ERABEE Meeting, 5th October 2009, Rome Education and Research in Biosystems or Agricultural and Biological Engineering in Europe; a Thematic Network ERABEE TN WP RES - Teaching and research Working Group 2

MEMBERS 1. Ayuga Francisco, Spain (leader)* 2. Aguado Pedro, Spain 3. Briassoulis Demetres, Greece 4. Farkas Istvan, Hungary 5. Griepentrog Hans, Denmark 6. Lorencowicz Edmund, Poland

ERABEE Meeting, 5th October 2009, Rome Tasks allocation 8 Workpackages allocated to 5 specific WGs SCWG 1WG 2WG 3WG 4WG 5 WP 1WP 2WP 3WP 4WP 5WP 6WP 7WP 8

ERABEE Meeting, 5th October 2009, Rome ERABEE-TN: WORKING GROUP 2 Aims and objectives Work-package RES WG 2 will work on the operational objectives of Work-package RES: o to analyse the current 3 rd cycle University studies schemes in Agricultural Engineering in Europe o to develop 3 rd cycle structured programs of studies in Agricultural Engineering and in the emerging field of Agricultural and Biological Engineering o to promote an advanced coursework in parallel to research o to promote also the establishment of the Doctorate in Agricultural and Biological Engineering WP RES - Teaching and research

ERABEE Meeting, 5th October 2009, Rome ERABEE-TN: WORKING GROUP 2 Detailed description – P3 Proceedings of the third Workshop on the analysis of the current 3rd cycle University studies schemes in Agricultural Engineering in Europe and the development of the 3rd cycle structured programs of studies Agricultural and Biological Engineering including European degrees of studies (one volume in English; contribution by all partners) Deadline: Detailed description – P4 Proceedings of the fourth Workshop on the integration of research and education at the 1st and 2nd cycles regarding European Agricultural and Biological Engineering university studies and the support of research activities at the European level for the preservation of the rare knowledge in specialised relevant topics (one volume in English; contribution by all partners) Deadline: OUTCOMES FOR WG2

ERABEE Meeting, 5th October 2009, Rome ERABEE-TN: WORKING GROUP 2 Detailed description – P9 Recommendations on the integration of research with Biosystems (or Agricultural and Biological) Engineering curriculum and development of synergies in the framework of thesis and other research projects carried out during the first two cycles of studies in Biosystems Engineering in Europe with the synergy of Socrates students and staff mobility (report in English; contribution by all partners) Detailed description – P10 A survey of the status (i.e. acceptance criteria, structure and organisation, quality, innovation, financing, etc.) of doctoral studies in Europe, and a scheme for promotion of cooperation and synergies in the framework of the 3rd cycle of studies and the European Doctorate in Biosystems (or Agricultural and Biological) Engineering in Europe (report in English; contribution by all partners) Deadline: OUTCOMES FOR WG2

ERABEE Meeting, 5th October 2009, Rome OUTCOMEDEADLINERESPONSIBL E PARTNER PARTICIPATING PARTNERS STATUS 1 (P3) P3- Guidelines for the 3 rd Workshop 03/2009F. AyugaWG2DONE Timetable - I TO BE SUBMITTED WITH THE INTERIM REPORT BY

ERABEE Meeting, 5th October 2009, Rome OUTCOMEDEADLINERESPONSIBL E PARTNER PARTICIPATING PARTNERS STATUS 2 (P4) P4- Guidelines for the 4 rth Workshop 10/2009F. AyugaWG2PROPOSAL Timetable - I

ERABEE Meeting, 5th October 2009, Rome OUTCOMEDEADLINERESPONSIBLE PARTNER PARTICIPATING PARTNERS STATUS 1 (P3) P3- Analysis of the current 3rd cycle University studies schemes in Agricultural Engineering in Europe (proceedings) F. AyugaAll partnersALMOST DONE 2 (P4) P4- Integration of research and education at the 1st and 2nd cycles regarding European Agricultural and Biological Engineering university studies (proceedings) F. AyugaAll partnersPENDING 3 (P9) P9- Recommendations on the integration of research with Biosystems (or Agricultural and Biological) Engineering curriculum (report) F. AyugaWG2PENDING Timetable - I TO BE SUBMITTED WITH THE FINAL REPORT BY

ERABEE Meeting, 5th October 2009, Rome OUTCOMEDEADLINERESPONSIBLE PARTNER PARTICIPATING PARTNERS STATUS 4 (P10) P10-A survey of the status of doctoral studies in Europe (report) F. AyugaWG2PENDING 5 (P5, P7, P11, P12) Cooperation of WG1 with WG2 in support of WG3 (first two years) for developing outcomes P5, P7, P11 and P F. AyugaWG1 and WG2 members PENDING 6 (P6, P13, P14, P15) Cooperation of WG1 with WG2 and WG3 in support of WG4 (all three years) for developing outcomes P6, P13, P14 and P F. AyugaWG1, WG2, WG3 members PENDING Timetable - I TO BE SUBMITTED WITH THE FINAL REPORT BY

OUTCOMEDEADLINERESPONSIBLE PARTNER PARTICIPATING PARTNERS STATUS 7 (Dissemination Exploitation) Cooperation of WG1 with WG2, WG3 and WG4 in support of WG5 for organizing and carrying out dissemination and exploitation activities F. AyugaWG1, WG2, WG3, WG4 members PENDING 8 (Final report) WG2 Final Report to be submitted to the coordinator by the WG leader F. AyugaWG2 membersPENDING Timetable - I TO BE SUBMITTED WITH THE FINAL REPORT BY ERABEE Meeting, 5th October 2009, Rome

Synopsis and Conference paper ICERI Conference, November (Madrid) THIRD CYCLE STUDIES ON THE NEW EMERGING DISCIPLINE “BIOSYSTEMS ENGINEERING” IN EUROPE, AN ERABEE THEMATIC NETWORK SURVEY, by the members of WG2 ACCEPTED Deadline full paper 10 th October ERABEE Meeting, 5th October 2009, Rome

Integration of research and education at the 1st and 2nd cycles regarding European Agricultural and Biological Engineering university studies and the support of research activities at the European level for the preservation of the rare knowledge in specialised relevant topics

1.- News on the Bologna process. How is the new structure implemented in your country?. Describe the organization of the three cycles and in particular regarding the Biosystems/Agricultural Engineering

2.- Research in the 1 st cycle. Is it permitted in your country?. Is it common?. Describe the mechanism by which the students of the first cycle can collaborate or have access to research activities in the Biosystems/Agricultural Engineering teaching Institutions. Students participating in research activities: number, recruitment. Funding research activities in the first cycle.

2.- Research in the 1 st cycle. Access to research positions (private or public) for 1 st cycle graduates in your country: Is it possible? Is it common?. Integration of research in 1 st cycle teaching activities: difficulties, mechanisms, evaluation, tools…

3.- Research in the 2 nd cycle. 2 nd cycle in your country: labour oriented, research oriented, others. Are research activities compulsory for the students?. Describe the mechanism by which the students of the second cycle can collaborate or have access to research activities in the Biosystems/Agricultural Engineering teaching Institutions. Funding of research activities in the second cycle. Integration of research in 2 nd cycle teaching activities: difficulties, mechanisms, evaluation, tools…

3.- Research in the 2 nd cycle. Does the 2 nd cycle finish with a capstone project?. What kind of project: technical, professional, research..? Transition from the 2 nd to the 3 rd cycle. Is it possible to access the 3 rd cycle from the 1 st ? Access to research positions (private or public) for 2 nd cycle graduates in your country: Is it possible? Is it common?.

4.- Rare knowledge List some topics that you consider could be of European interest in the field of rare knowledge (see annex for definitions). List topics of local interest in the field of rare knowledge to your own country. Are there research groups in your country working on rare knowledge in the field of Biosystems/Agricultural Engineering?. What are their main research topics?.

4.- Rare knowledge Propose possible actions for preserving the rare knowledge in Europe. Propose activities for promoting and/or preserving rare knowledge within the ERABEE thematic network.

ANNEX: definitions of rare knowledge The disappearing teaching methods or knowledge in Europe. In this field, rare knowledge tends to be expertise or craftsmanship that is less supported because of globalisation, poor and old-fashioned technologies. Rare because of their infrequent appearance in a school curriculum because of their particularity, Rare because these tend to disappear (‘endangered') such as courses taught by staff members with very particular expertise and teaching content or method with no evident successors Rare because they have a strong innovative character and for this reason they constitute unique cases.

ANNEX: definitions of rare knowledge Rare Knowledge has been defined as any part of scientific knowledge that is not adequately preserved or transmitted by universities (in general, High Education Institutions, HEI) or that is practiced by a small number of people in the world and it may be in danger of extinction in the near future, or new knowledge of rapid development / evolution which is assumed of increasing interest in the future. Rare Knowledge is also related to rare skills. Sometimes rare skills appear because of the lack, difficulty or complexity of the supporting knowledge. Sometimes the skills are the result of a large experimental expertise, or a generational transmission of a particular ability. In most cases, the existence of rare skills is based on a Rare Knowledge aspect.