Exploring place-based approaches in evaluation and commissioning

Continuing to share some of the insights I've been gathering during my CECAN Centre for Evaluating Complexity Across the Nexus Fellowship. I've been delving into 'place' and what place means in the context of place-based approaches vs initiatives (more on that to come), and how we can draw on place to inform evaluative approaches to systems change / systems practice / systems methods. One of my favourite ideas is simple: a ‘space’ becomes a ‘place’ when it’s given meaning. There's many ways to think about what giving or ascribing meaning looks like - and I think that's where a lot of the magic (and complexity) comes in. Another way to frame it: Space becomes 'place' when there's value - and value depends on perspective. What I value about a space is different to what someone else might value (i.e. what I see as 'place' is different to what you see as 'place'). This can be true at an individual, group, or societal level. And I made a graphic - because why not. More to come! #place #Fellowship #evaluation #systems

Sharing more musings as I progress further into my CECAN Centre for Evaluating Complexity Across the Nexus Fellowship on systems methodologies in place-based... things? My ambiguity is because I have noticed recently that I defaulted to 'place-based approaches' as the scope for my question. However, as with all things, there are variations to this language. Approaches. Initiatives. Change. Programs. Work. Policy. Funding. The phrase 'place-based' sits before all of them, and means slightly different but overlapping things depending on the context. So, here I've boiled it down to what makes the most sense to me. In short - Approaches gets at the 'how' of delivery. Think principles, mindsets, and guiding methodologies. Initiatives are the 'what' being delivered. You can use many different types of approaches to underpin your 'what'. Change is your 'why' - or aspiration. Or desired outcomes. Whatever. So: Approaches + Initiatives = Change. I've intentionally put them in this order as it's much easier to jump to the what (e.g. grant program), whereas figuring out the how first is much more important. You might argue that they are not really easy to disentangle. I agree in some parts, but I also think the approach can transcend or outlast any initiatives. Initiatives are often tied to funding, timeframes (even long-term ones), which means guidelines and boundaries. Even with flexibility, things change. So an initiative that makes sense now, may not in five years. It may make sense to sunset it and start something new - but the approach can remain relevant. As always, thoughts welcome! #systemschange #placebasedapproaches #Fellowship

🎉 We’re always proud to see our accredited schools sharing the impact of AMBA accreditation — and this recent article from TalTech School of Business and Governance is a fantastic example: https://ow.ly/Veu450XieKW In his piece MBA Programme Director, Martin Toding, reflects on why AMBA accreditation matters, how it strengthens academic excellence, and the role it plays in ensuring programmes meet the highest global standards. 👏 His insights capture what accreditation is truly about — not just a quality mark, but a commitment to continuous improvement, international relevance, and meaningful impact for students, faculty, and employers alike. 🏫 We have recently launched a Marketing Toolkit for our schools, which includes guidance for AMBA schools on making the most of your accreditation. TalTech's article is a great example of how to do this. The toolkit can be downloaded here: https://ow.ly/y07h50XieKV

We’re excited to announce the start of the development of TESAR’s Training and Certification Programme on Evidence-Informed Policymaking (EIPM)! This programme will equip early-stage researchers with the competences to bridge the gap between scientific research and policymaking. It will include five online modules and one in-person transnational session, combining theory and hands-on practice to help participants transform evidence into impactful policy solutions. Upon completion, participants will receive a micro-credential certification officially recognising their skills in EIPM. With this initiative, TESAR contributes to building a new generation of researchers ready to turn knowledge into action for better, evidence-based decisions. #TESAR #ErasmusPlus #EIPM #EvidenceBasedPolicy #Training #Research #Innovation #EUProjects #HigherEducation #Microcredentials

The members of the BRAVO II project met in Brussels in October 2025 for a kick-off meeting. It was an opportunity to strengthen the cohesion of the project team, go through different aspects of the project management and update the working plan for the different work packages and communication plan. BRAVO II is a 2-year follow-up project from BRAVO, and is co-funded by the EU. The project ambitions are to facilitate international cooperation on recognition of vocational qualification through; ⭐ creating a formal network of NARICs and other relevant centres working with recognition of vocational qualifications. ⭐ to create arenas for exchange of best practices and enhance capacity building. ⭐ to develop a toolkit for credential evaluators. ⭐ project members also discussed the organization of a conference on recognition of vocational qualifications in early 2027. So stay tuned! BRAVO II is an Erasmus+ project co-financed by the European Union. #vocationalqualifications #network #enicnaric #vocationa #recognition #EUprojects The Directorate for Higher Education and Skills, Nuffic, SKVC (Studijų kokybės vertinimo centras), Council of Higher Education , NAWA - Polish National Agency for Academic Exchange, France Éducation international, Samenwerking Beroepsonderwijs Bedrijfsleven SBB, ENIC-NARIC Networks

Are you Interested in 𝐢𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐯𝐞 𝐚𝐩𝐩𝐫𝐨𝐚𝐜𝐡𝐞𝐬 𝐭𝐨 𝐞𝐯𝐚𝐥𝐮𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐢𝐦𝐩𝐚𝐜𝐭 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 𝐢𝐧 𝐇𝐢𝐠𝐡𝐞𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧? UCC webinar recording on their Success Story is now available! Watch to learn ❗ Why the Theory of Change is such a powerful approach for evaluation and impact assessment. ❗ Key lessons learned about the use of Key Performance Indicators from the CATALISI project. ❗ The significant difference a participatory approach to evaluation and impact assessment can make to institutions. The UCC team's work is driving real change, including: 🔹 Embedding the CATALISI Acceleration Services into the institution. Achieving a co-lead role in the UNIC European University Alliance Centre for City Futures. 🔹 Improved Decision-Making through the Quadruple Helix approach. 🔹 Engagement in High-Level Policy Dissemination (e.g., the 2024 EUA Funding Forum). 🔹 Becoming an Evaluation and Impact Assessment Partner in other Horizon Europe Grants. 🔹 Implementing a Revised Overhead Model underpinning the flagship UCC Futures initiative (find out more: https://lnkd.in/eYUCESzb). 🔹 Generating New Funding Income Streams (e.g., a £1M award from the Wellcome Trust for community-led research culture transformation). 🔹 Developing a New Approach to Responsible Research Assessment (CoARA Action Plan). 📽️ https://lnkd.in/dnwtwJ9V #HigherEducation #ResearchInnovation #TheoryOfChange #ImpactAssessment #Evaluation #CATALISI #UCC #HEI #CoARA #Policy

📢 Calling All Educators! 👩🏫💻 The Australian Alliance of Associations in Education (AAAE), of which the BEA is a member of, is supporting an ARC Discovery Project, led by Professor Shirley Agostinho and researchers from the University of Wollongong, QUT (Queensland University of Technology), Griffith University and University College London. 🌏✨ The project explores how digital technologies are reshaping the ways education professionals work and learn — a timely and important question for teachers, leaders, and education practitioners across all sectors. 🧩 Phase 3 of the research is now underway, and the team invites educators from all contexts to share their experiences by completing a short anonymous online survey. 🕒 It takes around 15–20 minutes to complete, and your insights will help inform future approaches to professional learning and digital innovation in education. 👉 To participate, follow the link: https://lnkd.in/gy2hVmss

[Shaping the Future of Research Managment] 👉 III_UC | Institute of Interdisciplinary Research proudly leads WP3 of the RM Framework (Horizon Europe) Project, developing EU-aligned training tools that strengthen professional standards and increase visibility and impact of Research Managers. 👉 Led by the Vice-Rector for Research and III_UC | Institute of Interdisciplinary Research Director, João Ramalho-Santos and Marcos Gomes, watch how we’re helping shape a stronger research ecosystem. ℹ️ Know more about RMFramework at this video and at: 🔗 https://rm-framework.eu/ #RMFramework #IIIUC #UCoimbra #ResearchManagement III_UC | Institute of Interdisciplinary Research Universidade de Coimbra RM ROADMAP

LAU and the International Cooperation Group of Brazilian Universities (GCUB) signed an MOU to strengthen academic, scientific, and cultural cooperation. The five-year agreement renews and expands the partnership first established in 2017, opening doors for joint research initiatives, faculty and student exchanges, and broader knowledge-sharing across academic and cultural fields, reaffirming LAU’s commitment to global collaboration and engagement. Grupo de Cooperação Internacional de Universidades - GCUB