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3Erasmus Plus project SUSWELL aims to improve Health and Well-being in Kosovo and other Eastern European countries. We asked projectleader Paul Beenen from Hanzehogeschool Groningen / Hanze University of Applied Sciences Groningen 4 main questions about his drive and motivation for SUSWELL.
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The new Erasmus program requires institutions to digitize. As Breda University of Applied Sciences and Radboud University both have succesfull project in this area, they will share their best practices.
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This article outlines the expected benefits of ERASMUS+ Teaching/Training Exchanges for individuals, the institution as a whole and the degree programmes of The Hague University of Applied Sciences (THUAS), the Netherlands. The method employed was a series of semi-structured interviews, following initial email contact of 32 (approx. 1.5% of staff) who had been on exchange, or were scheduled to be, during the academic year. Interviews were agreed with 7 staff. Leask (2015) identified a lack of research in this area, and it is hoped this research will help to stimulate thinking on this issue. Despite the small sample size, general preliminary conclusions can be drawn and further research is encouraged. The article examines processes and procedures in place for monitoring such exchanges, and it also explores control and monitoring prior to the exchange taking place, as well as post-exchange outcomes and evaluations. It describes the context and theoretical frameworks and discusses the major findings, including accounts of the participants’ experiences and the benefits for them as individuals, their perceptions, their line manager’s responses and institutional policies and processes. The conclusion has recommendations for improvement based upon the participants’ comments. The main message of this article is the need to set goals for the individual and the institution and to evaluate them upon return.
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Advancing European Centres of Vocational Excellence (CoVEs): An Analysis of Erasmus+ Projects
MULTIFILE
This chapter discusses the role of education in the preparation of the next generation of entrepreneurs in nature conservation. Departing from the traditional conservation education, which emphasizes ecological management, the chapter is a plea for incorporating entrepreneurship in the curricula of educational programmes on rewilding ecosystems. An Erasmus Intensive Programme on European Wilderness Entrepreneurship is presented as a case study. A set of competences is defined and operationalized based on the evaluation of the first edition of the programme undertaken in Rewilding Europe’s pilot area in Western Iberia. Aspects of the learning strategies and learning environment are presented and reviewed. The conclusion of this chapter is that to learn wilderness entrepreneurship competences, an environment should be created in which students, teachers and stakeholder co-learn at the boundaries of their comfort zones.
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Blog over Erasmus+ uitwisseling met Universidad Complutense de Madrid
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This article analyses the innovative potential of Erasmus + Blended Intensive Programmes (BIPs) in aligning business and management education with the evolving expectations of employers and the global imperatives of responsible leadership. While the primary objective of this article is to provide empirical evidence on BIPs in promoting international academic engagement, it acknowledges that existing research on BIPs is limited in scope. Additionally, this paper aims to contribute to the advancement of responsible management education by examining how BIPs promote inclusivity and sustainability. Drawing on data from a student-centred survey with a total of 224 respondents, the study examines how BIPs foster innovative, inclusive, and internationally connected learning experiences. By capturing and analysing student perspectives, the research examines the impact of BIPs on key transversal and professional competences demanded by employers. Furthermore, the study explores how BIPs can drive the globalization of education and promote responsible management practices that support the UN Sustainable Development Goals, through accessible and resource-conscious international mobility. Findings reveal that BIPs can bridge gaps in equity and participation by lowering financial and logistical barriers, while cultivating international mindsets and social responsibility among students. This study provides a solid foundation for further research into BIP practices and impact.
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Verpleegkundigen komen in hun werk vaak praktische problemen tegen die ze zelf provisorisch oplossen. Veel praktijkproblemen kunnen definitief worden opgelost door slimme technische innovaties. In het Erasmus MC komen in co-creatie met studenten van Hogeschool Rotterdam oplossingen tot stand, die kwalitatief veel beter zijn dan de provisorische oplossingen uit de praktijk.
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