universities and cities: fostering creative learning environments magna charta universitatum,...
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Universities and Cities: Fostering Creative Learning
EnvironmentsMagna Charta Universitatum, Bologna
19th – 20th September 2013
Summary
• Coimbra Group• Theme: Universities and cities • Rheme: Fostering creative learning
environments• Case studies
A network of 39 European universities with a specific profile
4 characteristics:• high quality research universities • long – established in their context• In cities where the university has a
strong impact, normally not capitals • Comprehensive (multidisciplinary)
Origins and mission
Coimbra Group set up in 1985 as network of universities with similar profile and similar challenges (strong regional engagement, historical buildings...)
Committed to the promotion of academic collaboration amongst its members on three basic levels: – mutual exchange of experience– development of best practice – influencing European policy
Theme: Universities and cities:
a brief historical overview Relationships between towns/regions and universities in
three basic scenarios:• Universities in but not of the city (± 1200 - ± 1800)• Universities integrated or developed/founded in cities
– architecturally, culturally, professionally (± 1800 – today)
• Campus universities – originally on moral grounds, i.e. away from the temptations of the city
Then 21st century – “learning regions”“The University and the City 1200-2000”, by Lawrence Brockliss, Magdalen College Oxford; in: Town and
University: A Dynamic Symbiosis, Leuven/Louvain-la-Neuve, 2000
Corpus Christi College, Cambridge
Old Court, Corpus Christi College, Cambridge. It is the only college founded by townspeople, the Cambridge Guilds of Corpus Christi and the Blessed Virgin (1352)
Göttingen: A university with a city
Georg-August Universität of GöttingenFounded in 1737, extends into the sphere of daily life in Göttingen, as much due to its sheer size as anything else. The university and the hospital alone employ more than 13,000 people, and at the moment more than 24,000 students are enrolled at the university, of which 12% are international students. Take into account that the city has only 120,000 residents and you can imagine the effect of the university on the city.
Louvain-la-Neuve
Louvain-la-Neuve, a city founded to house a university, seen from the lake
Rheme: Fostering creative learning
environments Universities can foster creative learning environments?Cities can foster creative learning environments?Universities and cities together can foster creative
learning environments?Universities and cities are fostering creative learning
environments? Universities and cities should foster creative learning
environments?What is a creative learning environment? Who is it for (who learns?) ?
Rheme: Fostering creative learning
environments Universities and cities together should, can and are
fostering creative learning environments.Who learns ? • Students and staff (diversity: undergraduate,
postgraduate, doctoral candidates, postdocs, continual professional development for inside and outside... )
• Society at large (children, over 50s, general public...)• Business and industry (incubators, spin-offs, start-ups,
patents...)• Universities...
Rheme: Fostering creative learning
environments What is a creative learning environment?
Originality – Appropriateness – Future orientation – Problem-solving ability (EUA Creativity Project, 2007)
It can be anywhere (classroom, cafeteria, lab, gardens, industry, museum…)
Factors for encouraging creative learning environments: • Diversity and openness• Technology, Talent and Tolerance (Richard Florida, 2005) • “Inter-”s
Rheme: Fostering creative learning
environments “Inter-”s• Inter-personal (team work)• Inter-national• Inter-cultural• Inter-lingual• Inter-generational• Inter-sectoral• Inter-disciplinary• Inter-level (bottom-up/top-down)• …..
Plus• Forward looking (future not
past)• Ability to change/adapt (autonomy)
Case study 1. Trinity College Dublin
Creativity, the City & the University
A Case Study of Collaboration betweenTrinity College Dublin and some nearby
Cultural Institutions
Johanna Archbold
Case study 1. Trinity College Dublin
Areas of collaboration (Arts and Humanities)
• Collections and conservation• Teaching and learning• Research and publications• Exhibitions• Professional expertise• Outreach and tourism
Case study 2. Burren College of Art, NUI
Galway
Creativity, the City & the University
A Case Study of Collaboration betweenTrinity College Dublin and some nearby
Cultural Institutions
Johanna Archbold
Founded in 1993 by Michael Greene and Mary Hawkes-Greene, to give student artists the opportunity to develop their creative potential in the unique environment of the Burren.
He wanted to enable creative people from around the world to work and be inspired by it while helping the local community thrive as a result.
The college would reconnect with the tradition of learning established by the Brehon and Bardic schools of the 6th century; it would recruit artists internationally, grant degrees, re-energise the local community.
Case study 2. Burren College of Art, NUI
Galway
Case study 2. Burren College of Art, NUI
Galway
Centre for Creative Learningin all disciplines“Time, Space,
Inspiration”
Case study 3. University of Granada
Health Sciences Technology Park, Granada
Universidad de Granada
Ayuntamiento de Granada
Ayuntamiento
de Armilla
Ayuntamiento
de Ogíjares
THE PTS GRANADA : PROMOTERS
Fundación Parque Tecnológico de Ciencias de la Salud
PTS Model
Research Business and Industry
Teaching and LearningHealth care
University-industry cooperationSpin-offsStrategic alliances Promoting innovation
Biomedicine (CSIC and UGR)Forensic MedicinePharmacy
ChemistyFood Science and NutritionBiotechnology
Emergency Services Control Centre University Hospital
UNIVERSIDAD DE GRANADA Medicine; Pharmacy; Dentistry; Health SciencesResearch institutes General services Campus of Excellence
Company incubator BIC GranadaCentre for Innovation Patents and IP Centre (OTRI)Pharmaceutical and Food Development Centre
Transfer
LEARNING ENVIRONMENT IN THE PTS
International – intercultural – intersectoral – interdisciplinary…
• High-quality undergraduate learning in the biomedical sciences (Medicine, Pharmacy, Dentistry, Nursing, Physiotherapy and Occupational Therapy).
• Postgraduate programmes linked to the PTS priority research lines for graduates from Spain and abroad.
• Bespoke high-level training for technicians and other professionals.• Excellent research with high translational potential.• Promoting the establishment of technology-based companies.• All sharing common spaces.• Synergies to optimize human capital and scientific resources.
To sum up
Universities and cities/local communities/regions together should, can and do foster creative learning environments of all kinds, of all sizes, for all disciplinary fields.
Diversity is a key message: one size does not fit all.
Thank you for your attention !