Strategies for embedding eLearning in traditional universities: drivers and barriers

This paper addresses the question: how can elearning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines elearning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link elearning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on-campus and face-to-face, rather than on open and distance teaching universities, which face different strategic issues in implementing elearning. Reports on the adoption of elearning in traditional universities indicate extensive use of elearning to improve the quality of learning for on-campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on-campus. One vision of the future of universities is that ‘Virtualisation and remote working technologies will enable us to study at any university in the world, from home’. However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated elearning strategy aims to have a ‘transformative’ rather than just a ‘sustaining’ effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, elearning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross-institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off-campus. The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of elearning strategies, before outlining the outcomes of a case study of elearning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in elearning, and provides some insights into the challenges of embedding elearning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration. The paper concludes with some observations on how university elearning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding elearning

Higher education provision for students with disabilities in Cyprus

Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively, in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education

Global Innovation Policy Index

Ranks fifty-five nations' strategies to boost innovation capacity: policies on trade, scientific research, information and communications technologies, tax, intellectual property, domestic competition, government procurement, and high-skill immigration

Establishment of computational biology in Greece and Cyprus: Past, present, and future.

We review the establishment of computational biology in Greece and Cyprus from its inception to date and issue recommendations for future development. We compare output to other countries of similar geography, economy, and size—based on publication counts recorded in the literature—and predict future growth based on those counts as well as national priority areas. Our analysis may be pertinent to wider national or regional communities with challenges and opportunities emerging from the rapid expansion of the field and related industries. Our recommendations suggest a 2-fold growth margin for the 2 countries, as a realistic expectation for further expansion of the field and the development of a credible roadmap of national priorities, both in terms of research and infrastructure funding

Healthcare professionals' perspectives on mental health service provision : a pilot focus group study in six European countries

Background: The mental healthcare treatment gap (mhcGAP) in adult populations has been substantiated across Europe. This study formed part of MentALLY, a research project funded by the European Commission, which aimed to gather qualitative empirical evidence to support the provision of European mental healthcare that provides effective treatment to all adults who need it. Methods: Seven focus groups were conducted with 49 health professionals (HPs), including psychologists, psychiatrists, social workers, general practitioners, and psychiatric nurses who worked in health services in Belgium, Cyprus, Greece, the Netherlands, Norway and Sweden. The focus group discussions centered on the barriers and facilitators to providing quality care to people with mild, medium, and severe mental health problems. Analyses included deductively and inductively driven coding procedures. Cross-country consensus was obtained by summarizing findings in the form of a fact sheet which was shared for triangulation by all the MentALLY partners. Results: The results converged into two overarching themes: (1) Minding the treatment gap: the availability and accessibility of Mental Health Services (MHS). The mhcGAP gap identified is composed of different elements that constitute the barriers to care, including bridging divides in care provision, obstacles in facilitating access via referrals and creating a collaborative 'chain of care'. (2) Making therapeutic practice relevant by providing a broad-spectrum of integrated and comprehensive services that value person-centered care comprised of authenticity, flexibility and congruence. Conclusions: The mhcGAP is comprised of the following barriers: a lack of funding, insufficient capacity of human resources, inaccessibility to comprehensive services and a lack of availability of relevant treatments. The facilitators to the provision of MHC include using collaborative models of primary, secondary and prevention-oriented mental healthcare. Teamwork in providing care was considered to be a more effective and efficient use of resources. HPs believe that the use of e-mental health and emerging digital technologies can enhance care provision. Facilitating access to a relevant continuum of community-based care that is responsive coordinated and in line with people's needs throughout their lives is an essential aspect of optimal care provision

Study on the efficiency and effectiveness of public spending on tertiary education

The purpose of the study is to assess efficiency in public tertiary education systems across EU countries plus Japan and the US with semi-parametric methods and stochastic frontier analysis.  The study identifies a core group of efficient countries. A good quality secondary system, output-based funding rules, institutions' independent evaluation and staff policy autonomy are positively related to efficiency.  Moreover, the study provides evidence that public spending on tertiary education is more effective in what concerns labour productivity growth and employability when it is coupled with efficiency.Efficiency, effectiveness, public spending, tertiary education, Universities, Study on the efficiency and effectiveness of public spending on tertiary education

Inclining the columns to make the temple look straight: a first glance at monetary indicators on university–industry cooperation

The analysis of university-industry cooperation (UIC) rarely considers the geographic implications of its promotion. We hypothesise that UIC may lead to a cumulative advantage of already good performers. The 6th EU R&D Framework Programme is a useful source to verify this hypothesis because of its a priori neutrality regarding UIC. Using original data on the funding allotted per participant, we build national indicators of the value of FP6-sponsored UIC across the EU27. The results confirm that richer countries involved in UIC get more funds than poorer countries. We discuss the role of policy in light of the apparent entry barriers in UIC

Impacts of the Crisis on Access to Healthcare Services in the EU

[Excerpt] This report is the first output of Eurofound’s research project on the impacts of the recent financial and economic crisis on access to publicly financed healthcare services in the EU. It aims to provide an overview of context and developments, setting the scene for the ongoing research project. A final overview report, incorporating findings from various country studies, will be published in 2014. Following a description of the policy context, this report goes on to explore how the crisis has impacted demand for and supply of healthcare services. It characterises different dimensions of access and discusses how the crisis may have impacted on barriers to access. It highlights groups that have traditionally been in vulnerable situations with regard to access, as well as those that may have been particularly affected by the crisis. Examples of past initiatives that have sought to enhance access to healthcare are identified. The final section presents how this research project aims to improve understanding of the impacts of the crisis on access to healthcare and of the ways in which access may be maintained. This report takes a broad perspective on access to healthcare services, referring to different understandings of access and various indicators. It draws on a review of the literature and primary data analysis. One key indicator concerns people’s perceptions of difficulties they face in accessing a doctor; in this regard, data are analysed from Eurofound’s 2007 and 2011 European Quality of Life Surveys (EQLS). A second key indicator concerns people’s perceptions of not having received medical care when they felt they needed it. Here, the main source of data is the ‘EU Statistics on Income and Living Conditions’ (EU-SILC). These indicators are used to explore how access has changed since the onset of the crisis in autumn 2007. Other perspectives on access are also discussed, including for example legal entitlements and views on appropriate care provision by service providers. Sources of data include complaints to the Ombudsman and surveys of general practitioners (GPs). The forthcoming overview report will expand on such sources, and will include more in-depth information from studies of specific countries

The Economics of Water Resource Allocation: Valuation Methods and Policy Implications

In this chapter a ‘watershed economics approach’ that could be applied in Cyprus is proposed which is composed of two important stages. In Stage I economic valuation techniques are used to establish the economic value of the competing demands for surface and groundwater, incorporating where necessary an analysis of water quality. The valuation exercise allows the objective balancing of demands based upon the equi-marginal principle to achieve economic efficiency. In Stage II a policy impact analysis is proposed which addresses issues of social equity and the value of water for environmental/ecological purposes. The analysis is undertaken within the confines of the watershed; the most natural unit for the analysis of water allocation and scarcity since it determines the hydrological links between competing users and thus the impacts of one user upon another. The methodology is encapsulated by a case study of the Kouris watershed in Cyprus