1. EURASHE / SPACE 23MARCH 07, CYPRUS Yves Beernaert - Magda Kirsch 1 Findings of the SEPHE II- study Sustainable entrepreneurship in Professional Higher Education in Europe

2. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch2 Objectives of the study Make a comparative description of contribution of PHE as corporate and educational organisations in Austria, Finland, France, Germany, Ireland, Lithuania, the Netherlands, Poland, Portugal, Romania to sustainable entrepreneurship (SE) or corporate social responsibility (CSR); Make a comparative description of contribution of PHE as corporate and educational organisations in Austria, Finland, France, Germany, Ireland, Lithuania, the Netherlands, Poland, Portugal, Romania to sustainable entrepreneurship (SE) or corporate social responsibility (CSR); Contribution of Eurashe to the discussion on ESD and Copernicus Guidelines during Bologna meeting in London. Contribution of Eurashe to the discussion on ESD and Copernicus Guidelines during Bologna meeting in London.

3. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch3 Objectives of the study Make analysis of: Mission, vision and strategy on SD Activities in the field of SD, SE and CSR Strengths and weaknesses in the field of SD Involvement of stakeholders

4. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch4 Objectives of the study Give : Examples of good practice in the field of ESD Examples of good practice in the field of ESD Recommendations Recommendations Lists of organisations active in the field of ESD Lists of organisations active in the field of ESD Evaluation tools for SDE Evaluation tools for SDE

5. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch5 Background to the study Key definitions for SD, SE, CSR Key definitions for SD, SE, CSR Context of the study: Context of the study: –Brundtland report (1987) –Rio Conference: Agenda 21 (1992) –World Conference on SD in Johannesburg (2002) –UN decade for ESD (2005-2014) –SD in the EU –Copernicus Guidelines for the European Higher Education Area

6. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch6 Methodology Questionnaires in English, French and German sent to 429 (P)HEd.Institutions and 355 departments; Questionnaires in English, French and German sent to 429 (P)HEd.Institutions and 355 departments; Repeat mails to institutions and departments; Repeat mails to institutions and departments; Separate mailings to members of Businet and SPACE and several networks for SD; Separate mailings to members of Businet and SPACE and several networks for SD; Telephone interviews and desktop research for examples of good practice. Telephone interviews and desktop research for examples of good practice.

7. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch7 Methodology Questionnaires along the lines of the Deming Quality Cycle: Plan, DO, Check, Act. Questionnaires along the lines of the Deming Quality Cycle: Plan, DO, Check, Act. Focusing on elements of Planet, People, Profit (Triple P); Focusing on elements of Planet, People, Profit (Triple P); Institutional level: focusing on institutions as business organisations; Institutional level: focusing on institutions as business organisations; Departmental level: focusing on institutions as education providers Departmental level: focusing on institutions as education providers

8. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch8 Difficulties met Insufficient response rate due to: Insufficient response rate due to: –Difficulties to contact correct people; –Aversion to filling in questionnaires; –Apparent apathy concerning SD in certain countries, especially France, Germany and Poland; Biased sample: Biased sample: –Responses from the majority of countries are not representative (except Finland, Portugal, Ireland and the Netherlands).

9. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch9 Findings of the questionnaires 1. At institutional level Much more interest at institutional level than in SEPHE-1 study; Much more interest at institutional level than in SEPHE-1 study; PLAN: PLAN: –Nearly 90 % of respondents have SD in their educational mission and more than 80% in their corporate mission. (Nearly half explicitly in their pedagogical mission) –More than 97% focus on People aspect, 60% on Planet aspect and 45% on Profit in corporateMission.

10. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch10 Findings of the questionnaires 1. At institutional level DO: DO: –95% of respondents claim to do sth. In field of SD –Mainly Planet – aspect (nearly 95%) 85% of respondents take actions in the field of sustainable energy! 85% of respondents take actions in the field of sustainable energy! –People aspect (87%) –Profit aspect (75%)

11. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch11 Findings of the questionnaires 1. At institutional level CHECK: CHECK: -Institutions are aware of strengths and weaknesses -More than half of respondents assess their efforts in the field of SD, SE or CSR -80% of Finnish and Romanian respondents -Half of the respondent (P)HEI integrate efforts in the field of SD in their QM -Nearly 60% are familiar with assessment tools -Nearly 80% in the Netherlands

12. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch12 Findings of the questionnaires 2. At departmental level PLAN: PLAN: -Virtually all respondent (P)HEI think they have a role to play in promoting SD, SE or CSR -Most focus is on changing ways of thinking and development of new courses -Nearly 75% of departments surveyed mention SD in mission or vision -More involvement of stakeholders (65%)than at institutional level -More than half of respondents have strategic plan -mostly medium or long-term, 46% bottom-up, 38% explicit -Funding for SD activities is available (only 8% external)

13. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch13 Findings of the questionnaires 2. At departmental level DO: DO: -90% of all respondent (P)HEI offer courses or programmes in the field of SD, SE or CSR. -Subjects vary according to the departments -92% address global problems, 84% CSR, 70% management systems, 65% legislation -Less than 30% organise specialisations

14. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch14 Findings of the questionnaires 2. At departmental level DO: DO: -In 86% of respondent institutions SD has its own position -70% make these courses compulsory -80% integrate SD in several courses - 50% organise special modules -Limited offering for third parties (only 30%) -But nearly half of Dutch institutions do so

15. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch15 Findings of the questionnaires 2. At departmental level DO: DO: -Elements of SD, SE or CSR are present in profile of the graduates (80%) and also in cases and in industrial visits or placements (67%) -67% examine achievements of students on SD -Nearly 80% expect teachers to act as role models -More than 60% involve guests lecturers

16. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch16 Findings of the questionnaires 2. At departmental level CHECK: CHECK: -Departments are aware of strengths and weaknesses -Strength: involvement of motivated and experienced staff -Weakness: lack of corporate strategy or policy -Nearly half of respondents assess their efforts in the field of SD, SE or CSR -Majority does not know specific assessment tools (60%)

17. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch17 Overall conclusions Compared to SEPHE-1 results are much more positive; Compared to SEPHE-1 results are much more positive; Low response rate (especially for PL, F and D) might point to a biased sample; Low response rate (especially for PL, F and D) might point to a biased sample; SD, SE and CSR have found their rightful place in PHEI surveyed; SD, SE and CSR have found their rightful place in PHEI surveyed; SD is integrated in mission and vision but also in actions as well at institutional as at departmental level; SD is integrated in mission and vision but also in actions as well at institutional as at departmental level;

18. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch18 Overall conclusions Policy documents seem to be mainly developed at institutional level; Policy documents seem to be mainly developed at institutional level; Implementation mainly at departmental level; Implementation mainly at departmental level; There is a budget (mainly internal) for actions in the field of SD: 50% at institutional level 2/3 at departmental level. There is a budget (mainly internal) for actions in the field of SD: 50% at institutional level 2/3 at departmental level. Stakeholder involvement is stronger at departmental level than at institutional level; Stakeholder involvement is stronger at departmental level than at institutional level;

19. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch19 Overall conclusions Virtually all (P)HEI surveyed think they have a role to play in the promotion of SD; Virtually all (P)HEI surveyed think they have a role to play in the promotion of SD; Departments focus mainly on awareness raising and transfer of skills as far as SD and their main beneficiaries are their students; Departments focus mainly on awareness raising and transfer of skills as far as SD and their main beneficiaries are their students; Institutions at corporate level also refer to the local (business) community and future generations as the beneficiaries of the actions on SD; Institutions at corporate level also refer to the local (business) community and future generations as the beneficiaries of the actions on SD; Efforts in the field of SD are measured but specific assessment tools are not known. Efforts in the field of SD are measured but specific assessment tools are not known.

20. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch20 Recommendations To PHEI To PHEI –Institutions with expertise in the field of SD should actively disseminate towards others and team up with them; –Individual institutions should submit reports of their activities to EURASHE; –Stakeholder involvement should be increased; –Courses should be organised for third parties; –More external sources of funding should be found.

21. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch21 Recommendations To Ministries of Education To Ministries of Education –To collect examples of good practice and disseminate them; –Efforts in the field of SD should be taken into account in the national or regional QA systems; –Integration of SD into corporate policy or strategy of HEI should be supported by legislation.

22. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch22 Recommendations To the Commission To the Commission – –To support more European projects in the field of SD; – –To promote projects which link up universities and PHEI or university colleges with experience in SD, SE or CSR; – –To give special support to projects in the field of teacher training.

23. EURASHE / SPACE 23MARCH 07, CYPRUSYves Beernaert - Magda Kirsch23 Recommendations To EURASHE To EURASHE –Set up a WG in the field of SD, SE or CSR; –Play an active role in Copernicus network and promote Copernicus guidelines; –Incite member institutions to introduce projects in the field of SD, SE or CSR; –Make a compendium of sources of funding in the field of SD, SE or CS; –Promote existing assessment tools on SD, SE or CSR; –Open a website page on SD.

24. EURASHE / SPACE 23MARCH 07, CYPRUS Yves Beernaert - Magda Kirsch 24 Thank you for your attention!