), US institutions comprise seven of the top 10, 15 of the top 20, and so on and so forth. In a 2010 article in the Chronicle of Higher Education, Jonathan Cole, Columbia University professor, wrote: “Ambition to excel, and fierce competitiveness, have led American research universities to become the engines of our prosperity. The laser, magnetic-resonance imaging, FM radio, the algorithm for Google searches, global-positioning systems, DNA fingerprinting and much more innovations had their origins in America's research universities.”
In Cole’s telling, the might of the US academic system depends specifically on that rather large subset of institutions known as research universities: their objective is to “produce a very high percentage of the most important fundamental and practical discoveries in the world". They are therefore the cradle of American innovation, the true engine of the national economy. But in the last few years, these research centers have been less supported by the state.
“America’s research universities are widely recognized as the best in the world. They are, however, confronted by many forces: the economic challenges faced by the nation and the states, the emergence of global competitors, changing demographics, and rapidly evolving technologies." In particular, cuts of budget and public funding took a hit with the onset of the financial crisis.
Add to this the American immigration system, which tightly caps the number of high-skilled visas, and the unwillingness of Congress to reform it and the picture no longer looks so bright. In the meantime, countries around the world, especially in Asia, are busy building their own innovation clusters and centers of educational and research excellence. 
It is clear that looking forward the US will have to strongly recommit to nurturing these institutions if it wants to retain its global edge in this sector so crucial at the economic, cultural and social levels.

Internationalisation in the Western Balkans
Iin Western Balkans internationalisation is seen as a way to support national reforms and institutional capacity building. This topic is strictly is connected with harmonisation and modernisation of higher education in the Western Balkans. Even if higher education systems cannot compete with other national and international systems, internationalisation offers them a chance of innovation and can make these system stronger.
Higher education and research in the Western Balkans are usually underfunded so best students and academics "escape" to other countries.
In spite of that, there is a significative potential of cooperation by academics and students in countries like Kosovo, Albania, Macedonia and Bosnia and Herzegovina that have responded positively to mobility initiatives, while internationalisation is not very much felt in Montenegro, Serbia, Croatia and Slovenia, maybe due to linguistic, cultural and political circumstances.
by Manja Klemencic, University of Ljubljana, Slovenia

The end of Internationalisation is near? - Rethinking Internationalisation
Hans De Wit, director of the Centre for Higher Education Internationalisation (CHEI) at Università del Sacro Cuore in Milan, is the author of 2 provocative essays about internationalisation. According to Prof. De Wit there is a need to rethink and redefine the way we look at the internationalisation of higher education: its context is rapidly changing and so the idea of internationalisation. The evolution of this concept is globalisation: to develop an innovative approach of it in higher education's field, we must enhance quality of programmes involving mobility of students and academic staff, we have to increase the focus on internationalisation of curriculum and we have to make a better use of Internet and social media. But without describing specific international strategies, how can we define goals and objectives for internationalisation? For a concrete plan of action for internationalisation of higher education, we have to understand the differences between local and global areas.

The European Commission launches a new strategy for the Adriatic and Ionian Seas
The European Commission has adopted a maritime strategy for the Adriatic and Ionian Seas that will boost smart, sustainable and inclusive growth in the region. The strategy will be implemented in 2013 through an Action Plan to be jointly developed with the region's stakeholders. The Commission will launch the strategy on December 6th at a conference in Zagreb.

To see the European Commission PRESS RELEASE click here

To see the Communication of the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on A Maritime Strategy for the Adriatic and Ionian Seas click here.


January 2012: ELCAP - E-Learning Course on the Common Agricultural Policy
Groupe de Bruges (www.groupedebruges.eu) in collaboration with "Alessandro Bartola" Association (www.agriregionieuropa.univpm.it) and the inter-university centre SPERA (http://spera.univpm.it) promotes an e-learning course on CAP (Common Agricultural Policy) and the reform it is currently undergoing: ELCAP - Learning the CAP, learning your future.
The course is completely in English and free of charge.
Coordinator of the course: Prof. Franco Sotte, full professor at Università Politecnica delle Marche (Ancona - Italy) and director of "Alessandro Bartola" Association.
Lectures prepared by experts in the field of common agricultural policy in Europe.
Potential users are supposed to have a basic academic background and to be involved in issues concerning agricultural policy and rural development.
Further information on the course can be found here: http://www.uniadrion.net/pdf/EL-CAP-brochure.pdf

Launch of the Course of Specialisation in Agriculture & Development in Western Balkan Countries - 04/09/08
UniAdrion and the University of Bologna launched the Course of Specialisation in "Agriculture and Development Policies Analysis in Western Balkan Countries", with the support of the Italian Ministry of Foreign Affairs - General Department of Cooperation for Development. The course is addressed to interested graduated students, employees of public administration and other entities. The deadline for applications is May 16th 2008.

New Adriatic-Ionian Initiative Secretariat in Ancona - 02/18/08
Last 11th of January 2008, the Plenipotentiary Minister Guglielmo Ardizzone, the ex Italian Ambassador Alessandro Grafini, and of the President of Regione Marche, Gian Mario Spacca, launched the Secretariat of the Adriatic-Ionian Initiative. The Secretariat will have its seat in Ancona, and will be directed by Ambassador Grafini. In the words of Minister Ardizzone, the Secretariat will give necessary contribution to the stability and visibility to the Adriatic-Ionian Initiative.

Conference on The Cultural Heritage in the Balkan Countries, 30th of November 2007 Rome. - 11/20/07
The Conference will take place at the Ministry of Cultural Heritage and Activities on 30th of November 2007 in Rome.
On that occasion the First level Master's Degree on “Instruments and Methods for Architectural and Archaeological Cultural Heritage Conservation and Valorisation" will be introduced.


9th Plenary Session of the Forum of Adriatic and Ionian Cities and Towns - 09/27/07
The 9th Plenary Session will deal with Adriatic Europe: perspectives and opportunities of cross-border cooperation for the period 2007-2013”. It takes place on 28th and 29th of September 2007 in Pescara.

First level Master’s Degree Instruments and Methodologies for Cultural Heritage Conservation and Valorisation - IMCHCV. - 08/22/07
It's available the call for application of the First level Master’s Degree in Instruments and Methodologies for Cultural Heritage Conservation and Valorisation - IMCHCV as Operator for the conservation of archaeological and architectural heritage.
Deadline to present candidatures is 24th of September 2007.
Please note: the dead line has been postponed to 8th of October 2007.
For further information directly contact the coordinator, prof. Laura Baratin.

First Level University Master in Inter-Adriatic Cooperation and Local Development - MIAC - 08/20/07
Master in Inter-Adriatic Cooperation and Local Development - MIAC, coordinated by the University of Teramo - Faculty of Political Sciences. (pdf documents).
For further information you can contact Dr. Emilio Cocco.
Deadline for the application 20th of September 2007. Please note: the dead line has been postponed to 15th of October 2007.

The International Working Party (IWP2007) on FORMS OF TRAVEL IN ADRION:
PORTS, ARCHITECTURES FOR THE HOSPITALITY AND SEA-LAND WATERFRONT will take place from 17th to 20th of September 2007 in Bologna.

For further information you can contact: info@uniadrion.net

The 4th International Cooperation and Sustainable Development Policies Graduate Summer School , September 3rd - 8th, 2007, Porretta Terme (Bo) - 05/31/07
Application deadline: 25th June 2007
A limited number of scholarships will be offered on a competitive basis to students from Central-Eastern Europe.
For more information please contact: matteo.vittuari@unibo.it or rovena.preka@unibo.it.
Web site of the Summer School.

The Summer School will focus on the different dimensions (the ecological, the economic, the social and the international) of sustainable rural development taking into particular consideration the multifunctional role of agriculture.


Closing Cerimony Master LogMaster - June 7th, 2007 - 05/28/07
On 7th of June at 11 a.m. the Closing Cerimony of the Masters Degree in Logistics Networks in an Enlarging Europe will take place at Sala Atti Accademici - Faculty of Economics (1st floor) University of Trieste (Piazzale Europa 1).
The Master programme has been coordinated by the University of Trieste in collaboration with the Universities of Bologna, Rijeka and Sarajevo, UniAdrion and CEI University Networks, Prologis, Cushman and Wakefield, Sisa, Autamarocchi Group, Il Giornale della Logistica.

Summer School in Adriatic Studies-SSAS, 3rd-13th July 2007 - 05/23/07
The International Summer School in Adriatic Studies - SSAS - Land behind Seasides takes place from 3rd to 13th of July 2007 in Rimini.
For more information and to download the application form please visit the web site.
Dead line for application is 3rd of June 2007.

Summer School in Advanced Topics in Biomedicine II, from 18th to 21st of July 2007 in Trieste - 05/23/07
It is organised by Consortium for Biomolecular Medicine in collaboration with AREA Science Park e CEI (Centre European Initiative).
The Summer School will feature a series of lectures on several advanced topics in the fileds of Genomics, Proteomics and Imaging and will be addressed to students at the post-graduate level.
Registration is free and is open to 70 students; a grant covering board and lodging will be offered to 20 students.
Deadline to subscribe is 20th of June 2007.

More information on the web site.

Call for application - M. Sc. Programme "Management of Protected Areas" - 05/23/07
The University of Klagenfurt presents the postgraduate Joint M. Sc. Programme "Management of Protected Areas".
A Number of scholarships -financed by C.E.I.- are available for students coming from Central and Eastern European Countries.
For more information, please consult the homepage.

Protocol of Agreement UniAdrion - UniNet - 05/23/07
The Presidents of University Network of the Adriatiac Ionian Inititiative -UniAdrion- and of the University Network of the Central European Initiative - UniNet- signed a Protocol of collaboration in February 2007 to formalize the already existing promotion of common initiatives.

UniAdrion General Assembly, 13th of April 2007 in Bologna - 04/10/07
On 13th of April 2007 at the Rectorate - University of Bologna (Sala Consiglio Dell'Amministrazione), the fifth UniAdrion General Assembly takes place in the afternoon (3.00 p.m.- 6.30 p.m.).
In the same morning the UniAdrion Board of Advisors meets in Sala Giunta - Rectorate Univeristy of Bologna.

LIS Multimedia Exhibition "Kosmika" - 02/06/07
The LIS Multimedia Exhibition "Kosmika" will be inaugurated on 16th of February in Belgrade at the Serbian Academy of Science and Art. The exposition will last till 25th of March 2007. As proposed by The Exhibition is associated to the events organised for the 150th anniversary of the birth of the great Physicits and Engineer Nikola Tesla.
The aim is to consider the Exhibition a first project in perspective of further developments also in the other Countries of the Western Balkans.

ALMALAUREA National Convention 2nd and 3rd of March 2007 - Bologna - 01/30/07
The two-day programme focuses on Graduate employment conditions in Europe and Italy and will include the presentation of the EAL-NET project final outcomes.
For more information, please visit the web site of the Conference.
The AlmaLaurea Conference is visible in free video and audio streaming; access to the service is provided by clicking on URL: http://streaming.cineca.it/almalaurea2007/almalaurea_e/index.php.

Shareconference - E-learning, December 14th 2006 -Teramo - 11/28/06
The conference deals with the theme How to reform the E-learning through the sharing and the recycling (Innovare l'E-learning attraverso la condivisione ed il riuso); it takes place on December 14, 2006 at Campus Coste S. Agostino - University of Teramo.
For more information and to enrol (partecipation free) please visit the web site of the event.

E-learning and on-line activities - 11/22/06
On 30th October the Closing Ceremony of the Master MISS - Sustainable Development of Agricultural and Rural Area of the Adriatic-Ionian Basin-Valorisation fo Typical Agro-food Products took place at the Faculty of Agriculture University of Bologna. The Master programme promoted within UniAdrion Network offered 15 grants to students coming from Albania, Croatia, Bosnia – Herzegovina, Macedonia, Montenegro and Serbia.
Students started the didactic activities in their own countries thanks to the use of the Learning Content Management System ATutor.
Tek Tank supplied the e-learning services connected to the Master Programme and was in charge of the realization of the promotional video for Master MISS (Real Player required).

Conference on "I distretti del gusto", November 9th, 2006 -Teramo - 11/07/06
The Conference titled I distretti del gusto (The districts of taste) is promoted by the University of Teramo -Dep. of Teorie e Politiche dello sviluppo locale. The conference takes place at 4.00 p.m. in Sala del Consiglio Provinciale, Via Milli 2.

Closing Cerimony Master MISS - October 30th, 2006 - 10/19/06
The Closing Cerimony for the Master MISS - Sustainable Development of Agricultural and Rural Area of the Adriatic-Ionian Basin-Valorisation fo Typical Agro-food Products will take place on 30th of October at 6.30 p.m. in Aula Magna, Faculty of Agriculture (Via Fanin 50, Bologna).

Closing Cerimony Master CESPEM - October 26th, 2006 - 10/17/06
The Closing Cerimony of the 1st Level Interatheaneum University Master for Creation and Development of Innovative SME in Transition Countries will take place on 26th of October at 1.00 p.m. at Aula Anfiteatro - Faculty of Economics in Forlì (Via Pratella, 10/14).
On that occasion the diplomas will be delivered to studentes of the Master Programme.

Forum of the Adriatic Ionian Cities and Towns, 29th-30th September, Koper - 10/13/06
"The common Adriatic-Ionian culture: resource for development of the local
communities and the value added to growth of the European citizenship" is the main theme of the 8th Plenary Session of the Forum of the Adriatic Ionian Cities and Towns.
Prof. Giorgio Praderio (DAPT-University of Bologna), opened the Session as delegate of the UniAdrion Network.
For more details about the meeting, please visit the web page of the Plenary Session.

Opening Cerimony Master’s Degree Logistics Networks in an Enlarging Europe - 10/11/06
On 16th of October 2006, 11 a.m. the Opening Cerimony of the Master will take place at Aula Cammarata (Rectorate University of Trieste).
The First Level Master's Degree Logistics Networks in an Enlarging Europe (Logmaster) is coordinated by the University of Trieste in collaboration with the Universities of Bologna, Rijeka and Sarajevo, UniAdrion and CEI University Networks, Prologis, Cushman and Wakefield, Sisa, Autamarocchi Group, Il Giornale della Logistica.
The objectives of the Master Programme are to provide the necessary knowledge and skills in the fields of strategic planning, economic and technical evaluation and carrying out of distribution and logistics networks.

For more information please enter the web site or contact logmaster@units.it.


Conference on "Innovazioni nei sistemi locali di sviluppo della terza Italia: indicazioni per nuove strategie di governance" - 10/03/06
The Conference takes place on 6 and 7 October, 2006 at the conference hall, Province of Viterbo.
The event is promoted by the Province in collaboration with the Network of Universities involved in the Research Programme, Prin 2004. The University of Teramo is the leader partner of the initiative.


First Level Master's Degree Mega Yacht Planning - 09/04/06
First Level Master's Degree Mega Yacht Planning promoted by the Politechnic University of Marche Region - Dep. of Architecture, Surveys, Town Planning and History; Faculty of Engineering.

Management, Design and Technology.
Admission dead line September 8th, 2006
15 Grants financed by F.S.E. Marche Region
For more information please enter the web site of the Master.


Graduate Summer School in International Cooperation and Sustainable Development Policies - 06/22/06
The 3rd International Cooperation and Sustainable Development Policies Graduate Summer School (September 4th - 9th, 2006 in Porretta Terme, Bologna) will focus on the different dimensions (the ecological, the economic, the social and the international) of sustainable rural development taking into particular consideration the multifunctional role of agriculture.The programme will include also seminars on: Alternative Strategies for Rural Development: Rural Tourism; Appropriate Marketing Strategies for Sustainable Agricultural Products; Rural Areas and Social Development; Biomass for Rural Development; NGOs and Agricultural Development. For more information (program, application form ecc) see the Porretta Summer School Web site. Application deadline: 2nd July 2006.

International Working Party Living as Tourists-Abitare da Turista - 05/25/06
DAPT University of Bologna is organising an International Working Party - Living as Tourists-Abitare da Turisti in collaboration with UniAdrion, the Municipality of Ravenna and the Cultural Association Adrionauti (Ravenna).
The event takes place on June 16th-17th 2006 in Ravenna, while on June 18th 2006 a coast to coast itinerary Ravenna-Pola-Ravenna will be organised.


Opening Cerimony of the Master MISS: Soustainable Development of Agricultural and Rural Areas of the Adriatic-Ionian Basin - 05/15/06
The opening cerimony of the First Level Master in Soustainable Development of Agricultural and Rural Areas of the Adriatic-Ionian Basin (Valorisation of Typical Agro-Food Products) (MISS) takes place on Tuesday 16th of May at 3.00 p.m., at the Faculty of Agriculture Aula Magna - University of Bologna, Via Fanin 50. The Master is coordinated by prof. Andrea Segre' and promoted within the UniAdrion Network.

Living as Tourists in Adrion. Notice of Competition for Ideas and Proposals - 03/20/06
Original contributions, innovative experiences and singular proposals are invited on the following themes:
1.Facilities for Water-front and Harbour Articulated Systems
2.Architecture of Hospitality
3.Means of “Coast to Coast” Crossing
Dead line to send proposals: April 30 2006 8.00 p.m.

Conference on Network Analysis: Concepts, Case study, Applications - 03/20/06
Conference on Network Analysis on 21st and 22nd of March 2006 at the University of Teramo; it is organised by the Dipartimento di Teoria dei Sistemi e delle Organizzazioni.

Sixth Round Table Meeting of the Adriatic Ionian Initiative (AII) on January 26-27 in Durres (Albania) - 01/24/06
Topics of different Round Tables (R.T.) of the AII

Literature and Culture in the Ancient Mediterranean: Greece, Rome, and the Near East - 01/24/06
From November 6 to November 18, 2006, the School for Advanced Studies in Venice (SSAV), with the support of the Fondazione di Venezia, will offer a graduate seminar at Venice International University on “Literature and Culture in the Ancient Mediterranean: Greece, Rome and the Near East”.

CESPEM Opening Ceremony - 01/23/06
The opening ceremony of the CESPEM Master will be held on the Thursday 26th of January in Forlì.

Italian Cooperation Days, from 27th of October to 6th fo December - 11/22/05
The General Department of Cooperation for Development (Italian Minsitry of Foreign Affairs) organizes from 27th of October to 6th of December the promotion of the Italian Cooperation in different Italian Regions and Municipalities. See the programme (in Italian) of the whole initiative. On 22nd of November the cerimony takes place at the University of Bologna. The programme of the day (in Italian).

First Level University Master in Sustainable Development of the Agricultural and Rural Areas of the Adriatic-Ionian Basin - 11/21/05
The Master in "Sustainable Development of Agricultural and Rural Areas of the Adriatic-Ionian Basin (Valorisation of typical agro-food products) - MISS" is promoted within the UniAdrion Network. See the notice of competition for candidates from Albania, Bosnia Herzegovina, Croatia, Rep. of Macedonia (FYROM) and Serbia and Montenegro.
Notice of competition (in Italian) for students coming from other countries available on the web site of the University of Bologna.
Please note that the deadline to present candidature has been postponed to 2nd of December.

Presentation of the project "Progetto Classe: Archeologia di una Città Abbandonata" - 11/16/05
Kick off Meeting Progetto Classe: Archeologia di una Città Abbandonata (Classe Project: Archaeology of an Untended Town) on 28th of November in Ravenna, Pala Congressi in Largo Firenze.

Colloqui Adriatici to the University of Teramo - 10/20/05
The third Edition of Colloqui Adriatici (Adriatic Talks) about Territori Liquidi takes place on 26th of October (10.00 a.m.), on 9th (10.00 a.m.) and on 15th of November 2005 (3.00 p.m.) at the University of Teramo.

Symposium on "Creation of Sustainable Enterprise in Transition Countries" - 10/19/05
The Symposium takes place on Monday 24th of October 2005 at 4 p.m., Faculty of Economics in Forlì - Aula Mattarelli.

Master for Creation and Development of Innovative Small and Medium Enterprises in Transition Countries (CESPEM) - 09/23/05
The Master is promoted within UniAdrion Network.
More information and the application form of the Master are available on the web site of the Faculty of Economics - University of Bologna, Forlì Campus Branch.

Course for Uniadrion Focal Point representatives - 09/20/05
On 12, 13 and 14 September 2006, a course for Uniadrion Focal Point representatives has been held by E-Learning Lab. The classes focused on blended learning, instructional design process, web standards, accessibility, video editing and E-content. A short video (Real) of the event is available.

7° Plenary Session of the Forum of Adriatic & Ionian Cities and Towns, from 13th to 15th of September in Bar - 09/07/05
The 7° plenary session on the theme “The Integrated Costal Management in the Sustainable Development of the Adriatic and Ionian Basin” will take place from 13th to 15th of September in Bar. UniAdrion representatives will attend the Meeting.

New training event for UniAdrion Focal Point representatives - 09/05/05
A new training event for UniAdrion Focal Point representatives will be held in Forli' on the 12th, 13th and 14th of September. The intent of the course is to deepen knowledge on instructional design processes, learning object development and online evaluation and communication tools. The course programme will be very practical and require active participation and contribution from all the representatives of the Focal Points.

Vth Mediterranean Conference "Tourism beyond the Coastline: new Trends in Tourism and the Social Organisation of Space" - 07/18/05
The Conference is organized by the Mediterranean Association for the Sociology of Tourism and will take place from 22 to 24 of September 2005 in Thessaloniki, Greece. Please note, deadline to present the abstract has been postponed to 20th of July.

L'Adriatico non è una frontiera - 07/11/05
The book has just come out and collects the years'decisions of the Forum of Adriatic & Ionian Cities and Towns.

Conference on "Urban Attractiveness and Cultural Tourisms - From Dubai to Valencia" - 06/08/05
The Meeting takes place on 16th of June from 4.30 p.m. to 6.30 p.m. at the Faculty of Engineering - DAPT, room 5-7 University of Bologna.

Summer School in "Advanced Topics in Biomedicine", 25-29 July 2005 in Trieste - Italy - 05/31/05
The Summer School is organized by CBM (Consortium for Biomolecular Medicine), AREA Science Park and ICGEB (International Centre for Genetic Engineering and Biotechnology). Deadline for application 15th of June.

Summer School in "Biomath: Modelling of Biological Systems", from 18th ot 22nd of July in Trieste - Italy - 05/31/05
The Summer School is organized by CBM (Consortium for Biomolecular Medicine), Area Science Park and SISSA (the International School for Advanced Studies). Deadline for application 15th of June.

International Scientific Symposium on “Environment and Development in Mountainous Regions: the Role of Protected Areas and Tourism’’ - 05/24/05
The Symposium is organized in the island of Cephallonia and will take place between 17 and 19 of June 2005.

2nd Graduate Summer School in "International Cooperation and Sustainable Development Policies" - 05/11/05
The 2nd International Cooperation and Sustainable Development Policies Graduate Summer School will be held in Porretta Terme (BO) from August 29th to September 2nd and will offer an overview of the different tools and policies aimed to promote sustainable development. It will provide an analysis of some of the different interrelated dimensions of sustainability in agriculture: the ecological, the social, the economic and the international dimension.
More information are available on the School web site


Conference on "Integrative Approaches towards sustainability (Baltic Sea region sharing knowledge internally, across Europe, and worldwide)" - 01/26/05
The Conference will take place on 11-14 May 2005 in Jurmala - Latvia. To subscribe as lecturer or for more information please contact Prof. Lars Ryden lars.ryden@balticuniv.uu.se

For further information please contact UniAdrion Secretariat, hosted at:
Universita' Politecnica delle Marche
Piazza Roma, 22
60121 - Ancona
Tel.: +39/071/220.2293
Fax: +39/071/220.2303
e-mail: info@uniadrion.net 
Last modified 06-05-2014