Loading ePaper
Erasmus+ Cooperation Projects — Elements of Successful Internationalisation Participation by German Higher Education Institutions 2014 – 2020 Objectives, Motivation and Impact A Summary on the Evaluation Study eu.daad.de
2
Erasmus+ Cooperation Projects — Elements of Successful Internationalisation Participation by German Higher Education Institutions 2014 – 2020 Objectives, Motivation and Impact A Summary on the Evaluation Study Legal notice This is a summary of the study ‘An evaluation of participation by the German higher education sector in Erasmus+ cooperation projects and of the project-related information and advisory services provided by the NA DAAD’, which is based on the detailed evaluation report prepared by the Technopolis Group (available on our website via eu.daad.de/evaluation-kooperationen-2014-2020)
Preface Looking to the future always requires a review of the past. The NA DAAD took the end of the 2014 – 2020 Erasmus+ programme period as an opportunity to conduct a comprehensive evaluation of participation in Erasmus+ cooperation projects within higher education in Germany. The aim was to take stock, but also to gain new insights into the motivations of higher education institutions (HEIs) for participating in the programme as well as into the effectiveness of the funding lines and our information and advisory services. These evaluation objectives help to identify any potential for optimisation of the NA DAAD’s advisory ser- vices and public relations, and to generate recommended actions for German HEIs and the EU Commission and/or its executive agency EACEA. The project started at the end of 2020 with initial interviews with HEIs. On this basis, an online survey among participating HEIs was conducted, followed by secondary data analysis, further interviews and focus group discussions. In addition to the project participants at German HEIs, senior experts, external evaluators and political stakeholders were also included. The resulting case studies provide an excellent illustration of the diverse potential impacts that Erasmus+ cooperation projects can have on the interna- tionalisation of HEIs, and of the synergies that can arise through creative use of the Erasmus+ portfolio in addition to the strategic planning of the HEIs and project consortia and pursuit of their own objectives. I would like to express my sincere thanks to all participants for taking the time to share their wealth of experience, expertise and reflections with us and the interested public. Otherwise, it would have been impossible to conduct such profound and comprehensive (and of course anonymised) analyses. I believe it was worthwhile in light of the findings! A complete presentation of the objectives, the evaluation questions and above all the results can be found in the evaluation report produced by the Technopolis Group, which was finalised in October 2021. This report forms the basis for the present brochure, via which we would like to share the most relevant results with you in a summarised way. Last but not least, I would like to thank our NA-internal respectively DAAD-internal project team who de- cisively contributed a great deal of expertise and commitment to ensure a successful project: Matthias Becker, Kathrin Herres, Florian Hillnhütter, Beate Körner, Britta Schmidt, Yvonne Schnocks, Elisabeth Tauch, Felixa Wingen, Katrin Winter (coordination). For their expertise and agreeable cooperation, I moreover express my gratitude to Nadia Galati, Maria Stalla, Dr Lisa Nieth and Dr Florian Berger from the Technopolis Group who implemented the evaluation and produced the final report. My thanks also go to the Federal Ministry of Education and Research for providing the financial resources for this project. Dr. Stephan Geifes, Director of the NA DAAD 1. On our website via eu.daad.de/evaluation-kooperationen-2014-2020
Table of contents Introduction Key results of the evaluation 6 10 Programme dimension HEI dimension Advisory dimension 11 14 19 Conclusion and recom- mendations Examples of good practice 20 26
Introduction 6 1
The Erasmus+ Programme to support education, training, youth and sport in Eu- rope promotes both individual mobility and cooperation projects in the higher education sector between European institutions and partner countries around the world. The Erasmus+ cooperation funding lines support academic cooperation and Ger- man HEIs in the further development and implementation of their international- isation strategies. The study ‘An evaluation of participation by the German higher education sec- tor in Erasmus+ cooperation projects and of the project-related information and advisory services provided by the NA DAAD’2 focuses on the programme period 2014 – 2020 and analyses the activities in eight cooperation-related funding lines: Key action 1 Key action 2 Key action 3 Erasmus Mundus Joint Master Degrees (EMJMD) Forward looking cooperation projects Social inclusion through education, training and youth European policy experimentations Strategic Partnerships Capacity Building in Higher Education Knowledge Alliances for Higher Education Transversal Jean Monnet actions The study examined all relevant Erasmus+ cooperation funding lines in the high- er education sector. These funding lines differ from each other, in some cases significantly, in terms of their objectives, thematic approaches and consortium structures3.1 2. This is an abbreviated and edited version of the full evaluation report compiled by Technopolis Group, which is available on the NA DAAD website via the URL eu.daad.de/evaluation-kooperationen_2014-2020. 3. Detailed information on the individual funding lines can be found on the NA DAAD website (https://eu.daad.de/infos-fuer-hochschulen/programmlinien/de/). 7
Objectives and approaches In addition to a quantitative evaluation of programme participation by German HEIs and other institutions in the higher education sector, the study also exam- ined the objectives pursued by German HEIs via participation in the above-men- tioned eight funding lines and the sustainable impacts that can be achieved by means of project implementation. Not least, the NA DAAD also asked that the benefits and effectiveness of its own information and advisory services be analysed to enable optimisation of its ser- vices to German HEIs in the coming programme period. The evaluation objectives involved three core sets of questions, which in turn can be differentiated into a multitude of individual questions4. They were assigned to three evaluation dimensions to enable systematic examination: HEI dimension The motivation for German HEIs to participate and the impact of their objectives Programme dimension Programme participation by German HEIs and organisations Advisory dimension Effectiveness of the NA DAAD’s information and advisory services These questions were analysed using a combination of quantitative and quali- tative methods. This specifically included extensive analysis of documents and secondary data, qualitative approaches via an interview programme and focus groups with higher education institution (HEI) representatives and other Eras- mus+ experts as well as an online survey among project participants5. Figure Source: NA DAAD 4. 5. A complete overview of the questions can be found in the evaluation report, URL eu.daad.de/evaluation-kooperationen_2014-2021, p. 5f (Table 1). A detailed account of the methodology for the study can be found in the evaluation report, pp. 6–8. 8
Programme dimension HEI dimension Advisory dimension Document analysis eg strategy papers, studies Secondary data analysis eg funding statistics, programme documentation Online survey Survey among project representatives Interview programme Interviews with HEIs, experts and the DAAD Focus groups Validation workshops with HEI representatives s i s y l a n a a t a D a t a D n o i t a d i l a v The mix of methods and their final validation in a total of five focus groups result- ed in a solid data base for answering the evaluation questions. The EU Commission and the European Education and Culture Executive Agency (EACEA) are largely responsible for designing the Erasmus+ EU education pro- gramme. They regularly conduct evaluations regarding the implementation of the Erasmus programme’s objectives at a European level, so the present study expressly does not analyse the higher-level programme objectives or coopera- tion funding lines. It rather focuses on the German HEIs as the subjects for their implementation. 9
Key results of the evaluation Generally, it must be noted that the study is characterised by a high level of com- plexity: this is reflected both in the variety of funding lines to be examined, some of which differ significantly, and the heterogeneity of the evaluation questions. Accordingly, the evaluation results permit a variety of overarching conclusions, which we set out below. 10 2
Programme participation Programme dimension Programme participation by German HEIs is an important indicator of attractive- ness of the funding lines. Furthermore, the NA DAAD considers that it also ena- bles conclusions to be drawn regarding the NA DAAD’s role in providing targeted information and advice to German HEIs. The evaluation results are remarkable — the following key findings can be highlighted: Participation in 25% of 4,757 projects across Europe 217 participating HEIs with 1,193 projects 88% of universities All pedagogical universities 43% of universities of applied sciences (UAS) 25% of art and music academies Germany is among the Top 7 in all eight funding lines... Budget 2014 – 2020 EU: €2.46 bn DE: €831.6 m … and among the Top 3 in three funding lines Most represented partner countries are 1. Spain 2. Italy 3. Great Britain Cooperation with 113 countries 11
Over half of all German HEIs (217 of 406) participated in this programme period with almost 1200 cooperation projects, which equates to a quarter of all projects throughout Europe. This is also reflected in the budget, where projects with Ger- man participation were able to attract more than one third of the total budget. While 88% of all German universities (95 of 108) and all six of the pedagogical universities take part, 43% of the universities of applied sciences (UAS, 103 of 240) and 25% of art and music academies (13 of 52) participate. The overall participation of German institutions is at a high level in a European comparison: Germany is always among the top seven countries with the most projects in all eight funding lines, and in some funding lines also in the top 3 (Stra- tegic Partnerships, Capacity Building and Knowledge Alliances). German institutions use Erasmus+ cooperation projects to cooperate with more than half (113) of all states worldwide. The three main partner countries are Spain (441 projects), Italy (423) and the UK (295). Due to a substantial budget increase, participation in the decentralised Strategic Partnerships strongly increased from 2016 onwards. In most of the other funding lines there was no trend towards increased participation by German institutions as coordinators over the programme period 2014 – 2020. Nonetheless, there has been an increase in the funding volume for Erasmus+ cooperation projects with German coordinators, as well as a stable high level of participation in the central- ly organised funding lines. Central to this study is also the analysis of participation patterns, i.e. an analysis of the frequency with which individual or different funding lines are used by HEIs. In the evaluation, the use of several funding lines — as one possible approach among many — is interpreted as an indication of a possible strategic use of the portfolio of Erasmus+ cooperation projects, meaning that the use and potential combination of the funding lines may be strategically coordinated at HEIs. 12
Percentage share in the use of different funding lines by HEI type (coordination and partners) HEI type/number of funding lines 1 2 3 4 5 6 7 8 Universities 31% 22% 19% 19% 6% 1% 1% 1% UAS 61% 25% 12% 3% 0% 0% 0% 0% Pedagogical universities 0% 50% 17% 17% 0% 17% 0% 0% Art and music academies 92% 8% 0% 0% 0% 0% 0% 0% Number of HEIs (absolute) 104 50 31 22 6 2 1 1 This analysis shows that half of the HEIs focus on one funding line while almost a quarter of the HEIs are involved in two funding lines. There are differences in the participation patterns among the different types of HEIs: almost 70% of universities use more than one funding line, with most universities participat- ing in two to four funding lines. The vast majority of UAS participate in one or two funding lines. According to the conducted interviews, participation increas- es with the resources and internal support available in each case. Programme participation becomes more likely with increasing size of the HEI, given the higher number of potential applicants. 13
HEI dimension HEI objectives The HEIs pursue a variety of objectives. What motivates the HEI representatives to participate in the Erasmus+ cooperation funding lines? Are the objectives of the HEIs oriented towards the requirements of the respective funding line, or are there other, implicit objectives? Evaluation of the online survey as well as the exploratory interviews with project managers revealed that the funding lines can be used for objectives at different levels. It is in particular the cooperation-related as well as intrinsic / content- related motivators that are paramount to the Erasmus+ participants. Above all it is the establishment and expansion of professional networks that is the primary objective in all funding lines. Content-related motivators such as increased visi- bility of the project topic, societal impact or improved teaching also play a role. There are different priorities within the motivators of those involved in the pro- ject depending on the funding line6. What all funding lines have in common is the high importance of cooperation-related objectives. Other objectives identified in the survey include the internationalisation / Europeanisation of one's own field of research or the international training of young academics. Increased visibility and the HEI’s reputation are also considered to be strate- gic motivators. Differentiation by HEI type reveals that strategic objectives at the level of the HEI as a whole are more pronounced at UAS than at universities (such as an increase in HEI visibility of 83% at UAS compared with 65% at univer- sities and an increase in HEI attractiveness of 83% at UAS compared with 62% at universities). The Erasmus+ projects are almost exclusively initiated by the project participants themselves or by partner organisations, in other words primarily via a bottom-up approach. 6. Classification of the funding lines according to their most relevant motivators can be found on p. 30 of the evaluation report. (Figure 14) 14
What motivates HEI representatives to participate? Increase in attractiveness for students and researchers Increase in mobility Increase in the HEI’s (national and international) visibility and reputation Increase in reputation, competitiveness and visibility Increase in chances of success of obtaining third- party funding Development of HEI administration Increase in inter- institutional knowledge transfer Strengthening/ expansion of existing networks Expansion of networks with new partners Increase in cooperation intensity Tapping into additional sources of funding via cooperation Development of (interdisciplinary) expertise Visibility of the research field (Substantive, intercultural) further education for project participants Promotion of awareness/ cohesion in Europe Skills formation among students, further development of teaching Increase in practical relevance/ application orientation of academic work Expansion of skills and impact Increase in social/political impact s r o t a v i t o m c i g e t a r t S s r o t a v i t o m d e t a l e r - n o i t a r e p o o C s r o t a v i t o m l a n o i s s e f o r p / c i s n i r t n I 15
The impacts on individual participants and institutions and their sustainability The online survey among project participants not only focused on the motiva- tions for programme participation, but also on the outcomes and impacts both on the project participants and the participating HEIs. In accordance with the cooperation-related objectives of the project participants, the evaluation showed that the intensification of cooperation activities and the expansion of networks are among the most important outcomes of the Eras- mus+ cooperation projects (79% approval, see figure below). These in turn result in internationalisation ‘from below’. What specific outcomes and impacts were you able to observe as a result of your project? Network intensification/ expansion 102 Increased visibility of the project topic Improved teaching methods and content Increased visibility of the HEI abroad Improved career opportunities for academics Increased employability of graduates 98 87 78 77 73 48 20 12 8 46 28 9 10 60 25 16 4 66 46 49 29 11 6 31 31 21 16 22 16 0 % 10 % 2 0 % 3 0 % 4 0 % 50 % 6 0 % 7 0 % 8 0 % 9 0 % 10 0 % Fully agree 4 3 2 Fully disagree The other most important outcomes include improved teaching methods and content, and increased visibility of the respective project topic and of the HEI (77% and 75% approval respectively). These central outcomes are observed primarily at the level of HEI representa- tives who are or were involved in the projects and, to a further extent, at the level of the respective faculty/institute (or similar). 16
Other outcomes include for instance the broader use of project results on the subject of digital teaching and/or virtual mobility at HEIs due the COVID-19 pan- demic. Some project participants also used their projects for the preparation of other funding initiatives. Addressing the HEI as a whole, further outcomes include aspects like increased reputation of the HEI and contribution of the Erasmus+ cooperation projects to (further) development of the HEI's internationalisation strategy. With regard to the socio-political impact, the project managers attest to the high potential of funding lines under Key action 3 in particular to achieve outcomes at the (educational) systemic level, facilitated for example by the direct involve- ment of political stakeholders like ministries7. In particular, the project participants consider the formation of networks, an expanded range of teaching content and methods as well as the further devel- opment and publication of their own scientific work, among other outcomes, as explicitly sustainable. Nevertheless, securing the sustainability of the specific project results represents a challenge for many of those involved in the projects who were surveyed. This is partly due for instance to the challenges surround- ing introduction of the developed teaching modules into HEI curricula because of different interpretations of educational systems or HEI requirements. A lack of permanent staffing as well as follow-up funding — such as for joint follow-up activities, the further development of the project results or elements specific to the funding line (like EMJMD scholarships) — can compromise sustainability. Success factors and barriers In addition to the outcomes and sustainability perspectives, the evaluation iden- tified various success factors as well as barriers that are relevant to achievement of the objectives and sustainability of the projects. These can be allocated to the project level, the HEI level and to funding administration. • At the project level, aspects like a high level of personal commitment, good personal relationships within the consortium and substantive, intercultural and social skills are highly relevant to project success. Early communication and integration of projects into HEI curricula and the acquisition of follow-up financing options also play an important role. A change in personnel or part- ners, (intercultural) differences within the consortium, a lack of personnel and content-related consolidation along with a lack of follow-up financing op- tions are conversely considered to be barriers in terms of sustainability. • At the HEI level, appreciation and recognition by HEI management relating to participation in Erasmus+, including in the form of HEI-internal incentives, 7. These and other outcomes mentioned by the respondents can be found in the evaluation report, p. 35ff. 17
are on the one hand cited by project participants as a positive factor. Spe- cific support from the HEI administration — with the application and project implementation, but also in the strategic integration and monitoring of pro- jects — is on the other hand considered an important success factor. A lack of support or the respective framework conditions at the HEIs (and potentially at the partner institutions) can however make project implementation more difficult. Project managers therefore often implement their projects without an explicit institutional connection — sometimes deliberately to achieve the freedom to choose individual topics and partners, but at other times some of those responsible would welcome such a connection8. Generally, however, the ‘EU-sponsored’ label is already a prestige factor for HEIs in its own right. This prestige may by the same token differ depending on the funding line; a high reputation is particularly associated with Jean Monnet, the EMJMD and with the funding lines under Key action 3. • At the level of funding administration, support from the NA DAAD (see also the following section) as well as the partly very flexible support from the EACEA in project implementation are cited as positive factors. The pro- ject participants who were surveyed conversely report a very high amount of bureaucratic effort regarding the submission of applications and project monitoring, especially for coordinating institutions, which has a negative im- pact on the ratio of effort compared to the benefit from projects. The project managers cite changes in requirements during the programme period and differing statements from the EACEA as an additional barrier. Comparatively low levels of resources for project management — which project participants consider to be a key to successful coordination and project implementation — are similarly considered to be a barrier to content-related work. 8. Starting on page 26 of this short report you will find nine case studies elaborated in the evaluation study and relating to different priorities and approaches adopted by HEIs involved in Erasmus+ cooperation projects. 18
Advisory dimension The contribution made by the NA DAAD A success factor for the implementation of Erasmus+ cooperation projects is, among other aspects, the support of the HEIs provided by the NA DAAD. The information and advisory services offered by the NA DAAD comprise a number of elements: The NA DAAD firstly provides various (online) information materi- al, including the NA DAAD website as a central information platform, brochures, explanatory videos, newsletters, and so on. Its service is supplemented by regu- lar events, such as applicant workshops, information seminars and peer learning events. HEI representatives can directly contact the NA DAAD to benefit from personal consultation, for example to receive specific feedback on draft appli- cations. These services are guided by the approach ‘from the idea to the project’, in other words the NA DAAD aims to provide comprehensive advice to project representatives and interested parties across the funding spectrum, especially regarding the matching of project ideas, funding lines and higher-level objectives. Advice is also provided throughout the entire funding cycle in the case of the de- centralised Strategic Partnerships. The effectiveness of the NA DAAD support as well as potential for optimisation was questioned in the online survey and discussed with HEI representatives in interviews and focus groups.. Both the survey participants and the project partic- ipants in the interviews and focus groups are almost exclusively highly satisfied with the work of the NA DAAD. Two-thirds of the survey respondents have already used the NA DAAD’s informa- tion and advisory services. The events are the most positively rated service: 73% of respondents consider these to be helpful, with almost 37% of respondents saying they are very helpful. The project participants in particular perceive the applicant workshops and the project draft consultation as being beneficial. The personal consultations are also rated as positive by the majority: around 70% of respondents consider these to be helpful, and almost 50% of them even consider them very helpful. Emphasis is placed on the needs-oriented, detailed advice provided by dedicated and competent NA DAAD staff, as well as the usually rapid and reliable response from the National Agency to questions by HEI representatives. Regarding the per- sonal consultations, it is also emphasised — as illustrated by the case study re- lating to the University of Jena on p. 37 of the present brochure — that the NA DAAD’s commitment makes it possible, among other things, to further develop project ideas at an early stage. Furthermore, with the NA DAAD’s support, inter- ested HEI representatives can identify the ‘Erasmus+ funding line best suited for their project ideas, following the NA approach ‘from the idea to the project’. 19
Conclusion and recommendations 20 3
The results of the evaluation permit a variety of overarching conclusions. Var- ious aspects of the overarching added values and strengths of the Erasmus+ cooperation-related funding lines can be summarised as follows: Strengths and benefits of the Erasmus+ cooperation-related funding lines Implementation of innovative, application- oriented projects, also by involving students (To a large extent) non- subject specific character and flexibility in use Possibility of (partial) coupling of teaching and research as well as interdisciplinary work Initiation and expansion of international cooperation as a condition for systematic internationalisation Opening up HEIs to new contexts (in partner countries, with external stakeholders like NGOs, public authorities, companies etc) Potential generation of social/political impact (eg regarding European cohesion, European Educational Area) E+ projects as bottom- up elements in the internationalisation of HEIs via content and networks and can be used strategically E+ projects as a comparatively “low- threshold” entry into international projects / preparation for other programmes E+ projects can be used to address special topics (eg teacher training, transfer, digitisation, European Educational Area etc) t n e t n o C s t c a p m I e c n a c fi n g i i S Overall, the Erasmus+ cooperation-related funding lines have the enormous po- tential to be used as bottom-up elements at the interface between teaching, research and potentially other aspects, such as entrepreneurship, transfer or digitisation in relation to the internationalisation of HEIs. Technopolis Group pres- entation at the NA DAAD Erasmus+ Partnership Forum on 12 November 2021 With Erasmus+ cooperation projects, the project participants can establish and expand discipline-specific international networks, which usually provide lasting and reliable relationships for the people involved and their HEIs. These networks and the content they develop are proven to add substantial value to the respec- tive work area of those involved. Where synergies with other and overarching HEI areas exist, the projects and networks can benefit the entire HEI. Regarding the impacts, one of the key strengths of the cooperation projects is thus, as expected, the cooperation-related domain. The projects facilitate the initiation and expansion of robust, topic-related international networks, which is an important condition for the broad internationalisation of HEIs. The HEIs also open up to new contexts through these cooperation projects, whether for dif- ferent educational contexts in partner countries or in cooperation with external stakeholders, such as institutions, public authorities, companies or civil society institutions. 21
Considering the current Erasmus+ programme period (2021 – 2027), it is clear that there is no need for fundamental changes to cooperation projects in the higher education sector. Some of the strengths and potentials identified in the study are already being vigorously implemented in the new programme peri- od.9 The evaluation results can therefore in principle also be applied in this pro- gramme period. Based on the empirical evaluation results, various recommendations can be derived for the HEIs participating in the Erasmus+ cooperation-related funding lines, the NA DAAD and the European Commission/EACEA: Recommendations for the HEIs The evaluation results give rise to the following recommendations to HEIs focus- ing on a more strategic use of the cooperation funding lines. The case studies presented below illustrate success factors at HEI level that may also be relevant to the higher education landscape as a whole. 1. Awareness at HEI level of the potential relating to Erasmus+ cooperation projects should be increased. In this context, (increased) communication of the relevance of Erasmus+ coop- eration projects by the project managers themselves is proving to be central in raising awareness at the HEI strategy level. As a result, recognition and appre- ciation of the implementation of such projects can be increased at HEI level, which is highly important as an informal incentive for project participants and also for potentially interested HEI staff not yet involved in Erasmus+ projects. Increased awareness can also promote a more deliberate use of Erasmus+ cooperation projects within institutional strategies and strategy processes — in the context of internationalisation strategies, but also in relation to other cross-cutting issues at the interface with Erasmus+, including digitisation of teaching, social responsibility and sustainability. After all, discussions with project participants revealed that the cooperation projects have high potential to develop content and networks (also initially established on a test basis) concerning various HEI topics and missions, and thus to move things forward on a strategic level through follow-up activities and emerging dynamics. 2. At the formal/structural level, institutional embedding of the projects and networking within HEIs also prove to be beneficial in systematically advanc- ing internationalisation of the HEIs. The case studies in particular have shown that clear institutional respon- sibilities for Erasmus+ cooperation-related funding lines and the internal integration of projects with strategic administrative responsibility for in- 9. A review of the Erasmus+ programme period from 2021 is set out in detail in the evalua- tion report, p. 57 22
ternationalisation can improve the (strategic) use of projects within an HEI. The introduction and expansion of HEI-internal incentives for international projects (like reductions in the teaching load) can also improve participation in Erasmus+ cooperation projects. The analysis of programme participation has shown in principle that a high proportion of German HEIs already participate in the Erasmus+ coopera- tion-related funding lines, although almost half of them are focused on one funding line. At HEIs participating in multiple funding lines, the evaluation team was able to observe, at least in some cases, that internal networking among the various project participants can be effective in increasing the overall value at the HEI added by the projects. Accordingly, it may be benefi- cial for HEIs to create opportunities for (regular) internal networking focus- ing on Erasmus+ cooperation projects. This would enable project managers and any interested HEI representatives to exchange views on issues regard- ing administrative handling and possible solutions, but they could also enter into a substantive discussion that may reveal potential synergies in terms of content between projects, which may make the complementary use of funding lines more likely. Potential for improvement/barriers regarding Erasmus+ cooperation-related funding lines Cost-benefit ratio problematic for many project participants (especially first-time applicants, coordinators, project management) High complexity in application and project implementation (including changes in requirements) Barrier to beneficiaries and interested parties Various factors currently result in the significance of the E+ funding lines tending to be low Difficulty in institutional positioning Associated with less prestige and resources than other programmes The focus in teaching tends to be on mobility, the focus in internationalisation on research E+ does not in part ‘pay’ based on performance indicators (eg EU/third-party research funds) n o i t a r t s i i n m d A e c n a c fi n g i i S Increased awareness of the projects’ (strategic) added values for HEIs among HEI management and administrative units with responsibility for internationalisation can thus be beneficial. Concrete examples of how different funding lines and projects can be embedded in the strategy and implementation of internationali- Technopolis Group pres- entation at the NA DAAD Erasmus+ Partnership Forum on 12 November 2021 sation at HEIs are shown below. 23
Recommendations for the NA DAAD In general, the evaluation has shown that the HEIs greatly appreciate the support provided by the NA DAAD. The NA could nevertheless provide more targeted support by being (even) more target group oriented in its communication. 1. The recommended measures include the development of concise advisory and information material that is even more tailored to the target group, such as practical handouts for applicants, but also for HEI management and admin- istrators, among others, to encourage their internal support for the projects. The formats of existing events could also be adapted to enable the target groups to be addressed in a more differentiated manner (for example differ- ent sessions with experienced rather than with new applicants, and so on). 2. At the national and state (Bundesländer) level, the NA DAAD should consider ministries as a specific target group, considering their major influence on the priorities of the HEIs, and also address them with appropriate information material. 3. The relevance of and potential for complementary use of the cooperation funding lines should also be highlighted even more clearly than in the past. Examples of good practice in particular, which were also identified in the evaluation and are presented below, can be used specifically for this purpose. 24
Recommendations for the European Commission and its executive agency EACEA Potential to increase the importance and effectiveness of Erasmus+ projects has also been identified in relation to the funding administration on the European level. 4. An improved cost-benefit ratio should be achieved for the project partici- pants. The costs and complexity of the application process as well as of pro- ject implementation have proved to be a major barrier regarding Erasmus+ cooperation projects. Options for the simplification of the processes in the Erasmus+ cooperation funding lines has been discussed for some time. Al- beit there is still a need to find ways to ensure the quality of the applications and project implementation, it is vital to reduce the administrative workload of project participants at the same time, so that project administration does not take place at the expense of content-related work. 5. Increased resources reserved for project management can also be bene- ficial to the projects. The evaluation repeatedly highlights the importance of project management in achieving the objectives. Improved resources for project management can thus positively influence project outcomes (possi- bly also beyond the project participants), and the significance of the projects can be increased within the respective faculty and/or at the HEI, since the project work is also reflected in the resources. 6. The sustainability of the projects, which was identified in the evaluation as challenging, can additionally be underpinned by follow-on funding oppor- tunities (on a smaller scale) at European level. This may explicitly involve focusing on projects without the prospect of alternative funding sources. Suitable examples are the EMJMD scholarships, which initially enable the re- cruitment of highly qualified international students, but frequently there is a lack of alternative options for continuing to finance the scholarships once the Erasmus+ funding ends. 25
Examples of good practice An important aspect of the evaluation is also to disclose examples of good practice that exemplify the various added values and potential impacts from Erasmus+ cooperation projects, while also demonstrating a clear correlation with the HEI’s individual objectives and strategic planning. These can and should serve as a stimulus for interested HEIs to exploit the manifold oppor- tunities of the Erasmus+ programme in the field of partnerships and cooperation projects to further develop their cooperation activities and to optimise their internationalisation activities in the 2021 – 2027 programme period. 26 4
Decentralised grouping of Erasmus+ projects as a basis for interdisciplinary knowledge sharing and inspiration for strategy building Case study 1 HEI: Saarland University Funding lines / projects: various Erasmus+ cooperation projects in differ- ent funding lines (including Strategic Partnerships, EMJMD, Jean Monnet, Capacity Building in Higher Education) The various Erasmus+ projects are grouped within the departments and/or fac- ulties at Saarland University according to an informal ‘bottom-up approach’. Synergies between the projects are therefore exploited and experiences are ex- changed within these thematic groupings. The project groupings are created in Lessons learned • HEI-internal support in stimulating the strate- gic matching of various projects and funding lines, and the exchange of experiences among projects/funding lines a decentralised manner, often by those who are the driving forces for Erasmus+ • Erasmus+ projects as a projects and who implement them with various partners both within and outside ‘source of inspiration’ the HEI. This means that the various funding lines complement each other and can thus ‘make a significant contribution to the broader basis of internationalisation’. for strategies (at HEI and faculty level) Synergies in project administration are also triggered via informal networking meetings. The result is that ‘the wheel does not have to be reinvented’ for every project and that project administration can act as an interface in relation to the third-party funding department, the finance department and those thematically responsible (the faculties). These informal developments in implementing the Erasmus+ projects have stimulated the organisational development of the HEI, in that the goal of internationalisation is now being further advanced by means of institutional networking. The various Erasmus+ funding lines are also seen as a driving force for strategy development within the HEI. A range of Erasmus+ cooperation projects can thus inspire and/or accompany strategies at the faculty level. These projects are al- ready developing and expanding international relations, thematic exchange and cooperation, so the aim in a future step is to ensure that some discipline-specific strategic elements can also contribute to the HEI’s internationalisation strategy. 27
Case study 2 Innovative, complementary project management at the interfaces of internationalisation strategy, project management and specialist knowledge HEI: Ulm University of Applied Sciences Lessons learned • Innovativeness and flex- ibility in the design and staffing of project man- agement and in the HEI's internal project coopera- tion and coordination • Matching of the pro- jects (and partners) with different elements of the HEI’s strategies Funding line / project: Capacity Building in Higher Education / Employability enhancement in the field of renewable energies, on the basis of close collaboration between university and industry Partners: University of Applied Sciences Technikum Wien, Tshwane University Of Technology, Deloitte Limited, Durban Uni- versity of Technology, Budapest University of Technology and Economics, Central University of Technology, Free State Funding amount / project duration: €984,984 / 2020 – 2023 The special feature of this capacity-building project is a project management team consisting of two professors from two different faculties (production en- gineering/economics and mathematics, natural sciences and economics) with different research priorities (energy technology and economics) and an interna- tional affairs officer. The international affairs officer, who is based in the Vice Chancellor’s office, acts as an interface between the Vice Chancellor’s office and the international office. This complementary composition enables the strategic integration of the pro- ject and the corresponding activities within the HEI's internationalisation strat- egy, while the interdisciplinary focus is secured by two complementary research fields. With regard to the HEI's strategy (2018–2028), which includes its interna- tionalisation strategy, the project covers two of the existing target areas: the development of international activities with premium partners, and research and transfer activities in the international arena. The mix of skills within the team results in a highly functional distribution of top- ics and tasks. The synergies between the various stakeholders are exploited by the fact that the substantive work is primarily performed by the professors and the project management and administration by the international affairs officer. The exploitation of synergies and the skills mix within the project management team represents a great opportunity, but there also needs to be a basis of trust between the stakeholders. Quote from the project manager 28 28
From project partner to master’s degree course coordinator HEI: Eberswalde University for Sustainable Development Case study 3 Funding line / project: various capacity building projects as partners (GeoServices-4-Sustainability, 2015–2018) and coordinator (BioEcon, 2017–2020) In this case study, the University for Sustainable Development first learned about Erasmus+ cooperation projects through an Austrian university’s request for part- nership in a capacity building project. A DAAD event in Bonn resulted in contacts Lessons Learned • Seek out strong part- ners, use projects to de- velop them into strate- gic partners and involve them in other projects. subsequently being established with Vietnamese project partners, with whom a • Use the NA DAAD review further capacity building project was conceived. This enabled the original project process (if the applica- partner Eberswalde University for Sustainable Development to build on the expe- rience it had gained, so that — with significant application support from the NA DAAD — it became the coordinator of a project in the Erasmus+ programme peri- tion is not successful) to further develop and improve the application. • Build on experience gained as a partner and use different funding lines strategically de- pending on interest. od 2014 – 2020. The inclusion of other partners from Spain, who were brought into the consorti- um by the Vietnamese partners, was also beneficial. Building on its good experi- ence with new partners, it also applied to be the coordinator of a new joint Eras- mus+ project with the Spanish partner (also in the Erasmus+ programme period 2014 – 2020). This project was initially rejected, but was approved upon resubmis- sion based on constructive feedback from the external evaluators. Overall, the strategy of ‘seeking out’ its own strategic partners, who do not neces- sarily need to be predetermined by the HEI, proved to be worthwhile. The success of these projects has resulted in further funding lines being considered, which can be used to strengthen the partnerships. In this context, the ‘Erasmus Mun- dus Joint Master Degrees’ funding line was found to be useful regarding long- term continuation of higher education partnerships and an application has been submitted. I sought out my own strategic partners. Quote from the project manager 29 29
Case study 4 Support structures for the implementation of Erasmus+ projects HEI: Dortmund University of Applied Sciences and Arts Lessons learned • Institutionalisation of project support and direct support for strategy implementation by means of Erasmus+ projects • Creation of longer-term project structures within Funding lines / projects: various Erasmus+ cooperation projects in different funding lines, participation both as a coordinating and as a partner institution (including Strategic Partnerships, Knowledge Alliances, Jean Monnet) Dortmund UAS sees the various Erasmus+ funding lines as a kind of building block system by means of which skills can be expanded, resources created and dedicated staff actively involved. There is therefore a close, partly strategic link between Erasmus+ projects and the HEI management, which mobilizes signifi- cant HEI resources for the projects. This for instance includes resources being the HEI promotes the invested in supporting application procedures and the introduction of incentives development of interna- (such as bonus payments and reduced teaching load) to facilitate application for tional project experience among staff and implementation of projects. The aim is to create funding for internationali- sation similar to existing research funding. Precisely these aspects of the institu- tionalisation of processes with regard to project initiation and management are to be further elaborated in a future workshop. Not only has a broad portfolio of Erasmus+ projects been developed at Dortmund UAS in the course of these var- ious developments; they have also created a specific structure within which the internationalisation strategy has been developed. The potential of Erasmus+ projects for collaboration with economic actors has also been recognised as a win-win situation and is actively exploited. After all, Erasmus+ projects (mainly Knowledge Alliances) allow direct contact with spe- cialist departments in industry (rather than just with HR departments). Both com- panies and graduates benefit from combining professional development in the company and master’s training: the companies can identify potential future per- sonnel, and the HEI benefits from practical experience. Master’s theses, corpo- rate visits and lectures from industry are further examples of the possible results of Erasmus+ cooperation projects. Industrial cooperation is not least a unique selling point for the HEI and increases its attractiveness compared to other HEI partners and students. 30 30
HEI: Technische Universität Dresden Lessons Learned • Innovative structure involving an HEI-inter- nal body that handles applications and project management relating to Erasmus+ projects, pools expertise and identifies synergies Funding line / project: various Erasmus+ cooperation projects in different funding lines, participation both as a coordinating and as a partner institution (including Strategic Partnerships, Knowledge Alliances, Forward looking cooperation projects) A particularly close institutional link between the Erasmus+ cooperation projects can be observed at TU Dresden. The ‘European Project Center’ (EPC) at TU Dres- den can be seen as an example of good practice in how the project management and the specialist expertise relating to Erasmus+ projects can be successfully shared. It enables all employees in the EPC to be funded via third-party funds and — acting as if it were a multi-programme management unit — to assume the administrative and coordination tasks within the Erasmus+ projects. Accordingly, EPC staff can identify synergies and initiate new projects, since they have an overview of calls for applications and new funding lines which they match with the interests of the corresponding academics and researchers. Its coordination with the international office at TU Dresden also enables the topic of individual mobility to also be linked with Erasmus+ cooperation projects. In addition to this type of ‘service’ relating to funding projects that are led by ac- ademics from the faculties, the EPC has also assumed the content management for ‘in-house projects’. 31
Case study 5 Erasmus+ projects with a political impact HEI: Technische Universität Dresden Lessons learned • Successful communica- tion of the project results Funding line / project: Forward looking cooperation project / Towards a European Framework for Community Engagement of Higher Education to political bodies at Partners: national and internation- al level Catalan Association of Public Universities, State Capital of Dresden, Dublin City Council, City of Rijeka, Insti- tute for the Development of Education Croatia, Regio Twente, PPMI Group, University of Ghent, University of Twente, Stichting European Consortium of Innovative Universities Funding amount / project duration: €499,300 / 2018 – 2021 The Forward looking cooperation project ‘Towards a European Framework for Community Engagement of Higher Education’ (TEFCE) has been implemented and communicated by the stakeholders in such a way that it can demonstrate na- tional and international impacts on policy-makers and the stakeholders involved (HEIs and their sphere of influence). The project partners were able to position the topics politically within the EU so that the aspect of social commitment by HEIs has been included in future funding programmes. The toolbox developed in the project, which is intended to enable HEIs to record, evaluate and manage their involvement in this field, has been continuously disseminated and is now also used by HEIs outside the consortium. 32
HEI: University of Duisburg-Essen European policy experimentations / Lessons learned Funding line / project: Partners: A New Way for Talents in Teaching (NEWTT) 15 partners from Austria, Bulgaria, Latvia, Romania and the Basque Country Funding amount / project duration: €2,500,000 / 2016 – 2019 The NEWTT project under the European policy experimentations funding line also addressed an educational policy dimension: it aimed to test an alternative teacher training programme ‘as a policy experiment’ in several European coun- tries. The project involves education ministries from five European countries as well as various HEIs, networks and civil society organisations; the project is thus placed at the highest political level and is accompanied by expertise from aca- • Partners within the consortium who were already operational in all participating countries before the start of the project; this enabled communication struc- tures and working meth- ods to be expediently established in a timely manner • Overcoming the lan- demia and civil society. The application process requires project participants to guage barriers between agree whether the measures are suitable for inclusion in the respective educa- partners in the ministries tion systems, thereby creating good conditions for generating a systemic educa- tional impact. This Key action 3 project effectively addresses the priorities within European education policy — supporting teachers and effectively addressing the EU-wide teacher shortage. Once the work was completed, the project results were adopted and further developed in another cooperation project under the same funding line. One of the success factors is that the same partner organi- sations — in other words the existing network — were also involved in the fol- low-up project and their relationships could thus be further expanded. by simultaneous transla- tion of all meetings The exciting thing about European policy experimentations is the integration of our tested measures into policy development. Quote from the person responsible for the project at the University of Duisburg-Essen 33 33
Case study 6 Significant increase in international students and their connection to the business community HEI: Anhalt University of Applied Sciences Lessons learned • Successful and sustain- Funding line / project: Erasmus Mundus Joint Master Degrees / European Mas- ter of Science in Food Science, Technology and Business able networking of Partners: Katholieke Universiteit Leuven (coordinator), Catholic EMJMD students and teachers with the busi- ness community • Strategic utilisation of University Of Portugal Funding amount / project duration: €2,779,000 / 2015 – 2020, 2020 – 2026 the potential for inter- This is now the fourth time that the Anhalt University of Applied Sciences is con- national orientation and ducting an Erasmus Mundus Joint Master Degree on the subject of food sciences, increasing the attractive- technology and business. With applicants from all over the world and students ness for international and national students from all continents, the EMJMD has initiated the idea of joint master degrees within the HEI and has thus influenced the fact that this University of Applied Sciences is one of the HEIs with the highest proportion of international students throughout Germany (around 25%). The EMJMD thus established and expanded important networks. These partners are both HEIs and businesses and come from Saxony-Anhalt, Germany and all around the world. These highly qualified EMJMD students open new doors for the HEI, since they represent points of contact with the business community; for example through internships, lectures by company representatives, graduate as- signments in companies, and via employment after the completion of studies. While some students stay in Germany after graduation, others go back to their home countries and in turn create new connections, which are cultivated and uti- lised through alumni network meetings and activities. The professors involved today, for example, have thus established a variety of company contacts and are often actively contacted by large national and international companies as well as small and medium-sized enterprises (SMEs) with cooperation requests. The global orientation of an EMJMD has also influenced this HEI’s profile. The UAS is and was originally mainly oriented toward Eastern Europe, but now has a more global foothold. The EMJMDs have contributed to the strategic, global orientation of our institution. Quote from the person responsible for the project 34 34
Successful internal and external communication including the involvement of various stakeholders Case study 7 HEI: Baden-Wuerttemberg Cooperative State University Funding line / project: Partners: Strategic Partnerships / Comparative Analyses of European Lessons learned Identities in Business and Every-Day Behaviour P.PORTO (Polytechnic Institute of Porto), CY Cergy Paris University, Budapest Business School, South-Eastern Finland University of Applied Sciences, Maieutica Cooperative of Higher Education CRL, Lodz University of Technology, University of Strasbourg, University of Łódź • The use of various stakeholders (and their corresponding exper- tise) within and outside the HEI to ‘publicise’ the project and its results Funding amount / project duration €436,144 / 2018 – 2021 Communication regarding the activities and results of this Strategic Partnership has been successful, involving various internal and external stakeholders. These in- cluded a wide variety of individuals within the HEI, such as the Vice Chancellor, staff in research colloquia and the HEI’s communication department who were involved and who activated communication channels. These stakeholders in turn contacted and involved external partners and multipliers (such as the Chamber of Commerce, associations or the regional press). This active involvement of various stakeholders in communication concerning the project and its results was implemented in a similar format both in Germany and among international partners. An extensive website with a blog is also used to provide underlying information and updates on the project’s progress. In addition to the academic community, a broad spectrum of civil society was ac- cordingly made aware of the project and actively initiated knowledge transfer. For the academic community involved in publications and events, the project was par- ticularly interesting because it combines an interdisciplinary team as well as var- ious topics and results. Not only the topics, but also various methods in multiple (academic) communities were thus sustainably developed. I never missed an opportunity to tell people about the project. Quote from the project manager 35 35
Inter-faculty cooperation on successful Erasmus+ projects Case study 8 HEI: Nürtingen-Geislingen University Lessons learned • Use of Erasmus+ projects Funding line / project Strategic Partnerships / Social Entrepreneurship for Local Change to inspire and create Partners: MTÜ Social Enterprise Network, Creative Room Associa- tion, Bucharest University of Economic Studies, Estonian University of Life Sciences, Kiel University, Heldenrat - Beratung für soziale Bewegungen e.V., Van Hall Laren- stein University of Applied Sciences cross-cutting (cross-facul- ty) subjects • Identifying the right time and addressing the right people within the univer- sity to form a functional and proactive core team Funding amount / project duration: €316,435 / 2015 – 2018 • Cross-institutional This case study focuses on special aspects and topics relating to the Strategic impact is significantly boosted by the interest of HEI management in a specific interdepartmen- tal objective Partnership ‘Local change and entrepreneurship’ that were further developed as cross-faculty, cross-cutting issues at the HEI. The initial impetus came from a successful Erasmus+ project in a previous programme period (Erasmus Themat- ic Network) in which discipline-specific international online teaching was devel- oped in one faculty. The project inspired the HEI management to also intensify the topics of internationalisation and digitisation of teaching in other faculties and to encourage knowledge transfer with the faculty that had already expe- rienced Erasmus+. The project coordinators accordingly selected the Strategic Partnerships format and the cross-cutting topic of social entrepreneurship / social innovation. This combination of topics was finally developed into a new project. A cross-faculty elective course was thus created with the aim of trans- 10. One of these follow-up pro- ferring knowledge and networking into the faculties, which, among other things, jects is another Strategic Part- nership (Community Learning for Local Change), which was implemented between 2018 and 2021 following the first Erasmus+ cooperation project. (Note from the evaluation report, p. 41) brought about changes to the curriculum. A Living Lab and an Entrepreneurship Centre were also created during cooper- ation with the project partners (and based on knowledge exchange with them). This first partnership — along with corresponding follow-up projects relating to cross-faculty cooperation and involvement of the various course managers — has thus stimulated the long-term adaptation of structures, the use of new methods and the formation of interdisciplinary expertise. One cooperation inspires the next. Quote from the person responsible for the project 36 36
Using tailored advice to identify and use new funding lines Case study 9 HEI: University of Jena Funding line / project: Jean Monnet actions / networks / Network for Applied Lessons learned European Contemporary History • Openness of the appli- Partners: Stiftung Ettersberg, Forum Ziviler Friedensdienst e.V., cants to engage in new Ghent University, University of Wroclaw, University of funding lines, as well as Tuzla, University of Belgrade, University of Sarajevo, the dedicated advisory Krzyzowa Foundation, Museum of Yugoslav History, services provided by the CegeSoma / State Archives NA DAAD Funding amount / project duration: €300,000 / 2016 – 2019 • Clear communication between established contacts, so that existing The Jean Monnet network involved in the project ‘Applied European Contempo- knowledge and appropri- rary History’ was created following tailored consultation with the National Agen- ate arrangements could cy of the DAAD. The project partners already had a project outline regarding the be put in place concept of creating a network structure bringing together interested historians, but they did not know which funding programmes could be considered for this idea. Contact with the DAAD was established during a work meeting at the German Federal Ministry for Education and Research, where the project partners were made aware of the funding line. This was followed by tailored and competent support from the NA DAAD, which quickly matched the project outline to the cor- responding funding line. The project partners could thus discuss different sce- narios in exploratory discussions, and appropriate solutions and tools enabled them to quickly adapt the project outline to the corresponding application. A completed project application was submitted within around two months, which was directly successful. This project is therefore not only the first academic and directly successful application submitted by the applicant, but also the first Jean Monnet network in Germany. It was excellent that we were met with creativity to develop what we had formulated, so that it could fit into a funding line … we hadn’t seen the project in the context of Jean Monnet. Quote from the person responsible for the project 37 37
Publisher Deutscher Akademischer Austauschdienst e.V. German Academic Exchange Service Kennedyallee 50, D – 53175 Bonn Phone +49 228 882-0, postmaster@daad.de www.daad.de Authorised Representative of the Executive Committee: Prof. Dr. Joybrato Mukherjee District Court of Bonn, Register of associations, number VR 2107, Sales tax number: DE122276332 Person responsible according to §55 Abs. 2 RStV: Dr. Kai Sicks Nationale Agentur für Erasmus+ Hochschulzusammenarbeit im DAAD Erasmus+ National Agency Higher Education Kennedyallee 50, D – 53175 Bonn Phone: +49 228 882-0, erasmus+news@daad.de eu.daad.de twitter.com/erasmus_daad Project Coordination/Editorial staff DAAD: Dr. Stephan Geifes (responsible), Beate Körner, Katrin Winter Technopolis Group Frankfurt a. M./Berlin: Nadia Galati, Maria Stalla, Dr. Lisa Nieth, Dr. Florian Berger Layout DITHO Design GmbH, Köln, Deutschland Translation Proverb oHG, Stuttgart, Deutschland Technopolis Group Deutschland GmbH, Frankfurt a.M./Berlin, Deutschland (final editing) Printed by msk marketingservice köln GmbH Bischofsweg 48 – 50, D – 50969 Köln, Deutschland Print-run ©DAAD, 04/2022 – 1.000 This publication is the abridged version of the study “Erasmus+ Cooperation Projects – Elements of Successful Internation- alisation Participation by German Higher Education Institutions 2014 – 2020 – Objectives, Motivation and Impact“, which is based on the detailed evaluation report of the Technopolis Group: eu.daad.de/evaluation-kooperationen-2014-2020 [DE]. Unless expressly stated otherwise, all illustrations in the brochure are taken from the detailed Technopolis Group evaluation report. This publication has been funded by the European Commission and the German Federal Ministry of Education and Research (BMBF). It reflects the opinions of the authors. Neither the European Commission nor the BMBF nor DAAD are responsible if any further use is made of the information contained herein. All details have been carefully researched. However, no liability is assumed for the correctness or completeness of the information.