Author: Anna Klas

Aurora joined university networks from across Europe at a European Parliament event on 20 April 2026. Together with CESAER, Coimbra Group, The Guild, LERU, YERUN and other supporting organisations, Aurora discussed the future of EU research funding ahead of the next Multiannual Financial Framework (MFF) for 2028 to 2034.

Speakers called for an ambitious budget of 200 billion euros for FP10, the next Horizon Europe framework programme. The event made clear that Europe cannot afford to underinvest in research, innovation and talent.

Read the full event report to find out what was discussed and what the key takeaways were.

From 27 to 29 May, VU Amsterdam brought together educators, researchers, students, and societal partners from the Aurora network and beyond for three days of discussion on a key challenge in higher education, that is effective approaches to teaching global citizenship.

The Aurora Symposium on Global Citizenship brought together over 160 registered participants from 40+ universities across 23 countries, including 120+ speakers and presenters. Over three days, the programme featured keynote presentations, two high-level panels, eleven workshops, eight paper presentation sessions, four panel discussions, a poster session, and a series of special events. Topics ranged from peace building and societal resilience to community service learning, democratic participation, and innovative pedagogies for global citizenship education. A shared conviction emerged which was that global citizenship is not a subject to add to a syllabus. It is a capacity built through real encounters, responsibility, and reflection.

Day 1: Opening Symposium and Keynotes

 

Dr Margrethe Jonkman, President of Vrije Universiteit Amsterdam, emphasised the centrality of global citizenship to VU Amsterdam’s strategy, stating: “Global citizenship is very important in our strategy. And I’m very happy that we are a proud member of Aurora, where like-minded universities want to work together and build the following steps on global citizenship.” — Dr Margrethe Jonkman, Aurora President and President of the Executive Board at Vrije Universiteit Amsterdam.

Ramon Puras, Aurora Secretary General, reinforced this ambition, noting that the Symposium expanded beyond its initial scope to include diverse participants and perspectives: “We not only extended the thematic reach of this symposium. We go beyond Aurora, and we should. That’s what academia should aim for. We remain open and ambitious whilst asking ourselves where our blind spots are” — Ramon Puras, Aurora Secretary General.

The first day started with the question at the heart of the Symposium: Does this work genuinely make a difference? Prof. Robert Bringle answered directly, drawing on education research to argue that service learning transforms students only when it works with communities rather than for them. Dr Augustin Aoudji from the University of Abomey-Calavi in Benin grounded that argument in practice, showing how a university becomes relevant when students co-create solutions in the field rather than observe from outside. The day closed with a presentation on radical uncertainty by Dr Ali Arnaout from Hochschule Wismar in Germany, who explained what it demands of graduates who can no longer rely on a world that behaves predictably.

Day 2: High-level Panel 1 – How Universities Contribute to the Development of Global Citizenship and Community Engagement

The second day shifted focus from theory to practical university programmes, starting with examples from VU Amsterdam. Govert Buijs introduced the A Broader Mind course, which integrates personal development with academic content. He emphasised that universities play a major role in shaping students over several years and that personal development should be embedded in the curriculum. Dr Frederique Demeijer presented the ICSL course, which extends this approach into the city by having students engage with Amsterdam’s New West neighbourhood to identify community needs. Finance student Zeel Kikani described collaborating with a local Protestant church on a project addressing belonging and the loss of community spaces.

The panel broadened the picture further. Dr Elvire Sossa described a programme where students from Abomey-Calavi lived in rural villages in Benin for six weeks, learning directly from farmers. Dr Joanne Kisaka from Makerere University in Uganda detailed a case where veterinary students and a dairy farmer collaboratively diagnosed a decline in milk production, building trust through repeated visits. The panel discussion addressed challenges such as community fatigue in Amsterdam, where multiple institutions operate in the same areas. The panellists agreed that reciprocity is not merely an ideal but a practical necessity for sustained engagement.

This collaborative spirit continued throughout the programme. Representatives from VU Amsterdam, the University of Abomey-Calavi in Benin, and Makerere University in Uganda provided concrete examples of community-engaged learning and openly discussed challenges, including language barriers, difficulties integrating field experiences into formal curricula, and missed business opportunities due to insufficient seed funding.

Day 3: High Level Panel 2 – The Role of Universities in Peace and Justice

The final day offered a broader perspective. Prof. Jeroen Geurts, Rector of VU Amsterdam, outlined what universities need to be committed to peace, defining peace as ongoing effort rather than just absence of conflict. “Being a peace university doesn’t mean that you’re always peaceful. It means that you never give up, always trying anew to give your students and staff the right tools to reflect on themselves, build connections with others, and jointly take care of the world.” — Prof. Jeroen Geurts, Rector of VU Amsterdam.

Furthermore, Alma Mustafic, a member of the ‘Access to Justice’ research group at University of Applied Sciences Utrecht (HU), contended that universities often shield students from discomfort instead of preparing them for real-world challenges, noting the costs involved. Jan Jorrit Hasselaar from Vrije Universiteit Amsterdam provided a unifying perspective, suggesting that in a world marked by radical uncertainty, universities should cultivate hope that is relational and grounded, recognising that some challenges are ongoing processes rather than problems to solve. Erika Vodvárkova, a master’s student at Sciences Po and recent graduate of Amsterdam University College, urged participants to consider who benefits from global citizenship education and who remains excluded.

The Symposium also included the presentation of awards recognising outstanding contributions to teaching for societal impact across Aurora.

For Aurora’s Teaching for Societal Impact team, led by Prof. Marjolein Zweekhorst and Dr Sarju Sing Rai, the Symposium was both a taking-stock moment and a starting point. The conversations will continue across Aurora’s channels in the weeks ahead.

Aurora has joined sixteen other higher education organisations in responding to the European Parliament’s draft report on the 2028-2034 Erasmus+ programme.

The joint statement welcomes the CULT Committee’s ambition, particularly its call for a €47.39 billion budget, but flags a critical concern. The proposed budget share for education and training would represent a reduction of up to ten percentage points compared to the current programme. That would limit mobility opportunities and undermine targets that member states have already committed to.

Aurora supports the sector’s call on the European Parliament to restore the education and training budget share to its current level.

Read the full joint statement (PDF).

The signatories are:

• ACA
• AURORA
• CESAER
• The Coimbra Group
• DAAD
• EAIE
• ECIU
• ESN
• ESU
• EUA
• EUF
• EURASHE
• The Guild
• LERU
• UNICA
• UNIMED
• YERUN

Josep Pallarès has been re-elected as Rector of Universitat Rovira i Virgili for a new six-year term. Following the recent university elections, Pallarès will continue leading the institution and guiding its academic and strategic development in the years ahead.

As an active member of Aurora universities, Universitat Rovira i Virgili continues to contribute to Aurora’s mission of advancing socially impactful higher education and research across Europe and beyond. Aurora looks forward to continued collaboration with Rector Josep Pallarès and the wider URV community in strengthening shared initiatives and partnerships.

Representatives from Aurora Universities and the University of Sussex convened in Brussels recently to discuss the strategic role of UK universities in European alliances, ahead of the UK–EU agreement on Erasmus+ participation reached on 16 April 2025.

The meeting brought together Paul Creary (Head of Research and Innovation, UK Mission to the European Union), Robin Banerjee (Pro-Vice-Chancellor Global and Civic Engagement, University of Sussex), Pim de Boer (EU Liaison and Policy Advisor, Aurora Universities) and Ramon Puras (Secretary General, Aurora Universities) to explore a forward-looking approach to UK–EU collaboration in higher education.

Discussions focused on longer-term models of cooperation. Several key priorities emerged from the exchange: ensuring coherence between UK and European strategic objectives, building evidence-based cases for the value of cross-border collaboration, and connecting ecosystems across education, research and innovation to bridge existing funding gaps. Participants also identified the need for more flexible and inclusive models of student and staff mobility, as well as sustained investment in long-term institutional infrastructure to support durable partnerships.

Looking ahead, the focus turns to implementation. Delivering on this momentum will require continued collaboration with key partners, including the British Council. Aurora Universities has indicated its commitment to continuing this work as part of broader efforts to strengthen UK–EU university cooperation.

What is WP4 and its subgroups working towards, and which real-world challenges does it respond to?

Work Package 4 (WP4) focuses on transforming teaching and learning to achieve a clear societal impact. In practice, it works towards embedding service learning, challenge-based co-creation, and education aligned with the Sustainable Development Goals (SDGs) across Aurora universities. Its three subgroups each contribute to this goal in different ways: TT4.1 promotes the integration of service learning and joint, real-world problem solving within curricula; TT4.2 develops and applies the LOUIS competence framework to align learning outcomes with sustainability and personal development goals; and TT4.3 strengthens international cooperation, particularly through partnerships with universities in the Global South. Together, these efforts respond to real-world challenges such as SDGs, e.g., climate change, social inequality, and the disconnect between academic knowledge and societal needs, by making education more applied, inclusive, and globally connected.

Can you give one concrete example of something that WP4 has produced or set in motion this year?

One concrete example is the mapping of more than 100 service learning and SDG-oriented courses across Aurora partner universities. This initiative has created a shared overview of how societal engagement is already embedded in teaching and has made it easier for institutions to exchange practices, collaborate on course development, and identify gaps or opportunities for further innovation. It also lays the groundwork for integrating these courses into a common Aurora Course Catalogue, increasing their access and visibility.

What does working across Aurora universities actually make possible thematically that would not exist if each university worked alone?

What is the next step for WP4, and is there anything the broader Aurora community should know about what it takes to get there?

The next step for WP4 is to consolidate and integrate its outputs, including the course mapping, the digital Toolbox, and the planned Experts Centre, into Aurora’s shared digital infrastructure, especially the Course Catalogue. Achieving this will require continued coordination across universities, particularly regarding technical systems, data sharing, and agreement on formats and standards. Moreover, we will assess the impact of the activities conducted in WP 4. For the broader Aurora community, it is important to understand that this phase depends heavily on active participation: universities need to contribute data, engage with the tools being developed, and collaborate across work packages. In this sense, the success of WP4 moving forward relies not only on its own activities but on joint effort and alignment across the entire alliance.

The work discussed in this interview comes to life at the Aurora Symposium on Global Citizenship, taking place 27–29 May 2026 at Vrije Universiteit Amsterdam. Organised by WP4, the symposium brings together educators, researchers, students, and professionals from across Aurora Universities to exchange insights and ideas on fostering global citizenship in higher education.

Registration is free for Aurora alliance members. The deadline to register is 30 April 2026.

The seizmic Doctoral Network Candidates and their projects

Social Business Models
Work Package 2, “Shifting Paradigms to Social Business Model Design,” examines how innovative and sustainable business models can enable social enterprises to grow while maintaining their social mission. This work package investigates design practices, foresight approaches, and collaborative frameworks that facilitate scaling in diverse contexts.

• Frederik Hovmark Pedersen
  ESCP Business School, Germany — Supervisor: Florian Lüdeke
  Frederik studies business model design and cross-sector collaboration, classifying design patterns and collaborations to understand their effect on scaling social entrepreneurship.
• Eugenia Santoro
  University of Iceland — Supervisor: Lára Jóhannsdóttir
  Eugenia uses qualitative, case-based methods to explore how transparency and impact measurement influence the design and scalability of social business models, and to understand their interplay in social entrepreneurship scaling.
• Valentina Alcalde Gómez
  University of Naples Federico II, Italy — Supervisor: Ramon Rispoli
  Valentina researches alternative design practices that support healing and regeneration in communities undergoing socio-ecological transition, with a focus on the Global South.
• Anika Keils
  Université Paris-Est Créteil, France — Supervisor: Felipe Koch
  Anika investigates social foresight methods supporting the design and scaling of social business models, using participatory, future-oriented approaches.

Impact Investing
Work Package 3, “Impact Investing for Social Entrepreneurship Scaling,” explores financial mechanisms that sustain and accelerate the growth of social enterprises. It examines interactions between impact investors and social enterprises, the role of hybrid financing instruments, and the management of tensions between financial returns and mission fidelity throughout the investment cycle.

• Lisa Pramann
  Copenhagen Business School, Denmark — Supervisor: Kai Hockerts
  Lisa examines how impact investors can drive systemic change and scale social entrepreneurship by analysing how financial actors serve as catalysts for societal transformation.
• Elizaveta Petroskaja
  University of Iceland — Supervisor: Magnus Torfason
  Elizaveta investigates how social enterprises maintain mission throughout the investment lifecycle, focusing on the tension between scaling ambitions and social fidelity.
• Zhihui Chen
  Universitat Rovira i Virgili, Spain — Supervisor: Xiaoni Li
  Zhihui examines the role of impact investment in social enterprise scaling, aiming to identify financing strategies that balance the needs of enterprises and investors.
• Bao Toan Le
  University of Aalborg, Denmark — Supervisor: Svenja Damberg
  Bao Toan investigates financial instruments driving social enterprise growth, with a focus on the effectiveness of hybrid and impact finance mechanisms in scaling.

Education & Competencies
Work Package 4, “Competencies and Education for SE Scaling,” looks at the human and educational dimensions of scaling. It studies the role of educators, mentoring structures, and competency frameworks in preparing social entrepreneurs to navigate complexity. Special attention is given to inclusive education practices and to the integration of emerging tools, such as AI tutors, into pedagogical settings.

• Anne Schlieker
  Copenhagen Business School, Denmark — Supervisor: Kristian Roed Nielsen
  Anne researches social entrepreneurship education, integrating futures thinking and systems thinking to strengthen teaching practices that prepare students for complex entrepreneurial challenges.
• Pelin Sürmeli
  Copenhagen Business School, Denmark — Supervisor: Florence Villesèche
  Pelin examines the macro-level impact of social entrepreneurship through Institutional Theory, focusing on FemTech and how social ventures drive systemic change in gender-specific sectors.

Digital Ecosystems & AI
Work Package 5, “Digital Ecosystems and Artificial Intelligence Use,” investigates how digital platforms, ecosystems, and artificial intelligence tools foster the scaling of social enterprises. It addresses topics such as AI-driven mentoring systems and the role of digital ecosystems in marginalised or conflict-affected regions, aiming to develop technological solutions that are socially inclusive and mission-oriented.

• Michail Skalistiris Pikis
  Copenhagen Business School, Denmark — Supervisor: Torkil Clemmensen
  Michail examines how GPT-based AI mentors can support creativity and learning among social entrepreneurs, helping them identify social issues and design innovative business models.
• David Melubo Kisotu
  University of Naples Federico II, Italy — Supervisors: Vincenzo Rispoli
  David investigates digital ecosystems in marginalised contexts, focusing on how AI and social media platforms shape social enterprise innovation in Kenyan startups and contribute to innovation at the margins.
• Sophie Schierle
  University of Innsbruck, Austria — Supervisor: Johann Füller
  Sophie explores how AI-driven tools can support social entrepreneurship and sustainable innovation, with applications in resource allocation, impact measurement, and stakeholder engagement.
• Sarbinaz Nagyzkhan
  University of Innsbruck, Austria — Supervisor: Johann Füller
  Sarbinaz analyses how communities in conflict zones create digital ecosystems of self-organised networks and develops practical recommendations for municipalities supporting local resilience.

The seizmic Doctoral Network is funded by the European Union through Marie Skłodowska-Curie Actions, project number 101169098. The Principal Investigator of the seizmic Doctoral Network is Kai Hockerts (Copenhagen Business School). For further information, visit seizmic.eu and follow the project on LinkedIn. Direct inquiries may be addressed to the project manager, Ricky Celenta, at rc.msc@cbs.dk.

The Aurora Virtual Autumn Summit brought together academic minds to reflect on the achievements of the Aurora Research and Innovation (R&I) Programme and to chart its course toward the future. The plenary session, “The Legacy of Aurora R&I Programme: Reflecting on the Past, Empowering the Present, Shaping the Future,” offered an insightful exploration of collaborative research efforts within Aurora universities. This inspiring event highlighted critical themes like open science, shared resources, and strategies for fostering future research collaborations.

A Roadmap for Innovation

Svandís Halldórsdóttir, Head of the Grants Office at the University of Iceland, emphasized the Aurora R&I roadmap’s cornerstone achievements. “This roadmap is built on six core building blocks,” Halldórsdóttir shared, detailing components such as joint online platforms, capacity-building plans, and the creation of open science training modules. She stressed the importance of institutional trust and collaboration, underscoring that Aurora universities have the collective will to innovate together even without substantial funding.

Svandís Halldórsdóttir acknowledged the challenges faced, such as navigating local legislation and addressing structural differences among universities. The feasibility study conducted during the project identified actionable strategies to enhance collaboration. She stated, “The main conclusion was to focus on uniting researchers around funding opportunities and encouraging research support staff to exchange best practices.”

Open Science and the Future

Sander Bosch, Chief Open Science Officer at VU Amsterdam, provided a compelling overview of the progress in open science practices under the Aurora R&I Programme. Bosch cited the UNESCO Open Science framework as foundational, broadening the scope of open science to include not only open access to knowledge but also increased collaboration and inclusivity. “Open science is a value-driven framework that aligns perfectly with Aurora’s mission,” he remarked.

Bosch showcased innovations like the Aurora Open Science Monitor and training programs that aim to make open science practices accessible for early-career researchers. He highlighted the importance of sustainable tools and increased community involvement in firmly establishing these practices within Aurora’s institutions.

Building Research Communities

Professor Guðmundur Hálfdánarson of the University of Iceland emphasized the critical role of fostering academic collaboration. Reflecting on Aurora’s journey, he highlighted the need to move beyond administrative coordination to actively engaging academics in shared research endeavors. “We must involve the academic community and make Aurora a part of their daily lives,” Hálfdánarson asserted, pointing to new initiatives like summer schools and collaborative research projects as steps in the right direction.

The roundtable discussions reinforced these sentiments, with participants agreeing that fostering trust and creating real-life opportunities for collaboration are key to building a robust Aurora research community.

A Shared Vision for 2030

The summit closed with a look toward Aurora 2030, the ambitious next phase. A focus on sustaining and expanding the tools, networks, and practices established under the R&I Programme was at the forefront. As one participant aptly summarized, “The most important outcome of this project is the trust we’ve built. That trust is the leverage we need to share more than strengths—it’s the foundation for shared resources and a unified vision.”

The Aurora Virtual Autumn Summit demonstrated that Aurora is more than a collaboration; it is a community united by a shared commitment to advancing research and education for societal benefit. Watch a recap of the summit on YouTube.

Aurora, a network of like-minded research-intensive universities, continues its mission to promote collaboration and dialogue among students across the continent. With a deep commitment to advancing higher education, Aurora empowers students to engage in projects that drive social impact and equip them with the skills needed to address global challenges, emphasising sustainability, innovation, and cross-cultural understanding. 

As part of its efforts to strengthen student involvement, the Aurora Student Council (ASC) has introduced a fresh group of student leaders who will guide the Council’s activities for the upcoming year of 2025. The new members will bring renewed energy and vision to the Council’s work by focusing on creating inclusive and diverse student-led initiatives that align with Aurora’s core values.

Mathilde Chaumont: The New Face of  Student Leadership 

Mathilde Chaumont takes on the prestigious role of President of the Aurora Student Council, embodying the spirit of collaboration and inclusivity that Aurora seeks to promote. With her clear vision and dedication, Mathilde aims to cultivate a sense of unity among students while driving forward important initiatives. In her candidacy, she said: “It would be an honour to represent the ASC and ensure our students’ voices are heard.” 

Sören Daehn: Supporting Innovation as Vice President 

As Vice President, Sören Daehn will work closely with Mathilde to implement the Council’s initiatives and provide strategic direction. His role will be critical in ensuring the council’s smooth operation. He states, “My vision for the vice presidency is, together with the president, to ensure that the ASC and students’ interests are represented, heard and considered on a strategic Aurora-wide level.” 

Andréa Gaucher: Ensuring Transparency as Secretary 

As Secretary, Andréa Gaucher will oversee the Council’s organizational activities, ensuring transparency and effective communication between the student body and university leadership. Her contributions will be key to maintaining transparency within the council and managing student feedback efficiently. 

Paula Mora: Amplifying the Student Voice as Communications Officer 

Paula Mora, as the Communications Officer, will be responsible for amplifying the work of the Aurora Student Council across various platforms, ensuring students remain informed and engaged. Her role will  also be crucial in connecting students with opportunities and encouraging them to participate in Aurora’s diverse range of activities. Therefore, the Aurora Student Council remains committed to representing students’ diverse interests across the Aurora network, creating an inclusive environment where students can thrive academically and personally.

With this new leadership in place, the council is well-positioned to continue fostering unity. Follow the Aurora Student Council’s Instagram to track their latest initiatives and get involved in shaping the future of higher education!