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.  

The need of effective communication and dissemination in European Projects

The need of effective communication and dissemination in European Projects

The European Commission defines communication as the act of informing, promoting, and communicating activities, while dissemination involves making knowledge and results publicly available free-of-charge. 

Communication, dissemination, and exploitation are not just abstract concepts but are mandated legal obligations under Article 17 of the Horizon Europe Grant Agreement. This requirement underscores the critical importance of ensuring that scientific knowledge and research findings are shared widely and made accessible to all.

But why is this obligation so crucial? 

Historically, the field of science has been perceived as elitist, furthermore, the use of complex scientific jargon have often acted as barriers, preventing broader access to information and perpetuating cycles of exclusion. In the past, science communication was characterised by a one-way exchange, where scholars gathered in exclusive circles to discuss advancements, and the complexity of one’s discourse was sometimes equated with intelligence.  

Scientific developments and challenges are often global, rapidly evolving, and uncertain. This landscape paves the way for pseudoscience and misinformation, posing significant challenges to the dissemination of accurate scientific knowledge. 

The digital revolution and the COVID-19 pandemic have transformed the communication of science with a growing recognition of the need for inclusive communication practices that engage diverse audiences and foster accessibility for all. 

It is crucial to make scientific information accessible to all. People should feel empowered and confident to engage with scientific information and feel competent enough to understand the knowledge. Promoting scientific literacy among the general public can empower individuals to critically evaluate information and distinguish between credible scientific sources and pseudoscience. Moreover, science communication should be tailored to the social context of different countries, empowering citizens to navigate scientific knowledge independently. 

To address the communication crisis, scientists must actively engage in public discourse and collaborate with communication professionals. Collaborating with media outlets, educational institutions, and community organisations can amplify the reach of accurate scientific information and foster a culture of science engagement. 

Open science principles, including making research freely available and fostering accurate and accountable scientific communities, are essential. 

 

The CATALISI project serves as a bridge connecting the realms of research and innovation with the broader public sphere. Through its commitment to sustainability, inclusivity, and alignment with market demands, CATALISI not only advances scientific endeavors but also ensures that the benefits of research reach the wider community.  

By fostering collaborative partnerships and innovative communication strategies, CATALISI facilitates the dissemination of accurate scientific information to the public, thereby bridging the gap between scientific developments and societal needs. In an era where effective communication is paramount, CATALISI’s efforts contribute to building public trust in science and promoting informed decision-making. Furthermore, by empowering diverse stakeholders to actively engage in the research process, CATALISI paves the way for a more inclusive and impactful approach to research and innovation. 

 

CATALISI Kick Off Meeting

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