As Europe enters a future marked by both unprecedented challenges and opportunities that extend beyond national boundaries, the next EU R&I Framework Programme (FP10) stands to become the continent’s key commitment to placing research and innovation at the forefront of societal and scientific progress.
Why is the European Union important for universities, and what does the European Parliament do?
EUA's Autonomy Scorecard country profiles delve into in-depth system analyses, offering insights into recent developments and presenting the sector's perspective.
With the election of a new President and Board, 2023 was a year of renewal and reflection for the European University Association.
In the context of European higher education, learning and teaching centres are generally located within an institution, with their primary mission being to support the development of the institution’s learning and teaching.
Transnational joint education provision — education jointly developed and delivered by two or more institutions in different countries — has emerged as a desired experience for many students, a key priority of several institutions, and a site of innovation.
Postdoctoral researchers are important contributors to European higher education, playing significant roles in research, but also in teaching and societal engagement.
European higher education institutions (HEIs) are facing increasing demands for more flexible learning and flexibility in learning paths.
This report presents findings of a preparatory survey conducted among 33 higher education institutions (HEI) who have participated in peer-to-peer counselling missions, as part of a project focused on supporting the implementation of the Bologna Process throughout the European Higher Education Area (EHEA).
The general context in which the European University Association’s Strategic Plan ‘Europe’s Universities Shaping the Future’, was developed has shifted, in some respects dramatically so.
Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study analyses the relationship between Learning approaches (Student Process Questionnaire, SPQ) and high-impact educational practices (HIEPs).