Time filter

Source Type

Tort L.,University of Barcelona | Eleftheriou M.,AQUALEX Multimedia Consortium Ltd
Aquaculture International | Year: 2015

The paper presents the student mobility activities undertaken by the EU Thematic Network AQUA-TNET over the last 18 years. Early work on listing and describing European aquaculture courses, and clear identification of obstacles to mobility in the aquaculture domain provided a sound basis for its mobility group’s activities in developing and achieving its aims. These consisted of the construction and maintenance of a Web portal using Google maps combined with up-to-date information on all universities in the network, carrying out a survey into and report on best practice in mobility and providing a detailed mobility guide for students. Statistical results from the expanded AQUA-TNET Education Gate portal give a good indication of the usefulness and success of the group’s mobility activities. © 2015, Springer International Publishing Switzerland. Source

Seixas S.I.F.B.P.,University of Lisbon | Seixas S.I.F.B.P.,University of Coimbra | Bostock J.,University of Stirling | Eleftheriou M.,AQUALEX Multimedia Consortium Ltd
Management of Environmental Quality | Year: 2012

Purpose: The purpose of this paper is to review a number of recent initiatives to promote sustainable aquaculture development through improvements to education and training capacity, and innovations in the use of eLearning. Design/methodology/approach: The authors share their experience in these initiatives and demonstrate how e-learning has been developed in specific cases to better serve the needs of the aquaculture sector, while addressing the pedagogical issues of distance learning and finding the best use of new internet-based technologies. Findings: These examples show how to respond to the needs of adult learners who may have a substantially different learner profile to typical campus students and have a more diverse range of needs and background knowledge. Greater focus is needed on defining, enhancing and accrediting knowledge and skills acquired informally and "on the job", so as to develop more effective formal education interventions. Practical implications: Adults engaging with job-related education are not empty vessels requiring to be filled with the correct mix of knowledge and skills by teachers who know all the answers. They are active learners seeking a supportive and enabling structure involving access to appropriate resources, engagement with fellow learners and more expert practitioners, and appropriate challenges and rewards to maximise effort and achievement. Originality/value: The paper shows that there is substantial social benefit in promoting an innovative and sustainable aquaculture industry that contributes positively to food security and human health. Continued Professional Development involving eLearning and other innovative approaches can make an important contribution throughout the sector. © Emerald Group Publishing Limited. Source

Bossier P.,Laboratory of Aquaculture and Artemia Reference Center | Eleftheriou M.,AQUALEX Multimedia Consortium Ltd
Aquaculture International | Year: 2015

After the Bologna framework formally incorporated doctoral education in the three-cycle structure of degrees as part of its nine Action lines in the Berlin Ministers Communiqué in 2003 (Berlin 2003), the AQUA-TNET network devoted a significant part of its activities to follow the subsequent developments in order to help its members understand and meet the demands of the Bologna reforms at the doctoral level. To this end, the network carried out a series of detailed and comprehensive surveys of its members. Interestingly, the results of these independent surveys reveal close similarities with the EUA survey of Doctoral Programmes for the European Knowledge Society (2005) and the sets of guidelines known as the Salzburg Principles (EUA 2005b) and the Salzburg II Recommendations (EUA 2010). The article describes the measures taken by the AQUA-TNET network to design, develop and implement structured doctoral programmes for its members in response to the specific needs as identified by its academic and industry members from those surveys. © 2014, Springer International Publishing Switzerland. Source

Eleftheriou M.,AQUALEX Multimedia Consortium Ltd | Reuver M.,AquaTT | Bostock J.,University of Stirling | Sorgeloos P.,Laboratory of Aquaculture and Artemia Reference Center | Dhont J.,Laboratory of Aquaculture and Artemia Reference Center
Aquaculture International | Year: 2015

The long-running higher education network AQUA-TNET, a tightly-knit collaboration of university departments, research institutes and other stakeholders from the aquaculture industry, was established in 1996 by AQUATT, a coordinating partner in the SOCRATES-ERASMUS Thematic Network DEMETER led by ICA (Association for European Life Sciences Universities). Later, AQUA-TNET activities continued under an umbrella organisation, the AFANET Thematic Network. Previous work on accreditation in European aquaculture courses carried out by AQUA-TNET’s first coordinator, the UETP (University Enterprise Training Partnership) AQUATT enabled the fledging network of 15 partners to publish details of aquaculture courses in all its 15 member countries and to focus on issues soon to be raised as part of the emergent Bologna Process (1999). AQUA-TNET’s ground-breaking work in educational reforms led to its steady expansion, with the result that in 2005 it was established as a stand-alone ERASMUS Thematic Network. Its achievements from 2005 to 2011 under the coordination of Gent University (Belgium) and from 2011 to 2014 of the University of Stirling (UK), demonstrate the incremental impact of AQUA-TNET’s long-term activities. AQUA-TNET played a leading co-operative role between higher education institutions, further education providers, research institutions and industry, defining and developing a high-quality European dimension within its academic disciplines. Activities included contributions to Bologna priorities such as student and staff mobility (M.Sc. and Ph.D. online portals detailing all members’ courses); development of innovative M.Sc., Ph.D., HE/VET and Lifelong Learning (LLL) programmes; organisation of hands-on workshops on new technologies (e-learning, ICT); identification of flexible pathways for lifelong learners (EQF and ECVET); developing diversified language learning for HE; excellent online forum (www.aquatnet.com) disseminating comprehensive information to all stakeholders, including industry. © 2014, Springer International Publishing Switzerland. Source

Eleftheriou M.,AQUALEX Multimedia Consortium Ltd | Seixas S.,University of Lisbon | Seixas S.,University of Coimbra
Aquaculture International | Year: 2015

Lifelong learning has been one of the building blocks of the Bologna Process since 1999. The Thematic network AQUA-TNET (Aquaculture, Fisheries and Aquatic Resource Management TN—2008–2011—142245-LLP-1-2008-1-BE-ERASMUS-ENW) in its response to each development has made a significant contribution to the network members’ knowledge and understanding of the different aspects concerned in the provision of university lifelong learning. Various definitions and interpretations of the concept led to relatively slow implementation of lifelong learning in many European universities; however, the EUA European Universities Charter of Lifelong Learning Surveys undertaken by AQUA-TNET showed that the AQUA-TNET approach has successfully incentivised its partners, since a higher percentage of AQUA-TNET partners (54 %) have a LLL strategy in place than the HE organisations surveyed by the EUA (average 39 %). © 2014, Springer International Publishing Switzerland. Source

Discover hidden collaborations