Biggs, J. (2002, October). Aligning the curriculum to promote good learning. Constructive Alig- nment in Action: Imaginative Curriculum Symposium. Retrieved from directorates/AcademicStudentAffairs/CentreforEducationalDev elopment/FilestoreDO- NOTDELETE/Filetoupload,210764,en.doc

De Moor, B., Henderikx, P., Keustermans, L. (2013), International curricula and student mobility, LERU, Advice paper. la-and-student-mobility

de Wit, H., Hunter, F., Howard., L., Egron-Polak, E., (2015), Internationalization of higher education, European Parliament, study, STUD/2015/540370/IPOL_STU(2015)540370_EN.pdf

Dijkstra, W.P. & Goeman, K., (2021), European Maturity Model for Blended Education. Imple- mentation Guidelines. on%20guidelines.pdf?inline=1

EADTU (2020a), Joint curricula and integrated mobility. EADTU, Virtual mobility website, ty-format-info

EADTU (2022b), Professional development in digital teaching and learning (DigiTeL Pro). Project funded under the Erasmus+ programme, KA2, Cooperation for Innovation. Part- nerships for digital education readiness.

ENQA (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), ENQA, (2015). pdf

EQAR (2018), European Approach to Quality Assurance of Joint Programmes. Approved by EHEA ministers in May 2015. proach_QA_of_Joint_Programmes_v1_0.pdf

EQAR (2022), European Approach for Quality Assurance of Joint Programmes, https://

EQUiiP. (2018). User Guide. Educational Quality at Universities for Inclusive International Pro- grammes. Retrieved from

EUA (2021), Universities without walls. A vision for 2030. cations/universities%20without%20walls%20%20a%20vision%20for%202030.pdf

EUniQ (2020), Developing a European approach for comprehensive quality assurance of (Euro- pean) university networks”. See:

Models and guidelines for digital collaboration and mobility in European higher education

Euniwell (2022), European Universities for well-being. https:// bility-and-education

Erasmus Without Paper Network ( 2022), Erasmus without Paper, https://erasmuswithout-

European Commission, Directorate-General for Education and Culture (2017). ECTS Users’ Guide 2015, Publications Office,

European Commission, Directorate-General for Education and Culture (2018), The Digital Education Action Plan. on-plan

European Commission (2019), Directorate-General for Education, Youth, Sport and Cul- ture, Erasmus+ higher education impact study : final report, Publications Office, https://data.

European Commission, Directorate-General for Research and Innovation (2020), Whittle, M., Rampton, J., Towards a 2030 vision on the future of universities in Europe, Publications Office, 2020,

European Commission (2021a), Guidelines for the Erasmus Charter for Higher Education 2021-2027, mus-charter-higher-education-2021-2027-guidelines_en

European Commission, Directorate-General for Education and Culture (2021b), European Universities Initiative. european-universities

European Commission, Directorate-General Education, Culture and Youth (2022a), Eras- mus+ Programme Guide, Version 2, mus-programme-guide-2022

European Commission (2022b), Erasmus Charter for higher education, https://ec.europa. eu/programmes/erasmus-plus/resources/documents/applicants/higher-education-char- ter_en

European Commission, Directorate-General for Education and Culture (2020c), ENIC-NA-

European Commission (2022d), Online learning agreement for studies, https://eras-

European Commission (2022e), Directorate-General for Education and Culture (2020a), European Education Area.

European Commission (2022f), European Digital Education Hub, on-hub

European Commission (2022g), European Strategies for Universities, https://education. sities-graphic-version.pdf

European Commission, (2022h), European Student Card Initiative,

European Commission (2022i), DG Cnect, European Blockchain Services Infrastructure. Pi- loting on EBSI in the education sector: the multi-university pilot tal-building-blocks/wikis/display/EBSI/Early+Adopters+Programme

European Commission (2022j), DG Cnect, EBSI. The Multi University Pilot and Demos 1–2 – 3.

European Commission (2022k), The EU values. eu/about/eu-values/

European Commission (2022l), European Digital Education Hub, on-hub

European Parliament (2022), Inclusion measures within Erasmus+ 2014-2020. European Parliament Resolution of 23 June 2022 on the implementation of inclusion measures within Erasmus+ 2014 2020. 0265_EN.pdf

Garrison, D. R., & Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The internet and higher education, 18, 24-28.

Goeman, K., Poelmans, S., Van Rompaey, V. (2019), Research report on state of the art in blended education and innovation. Retrieved from the European Maturity Model for Blended Education website:

Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P. & Van Valkenburg, W. (2021), Deve- lopment of a Maturity Model for Blended Education: A Delphi Study. International Journal on E-Learning, 20(3), 229-258. Waynesville, NC USA: Association for the Advancement of Com- puting in Education (AACE). Retrieved August 9, 2021 from mary/p/217682/

Helm, F. & O’Dowd, R. (2020), Virtual Exchange and its role in Blended Mobility Initiatives, UNICollaboration Position Paper, loads/2020/09/Position-paper-on-Blended-Mobility.pdf

Henderikx, P. & Ubachs, G., (2012). NETCU Handbook. Guidelines for organizing networked curricula. Retrieved from: book_Final.pdf

Henderikx, P. & Ubachs, G., (2019). Innovative models for collaboration and student mobi- lity. Mobility_in_Europe.pdf

Henderikx, P., & Ubachs, G. (2022a). Models and guidelines for the design and develop- ment of joint master’s programmes. Global Academic Press. do.6477131.

Henderikx, P., Ubachs, G., & Antonaci, A. (2022b). Models and guidelines for the design and development of a joint micro-credential programme in higher education. Global Academic Press.

Henderikx, P., Ubachs, G. & Antonaci, A. (2022c). Models and guidelines for the design and development of joint microcredential courses and microlearning units in higher education. Global Academic Press.

Huertas, E., Biscan, I., Ejsing, C., Kerber, L., Kozlowska, L., Marcos Ortega, S., Lauri, L., Risse, M., Schörg, K., Seppmann, G.,(2018). Report from the ENQA Working Group on Quality Assurance and E-learning, Occasional Papers 26, ENQA, 2018 ﷟ttps:// cations/considerations-for-qa-of-e-learning-provision/

Hutzik, J.K. (2011), Comprehensive internationalization. From concept to action, NAFSA, Washington

Impea (2020), Facilitating the Implementation of the European Approach to quality assu- rance of joint Programmes.

Kelo, M. & Loukkola, T. (2020). Possible scenarios on the path to a European degree,
EUA. wards-a-european-degree.html

Laurillard, D. (2012), Teaching as a design science. Building pedagogical patterns for learning and technology. New York: Routledge, Taylor and Francis Group.

Laurillard, D. (2015), Higher Education and the digital era. A thinking exercise. Flanders KVAB thinkers in residence program 2015. The Royal Flemish Academy of Belgium for Sciences and Arts. Retrieved from: Home | Koninklijke Vlaamse Academie van België voor Wetenschap- pen en Kunsten (; 33 stpt Higher education Laurillart-Dillenbourg-HR (

Laurillard, D.(2021), The learning designer (UCL). Marie Sklodowska-Curie Actions (2022),

Martin, F., Sun T., Westine, C.D.(2020), A systematic review of research on online tea- ching and learning from 2009 to 2018. Computers & Education, Elseviers, https://doi. org/10.1016/j.compedu.2020.104009

Mathes, J., (2018) Global quality and online open flexible and technology enhan-
ced education. An analysis of strengths, weaknesses, opportunities and threats,
See: be6f76d00010499a3/1562670846037/ICDE+Global+Quality+in+Online+Open+Flexi- ble+and+Technology+Enhanced+Final+REPORT+2018-min.pdf

Nvao, (2021), Developing a European Approach for Comprehensive QA of (European) University Networks (EUniQ). Project funded by the Erasmus+ Programme of the European Union. ht- tps://

Nuffic (2020), Joint Programmes from A to Z. A reference guide for practitioners. https://www. de-for-practitioners.pdf

Pieters, M., Oudehand, M., Sangra, A. (2021), Professional development in digital teaching and learning. Digitel Pro, EADTU-EU Summit 2021. Retrieved from: Ubachs, Pieters, Ouwe- hand, Dijkstra & Sangrà–Digitel Pro (

Raes, A., Detienne, L., Windey, I. et al. A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environ Res 23, 269–290 (2020).

Raes, A. (2020), Learning and instruction in the hybrid virtual classroom: An investi- gation of students’ engagement and the effect of quizzes. Computers & Education, volu- me 143, January 2020 Retrieved from: S0360131519302350

Rajagopal, K., Firssova, O., Op de Beeck, I., Van der Stappen, E., Stoyanov, S., Henderikx, P., & Buchem, I. (2020). Learner skills in open virtual mobility. Research in Learning Techno- logy, 28.

Sciences Sorbonne-Université (2022), Mobilité virtuelle,

SUNY (2022), Collaborative Online International Learning (COIL),

Ubachs, G., Henderikx, P (2012), Netcu Handbook. Guidelines for organising networked cur- ricula, EADTU. European project, LLL program. NetCu/NetCu_Handbook_Final.pdf

Ubachs, G. et al.,(2016). Quality Assessment for E-learning a Benchmarking Approach (third edition). edition.pdf

Ubachs, G.& Henderikx, P. (2018), EADTU Mobility Matrix,

Ubachs, G. & Henderikx P. (2022), Quality assurance systems for digital higher education in Europe. In Zawacki-Richter, O. & Jung, I., Handbook of Open, Distance and Digital Education, Springer Verlag

UNA Europa (2022), UNA Europa Learning for Society,

Una Europa (2020). Annual report 2020.

Van Liempt, N., (2022). Parlement wil inclusie Erasmus verhogen. Neth-er. https://www.

van Valkenburg, W. F., Dijkstra, W. P., De los Arcos, B., Goeman, K., Van Rompaey, V., & Poelmans, S. (2020). European Maturity Model for Blended Education. Retrieved from the European Maturity Model for Blended Education website: load/2470/European%20Maturity%20Model%20for%20Blended%20E ducation.pdf?inline=1

VLUHR (2020), Manual for the European Approach for Quality Assurance of Joint Program- mes, proach-for-Quality-Assurance-of-Joint-Programmes.pdf

previous chapter: Sustainable institutional policies for academic collaboration and mobility
back to overview: Models and guidelines for digital collaboration
and mobility in European higher education