Suchergebnisse

This work analyses the multi-dimensional concept of science diplomacy. More specifically, it examines the development, establishment and functioning of Science and Innovation Centres (SICs). In an original comparative and longitudinal study, this work closely analyses the institutionalisation of two distinct SICs: Germany's Deutsche Wissenschafts- und Innovationshäuser (DWIH) and Switzerland's Swissnex. It further probes why actors participate in SICs by deciphering their differing rationales and thus developing a distinctly actor-centred perspective on science diplomacy. The findings reaffirm that science diplomacy is clearly driven by national interests, while further highlighting that the notion of science diplomacy and its governance (actors, rationales and instruments) can only be fully understood by analysing the national context in question.

The notion of science diplomacy (SD) has increasingly gained momentum in recent years, however, it remains an empirically largely underexplored topic. This paper contributes to the study of SD by taking an instrument-centred perspective and focusses on science and innovation centres (SIC), a novel policy instrument in the science diplomacy toolbox. SIC are distinct units or satellite institutes, established by governments abroad, operating at the nexus of higher education, research, innovation, and diplomacy. Based on a comparative analysis, this article examines the rise of SIC in Germany and Switzerland. By means of applying a policy instrumentation lens, the career and development of the two SIC is retraced and insights are generated into their political instrumentation. Doing so contributes to unfold the blackbox of what is generally labelled as SD. In-depth interviews and analysis serve as the empirical foundation of this study. Ultimately, the results of this policy instrument study uncover the similarities and differences in SIC development and reveal their political instrumentation over time. It becomes evident that the objectives linked to SIC, and hence SD, are clearly motivated by national needs. Furthermore, notions of SD are reflective of a certain Zeitgeist that is mirrored in the design of an overall, new, policy yet also marks a relabelling of long-existing practices. This study, accordingly, contributes to the knowledge base of SD as it enhances the scholarly understanding of SD instruments in terms of history, actors and political instrumentation while also offering a theoretical anchoring.

"Everything was booked and ready to go for a two-day scientific workshop on education policies in Europe, scheduled for April 23-24, 2020 at the Hertie School in Berlin. The workshop intended to take stock of developments at the European, national and sub-national levels given the European Union's wrap up of its decade-long Education & Training 2020 strategy (ET 2020), a framework for cooperation in education and training. However, on March 12, we had to cancel the physical meeting on short notice due to the coronavirus crisis. In the following, we share our experiences with the subsequent transition to an alternative online workshop format that took place on April 23, involving 25 participants from 10 countries, and 16 paper presentations. After sketching the workshop's virtual setup, we discuss strengths, weaknesses, and challenges related to this digital transition. Furthermore, we explore the prospects of such online for-mats for future academic conferences and networking."

"Everything was booked and ready to go for a two-day scientific workshop on education policies in Europe, scheduled for April 23-24, 2020 at the Hertie School in Berlin. The workshop intended to take stock of developments at the European, national and sub-national levels given the European Union's wrap up of its decade-long Education & Training 2020 strategy (ET 2020), a framework for cooperation in education and training. However, on March 12, we had to cancel the physical meeting on short notice due to the coronavirus crisis. In the following, we share our experiences with the subsequent transition to an alternative online workshop format that took place on April 23, involving 25 participants from 10 countries, and 16 paper presentations. After sketching the workshop's virtual setup, we discuss strengths, weaknesses, and challenges related to this digital transition. Furthermore, we explore the prospects of such online formats for future academic conferences and networking."

This study explores the impact of the ERASMUS programme on quality improvement in European higher education in particular in the areas of teaching, research, student services and the openness to society with a focus at the institutional and system level. The study puts an emphasis on the identification of the contribution of ERASMUS to the development of high level strategies in these areas and to the various services higher education delivers. In addition, the study provides recommendations to make the current programme more effective and innovative in spreading internationalisation and quality in European higher education. The study concentrates on ERASMUS before the Lifelong Learning programme (2007-2013) as it is too early to evaluate the impact of the new ERASMUS LLL actions. The research consortium of CHEPS, INCHER and ECOTEC conducted a literature review, surveys among various institutional stakeholders of ERASMUS affiliated higher education institutions and 20 case studies to provide more in depth information on the various ways in which the ERASMUS programme has impacted on the operation of these institutions. The key results of the study are summarised below.