ALL OF OUR RESEARCH AND EDUCATION IS AIMED AT MAKING A DIFFERENCE IN TODAY’S SOCIETY, WHILE SETTING UP THE NEXT GENERATION FOR THE FUTURE. The challenges of our time are greater than before. Scientists, teachers and students of the University of Twente feel a responsibility to develop societal relevant solutions, in order to be prepared for an unpredictable and highly changeable future. OUR SCIENTIFIC THEMES The entrepreneurial mind-setand global awareness of our many talented scientists, educators and students lead us to move beyond differences, disciplines, borders. The cross-disciplinary way of working that characterizes our university opens up unexpected possibilities - especially in combination with creativity and excellence in scientific disciplines.
Public Economics & Economic Policy (JEL H)
Economic Development, Innovation and Growth (JEL O)
Urban, Rural and Transportation Economics (JEL R)
Macroeconomics and Monetary Economics (JEL E)
Econometrics, Statistics and Quantitative Methods (JEL C)
Agricultural and Environmental Economics (JEL Q)
MISSION Our mission is to empower future-ready leaders through innovative education and enterprising research, driven by national aspirations and guided by the values of Malay Islamic Monarchy (MIB).CORE VALUES People. Expertise. Aptitude. Relevance. Leadership Established in 1985, the University has since produced graduates with transdiciplinary knowledge and skills. UBD IN SHORT Teaching and Learning The Universiti Brunei Darussalam is guided by its four core values; people, expertise, relevance and leadership. These values are used as yardsticks in the development and running of eight academic faculties, eight research institutes and two support centres ranging from Islamic Studies, Business, Arts, Science, Health Sciences, Asian Studies, Policy Studies, Education, Biodiversity and Integrated Technologies. Next Generation Education In a relatively short period of time, UBD has advanced and expanded both in academics and infrastructure, producing influential leaders, entrepreneurs and professionals. In 2009, UBD introduced the GenNEXT programme which has a broad-based and transdisciplinary framework, providing students the flexibility to tailor their studies according to their individual learning styles. This includes UBD’s pioneering Discovery Year programme, which currently offers opportunities for its students to learn on a global platform through its partnerships with universities and institutions across six continents. International Reputation Universiti Brunei Darussalam continues to be one of the leading higher education institution in Brunei Darussalam. UBD entered the Times Higher Education (THE) World University Rankings for the very first time this year with a global position in the 401 to 500 band. This makes UBD the fourth ranked university in ASEAN in one of the most influential university rankings in the world, confirming its status as an institution that is internationally recognised for excellence in teaching and research. UBD has also shown a steady rise up the Quacquarelli Symonds (QS) World University Rankings. It currently ranks at 298 in the latest release, 25 places from last year's 323. In all the indicators which include Academic reputation, Employer Reputation, Faculty-Student Ratio, Citations Per Faculty, International Faculty, and International Students, UBD has shown marked improvements. UBD is now ranked 86th QS Asian University Ranking and ranked 34th among universities founded less than 50 years ago. The university is ranked in multiple categories including 1st in outbound and in inbound student exchange, 13th in international faculty, 15th in faculty student ratio, and 23rd in international students in the 2019 Quacquarelli Symonds (QS) Asian University Rankings. It is an achievement that is the product of constant and persistent collective effort from the academic and administrative sectors in the university, and funding agencies outside of the institution in ensuring first-class quality education for every student in the university. Research Excellence The QS University Rankings also measures research productivity as part of its rankings exercise. Since 2011, research activity at UBD has increased exponentially, with the number of papers being published growing every year and having more than tripled over the last 5 years. Research at UBD continues to be driven by national relevance, with emphasis on innovative and entrepreneurial initiatives and frameworks. Such initiatives are made possible through UBD’s active networks and engagement with industry players to ensure its research and teachings are relevant to the needs of the market. In the last three years, UBD has filed over 40 patents through its Innovation and Enterprise Office, eight of which have been granted both in Brunei and internationally. UBD aims to leverage on its comparative niche advantages and major research projects in biodiversity, herbal medicine, halal products, Islamic governance and energy are ongoing, all of which are of particular interest nationally and are expected to have global impact. Lifelong Learning The success of UBD students is not confined to the academic areas only. In fact, UBD seeks to produce holistic and well­rounded generation leaders who are guided by three principles: innovation and entrepreneurship, industry-relevant skills, and a passion for lifelong learning. This is in line with its motto, “Ke Arah Kesempurnaan Insan” or “Towards Human Excellence”.
The University of Milan (Italian: Università degli Studi di Milano, Latin: Universitas Studiorum Mediolanensis), known colloquially as UniMi or Statale, is a higher education institution in Milan, Italy. It is one of the largest universities in Europe, with about 60,000 students,[5] and a permanent teaching and research staff of about 2,000.[6] The University of Milan has ten schools and offers 140 undergraduate and graduate degree programmes, 32 Doctoral Schools and 65+ Specialization Schools. The University's research and teaching activities have grown over the years and have received important international recognitions. The University is the only Italian member of the League of European Research Universities (LERU), a group of twenty-one research-intensive European Universities. It consistently ranks one of the best universities of Italy, both overall and in specific subject areas. One Nobel laureate in physics, Riccardo Giacconi,[7] as well as one Fields medalist, Enrico Bombieri,[8] studied at the University. History The University of Milan was founded in 1924 from the merger of two institutions that boasted a great tradition of medical, scientific and humanistic studies: the Accademia Scientifico-Letteraria (Scientific-Literary Academy), active since 1861, and the Istituti Clinici di Perfezionamento (Clinical Specialisation Institutes), established in 1906. By 1928, the University already had the fourth-highest number of enrolled students in Italy, after the University of Naples, Sapienza University of Rome and the University of Padua. Its premises are located in Città Studi (the City of Studies), the university district built from 1915 onwards (that is also home to the Politecnico di Milano), where scientific schools have its headquarters, and in several buildings in the historic city centre, which house the humanities schools.[22] At the time of its foundation, there were four "traditional" schools – Law, Humanities, Medicine and Mathematical, Physical and Natural Sciences; then, in the 1930s, the Schools of Veterinary Medicine and Agriculture were introduced, after the aggregation of the old schools of Veterinary Medicine (1792) and Agriculture (1871). At the end of the Second World War, the old Ospedale dei Poveri (Hospital for the Poor) building, known as "la Cà Granda" (the Big House), was assigned to the University. The building, one of the first Italian examples of civil architecture – commissioned in the 15th century by the Sforza family, the dukes of Milan – was seriously damaged by the bombings of 1943. In 1958, after a complex series of reconstruction and renovation works, it became home to the University Rector's Office, the administrative offices and the schools of Law and Humanities. Rankings The University of Milan is the only Italian member of the League of European Research Universities (LERU), a group of twenty-one research-intensive European Universities, which it helped found.[15][16] The university consistently ranks as Italy's best university in a number of areas. In the most recent ranking of Italian universities released by ANVUR in February 2017, Statale ranked first among Italian universities in the areas of political science, sociology, law, and philosophy.[17] It also ranked among the top three in economics and statistics, earth science, history, and antiquities.[18] The university is ranked third in Italy by Center for World University Rankings (CWUR)[19] and fourth in the Webometrics Ranking of World Universities.[20] It is ranked first in Italy (five-way tie) by the Academic Ranking of World Universities while the Times Higher Education World University Rankings[21] ranks it 6th to 9th (tied with four other universities).
KU Leuven, Faculty of Economics and Business
Mission statement The primary missions of the Faculty of Economics and Business are education and research. A FEB education aims to prepare students for successful entrepreneurial endeavours and careers in the corporate world, in national and international public policy-making, or in research. To achieve this the FEB offers high-quality, research-based degree programmes in the fields of both economics and business, and from Bachelor to PhD. Secondly, the FEB wants to foster research with high academic and societal impact, and high visibility in the corporate world. FEB’s ambition is to be a leading learning and research community in Europe and to excel in the different research subfields the School hosts, thereby deserving its high rank among the top of European schools of Economics and Business. To achieve these twin primary objectives, FEB wants to develop a stimulating environment for staff and students, in which they feel free to develop their innovative, ethical and entrepreneurial expertise in education, research and business, whilst emphasising the role of economic policy and business in the greater society and keeping a global focus through international exchanges and cooperation. RANKINGS & ACCREDITATIONS THE and QS World University Rankings KU Leuven is consistently ranked among the top-ten European universities in terms of scholarly output. The University is ranked 45th in the 2021 THE overall ranking, 66th in the THE business and economics ranking, and 84th in the QS World University Rankings 2021. On the latter’s Faculty ranking for Social Sciences and Management it is listed 65th (2020). The Faculty of Economics and Business holds top 51-100 positions in all subject-specific QS rankings (Accounting and Finance, Economics, Business and Management, etc.); in Statistics and operational research it is ranked 30th. EQUIS In 2017 the Faculty of Economics and Business achieved a 5-year renewal of the EQUIS accreditation after an extensive accreditation process. The accreditation places the faculty amongst an elite circle of accredited business schools and faculties. There are only 184 accredited business schools in 44 countries. EQUIS accreditation is awarded by the EFMD, recognized globally as an accreditation body of quality in management education with established accreditation services for business schools programmes, corporate universities and technology-enhanced learning programmes. The Faculty of Economics and Business was able to deliver on the high standards set out by EQUIS. The faculty balances high academic quality with professional relevance provided by close interaction with the corporate world. It creates an effective learning environment which favors the development of students’ analytical, managerial and entrepreneurial skills and fosters their sense of global responsibility, thanks to a high degree of internationalization. Finally the faculty offers innovation in all respects, including research programmes, curriculum and course design and pedagogy. This resulted in the EQUIS stamp of approval. Reuters Reuters ranks KU Leuven as Europe's most innovative university for the 4th year in a row in the ranking of Europe's top 100 innovative universities. KU Leuven earned its first place, in part, by creating a high volume of influential inventions. Its researchers submit more patents than almost any other university in Europe, and outside researchers frequently cite KU Leuven inventions in their own patent applications. Those are key criteria in the Reuters ranking of Europe’s Most Innovative Universities, which was compiled in partnership with the Intellectual Property & Science division of Thomson Reuters. Furthermore, in the ranking of Reuters Top 100: World's Most Innovative Universities, KU Leuven holds the 7th position NVAO Between 2013 and 2015 the Faculty of Economics and Business achieved the NVAO accreditation (Dutch-Flemish Accreditation Organization) for all its bachelor’s and initial master’s degrees. With regard to teaching, the faculty ranked first in NVAO's assessment of the economics and business degrees of Flemish universities. In addition, the BSc and MSc in Environment, Health and Safety Management and the BSc and MSc in Business Engineering (Brussels Campus) have been awarded the Special Quality Characteristic of Sustainability, based on the two-star AISHE certificates these programmes received after an external audit by the Dutch organization Sustainable Higher Education (Duurzaam Hoger Onderwijs – DHO)
The University of Manchester is a public research university in Manchester, England, formed in 2004 by the merger of the University of Manchester Institute of Science and Technology and the Victoria University of Manchester.[6][7] The University of Manchester is a red brick university, a product of the civic university movement of the late 19th century. The main campus is south of Manchester city centre on Oxford Road. The university owns and operates major cultural assets such as the Manchester Museum, Whitworth Art Gallery, John Rylands Library and Jodrell Bank Observatory—a UNESCO World Heritage Site.[8] In 2018/19, the university had 40,250 students and 10,400 staff, making it the second largest university in the UK (out of 169 including the Open University), and the largest single-site university. The university had a consolidated income of £1.1 billion in 2018–19, of which £323.6 million was from research grants and contracts (6th place nationally behind Oxford, UCL, Cambridge, Imperial and Edinburgh).[1] It has the fifth-largest endowment of any university in the UK, after the universities of Cambridge, Oxford, Edinburgh and King's College London. It is a member of the worldwide Universities Research Association, the Russell Group of British research universities and the N8 Group. The University of Manchester has 25 Nobel laureates among its past and present students and staff, the fourth-highest number of any single university in the United Kingdom. Four Nobel laureates are currently among its staff – more than any other British university.[9]
A modern university with 380 year old traditions 2017 Savaria University Center was integrated into ELTE 2016 Member of the Central European Leuven Strategic Alliance (CELSA) 2014 Member of Central European Network for Teaching and Research in Academic Liaison (CENTRAL) 2013 Awarded the University of Excellence / Member of Agence Universitaire de la Francophonie (AUF) 2012 Quality Award for International Cooperation 2010 ELTE was awarded the title "research university" 2006 Member of the European University Association (EUA) ELTE was awarded the Erasmus E-Quality Label 2003 The Faculty of Informatics, the Faculty of Education and Psychology, and the Faculty of Social Sciences were founded / Member of CEI University Network 2000 The Faculty of Primary and Pre-School Education and the Bárczi Gusztáv Faculty of Special Needs Education were integrated into the University / Member of Utrecht Network 1994 János Harsányi, ELTE alumnus was awarded the Nobel Memorial Prize in Economic Sciences 1991 Member of Coimbra Group 1990 Member of UNICA Network 1983 Member of Danube Rectors' Conference 1961 György Békésy, ELTE alumnus was awarded the Nobel Prize in Physiology and Medicine 1957 Eötvös University Orchestra and Folk Dance Group were founded 1951 The Medical Faculty (today: Semmelweis University) became an independent higher education institution 1950 The University adopted the name of the world-renowned physicist Loránd Eötvös The Faculty of Theology became an independent higher education institution 1949 The Faculty of Science became independent of the Faculty of Humanities 1948 ELTE Bartók Béla Choir was founded 1943 György Hevesy, ELTE alumnus was awarded the Nobel Prize for Chemistry 1937 Albert Szent-Györgyi, ELTE alumnus was awarded the Nobel Prize in Physiology and Medicine 1905 Fülöp Lénárd, ELTE alumnus was awarded the Nobel Prize for Physics 1900 The first Special Education Teacher Training Course, (predecessor of the Bárczi Gusztáv Faculty of Special Needs Education) in the world was founded 1898 The Budapest University Athletics Club (BEAC) was founded 1896 Vilma Glücklich, the first female student was admitted to the University 1872 Europes first Teacher Training School, (predecessor of ELTE Trefort Ágoston Teacher Training School), was founded 1869 The State Teacher Training Institution, (predecessor of the Faculty of Primary and Pre-School Education), was founded 1860 Authorization of Hungarian as a language of education at the University 1784 German becomes the main language of instruction instead of Latin The University moved from Buda to Pest 1777 The University moved to Buda 1769 The Medical Faculty was launched 1667 The Faculty of Law was founded 1635 Cardinal Péter Pázmány signs the founding documents of the University in Nagyszombat (today: Trnava, Slovakia). The first two faculties of the university were the Faculty of Humanities and the Faculty of Theology. The predecessor of Eötvös Loránd University (ELTE) was founded in the rural town of Nagyszombat (today: Trnava, Slovakia) in 1635 by Cardinal Péter Pázmány, as a catholic university for teaching Theology and Philosophy. In 1770-1780, the University was transferred to Buda and later to Pest, and with the support of Maria Theresa, the Empress of Austria and Queen of Hungary, became the Royal Hungarian University. Over the following decades, new faculties were established to meet the expectations of a learned society. In the second half of the 19th century, the University developed into a centre of modern higher education in today's sense, covering nearly every scholarly field. In 1950 the university was reorganized and adopted its present name. It was named after one of its professors, the world-famous physicist, Loránd Eötvös. Recently, a new campus has been built on the scenic banks of the Danube. This campus, Lágymányos Campus is now home to three faculties: Faculty of Informatics, Faculty of Science, and Faculty of Social Sciences. Currently, the university has eight faculties: Education and Psychology , Humanities, Informatics, Law, , Primary and Pre-School Education, Science, Social Sciences, , and the Bárczi Gusztáv Faculty of Special Needs Education. Eötvös Loránd University is internationally recognized and its programs are accredited by the Hungarian Accreditation Board. The diplomas issued by Eötvös Loránd University are acknowledged worldwide, and its course credits are transferable in all countries in the European Union. Over the last hundred years, Eötvös Loránd University (ELTE) has had many world famous scientists and four Nobel Prize laureates among its teachers and alumni. The current number of students enrolled yearly has reached 28,000, and there is an academic staff of 1,800 highly-qualified teachers and researchers. Read more about the history of the university Mission Statement of Eötvös Loránd University
NTNU: Norwegian University of Science and Technology
NTNU has a main profile in science and technology, a variety of programmes of professional study, and great academic breadth that also includes the humanities, social sciences, economics, medicine, health sciences, educational science, architecture, entrepreneurship, art disciplines and artistic activities. The Board is the highest governing body at NTNU and makes decisions on issues of principal importance. The Board is responsible for activities at the university and for ensuring that the university operates within the framework and guidelines stipulated by the Ministry of Education and Research, and the Storting. The Board decides the strategies, objectives and expected results from NTNU. It also presents the accounts, financial statements and budget proposals. The Board appoints the Rector. As the head of academic and administrative activities at NTNU, the Rectorreports to the Board and represents NTNU on a day-to-day basis. The Rector is responsible for communications between the Board and the outside world regarding decisions passed by the Board.
The Autonomous University of Barcelona (Catalan: Universitat Autònoma de Barcelona; IPA: [uniβəɾsiˈtat əwˈtɔnumə ðə βəɾsəˈlonə], Spanish: Universidad Autónoma de Barcelona; UAB), is a public university mostly located in Cerdanyola del Vallès, near the city of Barcelona in Catalonia, Spain. As of 2012, the university consists of 57 departments in the experimental, life, social and human sciences, spread among 13 faculties/schools. All these centers together award a total of 85 qualifications in the form of first degrees, diplomas, and engineering degrees. Moreover, almost 80 doctoral programs, and more than 80 other postgraduate programs are offered. UAB has more than 40,000 students and more than 3,600 academic and research staff. UAB is a pioneering institution in terms of fostering research. There are many research institutes in the campus, as well as other research centers, technical support services, and service-providing laboratories, and the ALBA (synchrotron) located in the Barcelona Synchrotron Park is very close to UAB. UAB is the second best university in Spain, after the University of Barcelona, located in the same city, according to the 2020 QS World University Rankings,[8] which ranked the university 176th overall in the world. Its subject rankings were: 144th in Life Sciences & Biomedicine, 92nd[clarification needed] in Arts & Humanities, 106th in Natural Sciences, 95th in Social Sciences and 203rd in Engineering & IT. The UAB is also a degree-awarding body of the prestigious Institut Barcelona d'Estudis Internacionals (IBEI).
The University of Regensburg (German: Universität Regensburg) is a public research university located in the medieval city of Regensburg, Bavaria, a city that is listed as a UNESCO World Heritage Site. The university was founded on July 18, 1962 by the Landtag of Bavaria as the fourth full-fledged university in Bavaria. Following groundbreaking in 1965, the university officially opened to students during the 1967–1968 winter semester, initially housing faculties in Law and Business Sciences and Philosophy. During the summer semester of 1968 the faculty of Theology was created. Currently, the University of Regensburg houses eleven faculties. The university actively participates in the European Union's SOCRATES programme as well as several TEMPUS programmes. Its most famous academic, the previous Pope Benedict XVI, served as a professor there until 1977 and formally retains his chair in theology. Research Key fields of activity include the Natural Sciences (Mathematics, Physics, Bio-Sciences, Chemistry and Pharmacy), the Humanities (History, Philologies) and Medicine. The German Research Association (DFG) currently sponsors two collaborative research centres (the SFB 1085 "Higher Invariants -interactions between Arithmetic Geometry and Global Analysis" of the Faculty of Mathematics and the CRC/Transregio 55 "Hadron Physics from Lattice QCD" of the Faculty of Physics), four research units and five interdisciplinary graduate colleges. The university participates in well over 30 EU projects. In detail: according to a recent documentation of the DFG, the physics faculty of the university in 2009 held the first place in Bavaria, and the third one in Germany, concerning the financial support. Moreover, the high-energy physicists of the faculty form the center of a large international cooperation on a basic theory in the field, the Quantum Chromodynamics, with a large special computer, called QPACE.[7] Due to its geographical location near the former Iron Curtain border of the Czech Republic, the university considers itself a bridge.[8] between East and West. Working with partners in Europaeum, the University of Regensburg has set up an interdisciplinary centre for research and teaching on all aspects pertaining to Central, Eastern and Southeastern European countries. As part of the focus on Eastern Europe the University of Regensburg offers degrees like Suutheastern-European Studies and Eastern European studies. The university is also home for the Bavarian University Centre for Central, East and Southeastern Europe (BAYHOST) which works on deepening cooperation between universities of the region and the state of Bavaria. The university closely cooperates with other institutions focusing on Eastern Europe in the city like the Institute for Eastern and Southeastern European studies, the Ostrecht institute (institute for Easteuropean legal studies) and the Hungarian institute among others. These institutions are all part of the centre for competence on Eastern Europe Regensburg. Rankings The University of Regensburg is ranked among the best 400 universities worldwide: QS World University Ranking 2014: 395th[9] Academic Ranking of World Universities 2013: 301-400th[10] Center for World University Rankings 2014: 338th[11] The Handelsblatt Ranking 2014, one of the most relevant rankings for business administration in Germany, ranked the university's Department of Business Administration among the best 25 in German-speaking Europe.[12]
Ca' Foscari University of Venice - Department of Economics
The degree programmes of the Department of Economics of Ca’ Foscari University of Venice - founded as a Business school in 1868, the second ever established in Europe after Antwerp - are conceived and updated on a yearly basis to prepare its 3,000 students to evolve in a changing economic scenario around the world in the private and public sector as well as in institutions, international organizations and NGOs. The Department offers, among others, Bachelor, Master and PhD courses taught entirely in english. Internships abroad, more than 40 Erasmus+ destinations, partnerships, double and joint degrees with some of the most important international universities in and outside Europe contribute to the international dimension that has always characterized Ca' Foscari. The Department of Economics covers the whole spectrum of economic and financial, statistic and mathematic fields, and many aspects of legal, international, social, touristic, environmental and climatic fields.
South-Eastern Finland University of Applied Sciences – Xamk
South-Eastern Finland University of Applied Sciences – Xamk – started on 1 January 2017 when Kymenlaakso and Mikkeli Universities of Applied Sciences merged. At Xamk, learning is unlimited. Our campus is the world – the bases are located in Kotka, Kouvola, Mikkeli and Savonlinna.
Universität Regensburg, founded in 1962, is located on a modern campus at the southern edge of a historic city dating back to the Roman Ages. The university provides a broad variety of disciplines, a favourable student-teacher ratio and excellent facilities. Originally designed as a regional university, it has developed into a renowned centre of teaching and research with a strong tradition in international cooperation. There are currently 19.704 students enrolled at Universität Regensburg (as of summer semester 2020). Research at UR Universität Regensburg is an internationally competitive university with a strong commitment to high-quality multidisciplinary research. Major research priorities are: Chemical Photocatalysis Computational Science / High Performance Computing Immune Regulation and Tumor Diseases Nanoscience Real Estate and Capital Markets RNA Biology Transnational Area Studies lnternationally renowned fields of research have been developed in the natural sciences, life sciences, and humanities. UR's status as a successful research university is manifest in important research centers, research training groups, and research units in the natural sciences, life sciences, and humanities funded by the German Research Foundation (DFG). The Institute for East and Southeast Europ ean Studies (IOS) was awarded the stat s of Leibniz Institute in 2017.
WHU – Otto Beisheim School of Management
JMU: A history of Success The history of Julius-Maximilians-Universität (JMU) Würzburg reaches back as far as 1402. At that time, it was the sixth institution of higher education to be founded in the German-speaking regions of Europe, after the universities in Prague, Vienna, Heidelberg, Cologne, and Erfurt. Renowned Scientists Many eminent scholars and scientists, 14 Nobel Laureates among them, have conducted research and taught in Würzburg. Notable scientists include Wilhelm Conrad Röntgen, who discovered X-rays in Würzburg in 1895, and Klaus von Klitzing, who discovered the Quantum-Hall Effect. Today, Würzburg’s university comprises ten faculties with approximately 425 professors and 29,000 students. An Extensive Choice of Subjects In addition to the four classic subjects – medicine, theology, philosophy, and law – the university also offers many new degree programs. The most recent additions include Nanostructure Technology, Functional Materials, Games Engineering, Modern China, Digital Humanities, Media Communications, Human Factors in Computing Systems, and Museology, just to name a few. Main Research JMU remains strongly committed to eight pillars: Life Sciences Health Sciences Molecular Chemistry and Materials Quantum Phenomena in New Materials Digital Society Cultural Heritage Norms and Behavior Global Changes A Policy of Expansion As the number of degree programs offered has grown, so too has the university. To accommodate the growth of the student population, the Hubland Campus was built on a hill at the eastern edge of the city. Newly-designed degree programs and a steady influx of students continue to drive the institution’s growth. In 2011, the university expanded to include the newly established Campus Nord, a 39-hectare area in the immediate vicinity of Hubland Campus. JMU is one of the leading institutions of higher education in Germany, according to the rankings of domestic and international research organizations and international expert committees. On an international level, the University of Würzburg ranks in the top bracket of academic institutions in many scientific disciplines including biology, medicine, physics, and psychology. Research Centres as a Trademark In the 1990s, the university began founding cross-faculty research centers, which opened up new research areas and possibilities for innovative degree programs. These interdisciplinary centers, such as the Research Center for Infectious Diseases, have become an internationally prominent trademark of the University of Würzburg. The creation of research centers has pushed the university into the top tier of German academic institutions and has had numerous positive effects. For example, it has rapidly boosted the amount of public funding, private donations, and research funds from industrial companies. The number of academically prestigious publications has also grown significantly since the mid-1990s, even though the number of positions for professors and assistants at the university remained almost constant during that period. Science and Success The University of Würzburg’s numerous Collaborative Research Centers, Research Training Groups, and Research Units, funded by the German Research Foundation (DFG) have greatly contributed to the university’s high standing in the scientific community. In 2002, the University of Würzburg launched one of three DFG-funded Centers of Excellence across Germany – the Rudolf Virchow Center/DFG Research Center for Experimental Biomedicine. The research teams investigate key proteins, which are especially important for sustained health and in understanding the origin of diseases. Academic Advancement of the Next Generation The University of Würzburg is strongly committed to the advancement of junior academics. In 2004, the university established its Graduate Schools to provide doctoral candidates with the appropriate resources and facilities to continue and enhance their education. Würzburg Nobel Laureates Degree Programs Research at the University of Würzburg Graduate Schools
V. N. Karazin Kharkiv National University is a leading Ukrainian research and educational institution with a 216-year history. In the «Top-200 Ukraine» UNESCO Chair Ranking in 2019, the University ranked third among all Ukrainian institutions of higher education. According to the annual QS World University Rankings 2020, Karazin University is included in the Top 500 universities in the world. The University ranks 491st, which is the highest position compared to other Ukrainian universities. There are 20,724 degree seekers at the Schools, the Center for International Education, the Center for Pre-University Education: 16,260 students, 4,066 international students, 301 postgraduate and doctoral students. 438 doctors of sciences, professors, more than 1,274 PhDs, associate professors take part in scientific research and training of specialists. Among the University employees are 30 academicians and corresponding members of the National Academy of Sciences of Ukraine and branch academies. V. N. Karazin Kharkiv National University prepares specialists in 115 majors, covering the whole range of modern classical university education.
Small, fine and sophisticated. The WFI Ingolstadt School of Management, the Business Administration Faculty of the Catholic University of Eichstätt-Ingolstadt is regularly ranked among the top business schools in Germany. 22 chairs with a variety of lecturers are involved in the teaching process and responsible for only about 900 students, providing ideal conditions for studying on campus. Academically challenging and at the same time focused on the practical, studying is the centre of interest and perfectly prepares students for future managerial functions at the national and international level. Our Vision, Mission and Values: Katholische Universität Eichstätt - Ingolstadt (ku.de)
Eidgenössisches Hochschulinstitut für Berufsbildung EHB
Die Entwicklung des EHB Das EHB heute Das Eidgenössische Hochschulinstitut für Berufsbildung EHB ist die schweizerische Expertenorganisation für Berufsbildung. Wir bilden Berufsbildungsverantwortliche aus und weiter, erforschen die Berufsbildung, entwickeln Berufe weiter und unterstützen die internationale Berufsbildungszusammenarbeit. Unsere Standorte befinden sich in Zollikofen bei Bern (Hauptsitz), Lausanne und Lugano, mit Aussenstandorten in Olten und Zürich. Der Bund ist Eigentümer des EHB. Gemäss Artikel 25 der EHB-Verordnung legt der Bundesrat die strategischen Ziele des EHB fest. Das EHB ist - wie die ETH - dem Eidgenössischen Departement für Wirtschaft, Bildung und Forschung WBF angegliedert. Das EHB erbringt Leistungen in den Bereichen Ausbildung von Berufsbildungsverantwortlichen Weiterbildung von Berufsbildungsverantwortlichen Forschung und Entwicklung in der Berufsbildung Berufsentwicklung Die Sparte Ausbildung bildet haupt- und nebenberufliche Lehrkräfte an berufsbildenden Schulen und an höheren Fachschulen sowie weitere Berufsbildungsverantwortliche aus. Seit Herbst 2007 wird mit dem Studiengang Master of Science (MSc) in Berufsbildung ein schweizweit einmaliges Angebot für die wissenschaftliche Qualifizierung von Hochschulabgängerinnen und -abgängern lanciert. Die Weiterbildung umfasst zentrale Kurse zur Förderung von Berufsbildungsverantwortlichen in ihrer beruflichen Entwicklung, Kurse vor Ort zur Unterstützung und Weiterentwicklung der Organisationen der Berufsbildung, die Weiterqualifizierung von Kadern in der Berufsbildung sowie weitere Angebote zur Förderung von Qualität und Innovation in der Berufsbildung. In der Forschung und Entwicklung werden Grundlagen für Aus- und Weiterbildungen und die Berufsbildung erarbeitet und erforscht. Es werden unter anderem Evaluationen und Wirksamkeitsprüfungen durchgeführt oder Konzepte zur Kompetenzmessung entwickelt, die für weitere Entwicklungen in der Berufsbildung als Grundlage dienen. Das Zentrum für Berufsentwicklung begleitet die Entwicklung und Umsetzung von beruflichen Grundbildungen und höheren Berufsbildungen. Es werden Dienstleistungen im Bereich der Analyse des Berufes und der Berufsentwicklung, der Beschreibung der Kompetenzen für die qualifizierte Berufstätigkeit, der Festlegung von Bildungszielen, der Bildungsorganisation, der Bildungsdauer und von Qualifikationsverfahren erbracht. Das EHB übernimmt im Auftrag des Staatssekretariats für Bildung, Forschung und Innovation (SBFI) diverse Aufgaben und Forschungstätigkeiten. Es ist Bindeglied zwischen den Organisationen der Arbeitswelt (OdA) sowie den 26 Kantonen mit mehreren hundert Berufsfachschulen und höheren Fachschulen. Als nationales Institut übernimmt das EHB gegenüber diesen Partnern eine wichtige Rolle als zentraler Ansprechpartner für alle Fragen im Zusammenhang mit Entwicklungsvorhaben sowie der Aus- und Weiterbildung von Berufsbildungsverantwortlichen. Das EHB arbeitet nach dem Grundsatz: «Von der Praxis für die Praxis» und stellt in allen Leistungsbereichen die permanente Rückbindung an die betriebliche Praxis sicher. An fünf Standorten in drei Sprachregionen erfüllt das EHB seinen Auftrag und stellt so als einziges Institut in der Schweiz eine kohärente und vergleichbare Umsetzung der Vorgaben des Bundes sicher. Das EHB gestern: SIBP Das Eidgenössische Hochschulinstitut für Berufsbildung EHB ist aus dem Schweizerischen Institut für Berufspädagogik (SIBP) hervorgegangen. Das SIBP wurde 1972 am Standort Zollikofen gegründet. 1975 wurde ein zweiter Standort in Lausanne für die französischsprachige und 1991 ein dritter Standort in Lugano für die italienischsprachige Schweiz eröffnet. Die Aufgaben des SIBP umfassten im Wesentlichen die Aus- und Weiterbildung von Lehrkräften im gewerblich-industriellen Bereich, namentlich von haupt- und nebenamtlichen Lehrkräften an Berufsschulen sowie von Lehrkräften an Berufsschulen mit besonderen Funktionen in Schulleitung, Praxisberatung oder der Mediation. Zu weiteren Aufgaben gehörten daneben die Durchführung von Forschungs- und Entwicklungsprojekten im Bereich der Berufsbildung und das Verfassen von Studien und Gutachten. Im Jahre 2001 übertrug das Bundesamt für Berufsbildung und Technologie (BBT; heute SBFI) dem SIBP zusätzlich die Aus- und Weiterbildung von Lehrkräften im kaufmännischen Bereich und die Ausbildung von Expertinnen und Experten in Qualifikationsverfahren der beruflichen Grundbildung. Am 1. Januar 2007 wurde aus dem SIBP ein Hochschulinstitut. Namentlich das Eidgenössische Hochschulinstitut für Berufsbildung EHB. Die Gründe für diese Ablösung sind zwei tiefgreifende Reformen im Schweizerischen Bildungssystem: Tertiarisierung der Lehrerausbildung Reformen der Berufsbildung Mit diesen beiden Reformen und den dazu neu übertragenen Aufgaben und Kompetenzen wurden auch die Strukturen und die Organisation des Instituts neu angepasst und die Angebote schweizweit positioniert.
The university was founded in 1928 and today it has several world class research fields. Aarhus University (AU) is a top ten university among universities founded within the past 100 years. It has a long tradition of partnerships with some of the world's best research institutions and university networks. AU has a strong commitment to the development of society that is realised through its collaboration with government agencies and institutions and the business community. The university’s goal is to contribute towards solving the complex global challenges facing the world. The university therefore strives to combine the high level of academic standards of its researchers with collaboration across disciplinary boundaries to combine research in new ways and solve challenges in close contact with the world around us.
Foundation of Estudio General de Navarra The University of Navarra, founded by St. Josemaría Escrivá de Balaguer, begins as the Estudio General de Navarra on October 17, with an academic ceremony held in the chamber of the Regional Council of Navarre, at the Palace of Navarre. The first degree program in Law begins at the Cámara de Comptos with 48 students and 8 professors. Identity & Mission Statement The University of Navarra is based on the Christian inspiration promoted by St. Josemaría Escrivá de Balaguer, the founder of Opus Dei. Its mission is to seek and present the truth; contribute to the academic, cultural and personal education of its students; promote academic research and healthcare activities; provide suitable opportunities for the development of its professors and employees; and carry out broad cultural outreach and social promotion work with a clear goal of service. The primary functions of the University of Navarra are to: a) Deliver university-level teaching in various fields, confer the corresponding academic degrees and provide students with the means (educational materials, a library, information on scholarships and financial aid) to enable them to derive the full benefit from their studies. b) Promote academic research in different fields of knowledge to further teaching and as a way to bring knowledge to society and foster innovation and development. c) Contribute to students' education through personalized mentoring, with activities aimed at acquiring professional competences and personal habits that stimulate personal development in all of its dimensions: cultural, artistic, religious, athletic and solidarity. d) Stay in touch with alumni of the University through continuing education activities and other cultural and social initiatives of the Alumni Association. e) Organize continuing education and specialization programs for alumni based on the trends and needs of different professions. f) Cultivate the bonds between the University and the members of the Friends of the University of Navarra and keep them informed of the fruits of their partnership. g) Carry out cultural dissemination and university outreach work through activities organized by the University itself and initiatives carried out in conjunction with other institutions. h) Cooperate with other universities and university-level institutions such as hospitals, business schools, research centers, art institutes and educational and development organizations. Origin & Inspiration The University of Navarra began operating in Pamplona in 1952 as a result of the initiative of St. Josemaría Escrivá de Balaguer, the founder of Opus Dei. The aim of this prelature of the Catholic Church is to help people seek the fullness of Christian life through their work, family life and ordinary activities. Since the University was founded, the teachings of St. Josemaría have inspired and broadened the horizons of the University's activities. The Chancellor of the University of Navarra is the Prelate of Opus Dei. The University's Christian inspiration is reflected in its desire to remain faithful to the Church and its Magisterium, in its reflection on their teachings, in its respect for Christian principles in research, in its promotion of personal dignity and rights, and in the sense of service that it seeks to lend to its activities. Within the framework of religious freedom, the University of Navarra promotes love towards the Church, unity with the Pope and the Bishops, a sense of communion with other Catholics, an ecumenical spirit with all Christians and respect for believers in other religions and those who profess no faith. The University's Christian identity provides a comprehensive approach to academic education that prompts professors to spur on the progress of knowledge by relying on the lights of faith and reason, which mutually reinforce one another to advance the frontiers of human understanding. Academic activity done with an open mind raises basic questions about human beings and the world. Students are given opportunities to ask themselves those big life questions, as well as explore the ethical foundations of their profession, in the subjects, seminars and workshops that make up the curricula. The University teaches theology courses as a part of all degree programs and organizes a wide range of activities open to all members of the academic community who are interested in deepening their knowledge of the person of Jesus Christ and the Catholic Church, or receiving pastoral care from the chaplains, in a context of religious freedom. Values The activities of the University of Navarra seek to incorporate a set of values that guide and characterize the daily actions of those who make up the University and shape its environment and culture. Among these values, the following are especially noteworthy: Work. Work is the manifestation of the dignity of each person, a factor in personality development, a bond between human beings and a driving force of progress. Among other consequences, this concept of work involves aspiring to excellence when carrying out tasks and keeping an eye on the details. Freedom. The University is a place for harmony, study and friendship, open to people of all conditions, without discrimination based on religion, race, ideology, nationality, sex, etc. The University feels called to contribute to solving the problems facing society and, without moving directly into political action or tasks inherent to other institutions, develops students' capacity to be critical, which enables each person to freely form his or her own opinions and convictions, in an environment of pluralism. Love of freedom and responsibility is the basic principle of academic and professional life, research work, medical and healthcare activity. The management tasks at the University are carried out following principles of joint responsibility and participation. Respect. The university helps students acquire knowledge and develop certain attitudes, such as respect for others, the ability to listen, appropriate behavior, a civic spirit and respect for nature. All these habits help students prepare for professional life and encourage the members of the academic community to take on social responsibility. Respect for privacy is part of the commitment undertaken by those who work in the university community. Interdisciplinarity. The University's mission statement – to seek and present the truth – is a collective enterprise that requires dialogue between specialists from different academic areas. With this approach, the diversity of the sciences is mutually enriching, students acquire an overall vision and knowledge is not overly compartmentalized. Responsibility. The work of professionals at the University of Navarra should be characterized by a sense of responsibility, and they seek to communicate this attitude to students as part of the University's educational mission. This attitude is reflected in judicious use of resources and taking care of the facilities. Service. As its founder wished, the University of Navarra has had an explicitly stated aim of service and it aspires to contribute to the material and moral betterment of society. This characteristic leads it to learn about and respond to the problems and needs of society in fields related to its teaching and research activity: medical care and healthcare, studies on current issues, university cooperation and many other social promotion activities. Solidarity is a fundamental aspect of the university spirit. The University encourages members of the academic community to participate in specific initiatives to serve those most in need. International Dimension. The University of Navarra's educational model promotes an interest in other cultures and helps enrich the international experience of students, professors, researchers, healthcare personnel and other professionals. To carry out its educational mission, the people who make up the University of Navarra (students, professors and other professionals) must freely commit to live by the University's aims as listed in this statement of core values, and to participate in the educational work, above all through the integrity of their conduct and a spirit of cooperation. Because of their special role, the teachers and professionals that work at the University must be outstanding in their professional competence and the rectitude of their lives, fulfillment of their responsibilities, loyal collaboration with their colleagues and academic authorities and, in general, their willingness to serve the other people in the university community.