Projects
TEMPUS Projects
An internationalization management model in partner institutions will be developed in order to provide appropriate knowledge and means to improve internationalization actions and activities that contribute to the sustainability of the international dimension of partner institutions in south neighbouring countries. The model aims at improving the institutional management processes of internationalization through establishing governance procedures that enhance internationalization within the university hierarchy of partner institutions, building their capacity, empowering them with references and guidelines in alignment to EU practices and encouraging them to share best-practices and develop strong partnership with EU partners. The model will be based on analyses of needs and capacities in partner HEIs and the experiences and best practices from EU partner institutions. This will then lead to producing a set of principles, priorities, guidelines and procedures to support HEIs to improve management of the internationalization processes at the institutional level.
 
The importance of relations between universities and their socio-economic environment has become a topical issue in Europe in the last 20 years, and has also been stressed within the implementation of the Bologna process. Whereas in most European countries, relations between Universities and enterprises have been developed and intensified during the past decade, Jordanian Universities are currently only starting to create strategies and instruments in this domain. The project is aimed at stimulating the development of a Jordanian university enterprise cooperation culture, by promoting good practice for implementing university based enterprise liaison offices in 8 Jordanian Universities, creation of capacities in human resources, promoting of coherent information and communication strategies among the Universities’ communities and within the local business environment as well as providing necessary strategic input for the creation of long-term partnerships and collaborative research with enterprises.
 
The project addresses the Jordan national priority for joint project of curricula reform, specifically modernisation of undergraduate curricula in renewable energy with emphasis on 3 cycle structure, ECTS and degree recognition. The project aims to develop and implement a new national undergraduate degree programme in renewable energy in Jordanian universities according to EU practices.  It will foster significant development in the professional human capacity of Jordanian universities and allow strong partnership with EU partners. This proposal is highly supported the Higher Education Accreditation Commission in Jordan.
 
The RecoNow project aims at improving and increasing the quality of student mobility within Middle Eastern and European higher education systems. The project tackles poor recognition of foreign qualifications as one of the main challenges that hinder international student mobility. Specific expertise in the credential evaluation field, access to official, comprehensive and focused information on different HE systems, study programmes, institutions and their recognition procedures, are among the key issues to be improved in order to guarantee smooth recognition procedures and to foster cross-border student mobility. The project runs from December 2013 until May 2016 in the framework of the Tempus Programme.
 
EQTeL is a Structural Measures project which completely addresses "Governance Reform” under the theme:  Introduction of Quality Assurance. This is a national priority for Jordan. It will modernise and reform teaching methodologies. The project has been designed to improve the quality and relevance of technology-enhanced in Jordan trough developing and implementing new accreditation standards, guidelines and procedures for distance learning study programs according to EU practices. This proposal has been instigated and is highly supported by Ministry of Higher Education and Scientific Research as well as the Higher Education Accreditation Commission. eQTeL will focus on developing a quality assurance framework to foster in technology-enhanced learning in university education in Jordan, and establishing a sustainable capacity building programme to support faculty implement technology in education.
 
A model was produced to support Jordanian HEIs, and their Quality Assurance Bureaus, to improve internal QA in line with new national HE Accreditation Council requirements and international expectations. The Model will be based on analyses of needs and capacities in Jordanian HEIs and the experiences and best practices from the successful QA Action Line of the Bologna Process. Workshops, consultations and ‘matching’ exercises will contribute relevant material from Jordanian and European HE institutions, QA agencies and consortia. The Model will be piloted in Jordanian HEIs and complemented by training and capacity building to support its sustainability. European experiences in building productive relationships between HEIs and their QA agencies will inform the effective implementation of the Model and reflect the importance of autonomous HEIs meeting national/international expectations whilst still working in different contexts.
 
The project is born from real needs identified via research and past experiences. This includes knowledge that increased autonomy and efficiency are desirable for Financial Management (FM) in the partner countries, and that this is a strategic goal for many. Lend specific support to institutional demands for increased efficiency, autonomy and transparency in FM in partnering Southern Neighbouring Area (SNA) HEIs, in line with national schemes & regional Tempus priorities.
 
The purpose of the project is to contribute to the development of international relations (IRs) management in HEIs in the MEDA region, in particular in Algeria, Tunisia, Lebanon, Egypt, Morocco, and Jordan. The project partnership is comprised of 3 European partners with expertise in institutional internationalization (UA, UPMF, and TUGM) and 12 partners from the MEDA region, hailing from Algeria, Tunisia, Egypt, Jordan, Morocco and Lebanon (2 per country). All seek to improve their international relations management. The project will focus on strengthening the know-how and management capacities of the staff of the partner universities, and to build efficient structures for international relations. The project includes different types of actions, including on-site observation sessions, human resources development for both top-level management (Strategic level) and IRO staff (Practical level), the development of strategic internationalization plans for the participant institutions and, the main output, a formalized regional network dedicated to internationalization. All the activities are designed to be complementary and drive the participants towards a more innovative and united approach to internationalisation and the management of international relations.
 
ALTAIR project specifically aims at strengthening the foundations for the systematic implementation of a coherent quality culture within partners’ institutions. The action will achieve the objective through capacity building in Egypt, Jordan, Palestinian territories, Lebanon and Morocco involving two universities per country and comprising the Ministries of Higher Education through extensive training programmes. On the other hand, the action will contribute to the strengthening of physical infrastructure in relation to the structures (Q-Units within the Universities) responsible for the implementation of quality assurance mechanisms and the establishment of effective and necessary information system within participating Universities.
 
Achieving Sustainable Programmes in Regeneration and Entrepreneurship: Jordan, Lebanon and Palestine
The ASPIRE project aims to enhance the capacity of the six consortium universities in Jordan, Lebanon and Palestine by enabling them to develop sustainable programmes in entrepreneurship in their countries. The project also aims to enhance the cooperation between universities in the region and with EU partner institutions. The EU partners of ASPIRE have a rich experience of entrepreneurship education and a successful track record of previous Tempus projects which will ensure that the consortium will be able to meet the project objectives.
 
Integrating a Holistic Approach to Student Services for Increased Student Wellbeing
MEDAWEL provides HEIs in SNA with a holistic approach to student services (SS) for increased student wellbeing and applicable service offers via targeted planning and development on institutional, national and regional levels, in line with national goals and regional Tempus priorities. MEDAWEL works in this context to improve service offer, increase regional dialogue and student's institutional involvement. The project commences with a benchmarking exercise to identify relative strengths and offers capacity building training actions. In parallel, MEDAWEL provokes stakeholder interaction via roundtables, a dedicated network and regional dissemination actions and events. A specific strand of MEDAWEL is dedicated to students, promoting their involvement in decision making and needs analysis from a national student survey. Lastly, participating HEIs select services from a 'menu' and implement two services before project end.
 
ERAMUS+ Projects
he wider objective of the project is to support the structural reform of the higher education system in Jordan, develop a qualifications framework for higher education in line with national priorities, and implement at different institutional levels. NQF-J shall provide a QF for higher education for implementation at institutional level and, importantly, set up the basis for a comprehensive NQF, and thus endeavours to establish an NQF model that identifies the generic expectations of all levels of higher educational programmes. These will be expressed as learning outcomes, mainly based on knowledge, skills and competences. The standards of qualifications at each level will be created and established through a number of activities in which descriptors will be determined, along with appropriate QA processes, by all stakeholders in higher education.
 
The overarching goal of OpenMed is to raise awareness and facilitate the adoption of Open Educational Resources (OER) and Open Educational Practices (OEP) in the Arab Mediterranean countries, with a particular focus on higher education in Egypt, Jordan, Morocco and Palestine. OpenMed fosters the role of universities as knowledge providers not only to their on-campus students but also beyond the walls of institutions, especially towards disadvantaged groups (e.g. low income peoples, disabled students, people living in rural areas, learners at risk of low achievement, refugees). OpenMed is an international cooperation project co-funded by the Erasmus+ Capacity Building in Higher Education programme of the European Union during the period 15 October 2015-14 October 2018.
 
There is a worldwide consensus today on the relevance of quality human resource management (HRM) for the optimisation of Higher Education Institutions’ performance. HEIs are facing increasingly complex contexts which require HRM models able to respond to new challenges in the selection, development and motivation of their staff. HR approaches focused on staff recruitment, organisation of employment contracts and salary payment are completely superseded by the necessity to take account of new issues, such as training, promotion and encouragement, development support and strategic planning for future needs.
 
The project concentrates on strengthening and enhancing the role of higher education institutions and universities in innovation capacity building, technology transfer and commercialization of applied scientific research outcome in Jordan aiming at the creation of the essential environment for innovation in order to build a knowledge-based economy.
 
The project is aiming the development of an adaptive curriculum in engineering education that is based on digital learning resources for mobile devices, responds to the requirements for modernization and accessibility of the Jordanian high education system to improve the educational integration of disadvantaged learners in the educational system - groups in risk whose special needs or socioeconomic status significantly restrict their ability for adequate education.
 
The project aims to promote HEI staff’s and students’ interdisciplinary skills through the development of innovative educational approaches to energy planning, able to support interaction among different disciplines (spatial planning, environment, engineering, landscape, etc.) and foster collaboration with research and business activities operating in the RES sector, thus keeping up with its continuous technological innovation.
 
European Project Design and Management in the South Mediterranean Region 
This project will develop it will therefore develop a comprehensive training programme for 24 participants from 8 selected Partner Country HEIs with a total of 8 training of trainers sessions and 8 practical placements taking place in European universities. This will equip staff in Partner Country HEIs with the necessary skills to successfully set up and run an “EU project design and management unit” and hold internal training sessions within their HEIs. These training sessions will be developed into Massive Open Online Courses (MOOCs) accessible via the project website for staff from other HEIs in the region. The selected Partner Country HEIs will then set up a regional EuNIT network to promote the exchange of good practices, use of MOOCs and also offer training sessions for staff from other HEIs in the region in EU project design and management.
 
Pathway in Forensic Computing
The FORC project seeks to seeks to build capacities to develop an integrated curriculum in forensic computing as pathways within the undergraduate degrees of the faculties of Information Technology and Law, using a student-centered adaptive learning approach based on the bologna processes. It aims to develop a pathways integrated within the current curricula, to bring continuity and achieve harmony across the programs. This pathway will be deployed at the four participating partner universities, tow in Palestine (P4: AQU, P5: PTUK) and two in Jordan (P7: PSUT, P8: JU).
 
International Credit Mobility Projects
University of Almeria
More than 650 students from all over the world will come to study in the UAL next year, adding up to more than 5% of our total students. Indeed, the UAL participates in various mobility programmes such as: ERASMUS, ISEP, Pima, Anuies…
 
With more than five centuries of tradition, the University of Santiago de Compostela is a historic institution that projects itself to the future and beyond its frontiers, always attentive to the different demands of society, where it stands as an important academic frame of reference and where it develops its academic and research work. Centuries of history give the University a special capacity to merge the experience, security and confidence with present and future challenges.
 
The University of Barcelona is the most formidable public institution of higher education in Catalonia, catering to the needs of the greatest number of students and delivering the broadest and most comprehensive offering in higher educational courses. The UB is also the principal center of university research in Spain and has become a European benchmark for research activity, both in terms of the number of research programmes it conducts and the excellence these have achieved.
 
One of the most important elements of quality assurance in higher education is transparency. In addition to transparency, the Course Information Package (CIP) of Ataturk University will also provide important contributions to practice better planned education, provide adequate program acquirements of students, recognition, accountability and easing mobility in higher education. As a result of these, through increasing the quality of higher education, the mission of the CIP is to contribute to the training of students, who are academically and professionally competent graduate in their fields.
 
The mission of the Middle East Technical University is to reach, produce, apply and promote knowledge, and to educate individuals with that knowledge for the social, cultural, economic, scientific and technological development of our society and humanity. This is to be done by bringing teaching, research and social services up to universal standards.
 
İstanbul Şehir University (ŞEHİR) is a non-profit, private higher education institution established by the Foundation for Science and Arts (Bilim ve Sanat Vakfı - BİSAV) in 2008. Its founder BİSAV is a renowned NGO functioning for more than 30 years in the field of social sciences, organizing many international and national academic activities and free seminars in related areas. With its highly qualified and internationally experienced teaching staff, dynamic interdisciplinary curricula, a wide range of elective courses, fast-growing library and research-focused agenda, ŞEHİR aims to become a distinguished institution in Turkey and its neighboring regions in higher education and research.
 
Five partners from Europe and nine from South Mediterranean Countries are working together to widening participation and adoption of Open Educational Resources (OER) and Open Educational Practices (OEP) as a bottom-up approach to support the modernization of the Higher Education sector in Morocco, Palestine, Egypt and Jordan.
 
Sapienza University, which was founded in 1303 by Pope Boniface VIII in Rome, is one of the oldest universities in the world and a top performer in international university ranking. The future of Sapienza is firmly rooted in its rich past and the academic and research excellence of its community. Sapienza’s mission is to catalyze the development of a knowledge society by promoting research, education and international cooperation.
 
The University of Montpellier is a research-intensive university where education and research cover most Scientific and Technological fields. The mulitidisciplinarity of the University of Montpellier means that studying here is a great opportunity for students to be prepared for the jobs of tomorrow. 
 
The University of Pavia is one of the oldest universities in Europe. An edict issued by King Lotharius quotes a higher education institution in Pavia as already established in 825. This institution, mainly devoted to law studies, was then chosen as the main education center for northern Italy. Enlarged and renovated by the Duke of Milan, Gian Galeazzo Visconti, it became the University of the Duchy, officially established as a Studium Generale by Emperor Charles IV in 1361.
 
The University of Tampere (UTA) is a culturally-committed higher education institution with the social mission of educating visionaries who understand the world and change it. With its nine schools and some 15,000 degree students, UTA is one of the largest and most popular universities in Finland. 
 
​​​​​​​​​​​​​​​​​Located in a vibrant European capital city, Cardiff Metropolitan University is a thriving and modern university. Integral to the city of Cardiff for more than 150 years, we continue to invest in our students’ future with a focus on student employability and enhancing the student experience​; providing education and training opportunities of the highest quality to students from over 140 countries worldwide.​​​​
 
Varna University of Management (VUM – former International University College – Albena) is an international business school located in Europe, Bulgaria. Students from over 40 countries receive excellent education in Business and Marketing, IT, Computer Sciences, Tourism and Hospitality Management and Gastronomy and Culinary Arts.
VUM started 20 years ago as a college of tourism and gradually evolved into an accredited university with wider emphasis on management.
 
The University of Vilnius, one of the oldest and most famous establishments of higher education in Eastern and Central Europe, was founded in 1579. Functioning for a long time as the only school of higher learning in Lithuania, it was a preserver of cultural and scientific traditions, and has played a significant part in the cultural life not only of Lithuania, but the neighboring countries as well. During more than four centuries of its existence, the University of Vilnius has seen periods of growth and decline, revival, and closure. The University is a unique witness to the history of the Lithuanian state.
 
Hasselt University is a young university that has achieved enormous growth in the past four decades. The Limburg University Centre (LUC for short) – the predecessor of Hasselt University - officially opens to students in Diepenbeek, two years after the legal authorization of the creation of an autonomous university institution in Limburg. LUC starts with six programmes: mathematics, physics, chemistry, biology, dentistry and medicine.
 
History of RTU dates back almost 155 years. The establishment of RTU, then Riga Polytechnicum (later – Riga Polytechnic Institute), was closely connected with the economic and political changes in Europe in the middle of the 19th century: rapid development of manufacturing and railway transport, erection of bridges and other engineering constructions. Riga was rapidly transforming itself into a developed industrial center. The main task of the school was to educate and train technical intelligentsia who would be capable of working with new manufacturing equipment and proposing new ideas for new achievements. 
International Relations Office, Princess Sumaya University for Technology P. O. Box 1438, Al-Jubaiha 11941, Amman, Jordan, Office: +962 6 5359949, int.rel.off@psut.edu.jo