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Funding Information: The authors would like to acknowledge the participants in the EA SIG meetings in general, and Lluís Alfons Ariño Martín in particular, for contributing to the discussions on EA in higher education on numerous occasions. Publisher Copyright: © 2022, EasyChair. All rights reserved. This paper takes a policy perspective on the development and governance of Business Capability Models in Higher Education. In particular, we look at the next steps in international collaboration around the Higher Education Reference Model (HERM) launched in 2021. The motivation is to highlight the European challenges and contributions to this concept. To do so, the paper draws on insights from the EUNIS EA SIG community. The paper also argues that ongoing work in the domain of interoperability underscores the importance of a common framework such as HERM. At the same time, EUNIS can build upon those experiences when collaborating on the development of HERM. The main recommendation of the paper is that EUNIS in general and the EA SIG, in particular, should actively engage in the future development of HERM. More specifically, we see a need to focus on the implications of translating the model into the broader European context.

Northern Archaeology, 11, 43-50

Archaeologia Aeliana, 18, 29-49, Material not previously published can now be set within the wider context of the ceremonial monuments of the Milfield Basin. Yeavering has produced Grimston ware but not Mid-Neolithic; then come Peterborough and Grooved wares and a variety of urns. Intensive EBA use includes a cremation cemetery, but after c 1250 bc the lack of activity may reflect the BA collapse. At each stage the value of looking at a whole landscape and its interacting sites is demonstrated. Hope-Taylor was concentrating on AS material, so more prehistoric evidence may come to light. Apparent gaps in occupation reflect our ignorance of site interactions; continuity and development are certainly visible. There is no need to invoke Iron Age immigrants to explain the field system and fort.

This paper focuses on the information systems that are being used in support of assessment and feedback activities. It takes a generic ‘life-cycle’ view of the overall process and looks at how systems (particularly commercial off-the-shelf systems) relate to academic practice. Throughout the paper the term electronic management of assessment (EMA) is used to describe the way that technology can be used to support the management of the whole assessment and feedback lifecycle, including the electronic submission of assignments, marking, feedback and the return of marks and feedback to students. We look at common issues in the fit between systems and practice and measures that are being taken to address the issues and fill the gaps.

This paper reflects on the outcomes of the Jisc Assessment and Feedback programme (Sept 2011-Aug 2014) which exploredlarge-scale changes in assessment and feedback practice, supported by technology. Assessment and feedback lies at theheart of the learning experience yet student surveys in the UK show that it remains the single biggest source of studentdissatisfaction with the higher education experience as well as posing increasing problems in terms of staff workload due to ever increasing class sizes. A paper to EUNIS 2013 ‘Supporting assessment and feedback practice with technology: a view of the UK landscape’discussed some of the new tools and approaches used in the UK; this paper looks at whether the secret to getting the mostout of the available technologies lies in tackling issues related to pedagogy, process or people.

In 2010 the EUNIS e-Learning Task Force (ELTF) members collaborated on a review of tools and technologies in use across our member institutions. One of the key features of that paper was the use of technology to give off-campus learners, such as distance learners, those undertaking field studies and learners in the workplace a richly supported learning experience. Building on the success of that collaboration, the ELTF members have turned their attention this year to the use of technology on campus. Whilst technology and distance learning go hand in hand, universities are often slower to take advantage of the possibilities offered by technology to enrich the learning that takes place in our lecture theatres and classrooms. The reasons for this are often cultural as much as financial or technical. Drawing on experience from across the EUNIS member nations we take a look at the types of tools, learning resources and learning activities that are being used to enhance the traditional curriculum, promote deeper learning and bridge the learning that takes place inside and outside the classroom. We look at a range of innovative projects and the benefits they have delivered, ways of overcoming the barriers to technology-enhanced learning on campus and we speculate about the role and function of the campus of the future …

Right across Europe technology is playing a vital part in enhancing learning for an increasingly diverse population of learners. Learning is increasingly flexible, social and mobile and supported by high quality multi-media resources. Institutional VLEs are seeing a shift towards open source products and these core systems are supplemented by a range of social and collaborative learning tools based on web 2.0 technologies. Learners undertaking field studies and those in the workplace are coming to expect that these off-campus experiences will also be technology-rich whether supported by institutional or user-owned devices. As well as keeping European businesses competitive, learning is seen as a means of increasing social mobility and supporting an agenda of social justice. For a number of years the EUNIS e-Learning Task Force (ELTF) has conducted snapshot surveys of e-Learning across member institutions, collected case studies of good practice in e-learning (see Hayes et al 2009 in references), supported a group looking at the future of e- Learning and showcased the best of innovation in its e-Learning Award. Now for the first time the ELTF membership has come together to undertake an analysis of developments in the member states and to assess what this might mean for the future. The group applied the techniques of World Café conversation and Scenario Thinking to develop its thoughts. The analysis is unashamedly qualitative and draws on expertise from leading universities across eight of the EUNIS member states. What emerges is interesting in terms of the common trends in developments in all of the nations and similarities in hopes and concerns about the future development of learning.