The Student Learning Experience is used by course rep training to help course reps in asking their fellow students specific, meaningful questions around each of the areas of the learning experience, allowing student input to be mapped across various headings to ensure it is broad-ranging. It is possible to use the headings of the Student […]
The following sections gives tools for conducting the peer assessments of student centered learning: – Section 2 briefly outlines the philosophy of the peer assessment of student-centred learning, Section 3 describes the peer assessment process and preparations needed before the visit, Section 4suggests a set of core meetings that should take place during the peer […]
Adopted by Ministers for Higher Education in 2020, the Principles and Guidelines (PAGs) set the course for the next decade of the EHEA for public authorities and higher education institutions to integrate these principles into the core higher education missions: learning and teaching, research, innovation, knowledge exchange and outreach, institutional governance and management, as well […]
Many countries and higher education institutions have developed national and institutional strategies to promote the social dimension. Most universities showed that they had strategic measures in place in a report at the end of 2020. This report gathers a wide range of good practices in order that the next performance agreement period, 2022–2024, an even […]
The data for this edition was collected by surveying the European Students’ Union’s national unions of students in the following areas: student participation in governance, the social dimension, quality assurance, recognition, mobility and internationalisation, structural reforms, student-centred learning and financing of higher education. The questionnaire also included general questions about the Bologna Process and its […]
The Global Students’ Demands serve as the first steps to address the challenges of access to quality education, legislation, living conditions and building solidarity and cohesion faced by refugees and migrants. They were developed by a Cross continental group of students coming from Africa, North and South America, Asia-Pacific, Middle-East and Europe who represent student […]
This project’s portfolio presents an in-depth reflection on the aims, strengths, weaknesses and outcomes of some TMF supported initiatives, particularly focusing on advocacy works and grassroots initiatives promoting social inclusion and solidarity. We hope that these experiences inspire more student movements around Europe to take action.
The charter easily visualises all recognised student rights related to the dimensions of: – governance and management; – academics and quality; -social, cultural and sports; -and equality and inclusion. It also shows the potential for student participation in all these spheres and lists the existing channels for exercising these rights. The aim of this digital […]
In consideration of the 557 communication strategies identified in this study that were collectively used to negotiate meaning by the participants, it can be inferred that when teachers allow students who are learning a second language to work in small groups, students have more access to opportunities to practice speaking in the secondlanguage they are […]
For the elaboration of this tool, the best practices and innovative methodologies have been selected from all the contributions collected by the STUPS consortium through an international participatory process. These practices have been distributed over 10 sections to cover the main topics requested by the university community, around the dimensions of governance and management; academic […]
