This article explores the digitalization and digital transformation of Erasmus+ programs in higher education, focusing on the University College of Teacher Education Carinthia (PHK). The International Office at PHK handles student and staff mobility, requiring meticulous project proposals and detailed financial documentation. Digitalization, particularly through the Erasmus Without Paper (EWP) network, enhances efficiency and transparency in managing mobilities. The process encompasses transforming analog data to digital formats and broader societal and cultural shifts driven by technology, such as e-learning and remote work.
Erasmus+ mandates universities to adopt digital processes, emphasizing criteria like transparency, anti-discrimination, and sustainability. The European Commission's European Student Card Initiative supports this transition, facilitating digital data exchange. Despite challenges, including technical infrastructure, staff expertise, and varying partner institution readiness, digitalization streamlines administrative tasks and improves mobility quality. Strategic planning and support measures are essential for successful implementation. The digital transformation not only simplifies processes but also enhances international networking and educational experiences, with Carinthia's geographic and cultural appeal further enriching exchange opportunities.
Author
Prof. Kaspurz Daniel, MSc.
Professor und stellvertretender Leiter des Zentrums für Bildungskooperation und internationale Kontakte an der Pädagogischen Hochschule Kärnten
Author Daniel Kaspurz works at the Center for Educational Cooperation and International Contacts at the University College of Teacher Education Carinthia. He is responsible for digitalization and incoming Erasmus+ students. He holds a Master's degree in Psychology with a focus on Business, Occupational, and Organizational Psychology. Before his studies, he worked as a computer systems administrator. He is also an expert in creating online surveys for social science studies.
Title: Digitalization and Digital Transformation within Erasmus+ Programs in Higher Education
Abstract
This article explores the digitalization and digital transformation of Erasmus+ programs in higher education, focusing on the University College of Teacher Education Carinthia (PHK). The International Office at PHK handles student and staff mobility, requiring meticulous project proposals and detailed financial documentation. Digitalization, particularly through the Erasmus Without Paper (EWP) network, enhances efficiency and transparency in managing mobilities. The process encompasses transforming analog data to digital formats and broader societal and cultural shifts driven by technology, such as e-learning and remote work.
Erasmus+ mandates universities to adopt digital processes, emphasizing criteria like transparency, anti-discrimination, and sustainability. The European Commission's European Student Card Initiative supports this transition, facilitating digital data exchange. Despite challenges, including technical infrastructure, staff expertise, and varying partner institution readiness, digitalization streamlines administrative tasks and improves mobility quality. Strategic planning and support measures are essential for successful implementation. The digital transformation not only simplifies processes but also enhances international networking and educational experiences, with Carinthia's geographic and cultural appeal further enriching exchange opportunities.
The International Office (Center for Educational Cooperation and International Contacts)
Responsibilities
The tasks of the Center for Educational Cooperation and International Contacts are diverse. These include managing student mobility for PHK students (outgoing students) as well as exchange students from partner universities (incoming students). Additionally, staff mobility, either in the form of training or teaching stays, is conducted. To offer and carry out these activities, detailed project proposals must be submitted, leading to the allocation of financial resources upon positive evaluation. The targeted use of financial resources must be documented thoroughly and reported at specified times in interim and final reports to the Austrian Exchange Service – Agency for Education and Internationalization (OeAD). Beyond these tasks, new collaborations are established and deepened to meet the PHK’s internationalization strategy. The level of digitalization varies across different areas of the International Office and is largely directed and prescribed by the European Commission. While interim and final reports may still use Excel sheets, student mobility tasks are almost entirely managed through the Erasmus Without Paper (EWP) network.
Digitalization?
The terms "digitalization" and "digital transformation" are used inflationarily today, often without clear definitions (Gong et al., 2023; Traum et al., 2017).
Digitalization and digital transformation as a whole are often referred to as the Fourth Industrial Revolution or Industry 4.0. In the academic field, the equivalent term that has been established is University 4.0. (Feldmann & Wolff, 2018). Digitalization in the narrow sense refers to the conversion of analog data into digital data (Harwardt, 2022), such as scanning a photo. This basic level is also known as "digitization" and often pertains to purely technical aspects. In a broader sense, digitalization also refers to the translation of analog processes and actions into a machine-readable language, thereby making procedures, such as those in industry or in the service and administrative sectors, partially or fully automatable, which is referred to as "digitalization" in English (Harwardt, 2022). The third term, frequently used in the media, is digital transformation. This not only refers to the conversion of analog formats, actions, and processes into digital ones but also encompasses the accompanying transformation of society and corporate cultures (vgl. Gong et al., 2023; Harwardt, 2022). Phenomena such as "home office" or "e-learning," as well as "blended learning," are just the tip of the iceberg of these digital transformations that have become indispensable since the COVID-19 pandemic. As a result, not only have processes in workplaces changed, but often the workplace itself has changed, partially moving into one's own home, as physical presence in the institution is now only necessary for meetings, team sessions, and client appointments, if at all.
Digitalization and digital transformation of the Erasmus+ programs in the higher education sector
The ERASMUS+ Program (European Commission) is an European Union (EU) funding program that supports mobility for students, teaching staff, and administrative personnel within and outside the European Union (EU). Universities, especially organizational units such as International Offices, play an active role in shaping the digital transformation of the Erasmus+ programs. By applying for the Erasmus Charter for Higher Education (ECHE) (Erasmus+, 2023; nationale Agentur für Erasmus+ und ESK, 2021), which forms the basis for participation in the Erasmus+ program, universities commit themselves to the European Commission, among other things, to implement digitalization processes in the Erasmus+ activities. Since 2023, these processes have encompassed all administrative procedures related to Erasmus+ projects, including both student and staff mobility. This is aimed at meeting the requirements for transparency and traceability, which are among the criteria of the ECHE. Other criteria focus on anti-discrimination and equal treatment of all participants in all areas, with particular attention to disadvantaged groups such as people with disabilities or chronic illnesses. Furthermore, sustainable actions such as eco-friendly travel ("Green Travel") and the organization of environmentally conscious events are encouraged. These are just a few of the 35 ECHE criteria (Erasmus+, 2023).
For educational institutions wishing to participate in the Erasmus program, the European Commission provides an online self-assessment questionnaire designed to help determine the extent to which the principles of the ECHE have already been implemented in their own institution (Erasmus+, 2024).
Digitalisierungsbestrebungen der Europäischen Kommission - Bausteine der European Student Card Initiative
The overarching initiative of the European Commission concerning digitalization efforts is the so-called European Student Card Initiative (ESCI).
It consists of the following three components:
Illustrations are not included in the reading sample
Figure 1 Components of the ESCI (vgl. European Student Card, 2021)
The central interface for the work at the International Offices is the Erasmus Without Paper (EWP) network. By connecting to the EWP, university and student data can be exchanged digitally and mobility programmes can be mapped and processed digitally (European Student Card, 2021).
There are three options for connecting to the EWP:
- Proprietary software, such as Mobility Online or Move On
- The higher education institution's own solution for connecting to the EWP network
- EWP Dashboard, a free tool from the European Commission(European Student Card, 2021).
The digital transformation, the switch from analogue to digital processing of Erasmus+ programmes, poses challenges for universities, but also offers opportunities. This is discussed in more detail in the following section.
Challenges and opportunities of the digital transformation
How do successful mobilities come about and how has the organisation of international mobilities changed?
In order to be able to carry out mobilities and process them digitally, a project application is required after receiving the ECHE, which must be positively assessed by the OeAD in order to receive funding. Potential partner institutions are then selected and contact is made with their international offices to express interest in a partnership. If the respective institution is also interested in a partnership, the conditions are negotiated and a cooperation agreement, known as an Interinstitutional Agreement (IIA), is concluded.
The mobility conditions consist of several parts. These include the groups of people who can take advantage of mobilities, i.e. both students and all university staff (teaching staff and administrative staff). Other elements include the possible number of participants per group and year, the type of mobility, the subject area and the language level. The latter is particularly important if exchange students wish to take part in regular courses in the local language.
The following types of mobilities (with their abbreviations) are available at the PHK:
For students
- Study at a partner institution (Student Mobility for Study - SMS)
- Internship or traineeship at a partner institution (Student Mobility for Training - SMT)
For Teaching Staff
- Teaching assignments at a partner institution (Staff Mobility for Teaching Assignment – STA
For teachers & administrative staff
- Training visits to a partner institution including job shadowing e.g. language courses, use of digital media etc. (Staff Mobility for Training - STT)
Before the introduction of the EWP network, the cooperation agreements had to be drawn up in paper form and sent to the partner organisations by email (partly digital) or post. If the conditions changed, the cooperation agreement would have to be revised and sent out again. The connection to the EWP network makes it much easier to conclude cooperation agreements. The University College of Teacher Education Carinthia, for example, works with the proprietary software solution Mobility Online (SOP Mobility-Online, 2023). One advantage of the Mobility Online tool and other proprietary solutions is that they are constantly being adapted and improved in line with the European Commission's digitalisation requirements. Thanks to the standardised interface to EWP, data can be exchanged regardless of the chosen solution. Once contact has been established with the international office of the potential partner institution and cooperation is desired by both sides, a draft IIA can be created directly in the programme. This is then released via the EWP network and can either be accepted, amended or rejected by the other party. Reasons for rejection could be, for example, missing conditions such as the number of participants or missing types of mobilities. Once both parties have reached an agreement, the IIA is approved or signed and is therefore considered finalised and binding. Approved or signed because not all providers yet support both functions. However, both variants are equally valid. Since 2023, learning agreements (LAs) for student mobilities have also been concluded digitally. This central document for the study visit is drawn up by the students in cooperation with the head of the institute before the start of the mobility and signed by all parties involved. This ensures smooth recognition of the courses completed at the partner institution during the stay. These digital agreements are referred to as Online Learning Agreements (OLA) or Digital Learning Agreements (DLA). All other documents required for the student application process, such as the application form, a copy of the passport, language certificates and letters of motivation, can be uploaded by the applicants in Mobility Online. These documents are stored in a database for each applicant and can be retrieved at any time. This digital form makes it much easier to manage mobilities, as changes can be made by all parties at any time and viewed if necessary. However, as not all partner institutions have a connection to EWP yet, such as partner institutions from third countries like Ukraine, some mobilities still must be processed in hybrid form.
Challenges in implementing the digitalisation requirements
Various difficulties can arise when implementing digitalisation at universities. These include a lack of technical infrastructure and a shortage of employees with the necessary technical expertise. In addition, familiarising oneself with the programmes used to manage mobilities and acquiring the necessary background knowledge takes time and effort. A further hurdle is that partner institutions may not yet have implemented the necessary steps for technological change in accordance with the European Commission's requirements. Even in 2024, not all universities in Europe will be able to utilise the full functionality of the EWP interface for IIAs and LAs (Pinnen, 2024). In addition, the fact that the development of software solutions that are already in operation has not yet been fully completed complicates the application. This means that not all of the tools' functions have been fully implemented or tested. Even if the university fulfils all the requirements for digitalised processing, many processes still have to be carried out in hybrid form. This leads to significant additional time expenditure for employees.
As the various educational institutions each use specific software systems and tools to manage and implement mobilities, it is often a challenge for new employees in particular to quickly gain an overview. „A high degree of digitalisation - in its technical sense - also has an impact on working conditions for new hires.“ (Traum et al., 2017, p. 3)
When errors occur in the programmes, it is sometimes difficult to determine whether the error is on your own side, on the side of the partner institution or in the data exchange itself. This can lead to increased stress and excessive demands on staff. To counteract this stress, the International Office of the PHK works closely with the IT department and the contact persons at the Programme Support. In addition, close cooperation and dialogue with the partner institutions helps to find interim solutions until the error has been rectified.
However, the perspective of the working individual is often given too little attention or too little consideration in advance in digitisation efforts (Traum et al., 2017).
It is important to develop strategies in advance to counteract potential problems when using computer technologies. Another study has analysed how the use of computer technologies influences work in companies. It was shown that, on the one hand, communication is made easier and accessibility is improved, which can have a positive effect on the well-being of employees (Hoeven et al., 2016). On the other hand, technical interruptions and their unpredictability lead to increased strain and therefore to a higher level of stress in the workplace. This can be counteracted by a positive, open and goal-oriented communication culture, regular team meetings and a continuous exchange with the IT department and programme support.
Summary
In summary, the digitalisation of Erasmus+ programmes offers numerous opportunities. Digital transformation can speed up work processes and make them more efficient. For universities, this means taking a strategic approach to digitalisation and developing structural support measures. However, there is no universal solution, as each university must consider digital transformation individually as a strategic issue. Digitalisation can simplify recurring administrative processes and further improve the quality of mobilities. The dream of Erasmus Without Papers can become a reality as soon as all educational institutions are connected to the EWP network and full functionality is guaranteed. Carinthia, with its attractive location on the border with Slovenia and Italy and its many bilingual areas, is becoming increasingly popular as a destination for a semester abroad. Increasing digitalisation will facilitate the processing of mobilities and contribute to a smoother implementation and higher quality of mobilities. This will benefit both the students and the universities, which will contribute to international networking. In addition, joint activities between exchange students and locals open new experiences and opportunities for everyone involved.
References
Erasmus+. (2023, April 17). Erasmus Charter for Higher Education 2021-27 – new call published. https://erasmus-plus.ec.europa.eu/news/erasmus-charter-for-higher-education-2021-27-new-call-published
Erasmus+. (2024, April 3). Self-assessment for the Erasmus Charter for Higher Education. https://erasmus-plus.ec.europa.eu/self-assessment-for-the-erasmus-charter-for-higher-education
European Commission. Homepage - Erasmus+. https://erasmus-plus.ec.europa.eu/de
European Student Card. (2021). ESC Initiative and EDSSI | European Student Card. https://europeanstudentcard.eu/esc-initiative/
Feldmann, J., & Wolff, D. (2018). Hochschule 4.0. In D. Wolff & R. Göbel (Eds.), Digitalisierung: Segen oder Fluch: Wie die Digitalisierung unsere Lebens- und Arbeitswelt verändert (pp. 191–223). Springer. https://doi.org/10.1007/978-3-662-54841-7_8
Gong, C., Parisot, X., & Reis, D. (2023). Die Evolution der Digitalen Transformation. In D. R. A. Schallmo, K. Lang, T. Werani, & B. Krumay (Eds.), Schwerpunkt Business Model Innovation. Digitalisierung (pp. 281–316). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-36634-6_11
Harwardt, M. (2022). Digitalisierung und digitale Transformation. In M. Harwardt (Ed.), Management der digitalen Transformation (pp. 1–18). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-35918-8_1
Hoeven, C. L. ter, van Zoonen, W., & Fonner, K. L. (2016). The practical paradox of technology: The influence of communication technology use on employee burnout and engagement. Communication Monographs, 83 (2), 239–263. https://doi.org/10.1080/03637751.2015.1133920
nationale Agentur für Erasmus+ und ESK. (2021). Erasmus Charter for Higher Education - sample certificate. https://erasmus-plus.ec.europa.eu/sites/default/files/2021-09/Erasmus-ECHE-certificat_vert-EN.pdf
OeAD. Homepage - OeAD. https://oead.at/de/
Pinnen, M. (2024). Sachstand: Digitalisierung des Erasmus+ Programms. https://eu.daad.de/programme-und-hochschulpolitik/erasmus-ab-2021/erasmusplus-digital/de/77024-sachstand-digitalisierung-des-erasmus-programms/
SOP Mobility-Online. (2023, April 17). https://www.sop-at.com/de/themen/software-loesungen-fuer-hochschulen/mobility-online
Traum, A., Müller, C., Hummert, H., & Nerdinger, F. (2017). Digitalisierung – Die Perspektive des arbeitenden Individuums. Advance online publication. https://doi.org/10.18453/ROSDOK_ID00000173
Häufig gestellte Fragen
Wer ist der Autor des Artikels?
Der Autor des Artikels ist Prof. Kaspurz Daniel, MSc., Professor und stellvertretender Leiter des Zentrums für Bildungskooperation und internationale Kontakte an der Pädagogischen Hochschule Kärnten.
Was ist der Titel des Artikels?
Der Titel des Artikels lautet: Digitalisierung und digitaler Wandel im Rahmen von Erasmus+ Programmen im Hochschulbereich.
Worum geht es in dem Artikel?
Der Artikel untersucht die Digitalisierung und den digitalen Wandel von Erasmus+ Programmen im Hochschulbereich, mit Fokus auf die Pädagogische Hochschule Kärnten (PHK). Er beleuchtet die Aufgaben des International Office, die Rolle des Erasmus Without Paper (EWP) Netzwerks und die Herausforderungen und Chancen der digitalen Transformation.
Was sind die Hauptaufgaben des International Office (Zentrum für Bildungskooperation und internationale Kontakte)?
Zu den Aufgaben gehören die Verwaltung der Studierendenmobilität (Outgoings und Incomings), die Durchführung von Personalmobilität (Fort- und Weiterbildung, Lehraufenthalte), die Erstellung von Projektanträgen, die Verwaltung finanzieller Ressourcen und die Berichterstattung an den OeAD.
Was bedeuten die Begriffe Digitalisierung und digitaler Wandel in diesem Kontext?
Digitalisierung bezieht sich auf die Umwandlung analoger Daten in digitale Daten. Digitaler Wandel umfasst nicht nur die Umwandlung analoger Formate, Handlungen und Prozesse in digitale, sondern auch die begleitende Transformation der Gesellschaft und der Unternehmenskulturen.
Was ist das ERASMUS+ Programm?
Das ERASMUS+ Programm ist ein Förderprogramm der Europäischen Union (EU), das die Mobilität von Studierenden, Lehrkräften und Verwaltungspersonal innerhalb und außerhalb der EU unterstützt.
Was ist die European Student Card Initiative (ESCI)?
Die European Student Card Initiative (ESCI) ist eine übergreifende Initiative der Europäischen Kommission zur Digitalisierung, die aus drei Komponenten besteht: Erasmus Without Paper (EWP), European Student Identifier (ESI) und Online Services.
Welche Herausforderungen gibt es bei der Umsetzung der Digitalisierung?
Zu den Herausforderungen gehören der Mangel an technischer Infrastruktur, fehlende Mitarbeiter mit technischem Know-how, die Einarbeitung in die Programme, die mangelnde Bereitschaft der Partnerinstitutionen und Fehler in den Programmen.
Welche Chancen bietet die Digitalisierung von Erasmus+ Programmen?
Die Digitalisierung kann Arbeitsprozesse beschleunigen und effizienter gestalten, die Qualität der Mobilitäten verbessern und die internationale Vernetzung fördern.
Was ist das Erasmus Without Paper (EWP) Netzwerk?
Das Erasmus Without Paper (EWP) Netzwerk ist die zentrale Schnittstelle für die Arbeit in den International Offices. Durch die Anbindung an das EWP können Hochschul- und Studierendendaten digital ausgetauscht sowie Mobilitätsprogramme digital abgebildet und abgewickelt werden.
Was sind Online Learning Agreements (OLA) bzw. Digital Learning Agreements (DLA)?
Online Learning Agreements (OLA) bzw. Digital Learning Agreements (DLA) sind digitale Lernvereinbarungen, die von Studierenden in Zusammenarbeit mit dem Institutsleiter vor Beginn der Mobilität erstellt und von allen Beteiligten unterzeichnet werden. Sie gewährleisten die reibungslose Anerkennung der an der Partnerinstitution absolvierten Kurse.
- Quote paper
- Daniel Kaspurz (Author), 2023, Digitalization and Digital Transformation in the Context of Erasmus+ Programs in Higher Education, Munich, GRIN Verlag, https://www.grin.com/document/1484432
