Author: Aniza Pourtauborde

The Aurora Student Conference is a unique occasion for students from Aurora universities to meet in-person and exchange on topics addressing the opportunities and challenges for our students. The 2025 edition took place between 27 and 29 January 2025 at the Palacky University Olomouc (UP) in the Czech Republic. It welcomed 50 Aurora Student Council (ASC) members and Student Ambassadors across Aurora universities on the Olomouc campus. Throwback to the two-day intensive, student-led and student-focused programme by Ari Ljunggren, Bachelor degree student from Copenhagen Business School (CBS) and second-year Aurora Student Ambassador.

There’s something special about returning to a place that once opened your eyes to new ideas. Two years ago, I arrived in Olomouc for the first time to take a course called Sustainable Social Enterprises at UP. In hindsight, this experience was more than just an academic course. It broadened my perspective on how businesses can rethink their priorities to create real, meaningful impact. Collaborating on a business idea with fellow students from CBS and UP made me realize that, with the right mindset, entrepreneurship can be a powerful force for positive change.

Fast-forward to today, now nearing the end of my bachelor’s degree, and I find myself back in Olomouc. This time, I’m here as Student Ambassador for Aurora, proudly representing CBS at the Aurora Student Conference 2025.

Day One: A Warm Welcome and a Grand Introduction

The conference began on Tuesday with an institutional welcome in a stunning, frescoed room on campus. The conference had two main goals: strengthening the European alliance’s community and collaborating on creative ways to enhance Aurora. The room was filled with students from nearly every Aurora partner university. I saw some familiar faces from past events, but also many new ones I was excited to meet.

The day kicked off with an Introduction to Aurora, outlining what makes this alliance unique among other European university networks. We explored its core mission, ongoing strategic initiatives, and the distinct opportunities it offers students. Having been part of Aurora for some time, I particularly appreciated and agreed with the speaker’s focus on Aurora’s well-structured events, a strong sense of community, and tangible opportunities for collaboration.

After a short coffee break, we jumped straight into the Aurora Student Council’s Open Session. This was an in-depth discussion on the role of the ASC, the impact it has had so far, and ways for students to shape its direction. The conversation highlighted key student-led initiatives, reinforcing how much influence we, as students, have within the organisation.

In the afternoon, we also attended a session on the Aurora Student Ambassador Programme, which focused on student leadership within Aurora, followed by the Beliefs, Events, and Values Index (BEVI) Workshop. In the Ambassador session, we explored how ambassadors act as a bridge between their home universities and the broader Aurora network, fostering engagement at both local and international levels. The BEVI workshop, on the other hand, was a thought-provoking experience that encouraged deep introspection about our own personal and collective values.

After the workshops and talks, we took a guided tour of the city. Although I had explored Olomouc before, I was once again struck by its charm and even picked up a few new facts from our guide, Jan. The university buildings are architectural gems, preserving their rich historical beauty. Throughout the city, Baroque fountains, a Soviet-era astronomical clock, and centuries-old spires stand in stark contrast to the sleek, functional designs of modern cities.

After the official programme ended, a few of us unleashed our competitive sides at a local go-kart track that evening. It may seem like an unusual post-conference activity, but it was a fantastic icebreaker. Cheering each other on (and occasionally bumping into one another’s karts) brought out everyone’s fun side. We ended the night with dinner at a traditional Moravian restaurant, where we had the chance to connect and share stories over the local cuisine.

Day Two: Workshops, Reflections, and Future Plans

The second day began with a peer learning workshop focused on mental health. We openly discussed ways to destigmatize mental health struggles and how different cultures approach these challenges. Hearing such a diverse range of perspectives was eye-opening. Everyone brought personal experiences, and by the end, we had a deeper understanding of how to support one another.

After lunch, we reviewed our collective BEVI results before moving into an afternoon public speaking workshop led by a fellow Swede. Public speaking has always been a challenge for me, but practicing in a supportive setting made all the difference. We received useful advice, tested new techniques, and encouraged each other. By the end, I felt more confident about tackling future presentations, whether in a classroom setting or at a conference.

To conclude the official program, we had a cultural exchange where each ASC member brought a unique treat from their home country to share. Students from across the alliance contributed a variety of specialties—Université Paris-Est Créteil (UPEC) students brought macarons, Universität Innsbruck students offered wafer cookies, and the University of Iceland students presented dried fish chips (which, I must admit, I have yet to gather the courage to try!).

Looking Ahead

As the conference came to a close, I felt a mix of excitement and sadness. There’s something incredibly energizing about being surrounded by passionate students from across Europe, all working toward meaningful change in our communities and institutions.

Thankfully, I know this isn’t the end of my journey with Aurora–just another step forward. Over the past two years, I’ve seen the alliance evolve into a more streamlined, collaborative network, and I’m eager to stay involved. Perhaps I’ll contribute through the student council, especially given the growing momentum behind Aurora’s initiatives.

For those unfamiliar with Aurora: if you’ve ever thought about joining an Aurora project or conference, take this as your sign to do it! You’ll gain fresh perspectives, friendships that cross borders, and a deeper understanding of what’s possible in higher education.

A huge thank you to our generous hosts at UP, and to Aurora for constantly pushing us to think bigger, collaborate more, and challenge the status quo. I’m already looking forward to what’s next—if it’s anything like this experience, it’s going to be incredible.

The new Multiannual Financial Framework (MFF) will begin in 2028, setting the stage for the next seven years of EU financial priorities. The European Union is also expected to introduce its next Research and Innovation (R&I) framework programme (FP), currently referred to as FP10. Pim de Boer, senior policy advisor EU affairs at the Aurora Central Office, reflects on the developments and outlines the opportunities and challenges ahead for Aurora universities.

The Road to FP10

The process of shaping FP10 began nearly two years ago with the midterm review of Horizon Europe (HEU) programme. This review marked the first step in what has become a complex and multi-layered procedure. The European Commission (EC) is responsible for driving this process, and universities have significantly contributed to its direction. Vrije Universiteit Amsterdam and Aurora have provided recommendations for FP10. These inputs were aligned with national and European higher education organizations. Concurrently, the Council of the EU and the EC commissioned expert analyses on key issues. Enrico Letta examined the state of the EU single market, Mario Draghi assessed the European Union’s global competitiveness, and the High-Level Expert Group led by Manuel Heitor evaluated Horizon Europe while proposing recommendations for FP10.

Political continuity has also played a role in these technical and policy-oriented efforts. Ursula von der Leyen’s reappointment as Chairwoman of the European Commission brought the new policy brief for 2024–2029. The appointment of commissioners focused on start-ups, R&I, skills and jobs, highlights the importance of research, innovation and education in the coming years.

Key Reflections from Expert Reports

The recently published reports from Letta, Draghi, and Heitor offer valuable insights into the direction FP10 might take. Letta’s report emphasizes the “5th freedom”, which promotes the mobility of knowledge, R&I, and education within the EU. Draghi’s analysis highlights the EU’s lagging competitiveness compared to global powers like the USA and China. His recommendations include stronger R&I efforts, better collaboration between universities and industry, increased private investments, and leveraging European University Alliances (EUNs) as key drivers of innovation. Heitor’s report, which Vrije Universiteit Amsterdam provided input for, focuses on simplifying grant procedures and more strategic steering of collaborative research, mainly through HEU Pillar 2. He proposes the establishment of two new Councils, one for competitiveness and the other for societal challenges, to guide these efforts.

All three reports advocate for a higher R&I budget—at least €200 billion—and stress the importance of supporting excellent research through mechanisms like the European Research Council (ERC), Marie Skłodowska-Curie Actions (MSCA), and research infrastructures, as well as innovation and application through European Innovation Council (EIC)-like mechanisms.

Universities as Stakeholders in FP10

FP10 presents both opportunities and challenges. A priority will be to secure maximum funding for research that covers the range from fundamental to applied research and innovation. This means ensuring support for low-TRL (Technology Readiness Level) or (SRL) Systems Readiness Level , collaborative, challenge-driven research while avoiding a widening gap between excellent research and applied, EIC-type projects.

Additionally, the link between education and R&I must remain central to FP10. The Directorate-General for Education (DG EAC) has assured stakeholders that Erasmus+ will not be integrated into the competitiveness fund. This offers universities an opportunity to strengthen the connection between education initiatives and research programs at the EU level, creating synergies across funding streams. As mentioned by both Ursula von der Leyen and her Commissioners Minzatu (skills, education) and Zaharieva (R&I) the European University alliances may play an important role in this.

Meanwhile, the European Parliament’s ITRE (Industry, Research and Energy) committee published a draft report reflecting on these previously mentioned reports. ITRE supports several ideas recommended by the Heitor report. Informally there is support from ITRE and DG RTD to the higher education sector to avoid splitting HEU Pillar 2 into two under different Councils. Rather, continuation in the chain of research from fundamental to applied research is a necessity to contribute to societal challenges, innovation, valorisation and competitiveness.

In addition to this, the European Commission has also published the “Competitiveness Compass”, a strategic document outlined the necessity of Europe being more competitive and how to get there. Among the simplification rules for companies for innovation and scaling up, the several ways to increase public and private funding, focusing on areas like technologies (digital and AI, biotechnology), clean energy, advanced materials, cybersecurity and defence, the Compass also refers to skilling people and lifelong learning (creation of a Union of Skills), as well as reforming the EIC into big programmatic approaches and aligning ERC and EIC to achieve competitiveness results. The latter point is worrying as the independence of the ERC, fundamental and curiosity-driven research, and agility of research are at stake.

Furthermore, the Compass has a strong focus on technology leaving out inclusion of social sciences and humanities-driven research and knowledge and also lacks a focus on addressing societal challenges via low TRL/SRL type challenge-driven collaborative research. Referring to the Union of Skills, an emphasis on the relation between (higher) education, research, innovation and collaboration with society should also have been addressed in order to train and skill our students to being able to contribute to the higher level of European competitiveness. Finally, the Compass does not mention any role of university alliances in this.

Aurora, in collaboration with umbrella organisations like the European Universities Association (EUA) and universities like Vrije Universiteit Amsterdam, are actively shaping FP10 through policy discussions with the EC, European Parliament, and other stakeholders. These efforts include supporting campaigns such as ResearchMatters!, contributing to sector-specific recommendations, and engaging in sector-wide deliberations on the co-creation of FP10.

Looking Ahead

The EC internal timeline suggests that the EC will publish a new regulatory proposal for FP10 in the second half of 2025, after the publication of the draft multiannual financial framework in July. In the meantime, developments remain fluid. Drafts of the new MFF structure suggest the inclusion of a competitiveness fund, though details are still being debated.

By continuing to advocate for robust R&I funding, fostering synergies between education and research, and engaging in collaborative policy discussions, universities can help shape FP10 into a framework that drives innovation and competitiveness across Europe. As these efforts progress, our commitment to excellence and collaboration will ensure that we remain at the forefront of these developments.

Learning about how European counterparts work within a particular job is part of the staff mobility schemes available through the Erasmus+ programme, as well as through Aurora.

One of the key benefits of the collaboration between Aurora universities is the availability of such professional development opportunities for staff members across nine universities within Europe. These opportunities can include teaching and/or research assignments, job shadowing and specific competence-building training within Aurora.

Job shadowing in Aurora occurs when participants spend a determined period of time hosted by their colleagues at an Aurora partner university in another country. The objective is to observe their counterparts, understand their work practices and the challenges they face in their work environment. This observation opens minds to novel ideas and diverse best practices in a different cultural context. It enables intercultural exchange and interaction with peers and experts at the host university.

Thanks to the strong relationship among Aurora universities, two staff members from Université Paris-Est Créteil (UPEC) had immersive experiences at the heart of Copenhagen Business School (CBS) in Denmark and Universität Innsbruck in Austria.

Sustainable Development For A Greener Campus

Léa Chambaudet, Sustainable Development and Corporate Social Responsibility researcher at the Department of Transformation in UPEC, shares her experience at the Green Office at Copenhagen Business School in Denmark.

“The Green Office at CBS is home to five staff members, whose scope of expertise covered an extensive, cross-disciplinary range of activities geared toward concrete action in sustainability and sustainable development.

When I arrived, I was pleasantly surprised by the modernity, peacefulness and conviviality of the campus grounds. I was further inspired by the commitment of CBS university management and students, and all the effort taken to pave the way for the school’s successful ecological transition.

For instance, a student association manages its own waste recycling. In addition, there is an additional internal tax on activities that generate high carbon footprint such as flying or eating meat. These additional taxes are then reinvested in meaningful activities, such as the rehabilitation of biodiversity through permaculture or increasing skills by training students to enable them to act for positive societal impact through their future career development.”

Following Léa’s job shadowing experience, the CBS Green Office team also visited UPEC to discover how their colleagues in France manage the sustainable development topic at the university. They learnt about UPEC’s work in relation to the national framework to attain the DD&RS (Dévéloppment durable et Responsabilité sociale) label, the ERASME (Education & Research to Advance Societal Missions through Engagement) programme and the Student Citizens’ Convention.

Social Media Management In A Volatile Era

Jean-Philippe Mignaton took the opportunity to spend three days at the Universität Innsbruck in Austria as part of an individual international exchange programme for UPEC staff members.

“Thanks to UPEC being a full member of Aurora, I was able to undertake a job shadowing opportunity at the Universität Innsbruck. I chose this university mainly because of its size and organisational structure, both of which are very similar to those of UPEC.

The objective was to meet with my counterparts and other social media experts, who are working on the university’s social media platforms. I wanted to compare our strategies, methodologies, processes, and tools.

It was a very enriching stay, both professionally and personally, adding real value to my role and allowing me to gain a concrete understanding of social media management in both the local and the European context. I realised that, despite being in different countries, our challenges in terms of social media communication were often quite the same… .”

Seamless Mobility Opportunities for Staff in Aurora Universities

Aurora strongly encourages staff members from its universities to actively participate in the international mobility opportunities made available and further facilitated through the close collaboration between its universities. Being part of a European university alliance such as Aurora can only increase the scope for peer learning, continuous professional and personal development, and an enriching intercultural experience.

Discover participation opportunities in Aurora.

As we celebrate the International Day of Education, it is important to reflect on how higher education can be a transformative force for societal impact.  

Aurora works towards this goal through its innovative approaches to teaching, such as the Learning Outcomes in University for Impact on Society (LOUIS), which fosters transversal skills essential for addressing real-world challenges. In this interview, Maria Inmaculada de Molina-Fernandez from Universitat Rovira i Virgili and participant of the LOUIS Blended Intensive Program (BIP) in Olomouc shares her insights on how collaboration and open dialogue among educators can enhance teaching practices and improve learning outcomes.

What was your BIP experience in Olomouc?

Participating in the BIP in Olomouc was an inspiring and enriching experience. Over the course of five days, I collaborated with educational experts and lecturers from a wide range of institutions, including universities and small enterprises, to discuss critical issues in education.

The discussions were focused on fundamental questions about the purpose of teaching and how to address challenges like creating a shared language across disciplines and institutions. We explored the difficulties educators face when adopting new tools like LOUIS and the complexities of assessing high-level competencies. A particularly meaningful topic was the use of LOUIS as a tool for self-reflection, helping educators refine their teaching practices. 

The open and engaging atmosphere encouraged participants to exchange ideas freely, leading to valuable insights into how LOUIS could unify educational frameworks and empower both teachers and students. This experience reinforced the importance of collaboration in addressing shared challenges in education. 

Do you currently use LOUIS in any of your curricula?

While I do not currently use the LOUIS competency framework, I believe its implementation could significantly enrich our educational offer. It can clearly define learning objectives, making expectations more transparent for students, and foster essential competencies such as problem-solving, critical thinking, and effective communication. Additionally, LOUIS supports more robust and fair assessment methods. Its flexibility allows it to adapt to the specific needs of different subjects and institutions, promoting collaboration and enhancing both teaching and learning outcomes.

What are your key takeaways from this BIP?

The BIP highlighted the value of LOUIS as a structured yet adaptable framework to develop transversal skills such as communication, ethical reasoning, and lifelong learning. Based on the VALUE approach by the AACU, LOUIS offers tools that guide students’ learning progression and emphasizes qualitative feedback over rigid assessments.

One of its strengths is its ability to break down competencies into sub-competencies that align with diverse disciplines and provide progressive descriptors to help educators and students track growth. By focusing on a small set of sub-competencies, educators can tailor their use of LOUIS to their teaching objectives and integrate it effectively into classroom tasks. The framework offers clarity on learning goals, helping students achieve measurable and meaningful outcomes. 

How do you foresee implementing LOUIS in the future?

To implement LOUIS, I plan to introduce it to colleagues through a careful and systematic process. This will include assessing current curricula to identify areas of alignment, engaging with stakeholders to set clear goals, and designing modules that incorporate LOUIS competencies. I also aim to organize faculty training sessions to ensure the effective use of the LOUIS Framework. Initially, I would pilot this approach in select courses to gather feedback and make necessary adjustments before expanding it further. My goal is to create a collaborative culture that uses LOUIS to prepare students with the cross-cutting competencies they need for future success.

Would you recommend this BIP?

I would highly recommend this BIP to educators. It provides practical strategies for helping students develop essential soft skills, which are increasingly valued by employers. The program equips teachers to foster critical thinking, teamwork, and other transferable competencies, enhancing classroom interactions and better preparing students for future challenges.

Ramon Puras, Aurora Secretary General, welcomes 2025 with a message centered on the future of Aurora, its vision and the commitment of the Aurora community. 

As 2025 unfolds, two words come to mind: enrichment and transformation.

Aurora is built on European and global collaboration between higher education institutions working collectively toward a shared vision: combining academic excellence with societal relevance.

Through high trust and close cooperation, we enrich our experiences, broaden our perspectives, and influence impactful policies in education, research, innovation, sustainability, and inclusivity. Together, we achieve more than any single university could accomplish alone.

Aurora universities create opportunities for students, staff and faculty:

• To enrich teaching, learning, and research across borders and disciplines.
• To travel abroad, embrace change, and discover new cultures.
• To foster societal innovation through the power of trust and collaboration.

Aurora is a laboratory for transformation, a space where we cultivate research, leverage technology, and ensure equal access to higher education for all.

2025 marks a pivotal year of transformation for Aurora. Highlights include:

• Our first International Peace Conference.
• The launch of our second annual Call for Incentive Research Collaboration.
• The seizmic Awards, celebrating student-led social business projects.
• The Workshop on Blended Intensive Programmes at the Universitat Rovira i Virgili, Tarragona
• The ongoing legacy of our Aurora Research and Innovation (R&I) programme, and, last but not least,
• The Aurora Annual Conference hosted by the Université Paris-Est Créteil (UPEC) in Paris.

Aurora is also stepping up its European engagement, advocating for more Marie Skłodowska-Curie Actions (MSCA) and highlighting the importance of Social Sciences and Humanities (SSH) in Horizon Europe’s successor, FP10. We are proud to support initiatives like FOR-EU4All.

At the heart of these transformations are the people who make them happen. The shared passion and commitment of our Aurora community to societal impact and transformation is truly inspiring.

2025 promises to be an exciting year – stay tuned!

Ramon Puras
Aurora Secretary General

Open all year round, the seizmic AWARDS is part of the social entrepreneurship and innovation activities being developed within the Aurora 2030 programme. Led by Copenhagen Business School (CBS), the AWARDS is an opportunity to recognise the creativity and innovation of students and early-stage social entrepreneurs. 

 This year, the seizmic AWARDS received a total of 45 submissions from across the globe. Projects submitted are built on the seizmic APP, an open access tool for all social entrepreneurs who aim to transform their business ideas into reality.

“We started the seizmic AWARDS with a shared passion for making a positive impact,” explains Kai Hockerts, professor at CBS and seizmic project coordinator. “The diversity and innovation in the submissions reflect the collective drive for positive change worldwide. Congratulations to every participant who contributes to building a better future.”

Truly inspired by the quality of the social entrepreneurship projects submitted this year, the expert jury faced the challenging task of selecting the 2024 winners. After two rounds of jury selections, the following projects won the seizmic AWARDS 2024:

To access their full business model on Babele, you first need to create a user profile. Follow this step-by-step guide. 

First Place: thisABILITY

Team: Victor Ilic, Mathias Brun, Benjamin Eriksen, Augustas Skarbalius and Svend Hahn Larsen (Copenhagen Business School)
Discover the business model.

thisABILITY is a social enterprise dedicated to raising awareness about invisible disabilities through interactive exhibitions that allow people to experience what living with such conditions feels like. In Denmark, approximately 20% of the population lives with an invisible disorder, and the challenges they face are significant. Currently, 340,000 individuals with disabilities are unemployed, with one in three young people from this group lacking a job or education – compared to less than one in ten among those without disabilities. This disparity negatively impacts the life satisfaction of individuals with hidden disabilities and costs the Danish government up to 6 billion DKK annually (approximately 800 million euros).

Runner-up: Empowering local businesses

Team: Anna Rumenova, Daniel Türk, Stijn van Meerten, Miles del Prete, Lea Marie Adams (ESADE, Spain)
Discover the business model.

The objective is to build a sustainable business that empowers local shops by providing a digital platform to connect with both local and global customers. This social enterprise addresses a pressing social challenge: small local businesses often struggle to compete with online retail giants like Amazon. These businesses typically lack the resources, technical skills, and support necessary to establish a strong online presence, leaving them vulnerable to losing local customers to larger platforms. This trend weakens local economies, reduces the diversity of retail options and erodes respect for small businesses.

Runner-up: Synergy Hydrogen Solutions

Team: Vrije Universiteit Amsterdam (VU Amsterdam), Netherlands
Discover the business model.

To address the issue of excess electricity during periods of high production and low demand, the project proposes using this surplus to produce hydrogen gas. Currently, wind turbines are often shut off because the power grid cannot accommodate the excess electricity, hindering the continuation of large solar and wind energy projects. Building local hydrogen plants can harness the full potential of existing green power sources, free up capacity for new renewable installations, and create green hydrogen fuel for mobility and various other applications.

Curious about the seizmic AWARDS 2025?

Submissions are now open! Go to seizmic AWARDS.

The Social Business Model Panorama helps in navigating each step in the development of an impactful project. To find out more, contact: seizmic@cbs.dk.

The Aurora Student Council (ASC) recently showed its dedication to student advocacy and international collaboration at the European Students’ Union (ESU) Conference of Student Bodies of the European Alliances of higher education institutions.

Representing Aurora were four student leaders: Mathilde, ASC President and Andrea, ASC General Secretary, both from the Université Paris-Est Créteil (UPEC), Sören, ASC Vice President from Copenhagen Business School, and Simona of Pavol Jozef Šafárik University in Košice. Their participation highlighted the council’s commitment to working together and sharing ideas with student leaders from other European university alliances.

The ESU is an organisation of 44 National Unions of Students (NUS) from 40 countries. Since 1982, it has been standing up for students’ rights across European countries. It organized the conference to bring together student representatives from all over Europe. ESU focuses on working with key institutions like the European Union, the Bologna Follow-up Group, the Council of Europe, and UNESCO. Some of its recent projects include addressing the EU Commission’s European Degree proposal, supporting students at risk, improving Erasmus+ programmes, and promoting equal access to education.

Strong Student Representation on the European Agenda

Over 100 students from 30 alliances attended the three-day conference, which focused on common challenges and opportunities for student representation. The first two days featured speakers who explained important topics like the Bologna Process and the European Commission’s agenda for higher education. Students joined round table discussions to share their experiences and discuss solutions to common problems. Furthermore, they came up with ideas to strengthen student involvement in European university alliances.

“These kinds of conferences are incredibly empowering,” said Mathilde. “They allow us to learn from the best practices of other student councils. They also enable us to recognise our strengths and weaknesses, and work to improve them.”

Simona, Aurora student representative, agreed. “It was very enriching to gather with student representatives from different European university alliances. We exchanged experiences in addressing similar problems that impact students in different universities. This conference was just a beginning of a very important cooperation.”

The ESU Conference provided an opportunity for students to connect, exchange ideas, and work toward common goals. The Aurora Student Council’s active involvement showed their commitment to making a positive impact and building stronger partnerships across Europe.

Hosted by the University Federico II of Naples (UNINA), the fourth edition of the seizmic Hackathon “Re-thinking Food Systems in the Anthropocene” is one of the most consolidated training initiatives by the social entrepreneurship and innovation team at Aurora universities. Part of seizmic activities, the hackathon is the culmination of a Blended Intensive Programme (BIP) organised by UNINA, in partnership with Copenhagen Business School, University of Iceland, University Rovira i Virgili and Vrije Universiteit Amsterdam.

From 21 to 25 October 2024, 50 students from Aurora universities visited Naples and the surrounding rural areas, Pietraroja and Morcone (in the province of Benevento). Thanks to the collaboration with Mario Festa, architect and President of the Rural Design for the Regeneration of Territories association (Ru.De.Ri.), the students were able to visit interesting examples of the regeneration of urban green areas and social promotion such as the orchard maintained by N’sea Yet in Viviani Park and Quartiere Intelligente in Naples.

Assessing Systemic Change

Coordinated by Ramon Rispoli, Adam Arvidsson, Benedetta Toledo and Nunzia Ambrosino, the aim of the seizmic Hackathon workshop was to develop design proposals for the transformation of food production and distribution systems in the Campania region. Students from diverse disciplines like Design, Business, Social Sciences, and Environmental Sciences, fostered a transdisciplinary dialogue to address the potential of real, systemic change within the region.

Through various field trips, students learnt more about local agriculture and tasted local food products. Chefs Peppe Zullo and Annamaria Mastrantuono delighted all participants with their exquisite regional cuisine. These field experiences enabled students to question the new role that particularly fragile rural areas – such as those in the Campania hinterland – could play in reorienting the food chain towards ecological compatibility and social justice.

seizmic Hackathon: A Comprehensive Programme

As a BIP funded by the Erasmus+ programme, the seizmic Hackathon workshop was divided into virtual and in-person components. Both components consisted of lectures which covered the following topics:

• Anthropocene by Adam Arvidsson, full professor of Sociology, UNINA.
• Re‐thinking the City Through Food, and Design for Social Innovation by Ramon Rispoli, associate professor of Design, UNINA.
• Consumer Input in Designing Sustainable Food Supply Chains by Laurence Beierlein, visiting professor from Université Paris-Est Créteil (UPEC).
• Social Innovation and Food Waste by Nunzia Ambrosino and Benedetta Toledo, PhD students, UNINA.
• How to Integrate a Community In a Social Innovation Project by Marco Cecere, architect and designer, Avventura di Latta.
• Introduction to Naples Markets by Adam Arvidsson, and Eugenia Santoro, researcher, UNINA.
• Glocalizing Food: The Informal Kitchens of Piazza Garibaldi by Dario Minervini, Cristina Trey and Najoua El Kasmi.

After a week of lectures, field trips and intense group work, the students presented their systemic design proposals for rethinking food systems in the Campania Region before the Final Jury composed of Laurence Beierlein, Dario Catania and Luca Esposito. These projects will be part of the seizmic Awards 2024, a competition organised by Copenhagen Business School to promote creative and innovative social entrepreneurs.

To learn more about the seizmic Hackathon course content and discover its activities in detail, as well as staying up-to-date on the next editions, follow the seizmic Hackathon instagram page @hackathon_aurora_dbe.

The new millennium is the first “urban millennium”: more people live in cities and towns than in the countryside, and urban settings are now the core sites of economic growth and social interactions. At the same time, too many urban dwellers lack access to public green spaces, public transportation, education, or health care. These are some of the fundamental changes addressed by Sustainable Development Goal (SDG) 11 of the United Nations’ Agenda 2030 (U.N., Transforming Our World, 2015). And these are changes that need to be studied by students and researchers alike.

How Can Universities Contribute to SDG 11. Sustainable Cities and Communities?

The SDG 11 calls on academic research and education to help “make cities and human settlements inclusive, safe, resilient, and sustainable.” It lists cultural production, education, sports, and mental and physical health among the factors that improve the livability of cities. Aurora scholars, students, and professionals in the fields of literature, culture, society, and medicine ask: what does it take to intervene in urban change, especially if this intervention comes at the very point at which a concrete city becomes a better or a worse place for its human and non-human inhabitants?

There is a new sense that literature and the arts might play a bigger role than previously understood. Novels, poems, pamphlets, films, artwork, music: they all have a special license to connect the past to the present and to the future in fresh and sometimes startling ways. These cultural products explore the uses and consequences of history, they envision a different, formerly untold past, and they imagine a radically new future. And they might be able to change urban planning processes. As Simone d’Antonio, a member of the EU-funded project URBACT suggests, “[s]torytelling is a key tool for improving any urban planning process, both for engaging residents in different dimensions of the spatial regeneration as for helping professionals in better understanding users’ needs”. But how and in what ways has storytelling become crucial to these concise historical, social, and economic interventions? And how can the Aurora European university alliance leverage the power of storytelling to work towards healthy cities?

At the invitation of Barbara Buchenau from University of Duisburg-Essen (UDE), lead of Aurora 2030 Work Package 2 and director of the City Scripts graduate research group funded by the Volkswagen Foundation, the two-day Scripting Futures for Urban Sustainability symposium pursued two interconnected goals:

• First, concerning the proclaimed power of storytelling, key findings were presented from the city scripts research concerning the urban impact of a limited set of stories told about postindustrial cities in the United States and Germany. In examining “legacy cities” (Mallach/Brachman, 2013) like those affected by extractive economies of coal and steel, it was found that the narratives surrounding these places have significant implications for the kinds of futures that become possible. Visions of decline and stories of resilience often equally determine how communities engage with the urban transformations to be mastered. These examples illustrate storytelling’s contradictory roles in all attempts to ‘flip the script’ of any given neighborhood.

• Second, the symposium drew on the expertise of Aurora researchers, students and stakeholders as well as international contributors to explore the potential of concrete changes in urban health management, in urban sports, and planning practice to actually “script” the direction of future social transformations (see Sulimma / Buchenau / Gurr 2023). Together, the task was set to find answers to the following question: What are the chances and the stakes of telling convincing stories about health, sports, and urban planning that allow a fair and equitable contribution to real urban change?

Welcome Address by Barbara Buchenau

Symposium on Scripting Futures for Urban Sustainability

The symposium “Scripting Futures for Urban Sustainability” took place on June 6-7, 2024, at the University of Duisburg-Essen and the College for Social Sciences and Humanities, Essen. This event, generously funded by the Volkswagen Foundation and UDE’s Förderverein, concluded the work of the City Scripts Graduate Research Group (2018-2024) and it launched the Healthy Cities Initiative of the Aurora Transdisciplinary Educational Hubs Culture: Identities and Diversities, and Health & Well-Being.

The symposium brought together 88 participants, including researchers, students, and professionals from the humanities, social sciences, and medical fields, to explore the crucial, yet complex role of storytelling in urban planning and sustainability. The event featured a public lecture by Aurora Fellow for Health and Well-being Marcus Zepf from Université Paris-Est Créteil (UPEC) on “Adaptable and Healthy Cities: Permanent Autopoietic Process,” presentations by researchers from Università Federico II of Naples, Palacký University Olomouc and UDE, a critical intervention by Deputy Mayor of Essen Simone Raskob, and a comparative perspective provided by two members of UNIC, a European university alliance focusing on industrial cities. Additionally, talks by 19 international researchers, a visit by a student delegation from Johns Hopkins University led by the historian Victoria Harms, a book launch, and networking opportunities offered much food for thought.

Students played an active role throughout both days as presenters, interviewers, and critical voices who offered fresh perspectives on the core research question. They directed a poster presentation that showcased their own research in the field, they conducted interviews with participants, and they contributed to discussions with a critical eye, challenging assumptions and proposing new approaches to sustainable urban development.

Students as Critics of Academic Writers. Left to Right: Pia Schümmelfelder (MA student UDE), Jens Gurr (editor of City Scripts, 2023, UDE), Barbara Buchenau (editor of City Scripts, 2023, UDE), and Dana Sitnikov (MA student UDE)

Learning and Research for Healthy Cities

After the event, Mona Gutmann and Jacqueline Ruffen, M.A. students of American Studies at the University of Duisburg-Essen, presented an insightful report on the two-day event. They emphasized key themes and discussion points, focusing especially on the transatlantic comparison between the U.S. Rust Belt and Germany’s Ruhr region. Gutmann and Ruffen examined how both areas coped with deindustrialization and urban transformation. They used their own learning experience to explain the role of storytelling in urban planning, providing a poem by Mona Gutmann to show exemplarily how literature, street art, and architecture can help to bring about more sustainable and inclusive futures.

Additionally, they stressed the symposium’s alignment with UN SDG 11, showing where concrete paths towards inclusive and sustainable urbanization had been mapped out. Gutmann and Ruffen were particularly impressed by discussions on urban health management, gender sensitivity in medical care, and the role of visual and narrative arts in urban interventions. Their report emphasizes the importance of community involvement in urban planning, asking especially for processes that respect and integrate local histories and identities in redevelopment and revitalization projects.

To continue the work begun during the symposium, there will be a student-driven Aurora research workshop titled “Scripting Urban Resilience” hosted by Florian Freitag, Barbara Buchenau, and Zohra Hassan-Pieper in Essen at the College for Social Sciences and Humanities on 15 October 2024. Additionally, Barbara Buchenau (UDE) and Marcus Zepf (UPEC) will conduct an Aurora summer school 2025 called “Scripting Healthy Cities” to further explore sustainable and adaptable urban environments.

Brainstorming for Future European Transdisciplinary Research and Education. Left to Right, Anke Hinney (University Hospital Essen), Marcus Zepf (École d’Urbanisme de Paris, UPEC), Petra Günther (International Office, UDE) and Barbara Buchenau (Faculty of the Humanities, UDE)

Launched in February 2024, Aurora’s first Call for Incentive and Collaborative Research Projects received 26 high-quality applications from all institutions within Aurora, gathering the expertise of 87 research groups from diverse disciplines. Seven projects made the final cut and will receive funding over the next two years. 

The 2024 Call for Incentive and Collaborative Research Projects has been created under Task 5.2 on Academic Collaboration and Community Building of the Aurora 2030 programme supported through the European Universities Initiative by the European Commission. This annual call aims to offer opportunities for young and established academics to further enhance research cooperation within Aurora universities.  

The research proposals funded within the framework of this call have been evaluated on a challenging list of criteria, including their scientific quality, originality and feasibility. Projects also had to demonstrate their added value for the Aurora 2030 programme, in particular their potential to create scientific communities, and, if relevant for their topic, to contribute to the Aurora hubs.

Innovative Projects Make Their Mark 

Following a thorough evaluation process and difficult choices to be made, the Aurora Research Council (ARC) finally selected seven potentially innovative projects for a total available funding of €104,000, counting an average of €15,000 per project. Due to the success of this inaugural call, this amount has indeed been redefined to fund more projects than anticipated. The results of the evaluation have been later confirmed by the Vice-rectors for Research from Aurora universities.    

Funded projects will begin in autumn 2024 and run for the next two years. Without a doubt, success of these projects, and that of the researchers’ scientific work, will enrich the Aurora community and further contribute to the progress within the Aurora hubs. 

Below is the list of successful projects. Detailed information for each project will be made available soon on this website.The results for the Call for Incentive and Collaborative Research Projects 2024 are an encouraging start to fostering tangible, robust scientific and academic collaboration and communities in Aurora universities. Following this initial success, a second call will be launched in early 2025.  In view of the large number of high-quality projects submitted, Aurora hopes to secure more funding for this action in the future.

Get in touch with the office of the Aurora Research Council.