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Background Returning universities to full on-campus operations while the coronavirus disease 2019 pandemic is ongoing has been a controversial discussion in many countries. The risk of large outbreaks in dense course settings is contrasted by the benefits of in-person teaching. Transmission risk depends on a range of parameters, such as vaccination coverage and efficacy, number of contacts, and adoption of nonpharmaceutical intervention measures. Owing to the generalized academic freedom in Europe, many universities are asked to autonomously decide on and implement intervention measures and regulate on-campus operations. In the context of rapidly changing vaccination coverage and parameters of the virus, universities often lack sufficient scientific insight on which to base these decisions. Methods To address this problem, we analyzed a calibrated, data-driven agent-based simulation of transmission dynamics among 13 284 students and 1482 faculty members in a medium-sized European university. Wed use a colocation network reconstructed from student enrollment data and calibrate transmission risk based on outbreak size distributions in education institutions. We focused on actionable interventions that are part of the already existing decision process of universities to provide guidance for concrete policy decisions. Results Here we show that, with the Omicron variant of the severe acute respiratory syndrome coronavirus 2, even a reduction to 25% occupancy and universal mask mandates are not enough to prevent large outbreaks, given the vaccination coverage of about 85% reported for students in Austria. Conclusions Our results show that controlling the spread of the virus with available vaccines in combination with nonpharmaceutical intervention measures is not feasible in the university setting if presence of students and faculty on campus is required.

Returning universities to full on-campus operations while the COVID-19 pandemic is ongoing has been a controversial discussion in many countries. The risk of large outbreaks in dense course settings is contrasted by the benefits of in-person teaching. Transmission risk depends on a range of parameters, such as vaccination coverage, number of contacts and adoption of non-pharmaceutical intervention measures (NPIs). Due to the generalised academic freedom in Europe, many universities are asked to autonomously decide on and implement intervention measures and regulate on-campus operations. In the context of rapidly changing vaccination coverage and parameters of the virus, universities often lack the scientific facts to base these decisions on. To address this problem, we analyse a calibrated, data-driven simulation of transmission dynamics of 10755 students and 974 faculty in a medium-sized university. We use a co-location network reconstructed from student enrolment data and calibrate transmission risk based on outbreak size distributions in other Austrian education institutions. We focus on actionable interventions that are part of the already existing decision-making process of universities to provide guidance for concrete policy decisions. Here we show that with the vaccination coverage of about 80% recently reported for students in Austria, universities can be safely reopened if they either mandate masks or reduce lecture hall occupancy to 50%. Our results indicate that relaxing NPIs within an organisation based on the vaccination coverage of its sub-population can be a way towards limited normalcy, even if nation wide vaccination coverage is not sufficient to prevent large outbreaks yet.

In this chapter, the authors deal with the topic of integration of technology-enhanced learning in higher education. Due to the worldwide debate on digitalization for all possible areas, even educational institutions are asking how they can deal with this change or how they have to prepare for the future. At Graz University of Technology, a pre-project was started to elaborate a policy, which should help to start different projects afterwards. Therefore, a participatory approach was started following the idea that each university member (lecturers, researchers, administrators, or students) can give input. Different measurements divided into the fields of education, research, administration, and transformation were carried out, summarized, and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects which were used for the final policy. Furthermore, an outlook on how the digital policy will be brought to practice in the following years will be provided.

We introduce the reactive synthesis competition (SYNTCOMP), a long-term effort intended to stimulate and guide advances in the design and application of synthesis procedures for reactive systems. The first iteration of SYNTCOMP is based on the controller synthesis problem for finite-state systems and safety specifications. We provide an overview of this problem and existing approaches to solve it, and report on the design and results of the first SYNTCOMP. This includes the definition of the benchmark format, the collection of benchmarks, the rules of the competition, and the five synthesis tools that participated. We present and analyze the results of the competition and draw conclusions on the state of the art. Finally, we give an outlook on future directions of SYNTCOMP., Comment: 24 pages, published in STTT