Pan-European backcasting exercise, enriched with regional perspective, and including a list of short-term policy options

This deliverable reports on the results of the third and final pan-European stakeholder meeting and secondly, on the enrichment with a Pilot Area and regional perspective. The main emphasis is on backcasting as a means to arrive at long-term strategies and short-term (policy) actions

Excellence and Quality in Andalusia University Library System

From 1996 onwards, then, the Quality Assessment National Plan and the adoption of its agenda by regional authorities and Universities alike has resulted in a growing acceptance by the Spanish academic community of the challenges and opportunities offered by evaluation and quality assurance activities. Academic librarians have been committed to this culture of quality from the very beginnings and in most cases have being leading the way in their own institutions. General tools like the Evaluation Guide referred to above developed to be applied in administration and services alike were of little use for libraries, so academic libraries have been the first units to develop their own evaluation guides at local and regional levels. University System in Andalusia (Spain) is formed by 10 Universities financed by regional government. The Quality Unit of Andalusia Universities convened in 2000 an Assessment University Libraries Pilot Plan to do a global analysis of the Library System. This Pilot Plan has had three steps: - During 2000-2002, a technical committee to draft a new evaluation guide for academic libraries. Based on the EFQM, because of its growing influence in the evaluation of the public sector and not-for-profit organizations across Europe. During the course of our work we were delighted to see that we concurred basically with the approach taken by LISIM. The Guide is divided into 5 parts, as follows: Analysis and Description of 9 criteria adapted to library scenario, 35 Tables for data collection, a set of 30 quality and performance Indicators, a Excellence-rating matrix, an objective tool, to determine the level of excellence achieved by the library on a scale from 0 to 10, and General guidelines for the Assessment Committees of University Departments (the basic unit of research assessment undertaken by the University) and of degree courses (the basic unit of assessment of teaching personnel). - In 2002-2004, a coordination committee drove the assessment process of 9 libraries and tested materials and evaluation methodology. The Pilot Plan has finalised with External Evaluation for 5 External Committee formed by librarians, faculties and EFQM methodology specialist. The aim of this paper is explain different parts and strong points of this process and how EFQM is suitable for all kind of librarie

Mapping and assessment of ecosystems and their services. Urban ecosystems

Action 5 of the EU Biodiversity Strategy to 2020 requires member states to Map and Assess the state of Ecosystems and their Services (MAES). This report provides guidance for mapping and assessment of urban ecosystems. The MAES urban pilot is a collaboration between the European Commission, the European Environment Agency, volunteering Member States and cities, and stakeholders. Its ultimate goal is to deliver a knowledge base for policy and management of urban ecosystems by analysing urban green infrastructure, condition of urban ecosystems and ecosystem services. This report presents guidance for mapping urban ecosystems and includes an indicator framework to assess the condition of urban ecosystems and urban ecosystem services. The scientific framework of mapping and assessment is designed to support in particular urban planning policy and policy on green infrastructure at urban, metropolitan and regional scales. The results are based on the following different sources of information: a literature survey of 54 scientific articles, an online-survey (on urban ecosystems, related policies and planning instruments and with participation of 42 cities), ten case studies (Portugal: Cascais, Oeiras, Lisbon; Italy: Padua, Trento, Rome; The Netherlands: Utrecht; Poland: Poznań; Spain: Barcelona; Norway: Oslo), and a two-day expert workshop. The case studies constituted the core of the MAES urban pilot. They provided real examples and applications of how mapping and assessment can be organized to support policy; on top, they provided the necessary expertise to select a set of final indicators for condition and ecosystem services. Urban ecosystems or cities are defined here as socio-ecological systems which are composed of green infrastructure and built infrastructure. Urban green infrastructure (GI) is understood in this report as the multi-functional network of urban green spaces situated within the boundary of the urban ecosystem. Urban green spaces are the structural components of urban GI. This study has shown that there is a large scope for urban ecosystem assessments. Firstly, urban policies increasingly use urban green infrastructure and nature-based solutions in their planning process. Secondly, an increasing amount of data at multiple spatial scales is becoming available to support these policies, to provide a baseline, and to compare or benchmark cities with respect to the extent and management of the urban ecosystem. Concrete examples are given on how to delineate urban ecosystems, how to choose an appropriate spatial scale, and how to map urban ecosystems based on a combination of national or European datasets (including Urban Atlas) and locally collected information (e.g., location of trees). Also examples of typologies for urban green spaces are presented. This report presents an indicator framework which is composed of indicators to assess for urban ecosystem condition and for urban ecosystem services. These are the result of a rigorous selection process and ensure consistent mapping and assessment across Europe. The MAES urban pilot will continue with work on the interface between research and policy. The framework presented in this report needs to be tested and validated across Europe, e.g. on its applicability at city scale, on how far the methodology for measuring ecosystem condition and ecosystem service delivery in urban areas can be used to assess urban green infrastructure and nature-based solutions

Collaborative Development of Open Educational Resources for Open and Distance Learning

Open and distance learning (ODL) is mostly characterised by the up front development of self study educational resources that have to be paid for over time through use with larger student cohorts (typically in the hundreds per annum) than for conventional face to face classes. This different level of up front investment in educational resources, and increasing pressures to utilise more expensive formats such as rich media, means that collaborative development is necessary to firstly make use of diverse professional skills and secondly to defray these costs across institutions. The Open University (OU) has over 40 years of experience of using multi professional course teams to develop courses; of working with a wide range of other institutions to develop educational resources; and of licensing use of its educational resources to other HEIs. Many of these arrangements require formal contracts to work properly and clearly identify IPR and partner responsibilities. With the emergence of open educational resources (OER) through the use of open licences, the OU and other institutions has now been able to experiment with new ways of collaborating on the development of educational resources that are not so dependent on tight legal contracts because each partner is effectively granting rights to the others to use the educational resources they supply through the open licensing (Lane, 2011; Van Dorp and Lane, 2011). This set of case studies examines the many different collaborative models used for developing and using educational resources and explain how open licensing is making it easier to share the effort involved in developing educational resources between institutions as well as how it may enable new institutions to be able to start up open and distance learning programmes more easily and at less initial cost. Thus it looks at three initiatives involving people from the OU (namely TESSA, LECH-e, openED2.0) and contrasts these with the Peer-2-Peer University and the OER University as exemplars of how OER may change some of the fundamental features of open and distance learning in a Web 2.0 world. It concludes that while there may be multiple reasons and models for collaborating on the development of educational resources the very openness provided by the open licensing aligns both with general academic values and practice but also with well established principles of open innovation in businesses

Climate Action In Megacities 3.0

"Climate Action in Megacities 3.0" (CAM 3.0) presents major new insights into the current status, latest trends and future potential for climate action at the city level. Documenting the volume of action being taken by cities, CAM 3.0 marks a new chapter in the C40-Arup research partnership, supported by the City Leadership Initiative at University College London. It provides compelling evidence about cities' commitment to tackling climate change and their critical role in the fight to achieve global emissions reductions

Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning

An innovative classroom design pioneered in the US, which aims to facilitate greater student engagement, has been piloted in a UK University for the first time. This case study reflects on some of the advantages and the challenges of this technology rich learning space and considers its impact on curriculum design in a module which aims to develop academic, research and digital skills in first year students on an undergraduate Health and Social Care course

Institutions for Climate Adaptation: An Inventory of Institutions in the Netherlands that are Relevant for Climate Change

One of the goals of project IC12, a research project of the Climate changes Spatial Planning programme, is to assess if the formal institutions operating in the Netherlands are improving or hampering adaptive capacity. In order to answer the research question, the most important documents referring to those institutions need to be evaluated. This document presents an initial inventory of these adaptation institutions – i.e. policy plans, laws and directives, reports and other documents that seemed relevant to the question at hand

Assessing the value of the information provision for enhancing the autonomy of mobility impaired users. Madrid pilot Site Study.

A City is the space where every person acquires the citizen condition, which demands access to multiple services and facilities, and develops social relations in a free and equal condition of options. A lack of accessibility limits independency and autonomy. Thus, the relationship between “sustainable development” and “accessibility for all” becomes clearer, and both goals reinforce each other. In this sense, information plays a key role in order to overcome existing barriers, specially for people who rarely use public transport, have impaired mobility, or make a particular journey for the first time. The impact and benefits is linked with public transport as a “facilitator” of mobility, and, in particular, for the aim of intermodality. The usefulness of information that should be provided (both the information itself and how is offered) to mobility impaired users (MI users) is discussed on this paper based on following of the ASK-IT project that has being carry out on Madrid. The work was done in close cooperation with representatives of all different types of MI user groups