1,720,966 research outputs found
Monitor the professional eco-system
No full text<p>Deliverable 5.8 focuses on results from monitoring and evaluation activities with a particular focus on the professional ecosystem, key numbers on co-creation and diversity, Challenge-based Learning implementation, acceptance and participation motivation, and outcomes of student engagement like satisfaction, continuation intentions, and skill development during the third Collider. Based on the findings, implications for the evidence-based improvement of the EuroTeQ Collider project weeks as a joint educational initiative of EuroTeQ Engineering University are provided. A general summary of evaluation results from all three Collider project weeks since summer term 2022 can be found in the last chapter</p>
EuroTeQ Education programme for engineers
No full text<p>The ambition of EuroTeQ Engineering University is to shape Europe's future engineering education. Work Package 4, EuroTeQ Professional, is about identifying and comparing engineering education today and in the future, taking into consideration the competence needs of industry and society, as well as promoting active engagement with engineering professionals and a variety of stakeholders within the universities' local eco-systems, such as global companies, SMEs, but also cities, public bodies, or vocational schools. </p><p>Target: To guarantee societal cohesion and a workforce that collaborates on the different levels most efficiently and satisfactorily, we propose defining a future-proof profession level: the EuroTeQ Professional. The EuroTeQ Professional will connect different societal layers of academics and non-academics. Furthermore, the EuroTeQ Professional will continuously return to the university or institutions of vocational education as a lifelong learner. EuroTeQ Engineering University wants to become a preferred companion for continuing education formats that are accessible 'when needed, anywhere and anytime.</p><p>Leading university: Ecole Polytechnique (L`X)</p>
EuroTeQ Professional
No full text<p><strong>Define the competencies for the EuroTeQ professional of the future</strong>.<strong> </strong></p><p>Defining the competencies of the future is an iterative process. It is not simply a gathering of information. It is an evolving process which includes many perspectives from various industries/fields and functions. Furthermore, the skills will evolve depending on how far we look into the future. The EuroTeQ project's vision covers 5-10 years. A broad selection of stakeholders, local advisory board members, university representatives, and ecosystem members from different industries will be involved to get an overview of the full extent. Live workshops, a survey, an online session, and in-depth interviews will be tools to collect the various input from the stakeholders. </p><p><strong>Design a procedure to keep the competencies adaptable in time </strong></p><p>In a world where society and technology evolve rapidly, the need for professional skills will continue to change. Therefore, it is necessary to design a procedure for collecting continuous feedback from the industry and their needs. This process will help to ensure the constant relevance of our course offerings in the future. </p><p>As part of the deliverable, we will also have to decide whether this approach to collect competencies for the future is re-usable or must be adjusted for future input. We will monitor and evaluate all the activities in this process. In a "lessons learned" reflection, we will then be able to conclude which are the most effective or to define other means and ways to adjust the future competencies to deliver on time. </p><p><strong>Deliverable Description:</strong></p><p><strong>1. Actively engage with different professions -</strong> We will open up EuroTeQ Engineering University and actively engage with other professions to build a close, local, diverse community. </p><p><strong>2. Nurture the local eco-systems - </strong>All Partners within EuroTeQ Engineering University are active stakeholders in their local eco-system (e.g. TUM – One Munich, TU/e – Brainport, DTU – Knowledge City, etc.). Together with the local partners of the eco-system, the alliance wants to develop the concept of an 'open university' further, where the local community engages in campus activities (also beyond activity 3.2, experiences from 3.2 will help here).</p><p>Leading university: Technical University of Eindhoven (TU/e)</p>
Open University
No full text<p>One task in the EuroTeQ Engineering University, WP4 Ideate the professional, is to list the current habits and make recommendations concerning the concept of Open University, which means the university's interaction with its industry partners. </p><p>To do so, we have gathered, by discussion, interviews, and questionnaires, information about the existing practices in each university and tried to identify the main constitutive principles and their potential development or organization at the European level. </p><p>We identified three main directions for these interactions: </p><ul><li><strong>Outreach, </strong>where, in addition to a well-established interaction with industry, we consider the exposition and transfer of cultural and scientific contents from universities to industry actors, society and the general public. </li><li><strong>Advising, </strong>as participation of stakeholders to the different governing and advisory boards and </li><li><strong>Cross participation </strong>is how external industry actors contribute to teaching and training and how students contribute to or integrate into the economic life of industry and services (<i>lifelong learning aside</i>). </li></ul><p>This aspect of lifelong learning is to be treated in companion work packages. The present document presents the outcomes for each of these three directions. </p><p>Leading university: Technical University of Denmark (DTU).</p>
Strategy for continuous improvement
Get PDF<p>The overall vision of the EuroTeQ project is to become the leading ecosystem for collaborative, responsible value creation in technology, including all relevant stakeholders in technological innovation processes. To make this vision a reality by 2030, analysing and learning from the experiences gained during the three-year project span is necessary. For this, it is essential that we not only monitor our activities carefully but also provide feedback on the result of our observations in the different output parts of our project, reshaping it in an agile manner. </p><p>There are three main flagships in the EuroTeQ project to achieve the objectives and vision of the project and the European Universities Initiative: </p><p>1) building the EuroTeQ Campus (led by Work Package 2), </p><p>2) running the EuroTeQ Collider (led by Work Package 3), and </p><p>3) ideating the EuroTeQ Professional (led by Work Package 4). </p><p>The EuroTeQ Work Packages (WPs) and its Working Groups (WGs) are highly relevant to driving and supporting the EuroTeQ Engineering University's ambitious goals and overall agenda. Each work package is responsible for implementing its specific tasks and activities. </p><p>The continuous improvement strategy analyses the progress, performance and results of the core activities in these three flagships, mapping the strengths (best practices) and areas of improvement (lessons learned) to provide recommendations and suggest actions. For analysing the EuroTeQ Campus, a particular focus is on the process and performance of the Joint Course Catalogue. Based on that, creating action plans to improve the activities is possible. </p>
Mapping of the EuroTeQ Qualification Framework (EQF)
No full text<p>D4.1 is part of the work package 4, Professional. It is the first deliverable of this work package. Its results contribute to a better understanding and comparability of the national training systems. The EQF and the national qualification framework evaluation pave the way for understanding our study programs better and to contribute to defining competencies profiles of the future-proof engineer. The mapping exercise is also the basis for exploring how lifelong learning efforts cope with the EQF systematic during the work package activities.</p><p><strong>Target: </strong>Within this activity, we will map the different professions under the European Qualifications Framework (EQF) to compare and to evaluate them together with our local associated partners. We plan to assess how close these frameworks are to the ever-changing daily working environments in the Partner Universities' respective national frameworks, which graduates will enter after completing their university education. </p><p><strong>How to get there: </strong>The European Qualifications Framework (EQF) is a vital tool to help understand different national training and education systems and compare them in a European context. We will take the EQF as a basis for mapping the different systems in our Partners' countries. This will be the first step of comparing the systems and evaluating the differences. We hope that the reflections on the EQF can create impulses for further development and to make the EQF future-proof. Furthermore, we want to explore how lifelong learning efforts cope with the EQF systematic. </p><p>Leading university: Technical University of Munich (TUM)</p>
Joint research projects
No full text<p>The Joint Research Project starts from the overall objective of the project as described in the summary of the proposal. "As six leading Universities of Science and Technology, spread across Europe, situated in innovation eco-systems and with great collaboration experience, we are equipped to introduce a paradigm shift in the engineering education of the future, aspiring responsible value co-creation in technology. To provide excellent education to our future engineers and to engineer the University of the Future, to become a role model for the European Higher Education area and beyond." </p><p>This document describes the Joint Research Project proposal based on discussions in WP5 and input from a questionnaire in the entire consortium to collect relevant research topics. </p><p><strong>Target:</strong> We will carefully monitor the project activities and cooperation within the ecosystem, as the concept of offering shared education formats for academics and non-academics is unique. </p>
Lobbying for change
Get PDF<p>Innovative approaches in vocational education and training (VET) are essential for European lifelong and vocational learners. The EuroTeQ university alliance aims to integrate more vocational learners into innovative educational formats like the EuroTeQ Collider. Therefore, relevant stakeholders in vocational education (e.g., vocational schools, teachers, industry, and ministries) will be invited to an on-site event to discuss best practices and develop a strategy for including vocational learners in EuroTeQ. The events will be held in April or May 2023 in a workshop format to stimulate discussion between the experts. In a second step, the results will be discussed at a European level with persons responsible for vocational learning and the Collider within EuroTeQ. Thereby, the best-practise approaches and the strategies will be transferred into the project, and impact for EuroTeQ and vocational learners will be created.</p>
Active Eco-system
Get PDF<p>This Deliverable D4.5 of Work Package 4 in the EuroTeQ project, describes how the project partners fare regarding fulfilling the aim of involving and getting input from engineering professionals from across industries, primarily by reaching out to the local ecosystems of each project partner, also called the local Advisory Boards (LABs). </p><p>One conclusion at this project stage is that it is a complicated exercise to identify and involve relevant engineering professionals from across industries to participate in our project activities. This ensures that the project receives the appropriate input for developing its project deliverables. </p><p>There is a need to test more different approaches to how to identify and recruit the right participants from across industries with the proper knowledge and background to inform our work, i.e., D4.7 (Approach and survey towards defining the main future competencies) and D4.9 (Overview of desired future competences prioritized and divided by sector). </p><p>The work of D4.4 has partly informed the success of this D4.5. (Mapping of collaborative methods between industry and university. Identifying best practices), where it was clear that the most effective and fruitful collaboration between universities and industries takes place where we manage to engage the ecosystem and stakeholders at the right level, with the relevant roles and with a precise aim for the interaction. </p><p>The LABs have proven less effective in being the avenues for identifying and recruiting engineer professionals to participate in project activities or processes than we initially thought. There might be a need to go over the participants in each partner's LABs and add or exchange representatives to contribute better to identifying professionals and companies to be involved in project activities in the next part of the project. Or even rethink the LAB composition and position in the overall university stakeholder relations. </p>
EuroTeQ key performance indicators
No full text<p>This document collects our key considerations for setting up the project's KPIs. The output has been a first</p><p>KPI matrix sheet in excel to support the EuroTeQ project. It is a starting framework for setting up strategic targets</p><p>in line with all the projects' activities and capturing the overall European University's initiative goals.</p><p>To reach out to the desirable targets and map the status of our activities, we need to define the starting points and key figures:</p><ul><li>Knowing where you start (0-measurement)</li><li>Knowing where you want to go (mission, focus)</li><li>Knowing how efficiently go there (good practices)</li><li>Knowing if you eventually got there (result)</li></ul>
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