Educating Integral Innovators in a European Academic Network
Educating Integral Innovators in a European Academic
New Horizons for Innovation in
European Higher Education Institutions
Abstract: In today's European society, the first signs of economic recovery is facing difficulties in recruiting
qualified staff with a high level of skills that can adapt quickly to changes that appear, in order to meet our
European ambitions: to create a Union of Innovation. The transition to a green, smart and innovative
economy, in line with the objectives of “Europe 2020” strategy can only be achieved by decisive actions
oriented to labor factor development. Thus, one of the vectors of labor reconstruction starts from the principle
of “lifelong learning” and envisages the validation of non-formal and informal education, the orientation
towards learning outcomes and last but not the least, it aims to integrate learning and career guidance
systems. This paper intends to guide and inspire those people that have the responsibility for management and
coordination o f HEIs, as well as those engaged in academic activities like pro fessors, stud ents, alumni or
other stakeholders, by searching the answers to a simple q uestion: What global society needs and/or desire
Keywords: quality assurance; life-long learning; education; ITC; competences
Education, this “universal art to teach everyone everything” (Comenius, 1970) is not a very easy task
in this dynamic millennium, characterized by globalization, innovation and transfer of technology.
Within the European Union, the balance between socio-economic cohesion and global competitiveness
can only be achieved by shifting European societies towards development based on knowledge,
research and innovation, which requires that higher education institutions (HEIs), through their
educational offer, be ready to respond to the society’s needs.
In this context, it is increasingly clear that HEIs must diversify their manner of providing education,
focus on digital learning and stimulate student participation in projects of international cooperation.
Through this approach, students, along with qualifications, will acquire, in the academic environment,
the experience to activate and face the competition on the global market. This dynamic of academia
includes, naturally, in a globalized world, new directions concerning the development of cross-border
and transnational higher education.
1Associate P rofessor, PhD, Department of Economics, Danubius University of Galati, Romania, Address: 3 Galati Blvd.,
Galati 800654, Romania, Tel.: +40372361102, Corresponding author: firstname.lastname@example.org.