Open Living Lab Days 2024- CATALISI Side Event  Opening universities to Stakeholders through Living Labs for Institutional transformation 

Open Living Lab Days 2024- CATALISI Side Event  Opening universities to Stakeholders through Living Labs for Institutional transformation 

Introduction

The Open Living Lab Days 2024 hosted a CATALISI side event titled “Opening Universities to Stakeholders through Living Labs for Institutional Transformation”, held on September 24th, 2024, in Timișoara, Romania. This workshop was organized in response to the growing challenges that Higher Education Institutions (HEIs) face in engaging with external stakeholders. The session aimed to co-develop strategies to foster stakeholder collaboration and enhance the accessibility of universities, aiming to support mutually beneficial transformations within academic institutions across Europe. 

Workshop Description

Following presentations on the CATALISI project and the Acting Living Lab, one of the acceleration services embraced by the project, the workshop focused on exploring innovative approaches to open universities to external stakeholders and facilitate institutional transformation, particularly within the CATALISI context. Building on the accessibility challenges identified within HEIs, the session aimed to foster collaboration through Living Lab methodologies. 

Participants engaged in discussions to share insights on effective stakeholder engagement strategies. Through an interactive exercise, they examined challenges and developed actionable recommendations for enhancing HEIs’ accessibility and stakeholder engagement. 

The workshop also provided an opportunity for the UVT Green and Mobility Living Lab, hosted by the University of Timișoara, co-host of the Living Lab Days in Timișoara, to share its best practices and successful engagement strategies. This local living lab example, hosted by the university of Timisoara, offers valuable and applicable insights for the CATALISI project as universities adopt the living lab approach in their institutional transformations. 

Workshop key outcomes: Strategy for External Stakeholder Engagement 

The key outcomes of this strategy were co-developed by participants to address the three main challenges related to external stakeholder engagement, as identified by CATALISI Higher Education Institutions during the CATALISI project. These challenges centered around communication, alignment on priorities, and resource utilization. The following strategy provides a structured framework to overcome these obstacles, enabling HEIs to engage more effectively with external stakeholders and foster mutually beneficial collaborations. 

  1. Communication
  • Stakeholder Mapping and Analysis: Begin by identifying relevant stakeholders, including students, faculty, industry partners, policymakers, community members, and NGOs. Categorize stakeholders based on influence and interest using a prioritization matrix, ensuring targeted and effective engagement. 
  • Effective Communication Strategy: Develop a tailored communication plan for each stakeholder group, using accessible language that aligns with stakeholders’ cultural and professional contexts. Avoid jargon and ensure clarity in all messaging. 
  • Address Translation and Language Barriers: To foster inclusivity, provide translations or use simplified language when necessary. This ensures that language differences do not hinder engagement, especially with community-based or international stakeholders. 
  • Build Trust through Active Listening: Foster open, transparent communication by listening attentively to stakeholders’ feedback, demonstrating empathy, and responding to their needs. Regular updates and open dialogue reinforce trust and credibility over time. 
  • Feedback Loops for Continuous Improvement: Create structured feedback loops that allow stakeholders to share their input regularly. This continuous communication enables iterative improvements in engagement approaches, keeping efforts aligned with stakeholders’ evolving needs. 
  1. Alignment on Priorities
  • Clarify Mutual Goals and Value Propositions: Start each engagement by establishing a shared understanding of mutual goals and the unique value each stakeholder and the university bring to the collaboration. Use insights from stakeholder mapping to align on priorities. 
  • Collaborative Problem Definition: Engage stakeholders in defining core challenges or problems collaboratively. This participatory approach ensures that projects are grounded in real needs, fostering commitment to common objectives. 
  • Regular Needs Assessment and Priority Setting: Conduct focus groups, surveys, and interviews to continuously assess stakeholder needs and priorities. Update this information regularly to ensure ongoing alignment and relevance. 
  • Iterative Approach for Continuous Alignment: Use an iterative process to validate progress and ensure alignment at each stage. Regular check-ins and dialogue allow for adaptive changes in goals and approaches, keeping the project relevant and responsive to stakeholder input. 
  1. Resource Utilization
  • Leverage University as a Living Lab: Treat the university as a dynamic living lab by identifying and mobilizing internal resources, such as departmental expertise and infrastructure, that can enhance stakeholder engagement efforts. This approach fosters a collaborative environment and provides a foundation for innovation. 
  • Optimize Resource Allocation through Stakeholder Prioritization: Use insights from the stakeholder mapping to prioritize resources for high-impact groups. For lower-priority stakeholders, consider lighter engagement methods (e.g., periodic updates) to balance resource distribution effectively. 
  • Promote Technology Transfer and Open Science: Facilitate technology transfer and encourage open science practices, using the university’s research and innovations to build collaborative partnerships with stakeholders. 
  • Internal Training Programs: Develop training programs focused on open science, stakeholder engagement, and technology transfer to empower university departments to engage more effectively. 
  • Technology Transfer: Share research advancements and technological innovations with stakeholders to support their needs and foster a knowledge-based collaboration. 
  • Cross-Departmental Learning and Cross-Fertilization of Ideas: Encourage interdepartmental collaboration to create a network of support for engagement activities. Cross-departmental learning fosters innovation and enables departments to adopt best practices without additional resources. 
  • Evaluate and Optimize Resource Allocation: Conduct regular evaluations of engagement activities and resource use, using both quantitative and qualitative metrics. Refine resource allocation based on findings, ensuring that efforts remain cost-effective and impactful. 

Conclusion

The workshop provided a collaborative space for developing this comprehensive strategy, addressing the primary challenges of external stakeholder engagement identified by HEIs during the CATALISI project. By focusing on effective communication, alignment on shared priorities, and strategic resource utilization, participants co-created an adaptive approach to enhance engagement practices within universities. Through shared insights on stakeholder mapping, continuous needs assessment, trust-building, and iterative improvement, the workshop empowered participants to build stronger, more collaborative partnerships. These outcomes support universities in enhancing accessibility, fostering mutual understanding, and ensuring sustainable engagement with external stakeholders. 

Redefining Research Excellence: Predictive study on future transversal skills for researchers

Redefining Research Excellence: Predictive study on future transversal skills for researchers

In today’s world, where the demands on researchers are constantly evolving, the skills they acquire during their academic journey are becoming more essential than ever. It’s no longer enough to be an expert in a specific field; success now centers on a broader set of competencies, such as communication, collaboration, effective project management, and societal impact. Traditional academic training has long focused on specialized knowledge, often overlooking the broader skills needed in today’s job market. As researchers find themselves working across disciplines and engaging with sectors beyond academia, there’s a pressing need to equip them with skills that extend beyond their immediate field of study.

Recognizing these shifting expectations, the CATALISI project, through one of its Acceleration Services, conducted a predictive study on skills anticipation. The goal was to evaluate how well Europe’s young researchers are being equipped for the future and to identify critical areas where further development is needed, helping Higher Education Institutions (HEIs) better prepare their students and young researchers for successful careers in a variety of fields.

Methodology and Key Findings

The study, led by the EY Advisory team in collaboration with a consortium of European universities and research institutions, utilized a comprehensive methodology, reaching over 1,700 young researchers (R1 and R2) with more than 820 respondents from across Europe who participated in detailed surveys to assess their own transversal skills and competencies. To gain deeper insights, the study also included interviews with more than 50 academic leaders, such as vice rectors and research supervisors, who provided valuable perspectives on the strengths and shortcomings of current training programs. Additionally, the study analyzed job postings through advanced text mining techniques to identify the most trend skills in the job market and evaluate how well these align with the training that young researchers receive during their doctoral studies.

To guide and shape our study and recommendations for this study we utilized the European Competence Framework for Researchers, (ResearchComp). ResearchComp provides a comprehensive structure for identifying and nurturing the essential transversal competencies required during a researcher’s career. The framework categorizes these transversal competencies into seven key areas: cognitive abilities, self-management, teamwork, research execution, research management, research tool management, and impact creation. By focusing on these areas, the study aimed to ensure that researchers are well-equipped to contribute effectively to both academic and non-academic sectors. This approach allowed us to identify specific gaps and opportunities for enhancing researcher training and professional growth.

Significant Insights from the Study

The predictive study revealed several important findings that gave important insights on both the strengths and weaknesses of young researchers in Europe:

  • Strengths in Cognitive and Technical Skills: Young researchers typically display strong cognitive abilities, such as critical thinking and analytical reasoning, which are foundational to their research roles. These skills are essential for conducting rigorous research and advancing knowledge in their fields.
 
  • Gaps in Interpersonal and Project Management Skills: Despite their technical expertise, many researchers struggle with interpersonal skills. Areas like teamwork, effective communication, and project management are often underdeveloped, even though these skills are increasingly valued in both academic and non-academic settings. The study found that these gaps can impact the researchers’ ability to collaborate effectively, manage multidisciplinary projects, and communicate their findings to non-specialist audiences.
 
  • Digital Literacy and Entrepreneurial Thinking: The study highlighted a growing demand for digital literacy and entrepreneurial skills. As digital tools and technologies become more important to research, proficiency in data analytics, digital communication, and online collaboration platforms is essential. Moreover, the ability to think entrepreneurially, whether it’s about commercializing research findings or applying innovative solutions to real-world problems, is increasingly seen as a critical competency. However, many young researchers are not receiving sufficient training in these areas, putting them at a disadvantage in a competitive job market.
 
  • Mismatch Between Academic Training and Employer Expectations: One of the most important findings of the study was the mismatch between the skills emphasized in doctoral programs and those expected by employers, particularly in non-academic sectors. Employers are looking for candidates who can not only conduct high-quality research but also manage projects, engage with policy frameworks, and work effectively across disciplines. Unfortunately, these competencies are not always prioritized in current academic training programs.

Recommendations for Higher Education Institutions

Based on the study’s findings, several key recommendations were made for HEIs, with the main focus:

  • Integrate Comprehensive Digital Skills Training: As digital tools become central to research, it is important for HEIs to include advanced digital skills training into their doctoral programs. This should go beyond basic computer literacy, including training in data analytics, digital communication, and the use of digital platforms for research collaboration and dissemination.

  • Promote Entrepreneurial Mindsets: HEIs should encourage entrepreneurial thinking by providing opportunities for researchers to learn about innovation management, intellectual property rights, and the commercialization of research. This can be achieved through workshops, mentoring programs, and partnerships with industry.

  • Foster Interdisciplinary Collaboration: Given the complexity of today’s global challenges, it is essential for researchers to be able to work across disciplines. HEIs should create more opportunities for interdisciplinary projects and collaborations, fostering a holistic approach to problem-solving that is crucial for addressing multifaceted societal issues.

  • Enhance Training in Project Management and Communication: To bridge the gap between academic training and the demands of the job market, HEIs should place a stronger focus on developing interpersonal and project management skills. This includes training in leadership, team dynamics, and effective communication strategies that enable researchers to convey their ideas clearly and persuasively to a wide range of audiences.

  • Align Academic Programs with Market Needs: Finally, HEIs must ensure that their training programs are aligned with the evolving needs of the job market. This can be achieved through ongoing dialogue with industry stakeholders, regular reviews of curriculum content, and the integration of skills assessments that mirror those used in the hiring processes of non-academic employers.

By implementing these recommendations, Higher Education Institutions can better prepare the next generation of researchers for the dynamic and evolving landscape of the global job market. Equipping young researchers with a broad range of transversal competencies will not only enhance their career prospects but also ensure that they can contribute meaningfully to addressing the complex challenges of our time. The future of research excellence lies in adaptability, collaboration, and the ability to translate knowledge into impactful solutions, and it starts with a comprehensive rethinking of how we train and support our researchers today.

First set of Policy implications and recommendations: A step forward for the ERA

First set of Policy implications and recommendations: A step forward for the ERA

The CATALISI project, together with its sister initiatives aUPaEU and Accelerate Future HEI, has undertaken a critical task: identifying key policy gaps and formulating recommendations aimed at the European Commission. The primary objective of this first policy brief is to align high-level European Research Area (ERA) policies and their practical application within Higher Education Institutions (HEIs). 

The results of this brief are based upon the activities of the first year of implementation of the three projects. The insights presented in this brief are drawn from extensive data collection, the design and testing of methodologies, and the implementation of acceleration services across various European HEIs and alliances.  

Identified Gaps in the ERA Policy Agenda

  • Lack of definition for “Acceleration Services: The overall aim of the Higher Education Institutions acceleration services is to help institutions to successfully implement a strategy and roadmap for transformation, but the term “acceleration services” lacks a clear, universally accepted definition. This ambiguity complicates the application and target audience identification. 
 
  • Challenges in open knowledge sharing: The diversity of national regulations concerning public information sharing obstructs a cohesive approach to listing and sharing research infrastructures across Europe. This inconsistency challenges the integration and use of the European Open Science Cloud (EOSC), essential for fostering a collaborative research environment. 
 
  • Disconnect between ERA policy’s “high-level” principles and HEI implementation: There is a significant gap between the overarching principles outlined in the ERA policy agenda and the practical realities of its implementation at the HEI level.  
 
  • Need for a European Community of R&I professionals: Establishing a dedicated community of professionals in research and innovation (R&I) transformation is crucial. This network could facilitate reforms and ensure sustainable change, bridging the gap between policy development and practical application. 
 

The brief aims to ensure that, by addressing these gaps, ERA policies are not only theoretically sound but also practically implementable, thereby enabling HEIs to contribute more effectively to Europe’s research and innovation landscape. 

Actions in the ERA Policy Agenda requiring additional support

Many of the key points of the ERA Policy Agenda 2022-2024 underscore the importance of institutional transformation within Universities and HEIs as key contributors to the ERA (European Commission, 2021). The work of CATALISI, aUPaEU, and Accelerate Future HEI supports HEIs transformation in a number of areas such as promoting Open Science and Inclusiveness, strengthening and linking research infrastructures.  However, drawing from the insights of all three projects, it is crucial to underscore the importance of ongoing assessments to determine whether individual institutions possess the necessary resources and infrastructure to sustain the implementation of changes over the long term.  

 Additional support will be needed for 

  • Open sharing of knowledge (ERA policy action 1): To mitigate the challenges posed by varied national regulations, there needs to be greater harmonization and clear guidelines. This effort could be supported by specialized legal services or networks that assist HEIs in compliance and knowledge-sharing initiatives. 
 
  • Research assessment reform (ERA policy actions 3 and 7): Reforming research assessment systems to recognize a broader range of academic achievements beyond traditional metrics is essential. This shift would promote greater innovation and alignment with ERA priorities. 
 
  • Transition from macro to micro level (ERA policy action 13): HEIs require more tailored support to adapt broad ERA policies to their specific contexts. This includes providing resources and infrastructure necessary for effective implementation at institutional level. 
 

These recommendations represent preliminary insights, with more comprehensive suggestions to be detailed in our second policy brief, expected in December 2025. 

 

The three projects—CATALISI, Accelerate HEI, and aUPaEU— complement each other through their unique approaches to acceleration services and institutional transformation. The project´s complementarity is particularly focused on: 

  • Stakeholder engagement and co-creation at each phase of the project activities, to ensure involvement of different perspectives and ownership of the process. 
  • Data and evidence-based approach to identify the key challenges and opportunities for transformation. 
  • Institutional transformation and roadmap development regarding becoming entrepreneurial and innovative HEIs, including the identification of opportunities and challenges to address in acceleration services and coaching activities. 
  • Iterative and agile process methodology has ongoing monitoring mechanisms built in to adapt to the new findings and gaps identified. 
  • Networking and collaboration through workshops, events and training activities, partners are presented with opportunities to network and build collaborations. 

Throughout the first year, the projects have collaborated closely through joint actions, including communication and dissemination efforts, mutual learning events, and policy workshops. They’ve also shared resources and expertise, like by opening coaching and learning events to all partners and collaborating on evaluation and impact assessment. A This collaboration aims to enhance the practical impact of ERA policies on HEIs by leveraging the strengths of each project. 

As we continue our work through the CATALISI, aUPaEU, and Accelerate Future HEI projects, we will update and enrich refine these recommendations based on ongoing research and pilot testing.   

Stay tuned for further updates as we work towards a more integrated and effective European Research Area. 

CATALISI participates in the REINFORCING Conference:

CATALISI participates in the REINFORCING Conference:

Great success for the participation of APRE at the Reinforcing Conference held in Vienna on the 7th and 8th of October!

CATALISI Capacity Building Acceleration Service for European HEIs

Laura Mentini and Stefania Laneve, part of the coordinating team of the CATALISI project, presented the CATALISI Capacity Building Acceleration Service for European HEIs in a dedicated workshop, where they had the opportunity to share the methodology and first successful results of mutual learning, peer learning and Twinning activities carried out with the aim to support transformational pathways of European HEIs.

The lively discussion with participants after the presentation helped advance in reflecting about the sustainability of the acceleration services after the end of the project. Moreover, reflections about the process of organizational and institutional changes in universities, its challenges and contradictions, the necessary actors to involve and the need to scale up the project’s activities by liaising with European alliances and associations was particularly useful and inspiring.

The forum was also an opportunity to discuss together with key actors in the Open RRi field about the gaps and challenges of mainstreaming ORRI practices, and collectively think about how to better implement and operationalize these principles, at different levels and in different contexts and sectors. Discussions and active reflections also focused on the policy recommendations needed to integrate RRI in society and support sustainable and just transitions.

The event was overall a great opportunity to meet other inspiring projects and actors in the field of Open RRI policy and governance and advance together towards making research always more transparent, open and responsible, thus meeting the needs and challenges of society.

AGENDA of the event 

Accurately Addressing Lifelong Learning: Insights from the CATALISI 6th Webinar

Accurately Addressing Lifelong Learning: Insights from the CATALISI 6th Webinar

On 4th of October, the CATALISI project hosted a webinar titled “Accurately Addressing Lifelong Learning,” featuring key contributions from Prof. Ass. Dr. Florim Gallopeni and Prof. Ass. Dr. Bujar Gallopeni. Both experts delved into the pressing importance of lifelong learning (LLL) in today’s dynamic professional landscape and highlighted practical approaches to fostering continuous education, emphasizing the necessity of LLL for personal, professional, and societal growth.

The necessity of lifelong learning in the modern world

 

Prof. Florim Gallopeni stressed that lifelong learning is no longer optional but a critical part of personal and professional development. In a world that is rapidly evolving due to technological advancements and shifts in societal needs, formal education alone cannot equip individuals with the tools required for long-term success.

Gallopeni defined lifelong learning as “a self-initiated education focused on personal growth,”. He noted that beyond degrees and certificates, experiential learning through internships, continuous training programs, and self-guided education is vital for remaining competitive in the workforce.

 

A key theme from the webinar was the importance of transversal skills, which extend beyond technical knowledge and are critical for career adaptability. Gallopeni explained that skills such as communication, emotional intelligence, problem-solving, and critical thinking allow individuals to thrive in various professional settings. He emphasized that these abilities are not only beneficial for personal career advancement but also for contributing to societal innovation and problem-solving.

 

Lifelong learning in Higher Education: A focus on flexibility

Prof. Bujar Gallopeni shifted the discussion towards the role of higher education institutions in promoting lifelong learning. As industries evolve rapidly, universities are now tasked with offering flexible, shorter learning formats, such as certification programs and micro-credentials, to address the widening skills gap. Formal education systems, while necessary, often cannot keep pace with the technological and economic shifts occurring globally. Therefore, lifelong learning programs serve as a dynamic solution for upskilling.

 

One of the most discussed topics during the webinar was the Recognition of Prior Learning (RPL), a process that acknowledges skills and competencies gained through nonformal education or work experience. According to Dr. Bujar Gallopeni, many institutions struggle to implement effective RPL mechanisms, which creates barriers for individuals seeking to transition into new career roles or educational pathways.

RPL enables learners to receive credit for prior achievements, allowing them to bypass redundant coursework and focus on developing new skills. However, the lack of standardized processes for recognizing nonformal education makes this a challenging area for many universities, which limits opportunities for professionals looking to build on their prior experiences.

Inclusivity and equity are also central to the lifelong learning conversation. Gallopeni highlighted the importance of designing LLL programs that target marginalized groups, ensuring that learning opportunities are accessible to all, including those who may face barriers to traditional education. The role of universities in fostering social responsibility through these programs cannot be understated, and a concerted effort is required to make LLL inclusive for all social strata.

Universities must monitor program delivery, learning outcomes, and alignment with industry needs to ensure that lifelong learners gain valuable, practical skills. Institutions are encouraged to adopt both internal and external quality assurance procedures to continually evaluate and enhance their LLL offerings. This guarantees that learners receive an education that is relevant, timely, and applicable in real-world contexts.

The rise of microcredentials offers an exciting pathway for lifelong learners. These short, focused qualifications provide learners with specific skills in areas such as digital literacy, project management, or data analysis. They are particularly beneficial for professionals who want to upskill without committing to lengthy degree programs. Furthermore, microcredentials are often stackable, allowing learners to accumulate them over time, eventually leading to larger qualifications.

For those who missed the live webinar, there’s good news. The recording is available on the CATALISI Learning Hub repository. This resource will provide valuable insights and guidance for HEIs looking to enhance their role in local innovation systems.

Stay tuned to the CATALISI Learning Hub for more updates and resources.

The Essential Role of Transversal Skills in the Academic–Industry Transition

The Essential Role of Transversal Skills in the Academic–Industry Transition

For many researchers, making the transition from academia to industry is more than just a career change, it’s a challenging shift in the skill set required for success. In academia, the focus is often on becoming an expert in a narrow field, but nowadays the demands of industry are much broader. Companies are looking for professionals who can manage projects, lead interdisciplinary teams, and effectively communicate complex ideas to a wide range of audiences. These essential transversal skills, which are often underdeveloped in academic training are crucial not only for those moving into industry, but also for researchers who want to drive innovation and make a lasting impact in their academic careers. Without these transversal skills, the shift from academia to industry can feel overwhelming, featuring the need for a more holistic approach to researcher development.

But what are the transversal skills?

Transversal skills are more than just soft skills, they are essential competencies that cut across various roles and industries. The ResearchComp framework, a key tool developed by the European Commission to align with the European Research Area’s (ERA) priorities and objectives, and make it more resilient and competitive, identifies 38 crucial competencies for researchers. These include the main areas as: cognitive abilities, self-management, teamwork, research execution, research management, and the ability to create societal impact. These transversal skills are crucial in both academic and industrial settings.

 

The importance of these skills is not just theoretical. A study conducted by EY Advisory, as part of one of the Acceleration Services of CATALISI project’s, highlighted significant gaps in the skill sets of early-career researchers (R1 and R2), particularly when compared to what employers in the industrial sector expect. While these researchers are often strong in technical expertise, they tend to lack competencies in areas like interdisciplinary collaboration, project management, and the integration of open science principles. These skills are crucial for ensuring that research is not only technically good but also relevant and impactful in the real world.

 

Figure 1. Doing research competence

Figure 2. Managing research competence

 

Transversal skills aren’t just important for the researchers looking to move into industry, they are equally crucial within the academic sphere. European practices and initiatives such as the Open Responsible Research and Innovation (RRI) and the New European Bauhaus are redefining the role of researchers, emphasizing the need for a broad range of skills that go beyond traditional academic expertise.

Open Science is about making research more accessible, transparent, and collaborative. It encourages the sharing of data and findings with a broader audience, including policymakers, industry leaders, and the public. To succeed in this environment, researchers need to be proficient in digital tools, adept at communicating complex ideas clearly, and sensitive to ethical considerations. These are not just technical skills but transversal ones that require a holistic approach to research.

Responsible Research and Innovation (RRI) highlights the integration of societal needs and ethical considerations into the research process. RRI requires researchers to engage with a wide range of stakeholders, including the public, to ensure that their work aligns with societal values and contributes to sustainable development. This approach demands strong competencies in public engagement, ethical decision-making, and interdisciplinary collaboration. These transversal skills are central to the success of any research career.

The New European Bauhaus initiative, which ties the European Green Deal to our living environments, calls for innovative solutions that are sustainable, inclusive, and beautiful. This initiative requires researchers to work across disciplines, blending science, art, and social inclusion. It challenges them to think creatively, collaborate with professionals from different fields, and communicate their ideas in ways that are accessible and impactful.

Beyond these frameworks, the European Skills Agenda and the Digital Competence Framework for Citizens (DigComp) further emphasize the importance of transversal skills. The European Skills Agenda promotes lifelong learning and the development of skills that are crucial for employability and innovation. DigComp, meanwhile, focuses on the digital skills needed to work in the today’s technology-driven world, which are increasingly important for researchers as digital tools become central to research and communication.

Incorporating transversal skills into the training of young researchers is no longer optional, it’s essential. These skills form the foundation of innovation, collaboration, and societal impact, whether in academia or industry. As Europe continues to lead in research and innovation, the future will belong to those who can combine technical expertise with these crucial transversal skills.

As the demands on researchers continue to grow, mastering these competencies will be key to their success, ensuring they can contribute to solving the world’s most pressing challenges, both within and beyond the academic sphere. This is the future of the European research, where knowledge meets action, and where the ability to connect, innovate, and inspire is just as important as the research itself.

What are sister projects and why do they matter?

What are sister projects and why do they matter?

If you’ve seen the term “sister projects” pop up in our communications lately, there is a reason. CATALISI, aUPaEU, and Accelerate Future HEI have been closely collaborating to boost our impact across the European Union. But what exactly are “sister projects”, and why is this collaboration essential? 

What is a sister project?

In the context of EU-funded projects, a “sister project” refers to a related initiative funded under the same EU funding program, in our case, HORIZON-WIDERA-2022-ERA-01-51 – Acceleration Services in support of the institutional transformation of Higher Education Institutions 

Sister projects share common objectives, and target audiences under this thematic focus, and are designed to complement each other by sharing insights, methodologies, and outcomes. Sister projects work together to explore shared opportunities, prevent duplication of efforts and optimise resources, to collectively achieve their shared goal of maximizing impact. 

HORIZON-WIDERA-2022-ERA-01-51- Acceleration Services for Institutional Transformation of Higher Education Institutions

These 3 projects under the same EU program aim to enhance the role of Higher Education Institutions (HEIs) as drivers of knowledge and innovation. This includes offering acceleration services such as: 

  1. Coaching and support  
  1. Investment strategy methodology 
  1. Monitoring mechanism  

The projects CATALISI, Accelerate Future HEI, and aUPaEU share a unified vision to  promote knowledge-sharing and collaboration among Higher Education Institutions (HEIs). Each project has its unique focus, but together, we address common challenges like enhancing R&I systems, ensuring funding sustainability, and building institutional capacity. 

  • CATALISI: Enhances regional and European R&I systems and promotes sustainable funding schemes. 
  • Accelerate Future HEI: Focuses on capacity building through skills development. 
  • aUPaEU: Facilitates R&I collaboration and develops sustainable tangible technologies via the Agora platform. 

How does CATALISI work with our sister projects?

In certain calls the European Commission expects you to join forces with the projects funded under the same topic and form a cluster of projects aiming to achieve similar goals. In our case, we focused on the communication and dissemination of results to maximise our impact. This is: 

  • Communication actions with sister projects
    • Knowledge exchange events: Meetings for project partners and external stakeholders to share experiences and identify synergies. 
    • Monthly Communication meetings: To develop a joint communication campaign and amplify project impact through a unified identity: 
      • Online campaigns with a common goal 
      • Participate in each other newsletter    
      • Blog articles

  • Dissemination actions  
    • Participation in webinars and, workshops (on and offline) 
    • Joint Policy Briefs to highlight shared achievements, commonalities, and areas for improvement across the projects. 
    • Joint online repository and Zenodo Community to share documents, coordinate activities, and enhance project visibility under the community “Acceleration Services in support of the institutional transformation of HEIs“. 

These initiatives aim to enhance collaboration, use shared resources, and maximise the collective impact of the projects on the institutional transformation of HEIs within the ERA policy framework. 

Coordinating across the three projects comes with challenges like scheduling conflicts and data collection hurdles. However, we’ve tackled these with flexible planning and robust digital tools. 

Looking ahead

Together, CATALISI, Accelerate Future HEI, and aUPaEU are making strides in promoting open science, enhancing research infrastructures, and fostering innovation partnerships. Our combined efforts are part of a broader mission to transform the higher education landscape in Europe. 

We will continue with our shared efforts to drive change in the HEI sector. Over the next few months, we are already planning joint activities so stay tuned for updates.  

Digitalization of​ Higher Education Institutions: Insights from the CATALISI 5th Webinar

Digitalization of​ Higher Education Institutions: Insights from the CATALISI 5th Webinar

In a recent insightful webinar, Dr. Thijs Broekhuizen from the University of Groningen Business School, along with Maddalena Illario and Erminia Attaianese from the University Federico II of Napoli, explored the evolving landscape of digital strategies in higher education. The discussion highlighted key aspects of integrating and implementing digital technologies, such as artificial intelligence (AI), and underscored the continuous nature of digital transformation in academic institutions.

Beyond the hype: The ongoing journey of digitalization

Dr. Thijs Broekhuizen kicked off the webinar by emphasizing that digitalization in higher education is not a one-time project but a continuous process. Today, institutions face a new challenge with the integration of AI, which some fear might replace traditional teaching methods. However, Broekhuizen reassured that a balanced approach combining human educators and AI will remain superior for the foreseeable future.

He stressed that universities must treat digitalization as an ongoing transformation, requiring regular updates and a long-term commitment. This involves continuously upgrading infrastructure, training staff, and dedicating resources despite potential political and financial uncertainties. The key is to integrate these technological advancements seamlessly into the educational framework, enhancing both teaching and learning experiences.

Aligning digital and corporate strategies

A significant point made by Broekhuizen was the importance of aligning digital strategies with the university’s core mission and corporate strategy. This alignment helps in clearly defining priorities, whether the focus is on optimizing student performance, enhancing campus experiences, or preparing students for future job markets. For instance, his institution focuses on providing an enriching on-campus experience, leveraging digital tools to enhance learning outcomes and student satisfaction.

Each institution’s digital strategy should reflect its unique goals. For some, this might involve using data analytics to reduce dropout rates, while others may prioritize equipping students with 21st-century skills or maintaining flexibility to adapt to fluctuating student enrollments. The underlying principle is to align technological initiatives with the fundamental “why” of the institution’s existence.

Fostering a Collaborative Ecosystem

Broekhuizen highlighted the value of fostering collaboration among various stakeholders, both within and outside the university. He pointed to examples such as the problem-based learning model at Maastricht University, where students play an active role in preparing lectures. 

Moreover, a culture that encourages experimentation and tolerates failure is crucial for innovation. While universities often support grassroots projects through grants and contests, Broekhuizen cautioned against spreading resources too thin. It’s vital to prioritize projects that align with the broader strategic goals of the institution. Overextending into numerous small projects can lead to fragmentation and inefficiency, ultimately diluting the impact of digital initiatives.

As the landscape of higher education continues to evolve, these insights provide a valuable framework for institutions seeking to navigate the complexities of digitalization. By staying true to their core missions and placing people at the center of their strategies, universities can harness the power of technology to enhance education and prepare students for the future.

Exploring the role of digital and built environments in promoting active aging

Maddalena Illario and Erminia Attaianese from the University Federico II of Napoli shared their insights on the evolving training needs in healthcare amid digital transformation. Their discussion emphasized the importance of integrating digital tools and reimagining the built environment to enhance the quality of life for an aging population.

Addressing demographic shifts and health challenges

Maddalena Illario highlighted the ongoing challenges posed by an aging population, a phenomenon considered both a success and a challenge for healthcare systems. The increasing number of elderly individuals brings complexities related to healthcare delivery, including a shortage of healthcare professionals and the need for a shift in service models. Illario stressed the importance of adopting a proactive, anticipatory care approach rather than reactive, disease-focused treatment. This involves emphasizing healthy lifestyles from early life stages to prevent frailty and promote well-being in older age.

Only a small portion of health determinants (25%) are genetic, while the majority (75%) are influenced by lifestyle and environmental factors. This statistic supports the need for a holistic approach to health, focusing on early interventions and lifestyle modifications to improve long-term health outcomes.

 

The role of built environment in health and well-being

Erminia Attaianese highlighted the significant impact of the built environment on health, particularly for older adults. Traditional approaches to designing spaces for the elderly often focus on segregated facilities or adapting homes for aging in place. However, Attaianese proposed a more inclusive, life-course approach that considers the needs of individuals at all stages of life.

This innovative approach involves creating multigenerational living spaces that promote interaction and support among different age groups. Such environments are designed to be ergonomic, digitally integrated, and conducive to health-promoting activities. For example, including outdoor spaces for physical activity, safe indoor areas, and digital infrastructure for health monitoring can significantly enhance the quality of life for residents.

 

Practical Applications: Living Labs and Educational Pathways

Attaianese introduces the importance of “Living Labs” as a practical framework for testing and implementing new ideas in real-world setting. These labs facilitate collaboration among students, professionals, and community members, allowing for hands-on experiences and the development of innovative solutions tailored to local needs.  In Italy, the Neot project, supported by the Ministry of Health, is an example of such an initiative, focusing on creating a national ecosystem that connects living labs and promotes the co-creation of health and wellness solutions.

Future healthcare professionals, including those from non-medical fields like architecture and cultural studies, need to be equipped with the skills to engage with older adults and understand their complex health needs. This interdisciplinary training is crucial for developing effective health promotion strategies and integrating digital tools into everyday life.

In sum, the insights provided by Illario and Attaianese offer a comprehensive roadmap for fostering active aging through innovative approaches in healthcare and urban planning. By embracing a holistic, inclusive strategy, we can better support the health and well-being of all citizens.

For those who missed the live webinar, there’s good news. The recording is available on the CATALISI Learning Hub repository. This resource will provide valuable insights and guidance for HEIs looking to enhance their role in local innovation systems.

Stay tuned to the CATALISI Learning Hub for more updates and resources.

Reinforcing the Role of Universities in Local Innovation Systems: Insights from the CATALISI 4th Webinar

Reinforcing the Role of Universities in Local Innovation Systems: Insights from the CATALISI 4th Webinar

The CATALISI project continues to drive transformative change in higher education institutions, and its 4th webinar is no exception. Titled “Reinforcing the Role of Universities in Local Innovation Systems,” this event featured insights from Roberto San Salvador del Valle, Director of Deusto Cities Lab Chair, who shared thoughts and proposals on the UniverCity concept, an innovation ecosystem that blends technological innovation and human values.

Roberto highlighted the importance of moving beyond purely economic innovation. He emphasized the need for societal and democratic values in innovation to address the pressing global challenges we face today. This approach aligns perfectly with the CATALISI project’s objectives of fostering dynamic and collaborative environments for knowledge-sharing and institutional transformation.

Universities as Beacons of Innovation

Roberto’s message is clear: universities must serve as beacons of innovation, making conscious choices about areas to innovate that will genuinely benefit local communities. With their unique insights into their ecosystems, universities are in a prime position to understand and leverage their impact on cities and territories.

The CATALISI project supports this vision by facilitating knowledge-sharing, infrastructure development, and resource mobilization among higher education institutions (HEIs). By encouraging the dissemination of acquired knowledge and best practices, CATALISI promotes institutional transformations that are not only impactful but also sustainable.

 

For those who missed the live webinar, there’s good news. The recording is available on the CATALISI Learning Hub repository. This resource will provide valuable insights and guidance for HEIs looking to enhance their role in local innovation systems.

Stay tuned to the CATALISI Learning Hub for more updates and resources.

Second Mobilisation and Mutual Learning (MML) workshop at Amsterdam UMC

Second Mobilisation and Mutual Learning (MML) workshop at Amsterdam UMC

On April 11th, the CATALISI Amsterdam UMC team organised a Mobilisation and Mutual Learning (MML) event in Amsterdam. With over 70 attendees from various universities across Europe, the workshop aimed at sharing knowledge and ideas on improving the Responsible Conduct of Research and stimulating a positive research culture.

Hosted by the Amsterdam UMC project leader, Miriam van Loon, the day started with an inspiring presentation by Mariëtte van den Hoven on instruments and initiatives for stimulating a positive research culture. Then Krishma Labib elaborated on the SOP4sRI projected more specifically. Additionally, Nathalie Trifkovic, policymaker and scientific integrity coordinator at the Vrije Universiteit, presented on the research culture policy at the university.

After sharing our knowledge, during the co-creation sessions we explored participants’ thoughts and international perspectives on how to improve research culture. Participants were asked to develop a metaphor for explaining research culture. It was interesting to see how defining research culture sparked many different interpretations, ranging from comparing research culture to an ecosystem or a puzzle, to even comparing research culture with the weather in the Netherlands…

An interactive poster session on different topics related to responsible conduct of research further stimulated the further exchange of both existing expertise and new ideas.

The day ended with a closing lecture by emeritus professor Lex Bouter, providing renewing insights into the challenges of scientific misconduct, such as papermills.

Overall, feedback showed that participants found the workshop to be very informative and inspiring, making them (even more) motivated to further stimulate a positive research culture in their own institutions and throughout Europe.