2nd CATALISI CoP MML Workshop: Preparing for the Future: Key Skills for Research Careers – Outcomes and Results

On March 5th 2025, the CATALISI project successfully hosted the 2nd Community of Practice Mobilisation and Mutual Learning (MML) workshop, titled “Preparing for the Future: Key Skills for Research Careers”. Organized and facilitated by APRE with the support of EY, the workshop achieved significant results in terms of engagement and knowledge-sharing. In fact, the online event brought together members of the CATALISI Community of Practice together with more than 80 participants from over 50 organizations around Europe, representing mainly academia but also the whole quadruple helix (industry, public sector, civil society).  

Starting from the assumption that the labour market landscape is continuing to evolve and that researchers need to enhance their transversal skillset to meet the labour market needs and to improve their competitiveness, the event has been the occasion to share knowledge on the transversal skills most critical and most required by the employers and to reflect on potential actions to help Higher Education Institutions (HEIs) in rethinking their investments in education and training to better prepare researchers for future challenges and opportunities. 

Insights from the Predictive Study on Transversal Skills

Following an introduction to the CATALISI project made by the coordinator APRE (Laura Mentini & Stefania Laneve), the workshop featured a presentation by Suhida Dermani, Senior Consultant at EY. Key findings were shared from the recent Predictive Study on Transversal Skills Development, conducted within the CATALISI project. Starting from the competences mapped by the ResearchComp, this study, designed to accelerate universities’ efforts in reshaping researcher training to align with future labour market needs, highlighted both the strengths and gaps in current transversal skills. Through a forecasting analysis, the study identified the key competencies researchers will need over the next five years: 

  • Digital & AI literacy – Mastery of AI-driven research tools, big data, and automation. 
  • Entrepreneurial & innovation skills – Competence in securing funding, research commercialization, and technology transfer. 
  • Interdisciplinary & cross-sectoral collaboration – Ability to work across disciplines and industries. 
  • Policy and public engagement – Active participation in science policy discussions, Open Science, and public dissemination. 

 

Showcasing Good Practices and key insights from other EU Projects

The second part of the workshop featured inspiring initiatives from other Horizon Europe projects, specifically CARDEA and PATTERN. These projects provide valuable examples of how EU-funded initiatives are working to enhance researcher career development beyond academia and bridge existing gaps in transversal skills training. 

  • PATTERN Project: Alessio Livio Spera, Project Coordinator, and Kristian Nielsen, Associate Professor at Aarhus University, introduced ongoing efforts to develop training opportunities in transferable skills. The speakers  also shared key findings from a mapping exercise on open learning opportunities in Open Responsible Research and Innovation (Open RRI), identifying strengths and weaknesses in training delivery, content, and target audiences. 
Co-Creating Policy recommendations for Future Skills Development

The final part of the workshop featured a policy co-creation exercise, where participants engaged in group discussions to identify future researchers’ skills requiring further investment from HEIs. The discussions particularly emphasized the need to still enhance researchers’ capacity to: 

  • Manage projects effectively; 
  • Conduct interdisciplinary research; 
  • Perform research with societal impact; 
  • Improve digital and AI literacy; 
  • Work collaboratively in teams; 
  • Develop critical thinking skills. 

Participants also identified key challenges for HEIs in skills development related to: 

  1. Organizational and cultural barriers (e.g. lack of understanding of transferable skills; challenges in interdisciplinary collaboration and language barriers; retaining research talent and managing research roles), 
  2. Financial constraints (g. Insufficient funding for skill development and open-access research; Universities struggle to secure independent financial resources; Precarity of research careers and lack of sustainable funding sources), 
  3. Infrastructural and policy limitations (g. lack of digital competency among PhD supervisors; limited resources, trainers, and structural support for research; policy and regulatory constraints dictated by higher management and government decisions). 

The co-creation session concluded with a set of concrete actions to overcome these challenges, ensuring that HEIs can continue to invest in the development of critical transversal skills for researchers: 

  1. Improved Training & Resources (e.g. centralized collection of available EU-funded training; Individualized training plans for researchers; Increased financial support from national and EU authorities)
  2. Structural & Institutional Support (e.g. Strategic research funding within universities; more stakeholder engagement and clear role definitions; enhancing recognition and accreditation of skills acquired outside HEIs).
  3. Sustainable Financial Strategies (e.g. Shift towards institutional funding for long-term sustainability; core-funded research careers and support for researcher retention).
  4. Cultural & Policy Adaptation (e.g. Encouraging collaboration across disciplines; prioritizing quality over quantity in research publications; strengthening networking between universities to share resources). 

With its strong engagement and valuable outcomes, the second CoP MML workshop  marked another successful step for the CATALISI project in supporting the transformation of research careers and higher education systems across Europe.  

 

Research Careers and Talent Retention: Insights from the Webinar

Last week, a panel of three distinguished speakers shared insights into the challenges and strategies related to research careers, talent attraction, and retention in Europe. The discussion focused on institutional approaches to supporting researchers at different career stages, with particular attention given to regional initiatives. Below is a summary of the key points presented by each speaker. 

First Speaker: Dario Pellizzon, Head of Research & Libraries, Ca' Foscari University of Venice

Dario explored the critical issue of international researcher mobility and the efforts undertaken by Ca’ Foscari University in Venice to attract and retain top research talent. Despite being globally recognised as a tourist destination rather than a research hub, the university has implemented long-term policies to strengthen its position in the international academic landscape.  

Europe faces a significant challenge in researcher mobility, with many highly skilled individuals leaving for the United States, as well as countries like Canada, Australia, and Japan. Ca’ Foscari University has embedded talent attraction and retention into its core institutional strategies. To establish itself as a research destination, Ca’ Foscari University has: 

  • HR Excellence in Research certification: a prestigious recognition from the European Commission that ensures high-quality research conditions and fair treatment of researchers.  
  • ERC Grants: Since securing its first European Research Council (ERC) Grant in 2010, Ca’ Foscari has seen a steady increase in successful applicants, with 30 ERC grantees currently affiliated with the institution.  
  • Marie Skłodowska-Curie Fellowships: welcoming over 200 researchers under this programme.  
  • Increased Research Funding: The success in securing ERC, MSCA, and Horizon Europe grants has led to a sharp rise in external funding. The university’s research income has more than doubled, reaching an average of over €15 million annually in recent years. 
  • Active member of the EUTOPIA European Universities Alliance, a collaboration designed to enhance research excellence and mobility across European institutions 

They emphasised the importance of structured career development paths and highlighted various funding mechanisms available for postdoctoral researchers and tenure-track candidates. The discussion underscored the need for increased funding opportunities and cross-border collaborations to enhance researcher mobility and career stability. 

Second Speaker: Dr. Ignasi Salvado-Estivill, Director of OPERA, Alianza 4 Universidades

The second speaker discussed strategies for integrating researchers into industry and bridging the gap between academia and the private sector. They stressed the importance of transferable skills and industry partnerships, which allow researchers to diversify their career prospects beyond traditional academic roles. Additionally, they explored initiatives aimed at fostering innovation through collaborative projects between universities and companies, ensuring that research has practical applications in real-world settings. 

Key data were shared about the success of these universities in Horizon Europe, particularly within Pillar 1. The statistics highlighted a strong performance in securing ERC grants and Marie Skłodowska-Curie actions, demonstrating their research excellence and international competitiveness. 

A major focus of the presentation was Manuel Heitor’s report for the European Commission, which analyses past and present EU research programmes and introduces the “Choose Europe” concept. This initiative aims to attract and retain talent within Europe, particularly by capitalising on shifts in the global research landscape, such as changes in the United States. 

The discussion also covered mobility trends, with data confirming ongoing brain drain from Southern and Eastern Europe towards Northern and Western Europe. Specific European regions, including Catalonia, were identified as strong attractors of talent, suggesting that their institutions might serve as models for best practices in research recruitment and retention. 

Third Speaker: Francisco Javier Rubio Pomar, Director, ARAID

The third speaker introduced ARAID, a non-profit foundation established in 2005 by the government of Aragón. AR functions as an umbrella institution with a primary mission of attracting researchers to the region. While the foundation also engages in science communication, its core activity is launching annual calls for research positions. 

Currently, ARAID has an open international call for candidates with a consolidated track record, accepting applications until mid-March. Research fields covered include medical technologies, industrial decarbonisation, biotechnology, quantum technologies, and computer sciences. 

CATALISI Partner UCC Providing Global Leadership on Impact Assessment

University College Cork (UCC) is one of eleven partner organizations in the Horizon Europe funded project CATALISI – Catalysation of institutional transformations of Higher Education Institutions. The project seeks to accelerate change in Research Capacity in Higher Education Institutions (HEIs) through acceleration services and targeted transformation pathways and interventions.

UCC is leading the CATALISI evaluation and impact assessment, supporting the participating HEI’s with a Theory of Change approach to evaluate their interventions and indeed their overall impact. UCC is a global leader on impact oriented research and innovation, and was placed 8th globally in the Times Higher Education Impact Rankings in 2021.

UCC recently published (December 2024) an Economic and Societal Impact Report UCCEconomicandSocietalImpact2024.pdf, which is an assessment of the impact of UCC’s activities in its region, nationally and internationally. This peer reviewed report and the methodologies its uses, intersects and aligns well with the impact focus at the core of the CATALISI initiative.

The analysis reflects best practice applied in other impact studies of universities and higher education institutions in Ireland, and more broadly including the UK. The results confirm the significant and growing social and economic impacts of UCC locally, nationally and globally.

Professor Mike Danson, Professor Emeritus of Enterprise Policy, Heriot-Watt University and Fellow of the Academy of Social Sciences (External Reviewer)

The UCC Report offers a high-level framework or exemplar for others across the CATALISI Network, European University Alliances and HEI’s submitting to the Times Higher Education World University Impact Rankings, on how to capture the economic and societal impact of their higher education institutions. 

On behalf of the UCC Catalisi Team including Dr. Martin Galvin, Dr. David O’Connell, Ciara O’Halloran, Matteo Pallocca.

For more information, please contact: david.hogan@ucc.ie
David Hogan
UCC Data & Institutional Research Officer, UCC Strategic Planning & Institutional Research

Catalysing Innovation: Twinning & MML Exchange at University College Cork

On November 13th and 14th, University College Cork (UCC) hosted Twinning & Mobilisation and Mutual Learning (MML) Exchange as part of the CATALISI project. This gathering brought together CATALISI HEIs: Kaunas University of Technology, Amsterdam School of Medical Sciences, and Universitat Jaume I as well as internal and external stakeholders of University College Cork who have been engaging on UCC’s CATALISI journey over the past two years.

MML Workshop: Learning about Financial Sustainability in Research

CATALISI MML workshops aims to share knowledge among representatives from different universities. The UCC team is committed to addressing “Sustainability in Finance” within CATALISI’s intervention areas and presented their plan for accelerating change at UCC. Feedback was obtained from the other HEIs and university stakeholders. The UCC Team see research, education, and policy influence as interconnected elements that can drive societal progress and economic growth. Their aim is to transform HEIs towards a more financially sustainable research and innovation ecosystem.

Main takeaways

  • Explore the topic of financial sustainability in research. 
  • Identified potential income streams and funding opportunities for UCC and other partners. 
  • Shared strategies for attracting and retaining research talent. 

  • Analysed diverse financial and policy landscapes to inform sustainable strategies.

Exploring Twinning: Building a Culture of Co-Creation and Engagement

The Twinning event is about sharing experiences, best practices and innovative ideas between CATALISI universities in the topics of: 

  • Open Science: It aims to make scientific research, data, and outputs accessible to everyone—whether researchers, policymakers, businesses, or citizens. 
  • Third Mission: This mission focuses on universities fostering interactions between education, industry, and society to create positive social, economic, and cultural impacts. 
  • Societal Engagement: The active participation of universities and research institutions with society to address real social challenges 
  • Integrity and Ethics: principles and practices that ensure honesty, accountability, and fairness in academic and scientific research. 

Highlights from the Twinning Event 

  • Dialogue sessions addressed Open Science, Societal Engagement, and Integrity & Ethics. 
  • Potential collaborations emerged, such as creating shared surveys on research integrity and exploring joint initiatives to align with Sustainable Development Goals (SDGs). 
  • Participants identified opportunities to leverage Erasmus+ for cross-institutional knowledge exchange and foster transnational themes from local action plans.

Transforming Higher Education Institutions with CATALISI

These events are organized in the context of the CATALISI Capacity building and outreach Acceleration service and are designed to support HEIs with the skills and strategies needed to develop transformative approaches aligned with Responsible Research and Innovation (RRI) principles. 

It was a successful event and will contribute positively to UCC’s change journey and to the delivery of the overall mission of CATALISI in 2025 and beyond

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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.