1. Recommendations – Theme 1 Qualification & Accreditation Thinking about QA still mainly national Need to tell our professions & institutions about what goes on at the European level QA only works when all those involved are committed to it Reduce burocracy by: – Reducing the number of assessments – Fewer submissions of data Gain by focusing on outcomes, skills and competences, rather than on course content

2. Qualification and Accreditation (cont’d) Stimulate liaison between QA agencies visiting the same institution Stimulate exchange of ideas beween label committees and identify best practices N.B.: the Chemistry Eurobachelor was identified as an admirable ‘slimline’ procedure Separate QA in research and in teaching Make excellence in teaching as important as excellence in research

3. Recommendations Theme 2 ‘Industry / Innovation / Impact’ How can Universities promote innovation? Value industrial funding as equal to funding for fundamental research Equate patents with publications for review (assessing Uni’s / Dept’s / promotion) Develop short term mechanism for handling confidentiality in doctoral theses Exposing students to industrial needs & practice Place a value on innovation in teaching and excellence Ensure that QA does not stifle innovation

4. ‘Industry / Innovation / Impact’ (cont’d) With respect to the EIT: Difficult to comment before proposal is more definite Uncertain about industrial participation where IP matters are crucially involved Avoid negative effects on universities of the former Eastern-European Academies of Science Requirements and burocracy should be far simpler than in FP 6 and FP 7 Question: Is this the best way to spend one billion Euros in order to promote a knowledge-based society?

5. Theme 3 ‘How to attract students to scientific studies’ The Slovenian initiative ‘Science on the buses’ was an outstanding project and gave great value for money Talent should be recognised as a resource. People with specific abilities should be identified early We have to create a challenging educational environment, both inside and outside schools. The media often present a negative image of engineering. Good practice in training scientific journalists (Royal Society of Chemistry) and in training and listing potential experts for TV interview (several Universities)

6. Theme 3 (cont’d) ‘How to attract students to scientific studies’ Target audiences should be teachers and society in general (multiplier effect) However, events aimed at potential students can also be effective Single subject teachers are needed to teach science in schools Teachers in Maths & Physics should be stimulated to illustrate their theory with examples from engineering Competitions with simple items (flying beetles, powered by elastic) can contribute Continuing education for secondary school teachers