Academic literature on the topic 'European Policies, research projects, success, European framework programs'

The cultural and creative sectors are highly ranked by the number of employees at the European Union (EU) level and they represent an economic force that proved its resilience to economic changes due to rapid and easy adaptations to market and innovation trends. In order to achieve the objectives of the Europe 2020 Strategy, in 2013 the Regulation (EU) No 1295/2013 was passed by the European Parliament and the Council to establish the Creative Europe Programme (2014–2020) for support to cultural and creative sectors. However, it was found that the Republic of Croatia lacked systematic monitoring of the cultural and creative sectors (including the IT sector) as they are not sufficiently and well positioned in national policies and strategies. The research has been conducted into the level of success of the EU and its regulatory framework in stimulating cultural and creative sectors in developing countries. The paper analyzes the extent to which the Republic of Croatia adopted and applied the opportunities offered by the European Union programmes in financing the projects in cultural and creative sectors based on the results of the Creative Europe Programme, the Culture Sub-programme. The authors conducted the comparative analysis into the official programme results achieved in the Republic of Croatia, Slovenia and other EU member states. The research results show the position of the Republic of Croatia in relation to other countries, the influence of EU membership length and the level of innovation on the total number of positive applications evaluations in this field.

The results of the analysis of European Research and Innovation Framework Program “Horizon 2020” calls, propositions and projects with their main subjects devoted to the problems of advanced materials, perspective technologies of their production and processing are presented in this paper. Analysis had been made on the base of Horizon Dashboard data. Horizon Dashboard is the suitable instrument created under the requirements of the European Commission, which presents an overview of evaluated proposals (incl. success rates) and detailed statistics and data about funded projects and their participants, broken down by countries and regions, research domain/program part, organization type, etc. Furthermore, this instrument allows to analyze country and organization profiles considering 38 thematic priorities (four of them: advanced materials; advanced manufacturing and processing; nanotechnologies, advanced materials and production; biotechnologies are devoted to materials science aspects), funding received, participations by region, top beneficiaries, collaboration with other countries, SME participation and more. Data about total project numbers, funding, top participating countries, top participating organizations had been presented for the each of four materials science priorities. Special attention had been paid on the participation level, funding, and success rates of Ukrainian organizations. Situation with materials science thematic priorities in the new European Research and Innovation Framework Program “Horizon Europe” had been described and it was underlined the absence of separate materials science working program in “Horizon Europe”, and necessity of the analysis of several working programs such as “Digital, Industry, Space”, «Climate, energy, mobility» and etc. for the search of corresponding materials science topics and calls. Status of Ukrainian organizations in “Horizon Europe “program till signing and ratification of agreement between Ukraine and European Union about participation of Ukraine in Horizon Europe Program had been clarified. Keywords: research and innovation European Union Framework Program, “Horizon 2020” program, “Horizon Europe” program, thematic priority, materials science, program pillars, grant agreement.

In the context of circumpolar international cooperation within the framework of the Joint Innovative Research Agenda, for the development of a systems approach, it is important to use the resources of existing platforms for multi-level mutually beneficial cooperation. The Council of Barents/Euro-Arctic Region and the University of the Arctic are unique examples of interaction and cooperation between the regions of the Arctic states. The Northern Dimension policy is also an important platform for such cooperation between Russia, the European Union, Iceland and Norway. Cross-border cooperation is integral to international relations, which stimulates the sustainable development of regions, creates growth points for innovative projects, and is focused on the evolution of international economic relationship. Universities and research institutes, as holders of expertise, and centers for studying good world practices and transferring excellence, occupy leading positions in the development of advanced ecosystems and the use of complex technologies, the training of highly qualified personnel for the Arctic, the creating of end-to-end digital technologies, the transforming of priority sectors of the states’ economies, and in the social sphere. This article discusses international project activities as one of the most effective tools contributing to the development of these issues. The authors provide examples of successful practices aimed at solving common challenges in the Arctic region, and conclude that “Arctic fever”, and the intensification of Arctic scientific partnerships through programs to support the introduction of technologies and innovations and the advancement of scientific stations in the Arctic, directly affect the development of local territories, give impetus to economic progress, and create new models of cooperation.

In the modern economy, innovation is a key factor in socio-economic development. Success is likely to reach those companies that build their competitive advantage by implementing innovative projects. Access to financing innovative activities is one of the most important problems of Polish entrepreneurs. There are many programs, both at national level and financed by European Union funds, thanks to the development of innovativeness in Poland is possible. This actions can be taken as part of the implementation of the projects from the Operational Program Intelligent Development, the Operational Program Eastern Poland and Regional Operational Programs. In addition, businesses can use the resources available under the EU Framework Programs, such as Horizon 2020 and COSME. At national level, financial instruments within the innovation support programs are provided by the National Research and Development Center and the Polish Agency for Enterprise Development.

Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically draws on social and cultural capital concepts (Bourdieu, 1986), which may have led to a rather deterministic approach to student success. Research with non-traditional students on two distinct but related projects at a UK university led us to consider the concept of resilience in helping to understand student retention and success. This paper discusses the concept of resilience and – drawing on our experiences of using a resilience framework for analysis of risk and protective factors in these two projects – considers how it might be of use in supporting student retention in the wider European context.

AbstractThe development of viable partnerships with the business community is crucial for a sustainable development of universities in the current economic framework. The dialogue between academia and businesses may take place in different areas, like competences and skills needed to be developed for graduates, internships in companies, common research projects, trainings, funding a.s.o. The paper aims to present the experience of different universities across the world in developing successful partnerships and some of the success stories that can be identified in Romania, with the goal of proposing a framework for good practices within Romanian universities that will allow them to benefit from an appropriate dialogue with the business community in accordance with the European Union policies and that will foster their expansion.

The article emphasizes the importance of creating and implementing policies at the national and institutional levels for the development of an academic career in the context of European integration processes. On the basis of a comparative analysis of national and European policies, the essence and components of academic career development in universities are revealed, attention is focused on the need to reform domestic higher education in the context of Ukraine's integration into the European Research Area. It was established that the main features of an academic career are stages, external and internal factors of influence and planning. An academic career is considered as a certain type of professional activity in the field of higher education and science, in which the formation, development and development of researchers, disclosure of research potential, achievement of established quantitative and qualitative requirements for research, successful promotion through certain steps (positions), acquisition of high social status and authority in the academic sphere. It was determined that the mechanisms of the academic career include evaluation (criteria: publication activity, quality and results of research, social influence and reputation, expert activity, research ethics and integrity, teaching based on research and innovation), academic mobility (participation in framework programs , projects and other EU initiatives, strengthening the research capacity of universities), support and motivation (the presence of structural units and developed policies in the university to meet the needs of researchers in support at the beginning of their careers, improving research competence, leadership and communication skills, mastering digital technologies).

The article presents the peculiarities of students' integrated learning implementation in foreign educational establishments. Forms, methods of its realization and interaction of all subjects of pedagogical process have been defined. The peculiarities of integration in the context of primary education development in the countries of the European Union have been revealed. It has been found out that an important aspect of the development of standards of elementary education content in EU countries is the transition from structuring the content of curricula around subjects to the integration of disciplines into modules, integrated blocks, and educational sectors. Orientation to the development of students' thinking and cognitive abilities during the curricula, programs and textbooks modernization has been identified as one of the main components of primary education content. Almost all of the topics that children encounter during their studies are additionally implemented in the after-school activities. Educational institutions in the United States have analysed the experience of applying and implementing integrated learning: Integrated Learning Strategies, Radnor Township School District. It is proven that these research-based programs offer a holistic approach to the overall success of the student's educational, emotional, and social well-being. Integrated learning programs operate on the premise that, in the real world, adults are required to perform tasks and demonstrate skills that are not defined in a single academic discipline. Teachers of the integrated programs create lessons and activities that engage students in lessons, projects, and other learning tasks that focus on the connections between the skills and content taught in the regular curriculum. The regulatory documents governing the features of integrated learning in European educational establishments define the standards for the classification of education, in particular, the International Standard Classification of Education, which provides a comprehensive framework for the organization of educational programs and qualifications by applying uniform and internationally agreed definitions to facilitate the comparison of systems education in different countries.

PurposeThe purpose of this paper is to provide a UK older worker's perspective on the influences of multiple work and non‐work related commitments on their decision to extend working lives or to retire. As demographic change and economic challenges related to the financing of health care and pension plans affect retirement policies, this paper seeks to explore the individual worker's perspective. Their choice is framed by seeking to balance financial security in later life with the positive elements of work and the desire to match work with other commitments, something hardly taken into consideration by employers.Design/methodology/approachThe paper combines findings from existing research studies and UK based, semi‐structured interviews conducted as part of two ESF (European Social Fund) funded projects aiming at extending labour market participation for older workers. Key areas, such as retirement planning, training, flexibility and health are explored and the organisational identities/commitment literature provides a conceptual framework for understanding the push and pull factors associated with labour market exit among the over 50s.FindingsFundamental to the success of changes in government pension policies in terms of extending labour market participation of older workers is the element of individual agency rather than a view of victimisation. Viewing older workers as the ones who have to pay for increasing life expectancy by working longer could lead to people staying in work for the wrong reasons, negatively affecting productivity and job satisfaction. The discussion and conclusion stress the need for deeper understanding of work as one contributor to overall quality of life.Originality/valueThe political agenda to prolong working lives is principally driven by economic arguments. However, for any future policies to lead to an intrinsic motivation to want to remain in work, the voices of older workers express the desire to combine work with non‐work related commitments and identities. Achieving such balance could benefit the whole labour force.

Sustainable development as a concept is a significant landmark in the environmental theory because it hypothesizes on how society itself should be organized, and not merely on why certain environmental safeguards should be embraced or how they can be best applied. Our study determined the sustainability reporting of selected leading global universities in Asia, Europe, and the USA. Using the descriptive and comparative research designs, fifteen higher educational institutions from leading global universities with business schools and institutional sustainability development programs were used as sample cases. Based on the universities’ published Sustainability Reports, several patterns of sustainability reporting practices appeared to be being used. Results revealed that all the sampled universities in Asia, Europe, and USA publish their Stand-Alone Sustainability Reports annually, as well as publish parts of their sustainability performance in their Annual Reports at the end of every academic year. These reports are made available in their websites year-round. Findings also showed that in terms of reporting framework, the universally recognized Global Reporting Initiative is predominantly used by universities in Asia and Europe, followed by the Environmental Management System certifiable under ISO 14001 standards. USA universities, however, use a combination of standards, some not formal, but patterned it after the models such as the UN Global Standards, Corporate Knights, International Sustainability Campus Network/GULF Framework, and People and Planet Green League. Among the four priority concerns on sustainability reporting, environmental indicators obtained the highest average frequency; followed by governance, social, and economic indicators among the three regions, led by Europe and US universities. Overall, the level of sustainability disclosure is high in all the four indicators, and it is highest among European universities, followed by US universities, and then by Asian universities. We recommend that Philippine universities benchmark their sustainability reporting practices in the manner by which leading global universities practice them. ReferencesBlessing, L. (2009). The changing tole of universities in the knowledge. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.19-21) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Carayannis, E., Barth, T., & Campbell, D. (2012). The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 1(1), 2. doi:10.1186/2192-5372-1-2Commission on Higher Education (2014). Handbook on Institutional Sustainability Assessment, Philippines. Retrieved from https://ched.gov.ph/programs-and-projects/Commission on Higher Education (2012). Policies, standards and guidelines on outcomes-based education and typology-based Quality Assurance System for Philippine Higher Education Institutions (Commission on Higher Education Memorandum Order 46, Series 2012). Retrieved from https://ched.gov.ph/programs-and-projects/Commission of the European Communities. (2006). Delivering on the modernisation agenda for universities: Education, research and innovation. Communication from the commission to the council and the European Parliament. COM(2006) 208 final, 10 May. Brussels: European Union.COPERNICUS Alliance. (2012). Rio +20 people’s sustainability treaty on higher education. Retrieved from https://www.iucn.org/content/rio20-peoples-sustainabilitytreaty-higher-educationElkington, J. (2018, June 25). 25 years ago, I coined the phrase “triple bottom line.” Here’s why it’s time to rethink it. Harvard Business Review. Retrieved from https://hbr.org/2018/06/25-years-ago-i-coined-the-phrase-triple-bottom-line-heres-whyim-giving-up-on-it.Ercoskun, O. (2005). Sustainable city plans against development plans. Journal of Science, 18(3). Retrieved from https://www.gujs.gazi.edu.tr/articleview.Flodström, A. (2009). The knowledge triangle shaping the future of Europe – Conference Conclusions. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.7-9) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Global Reporting Initiative (GRI) (2013a). G4 sustainability reporting guidelines: Reporting principles and standard disclosures. Retrieved from https://www.globalreporting.org/Holmberg, J. (2014). Transformative learning and leadership for a sustainable future: Challenge Lab at Chalmers University of Technology. In P. B. Corcoran, B. P. Hollingshead, H. Lotz-Sisitka, A. E. J. Wals, & J. P. Weakland (Eds.), Intergenerational learning and transformative leadership for sustainable futures (pp. 91–102). The Netherlands: Wageningen Academic Publishers. Retrieved fromhttp://www.wageningenacademic.com/doi/pdf/10.3920/978-90-8686-802-5_4Kolukisa, A. & Ugurlu, N. (2019). The importance of sustainable development in the field of education introduction. Research Gate. Retrieved from https://www.researchgate.net/publication/265030253.Lappalainen, P., & Markkula, M. (Eds.). (2013). The knowledge triangle: Re-inventing the future. Finland: European Society for Engineering Education (SEFI), Aalto University, & Universitat Politecnica de Valencia.Loh, L., Thao, N.T.P., Sim, I., Thomas, T., & Yu, W. (2016). Sustainability reporting in ASEAN: State of progress in Indonesia, Malaysia, Singapore and Thailand 2015. Singapore: ASEAN CSR Network.Mendoza, D. and Terpous, K. (2014). Sustainability reporting in universities [Blue Paper Report]. Sweden: Chalmers-Innovationskontor VAST. Retrieved from https://innovationskontor.chalmers.se/sites/innovationskontoret.cms.chalmers.se/files/BURR-1.0-2014.pdfSaunders, M., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th Ed.), Harlow, UK: Pearson Education Ltd.Schruumanns, M. (2009). In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp. 15-16) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Sorlin, S. (2009). How universities can take on increasing societal demands and remain powerhouses of intellectual freedom. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.24-30) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Taylor, J. R. (2002). Conceptual approaches v: Concepts and domains. In A. D. Cruse, F. Hundsnurscher, M. Job, & P. R. Lutzeier (Eds.), Lexikologie - Lexicology. An international handbook on the nature and structure of words and vocabularies, Vol. 1 (pp. 296-303). Berlin and New York: Walter de Gruyter. Retrieved from https://www.academia.edu/6098913/Taylor_2002_Concepts_and_domainsUnited Nations Educational Scientific and Cultural Organization (UNESCO). (2005). UN Decade of Education for Sustainable Development 2005 - 2014. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000141629Vitalis, V. (2003). Sustainable Development. Keynote Paper presented to the Research School for the Socio-Economic and Natural Sciences of the Environment (SENSE) Summer Symposium 19-20 June 2003, Amsterdam, Netherlands. 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This research helps in understanding the complex world of the competitive research in Europe, dealing in particular with Framework Programmes and the characteristics expected from research proposals in order to be funded. The European Commission uses Framework Programmes as financial policy action to support the achievement of its strategic objectives. The allocation of resources, through multiannual framework programmes, boosts research and innovation in all different fields regardless national, regional or economic logics: direct and competitive funds are allocated according to excellence, expected impacts and outcomes planned by proposals, through an ex ante peer review evaluation by selected and independent experts. Actors engaged in this competition are mainly universities, research centres, public bodies, NGOs and the private sector. In the last 20 years many Higher Education Systems in Europe have experienced a marked change in the funding mechanism: public funds have been more and more reducing pushing public universities and research centres to raise external funds. European Commission programmes are one of the main financial resource to be taken into consideration in order to fund research projects, development and innovation. Therefore competitiveness for the research sector have become a mantra, a pillar for strategic decisions at the governance level. This work, after a comprehensive description of the framework programmes, their history, the actors and the rules of the play, aims at explaining the reasons why some country gains more funds than others, why some organisation raise more funds than others and what fundamental rules have to be respected during the planning phase of a research project.

Relatively few studies have investigated the strategies, policies, programmes, and projects concerning rural NEETs (namely, young people living in rural areas neither in employment nor in education or training). This special issue of Quality of Life Jour- nal is dedicated to fulfilling this gap in the literature. It contributes case studies from European Union (EU) member states. The primary purpose of this special issue is to approach and discuss the various strategies, policies, programmes, and projects appli- cable to youth rural NEETs. This special issue edition has sought to gather research papers (or critical, theoretical analysis on selected topics) covering NEETs strategies, policies, measures, programmes, and projects. These highlight the success factors and scope for transferability of good (or, how to avoid bad) practices. To that end, they examine pertinent labour market and NEET situations which can help to explain the context, reasons, and baseline for the various strategies and policy measures being implemented. They also cover assessment of NEET strategies by focusing on formal education, training and skills development, and active employment policies, in particular the role of Youth Guarantee in local/rural employment. Various other relevant factors are considered/examined, including: assessment of the NEET policy measures and results; objectives, target groups, geographical and sectoral scope in different economic activities, financial, legal and institutional frameworks; results and lessons learned, including adaptations due to crisis; domestic and international programmes, as well as numerous projects and instruments; difficulties and constraints; and, finally, assessment of the success factors and transferability of projects and strategies thereof

ABSTRACTThis research presents several machine learning algorithms and prediction models to anticipate the European Structural and Investment Funds (ESIF) application in different European Union (EU) countries. These analyses start with data training from 2014 to 2020 ESIF, to test and predict the application of the future ESI Funds for 2021–2027. We deliver an analysis focused on the priorities of each fund, highlighting the differences between the programs in different time periods. In the framework of the European Regional Development Fund (ERDF), we will specifically address the assessment of the following themes: support innovation of small and medium-sized businesses, to greener, low-carbon, and resilient projects with enhanced mobility. In what concerns the European Social Fund (ESF), we will evaluate projects that promote and increase the EU’s employment, social, education, and skills policies, including structural reforms in these areas. Regarding the cohesion funds (CF), we will be targeting the improvements between the two ESIFs, looking at projects in the field of environment and trans-European networks in the area of transport infrastructure (TEN-T). In summary, we will be looking at the future of ESIF through the glasses of artificial intelligence.