werden (Pool-Room, Community Kitchen, TV-Rooms, etc.) oder in den Bars von Hobart. Die Uni hat ein

Fine, G.A. 1995, ‘Wittgenstein’s kitchen: sharing meaning in restaurant work’, Theory and Society, 24: [...] Eating Out Fine, G.A. (1996), Kitchens: the culture of restaurant work. University of California Press

Healthy Campus FISU HEALTHY CAMPUS Best Practices 2021 Table of Contents Message from the FISU Acting President – Leon Eder 3 Message from the FISU General Secretary – Eric Saintrond 4 World Map - Universities 6 2021 FISU Healthy Campus Best Practices 8 Healthy Campus management 9 Physical activity and sport 39 Nutrition 74 Disease prevention 94 Mental and social health 108 Risk behaviour 125 Environment, sustainability & social responsibility 133 PUBLISHED BY Contact FISU HEALTHY CAMPUS DEPARTMENT healthy.campus@fisu.net FISU INTERNATIONAL UNIVERSITY SPORTS FEDERATION Quartier UNIL / Bâtiment Synathlon CH-1015 Lausanne - Switzerland Tel: +41 (0)21 692 6400 www.fisu.net ı www.fisu.tv EDITION: FERNANDO PARENTE, AMANDINE VOLPATO, IVO CARVALHOSA & HC UNIVERSITIES GRAPHIC DESIGN: CHRISTOPHE ERHAT PHOTOS: ©FISU ARCHIVES This document is not for public distribution and remains the property of FISU INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ CLICK ON CONTENTS The FISU Healthy Campus project is an initiative that aims to enhance students’ well-being in all aspects. FISU’s objective with this project is to establish an interdisciplinary system dedicated to well-being, a healthy lifestyle & awareness among students regarding these aspects. The idea is also to share knowledge and best practices locally and glo- bally between campuses using common references, and this publication is the first of many to come in the following years. A ‘FISU Healthy Campus Label’ will be awarded to acknowledge the universities’ efforts in improving the quality of life on their campuses, and 27 May 2022 will forever be a historic moment as the first certificates will be handed out to 42 Institutions of Higher Education. FISU thanks all those who have worked and contributed in this programme, and in particular the Pilot Universities where the programme was first tested (University of Johannesburg University of Lausanne, National University of La Matanza, Peking University, RUDN University, University of Torino and University of Western Australia) and the 30 international experts from the 5 continents who validated the Standard, a true reference for quality work in the well-being of the campus communities. Leonz Eder FISU ACTING PRESIDENT The constitution of FISU clearly mentions that FISU has a mission to act “for the health and well- being of students». Through the Healthy Campus programme, we have found a way to extend our activities to all students, not just elite student-ath- letes; we believe that FISU has a very important social responsibility and we want to reach millions of students. After «bringing» the FISU headquarters to the Campus of the University of Lausanne, the Healthy Campus becomes symbolic and represents the ambition and achievement of working with universities as the roots of the development of university sport and well-being in a programme coordinated with our national and continental Member Associations. This publication, with more than 100 Best Practices from the universities already certified with the Healthy Campus label is an excellent example of benchmarking and realises the goal of improving knowledge, and learning and adapting the best of what is done worldwide in all the domains of well-being. Special thanks to the FISU staff and the Healthy Campus teams of all the universities for this excellent contribution to the development of the well-being of the campus communities. Eric Saintrond FISU GENERAL SECRETARY The FISU Healthy Campus programme is designed to help universities develop and improve health and well-being for all campus communities, while sharing global best practices of universities in the seven domains identified by the programme (physical activity and sport, mental health, nutrition, disease prevention, risk behaviour, environment, social responsibility and sustainability). With 93 universities from more than 31 countries registered since 2020, this publication contains the best practices of the first year of operation of Healthy Campus programme and of the Universities already certified. FISU, May 27, 2022 Certified universities Healthy Campus World Map – Universities INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 6 INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 7 Best Practices 2021 Healthy Campus management INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 9 Healthy Campus 2021 FISU Healthy Campus Best Practices Name of the project State of the art: UNI Santé – Healthy Campus project Description Students and staff use digital devices (cellphones, apps, and computers) to access information, write assessments and make bookings online and for support. UJ created online platforms to ease the workload and enable people to interact seamlessly. Evaluation We have obtained a comprehen- sive final document that gives a good overview of the existing actions on campus. Lessons Learnt We were able to identify our strengths, the main one being that the University of Lausanne is putting a lot of actions in place. We have also uncovered our weaknesses. A lack of coor- dination between all our actions is a fundamental one. Recommandations Communication between departments remains a crucial milestone in the final quality of this type of document. The actors must be integrated into the process and kept informed of the purpose of the document, which will also be made available to them. Main Goals Collecting current practices in relation to defined issues - Explore ways of thinking about achieving Healthy Campus recognition. Motivation & Vision To highlight the shortcomings in terms of operational and strategic health management in order to enter into a continuous improvement process. Domain Healthy Campus management Criteria #1 The university shall identify existing programmes related to the Healthy Campus scope in order to have an overview of what already exists as a base for implementing the approach. Target & Stakeholders Campus health managers and stakeholders Time & Frame May to December 2020 Team & Staff Service des Sports Universitaires & UNISEP Keywords Collection of practice, state of the art, Health, UNIL Campus UNIVERSTITY OF LAUSANNE website https://www.unil.ch/ contact person sonia matthey email sonia.matthey@unil.ch Project Presentation Project Presentation INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 10 2021 FISU Healthy Campus Best PracticesHealthy Campus ISCTE - UNIVERSITY INSTITUTE OF LISBON website www.iscte-iul.pt contact desporto@iscte-iul.pt Name of the project Strategic Action Plan 2018-2021 Description With the objective of further developing Iscte’s regulation and services, Iscte gives their students and staff the opportunity to contribute to our improvement as a public institution. Evaluation High participation by all of Iscte’s community, which helped us have different perspectives on what processes we can improve and how we can improve them. Lessons Learnt It is crucial to give everyone an opportunity to express their opinion as a multi-perspective approach is essential to define new global objectives. Recommandations Define the process with rigor, encourage everyone to partici- pate (including students through the pedagogical surveys), establish objectives that help to develop your institution and that contribute to create a better environment for everyone. Main Goals To create efficient processes and a positive environment for Iscte’s community. Motivation & Vision Define and achieve new objectives that will contribute for Iscte’s development. Domain Healthy Campus management Criteria #3 The university shall enable the campus community to express their needs or make comments related to the Healthy Campus scope. Target & Stakeholders Students and Staff Time & Frame 2018-2021 Team & Staff Integrated System of Quality Management (GEPQ) Keywords University, Quality, Well-Being, Students, Staff, Development Strategic Action Plan 2018-2021 Integrated Report of Management and Activities Public Forum Announcement INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 11 Healthy Campus 2021 FISU Healthy Campus Best Practices POLYTECHNIC INSTITUTE OF LEIRIA website www.ipleiria.pt contact sape@ipleiria.pt Name of the project 100% IN Description Multidisciplinary social innovation project carried out in conjunction with the Padre António Vieira Institute to promote comprehensive responses for students with special needs (www.ipleiria.pt/ arquivo/projeto-100-in-e-marca- registada/). Evaluation More than 100 students with special needs got support from this project on its first year (2018/19); several initiatives (e.g., Hackaton 100% IN, Case Manager, Buddy 100% IN) have been strengthening the project. Lessons Learnt It is essential to involve the community in multiple examples of good practices. The actions developed during an initial phase allowed to obtain an effective diagnosis of the situation of students with specific needs. Recommandations The inclusion of students with special needs should be a key area of Universities and Polytechnics, assuming their contribution to Sustainable Development Goal 4 (Quality Education). Main Goals To promote the integral inclusion of students with special educational needs, involving the entire institution and the surrounding community in this mission of finding new solutions that allow to overcome obstacles. Motivation & Vision To find and provide solutions that mobilize the integral inclusion of students with specific special needs and facilitate their subsequent transition to active life. Domain Healthy Campus management Criteria #4 The university shall identify relevant stakeholders and their activities in relation to the areas of the Healthy Campus approach in order to benefit from synergies or propose new partnerships. Target & Stakeholders Students with special needs Time & Frame Year-round Team & Staff PLeiria, Instituto P. António Vieira, and other stakeholders Keywords Stakeholders, synergies, partnerships, special needs 100% IN Project Presentation (1st slide) Integrated Report of Management and Activities One of Polytechnic of Leiria’s adapted facilities INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 12 2021 FISU Healthy Campus Best PracticesHealthy Campus ESTONIAN ACADEMY OF SECURITY SCIENCES website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee Name of the project Healthy Campus Development Day Description Development Day project included both, preparation activities and the Day. A large number of students and staff got acquainted with the criteria of HC during planning and preparations for the Development Day, and gave feedback on HC topics. Evaluation Development Day materials and preparation activities made EASS participation and Healthy Campus project visible to the whole University community. Over 100 members were involved, including members of the management. Lessons Learnt Asking for opinion from the whole community is nothing to be afraid of. Proposals discussed during Development Day and written into strategic plan matter to the community and help to achieve Healthy Campus criteria. Recommandations Be well prepared – select leaders for different topics and assign someone to take meeting minutes. A good way to organise discussion is breakout rooms with different topics, such as the World Cafe method. Share the official document with everyone. Main Goals Development Day helps to gather good practices that are already used in the academy and find new actions that the community needs. SWOT in all topics of HC and new activities plans were compiled. Motivation & Vision Involve as many members of the community as possible, because they can all benefit from Healthy Campus. Domain Healthy Campus management Criteria #5 The university leadership shall ensure that the needs of the campus community are identified and prioritised when developing the policy and objectives Target & Stakeholders University students and staff Time & Frame The first months after joining Healthy Campus Team & Staff EASS Healthy Campus steering committee and volunteers Keywords Physical Activity and Well-Being, Involvement, Collaboration Estonian Academy of Security Sciences Healthy Campus Development Day Development Day programme INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 13 Healthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF COIMBRA website www.uc.pt contact person filipa godinho email filipa.godinho@uc.pt Name of the project Rector’s Vision aligned with the Healthy Campus goals Description The Rector’s vision is in line with the main goals of the Healthy Campus Project: “People are the most valuable resource at the University of Coimbra and their well-being is one of my personal commitments” (Amílcar Falcão, UC Rector). Evaluation Positive impact reported through monitoring of the action plan carried out for the project. Lessons Learnt Through Healthy Campus it was possible to combine different areas working as one and enlarging the global impact of the project. Recommandations The Healthy Campus goals should be recognized in the rectoral team’s strategy. Main Goals Achieve the objectives that the University of Coimbra proposes under the Healthy Campus programme; Ensuring that sport, physical activity, well-being, risk prevention and sustainability play a central role in the mission of the University of Coimbra. Motivation & Vision Ensure and improve a healthy and active campus. Domain Healthy Campus management Criteria #6 The university leadership shall demonstrate and communicate its commitment to implement, maintain and improve the Healthy Campus approach Target & Stakeholders Academic community Time & Frame All year Team & Staff Rectoral Team Keywords Vision, Healthy Campus main goals, Sport and well-being as a Strategic Pillar Rector of the University of Coimbra University Stadium Panoramic Photo European Universities Games Coimbra INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 14 2021 FISU Healthy Campus Best PracticesHealthy Campus POLYTECHNIC INSTITUTE OF LEIRIA website www.ipleiria. pt contact person rui matos email healthy.campus@ipleiria.pt Name of the project Healthy Campus and Quality of Life at Polytechnic of Leiria Campus Description The objectives established for the Healthy Campus of the Polytechnic of Leiria are in line with the strategic direction of the institution, as evident in its Strategic Plan 2030. Evaluation Monitoring is constant. In addition to the annual evaluations, an intermediate evaluation of Healthy Campus is pointed out in 2023. Desirably, in 2025 a projection will be made for 2030, to follow the Strategic Plan 2030 of the Polytechnic of Leiria. Lessons Learnt It is crucial to have a constant dialogue with the Polytechnic of Leiria leadership so that Healthy Campus policy and objectives are compatible with its strategic direction. That is why Leadership representatives make part of Healthy Campus team. Recommandations To maintain a close relationship between Healthy Campus team and Institution Leadership. Main Goals – To have a reference towards the creation of conditions regarding well-being, quality of life and healthy lifestyles on campus – Contribute to the achievement of the Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda. Motivation & Vision To promote regional and national development through health, sport and well-being, materialized on the creation of a Healthy Campus. Domain Healthy Campus management Criteria #7 The university leadership shall ensure that the Healthy Campus policy and objectives are established and compatible with the strategic direction of the university Target & Stakeholders Polytechnic of Leiria Community Time & Frame 2021-2025 Team & Staff Healthy Campus Team and Polytechnic Presidence Keywords Healthy Campus, quality of life, Strategic plan Polytechnic of Leiria Strategic Plan 2030 Healthy Campus meeting at Polytechnic of Leiria Healthy Campus on Polytechnic of Leiria web page INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 15 Healthy Campus 2021 FISU Healthy Campus Best Practices TRINITY COLLEGE DUBLIN website www.tcd.ie contact person martina mullin email mullinm1@tcd.ie Name of the project Healthy Trinity Impact Report Description With so many champions and partners taking so many actions across campus, how can make sure management sees the diversity of work ongoing? Healthy Trinity worked together to identify categories for our actions. Evaluation Healthy Trinity published its first impact report in Dec 2021. Link here: www.tcd.ie/healthytrinity/ assets/documents/Impact%20 Report/Healthy%20Trinity%20 2021%20Final.pdf Lessons Learnt Categorising actions under six headings makes it possible to create a report that shows management the breadth of health promotion activities on campus. Recommandations Other campuses might consider using the six headings we’ve identified as a means of classifying their work. Main Goals To categorise the breadth of work delivered by Healthy Trinity under six headings. They are: 1. Events & Interventions, 2. Supportive Environment, 3. Living Lab, 4. Co-/curricular, 5. Funding, 6. Communications. Motivation & Vision Ensure and improve a healthy and active campus. Domain Healthy Campus management Criteria #8 The university leadership shall ensure the evaluation process and review of the Healthy Campus approach at a frequency adapted according to the evolution of the internal and external context Target & Stakeholders Senior university management Time & Frame Once per annum Team & Staff All 9 Healthy Trinity working groups Keywords Impact, Health, Promotion, Strategy, Evaluation Impact report showing work under six headings Activities completed in 2020/2021 under 6 headings Images of health promotion on campus INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 16 2021 FISU Healthy Campus Best PracticesHealthy Campus UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA website www.ismai.pt/pt and www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt email healthycampus@maieutica.pt Name of the project Board of Directors and Public Presentation Description Following the official creation of the Group, we developed a Strategic Plan which was presented to the Maiêutica Board, Healthy Campus Multidisciplinary Group, together with the whole campus community and key stakeholders. Evaluation All members of the Maieutica Board were involved, and more than 250 students attended the public presentation. The enrolment in the programme of over 500 potential volunteers is an example of its success. Lessons Learnt Involving as many members of the community as possible is a good way to make the programme have an impact. A mobilising kick-off facilitates an effective implementation. Recommandations Invest in advertising and good internal and external communi- cation. Design strategic events that convey the message in an impactful and dynamic way. Main Goals To make the programme public and known to the whole community. To bring all decision-makers together around the programme. Motivation & Vision The programme needed to have an impact on the whole community and bring together all key decision-makers. Domain Healthy Campus management Criteria #9 The university shall define the long-term vision of Healthy Campus. Target & Stakeholders Maiêutica Board, students, professors, stakeholders Time & Frame 23/02/2022 - Maiêutica Board and Healthy Campus Multidisciplinary Group; 09/03/2022 - Public Presentation to all the campus community and stakeholders Team & Staff Maiêutica Healthy Campus Team, Marketing Department, Events Department, Healthy Campus Volunteers Keywords Public Presentation, commitment UMAIA Rector, Maiêutica Chairman, IPMAIA Chairman Marketing material and volunteers. Maiêutica Healthy Campus Team INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 17 Healthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF MINHO website https://www.uminho.pt/pt contact ddc@sas.uminho.pt email gabriel@sas.uminho.pt Name of the project Designing a Healthy Campus (Projetar UM Campus Saudavel) - FISU Healthy Campus Certification Programme Description Creation of a FISU HC programme certification team and creation of an operational team to implement the outlined actions; Establish a monitoring committee of the FISU HC programme, created to ensure collaboration between the various university bodies. Evaluation The responsible for the FISU Healthy Campus programme shall carry out an audit at the end of the year, to understand the next steps to take in the future, taking into consideration an deep analyse of the positive and negatives in implementation process of the strategy created. Lessons Learnt The HC programme was used as a tool and as a cornerstone to facilitate synergies between public health and sustainable development with the concern of creating healthy exploring, learning, living, sustainable environments for the academic community. Recommandations Promote the cooperation of the various organisational units and services of UMinho, not just as mere consultative elements, but as active partners in the execution of programmes and actions. Develop a marketing and communication plan for promotion and dissemination. Main Goals Certify UMinho activity in terms of well-being and quality of life; Share UMinho best practices in Healthy Campus areas; Develop strategic plan to develop new initiatives; Improve levels of satisfaction/involvement of the academic community in HC activities. Motivation & Vision Promote quality of life/well- being for academic community. Recognize physical activity/ sport to adopt healthy lifestyles. Contribute to internal cohesion of the institution and for the construction of a future based on the principles of sustainability. Domain Healthy Campus management Criteria #10 The university shall establish and implement the strategy that results from the vision. It shall contain at least one strategic focus for each domain of th... Target & Stakeholders Academic Community and other UMinho services users Time & Frame Academic Year 2021/22 Team & Staff Organisational Units and Services of UMinho; Student association Keywords UMinho, Activities, Certification, Well-being and quality of life, Academic Community UMinho Sports Complex - Braga UMinho Canteen “One Tree for each Athlete” Project INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 18 Healthy Campus 2021 FISU Healthy Campus Best PracticesHealthy Campus POLYTECHNIC INSTITUTE OF LEIRIA website www.ipleiria. pt contact person rui matos email healthy.campus@ipleiria.pt Name of the project Managing a Team Description Healthy Campus has executive coordination and sectorial teams. Of these, the most directly linked to the Coordination and Management of Healthy Campus are the Project Coordination Executive Team and Project Management Team. Evaluation Positive, with the feeling that we are contributing to a healthier Campus through close relationships between Healthy Campus team(s) and Polytechnic of Leiria Leadership. Lessons Learnt Teamwork takes you further! Different teams can reveal unexpected points of view in different fields, allowing for an unusual, while effective, approach strategy. Recommandations Regular contacts are crucial. Share what you have and ask collaboration whenever needed. Main Goals Teams have to: – Coordinate, prepare and submit the application of the Polytechnic of Leiria to the Healthy Campus Programme of FISU – Implement, monitor and improve the Healthy Campus approach, focusing on collaboration and sharing between services. Motivation & Vision A strong and united team focusing on Polytechnic of Leiria’ s well-being, with regular meetings over time. Domain Healthy Campus management Criteria #12 The university leadership shall identify roles and responsibilities to manage the Healthy Campus approach Target & Stakeholders Healthy Campus Team Time & Frame Healthy Campus Lifetime Team & Staff Healthy Campus Team and Polytechnic Presidency Keywords Executive coordination team, sectorial teams One of the several Healthy Campus Team meetings Order of constitution of the Healthy Campus team Why having such a diverse team on Healthy Campus INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 19 Healthy Campus 2021 FISU Healthy Campus Best PracticesHealthy Campus UNIVERSITY OF RIO VERDE website http://www.unirv.edu.br/ contact joaomario@unirv.edu.br Name of the project Management Committee of the Healthy Campus Program at UniRV - University of Rio Verde Description By joining the FISU Campus Healthy, UniRV identified the need to establish a management committee responsible for the implementation, management, and monitoring the activities to achieve the programmes’s objectives. Evaluation The evaluation of the work of the institutional and operational responsible persons is done annually by the number of criteria achieved and the quality of activities and events, as well by the annual reports produced by FISU. The responsible team will help those two responsible to define other objectives and intermediate goals to better monitor the programme. Lessons Learnt The nomination of the respon- sible staff with the support of representatives of the different groups at the University, will increase personal motivation and a very high sense of institutional cohesion. Recommandations It is important to define the responsibilities, goals and objectives of institutional and operational responsible person and members of the team for its success. As a strategy to improve the role of each one, it is im- portant to create a framework of responsibilities and relationships between team members. Main Goals Appoint a person with institutional political and strategic responsibilities for the internal coordination of the Healthy Campus at UnivRV, and appoint a person with external operational work with FISU in terms of communication and development of the domains and criteria established by the Programme. The coordination team monitors and supports all the work developed by these two people. Motivation & Vision Cohesion between representatives of the University’s top Management and representatives of Professors, Students and Staff is decisive for the successful communication and implementation of the programme. Domain Healthy Campus management Criteria #13 The university shall name an institutional and operational responsible person to lead and support the Healthy Campus approach. Target & Stakeholders UniRV Leadership, operational and sectoral management of Healthy Campus Time & Frame Since the implementation of the Programme, continuity and mandate of the members of the Commission Team & Staff Institutional Coordinator, Representative of the University Council, Professors, Staff and Students Keywords Leadership, Commitment, Responsibilities, Commission, Global Healthy Campus Development UniRV Rector Prof. Albert Barella University of Rio Verde INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 20 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF DOHA FOR SCIENCE AND TECHNOLOGY website www.udst.edu.qa contact s&s - udst wellness@cna-qatar.edu.qa / udst.edu.qa Name of the project Healthiest Campus in Qatar Description The Executive seek to position the wellness of students and staff as a distinct priority and differentiator for the university. UDST has enhanced wellness initiatives as part of the Campus Wellness Policy and Strategy designed to achieve the same. Evaluation To secure required resources, data gathering is required to inform evidence based decisions. Staffing cannot be expanded, programmes cannot be enhanced without suitable information to substantiate the initial commitment and longer term sustainability. Lessons Learnt Wellness is important in a post-secondary educational environment given the significant stressors associated with balancing academic and other priorities. Students and employees have different wellness needs. However, both needs should be addressed. Recommandations Leadership needs to be engaged, need to be aware of the value of wellness to the Campus population and they have to advocate for the positioning of wellness as a key component in the strategic direction of the Institution. Main Goals Encourage and engage students & staff to live a healthy, productive and meaningful lifestyle through a comprehensive menu of services and supports to address the current needs while reinforcing a foundation of positive healthy choices going forward. Motivation & Vision UDST strives to be the region’s healthiest university. To achieve that purpose, a number of initiatives have been initiated and related resource commitments have been planned and supported. Domain Healthy Campus management Criteria #15 The university leadership shall shall ensure the availability of resources for the Healthy Campus approach (human resources, financial resources) Target & Stakeholders Students and Faculty/ Staff members on campus Time & Frame Ongoing – throughout the academic/fiscal year Team & Staff Campus Wide Keywords Healthy Campus, Research, Faculty, Students Presidents Statement on the importance of Wellness Executive support for multiple domains Commitment to diverse wellness interpretation INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 21 Healthy Campus 2021 FISU Healthy Campus Best PracticesHealthy Campus website www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee Name of the project Fundraising for Healthy Campus activities Description EASS Sports club representatives plan costs and fulfil the applications to get funding for Healthy Campus activities and bigger sports events. Student Council members ask support from the companies for competition awards. Evaluation Cultural Endowment of Estonia has funded EASS Healthy Campus activities twice. Awards have been donated by 21 companies during first year of Healthy Campus programme. Lessons Learnt If you don’t ask support, you don’t get it, but if you ask and can show good reasons to use extra money for students’ health, you might get something for extra costs and widen your list of activities. Recommandations Ask funding in such amount which is notable for extra activ- ities. Be realistic, don’t exagger- ate. Make plan B with less activ- ities and costs if funding is not enough. If you don’t get support, don’t hesitate to ask again from different sources. Main Goals Extra funding creates opportunities for wider projects and more activities, students get experience how to work together with companies for mutual benefits. Motivation & Vision Healthy Campus programme ac- tivities and values need besides voluntary support also material support, which can come from different sources. Domain Healthy Campus management Criteria #16 In accordance with the Healthy Campus vision and strategy, the university shall plan, implement, evaluate, and improve fundraising processes related to one or several domains of the Healthy Campus scope Target & Stakeholders University community, companies, funds Time & Frame Always when planning future activities Team & Staff EASS Sports club and Student Council Keywords Physical Activity and Well-Being, Fundraising, Volunteers ESTONIAN ACADEMY OF SECURITY SCIENCES Student Council presenting prizes from companies. EASS mascot with sponsors’ prize. Sponsored introduction to new sports. INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 22 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices WATERFORD INSTITUTE OF TECHNOLOGY website www.tcd.ie contact social media platforms: @witvikingssport Name of the project Lets Get Fundraising Description WIT Vikings are responsible for providing opportunities & structures that embeds health & wellbeing into all aspects of campus culture. In accordance with vision and strategy, WIT implements & evaluates fundraising processes annually. Evaluation This has had a positive impact thus far, it has allowed students to understand the fundraising process & has contributed directly into enhancing their programmes. Lessons Learnt Give students the resources and guidance and they will excel. Recommandations An effective marketing campaign is essential. Main Goals To provide students of every level with a positive experience of a healthy campus through Sport & Physical Activity, Mental & Social Health, Nutrition, Disease Prevention, Risk Behaviour & Environ, Sustainability & Social Responsibility initiatives. Motivation & Vision To provide students with the highest standard sport & physical activity facilities to allow them to achieve upmost health and wellbeing. Domain Healthy Campus management Criteria #16 In accordance with the Healthy Campus vision and strategy, the university shall plan, implement, evaluate, and improve fundraising processes related to one or several domains of the Healthy Campus scope Target & Stakeholders Students Time & Frame All Year Team & Staff WIT Vikings & Wider WIT Community Keywords Sport, Physical Activity, Positive Experience, Fundraising, Good Health, and Wellbeing INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 23 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA website www.ismai.pt/pt and www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt email healthycampus@maieutica.pt Name of the project Communication Plan Description Using existing resources (e.g., the Marketing Department and the Events Department), we established a set of procedures to create an internal and external communication plan, namely for our stakeholders and students. Evaluation All activities and initiatives directly or indirectly related to Maieutica’s Healthy Campus programme are announced on Campus TVs, posted on official social media, and promoted through an existing mailing list. Lessons Learnt The impact of any event or initiative is greatly enhanced when there is an information dissemination campaign. Without appropriate advertising, the event/initiative can be very limited in its reach. Recommandations Planning initiatives/events in advance allows you to create more appealing and impactful communication materials. Their dissemination through multiple channels requires strategies that need time to have the desired effect. Main Goals To communicate clearly and effectively using formal and digital channels, through a single image (Maiêutica Healthy Campus), leveraging existing resources such as events organisation and marketing. Motivation & Vision A programme depends on a strong image and an effective communication plan. We are committed to setting up a corporate and unique image for Maiêutica Healthy Campus. By creating synergies, we will have a robust implementation and communication. Domain Healthy Campus management Criteria #18 The university shall implement an appropriate communication policy to internal and external stakeholders. The communications policy shall be relevant to the campus community, delivering with efficiency the right messages, at the right moment, to the right individuals. Target & Stakeholders All Campus community and stakeholders Time & Frame All Year Team & Staff Marketing Department and Events Department Keywords Internal communication, External communication Maiêutica Healthy Campus’ official brand logo Cloud shared with the Marketing Department Landing page on the official website INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 24 Healthy Campus 2021 FISU Healthy Campus Best PracticesHealthy Campus UNIVERSITY OF COIMBRA website www.uc.pt contact person filipa godinho email filipa.godinho@uc.pt Name of the project Be Healthy Campaign Description During six weeks a campaign was launched in the six Healthy Campus areas: Physical activity; mental and social health, nutrition, disease prevention, risk behaviour, environment, social responsibility and sustainability. Evaluation The campaign had a very positive impact and some members of the academic community shared pictures on social media performing the challenges. Lessons Learnt Communication and dissemina- tion of the projects are essential to achieve the defined goals. Recommandations Run campaigns that encourage actions, not just the transmission of ideas or sharing of images. Main Goals The campaign aimed to challenge the academic community to change or adjust habits and promote the programme and its areas of activity. The campaign aimed to challenge the academic community to change or adjust habits and promote the programme and its areas of activity. Motivation & Vision Promotion of active and healthy lifestyles; Promote the healthy campus; Implementation of the strategic plan for Healthy Campus UC. Domain Healthy Campus management Criteria #19 The university shall conduct at least one communication campaign per year for each domain of the Healthy Campus scope Target & Stakeholders Academic community Time & Frame annually Team & Staff UC Healthy Campus Multidisciplinar Team Keywords campaign, be healthy, be active, take care, eat healthy, reduce, reuse and recycle, organise time Be Healthy Campaign Be Healthy Campaign | nutrition Be Healthy Campaign | disease prevention INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 25 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Name of the project Each department has its own network of external stakeholders Description Each department has its own network of external stakeholders. E.g.: ULB Santé organises 2 awareness days about sexual health in October with its associative partners: “ça m’saoule... j’ai plus de capotes” Evaluation 31 trained students, 300 sensitized students Lessons Learnt Train and raise awareness about sexual health among young people (aged 15-30) through peer education in order to change mentalities and improve behaviour in the long term Recommandations Continue to work with experts’ partners from different area of expertise Main Goals Prevention and promotion of health through an external association network at the university Motivation & Vision The partners train students at the university, creating civic participatory initiatives among students, making them: Citizens Responsible, Assets, Critic and Solidarity Domain Healthy Campus management Criteria #21 The university collaborates with external stakeholders in projects regarding the Healthy Campus scope Target & Stakeholders Students Time & Frame All the year Team & Staff ULB Santé, O’yes, Modus Vivendi, Fares, suicide prevention center, sexual violence management center Keywords ULB Santé, O’yes asbl, Health promotion, education in emotional and sexual relationships Training of students of “Ca m’saoule” project Poster of the event INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 26 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices AUTONOMOUS UNIVERSITY OF BARCELONA website www.uab.cat contact www.uab.cat/rsu & responsabilitat.social@uab.cat Name of the project REUPS (Spanish network of health promoting universities) Description 66 Spanish universities (https:// www.unisaludables.es/es/ miembros) form the Spanish Network of Health Promoting Universities with the aim of sharing experiences and jointly promoting healthy living habits as well as specific actions such as the prevention of addictions, healthy eating or physical exercise. The Network operates with working groups and meets twice a year. In these meetings the advances of the groups are explained and new topics are proposed. Evaluation The network has a sovereign body, the Plenary, which meets twice a year and where the president reports the activity of the network and the application of the agreements. Lessons Learnt Universities have similar problems and joint action helps in developing solutions. Recommandations Promote meetings and conferences where good practices are shared, and working groups that deal with common problems. Main Goals The mission of the network is to become a space for exchange, reflection and analysis of issues that affect the field of health promotion and the development, implementation and evaluation of projects that promote healthy environments. Motivation & Vision To be an organisation recognized as a representative body of the associated universities and for its proactivity in promoting health. Domain Healthy Campus management Criteria #22 The university shall participate in national networks of universities. Target & Stakeholders University Students and Workers Time & Frame All year Team & Staff 60 Spanish Universities Keywords health promotion, well-being, life quality, university community, healthy campaigns Campaign “Social relationships, source of health” Campaign “Your future is up in the air” Campaign “Dare to break with tobacco” INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 27 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF ANTWERP website https://www.uantwerpen.be/en/ contact internationaloffice@uantwerpen.be Name of the project UAntwerp as a member of international networks Description The central government (IRO) of the university as well as the faculties are the main drivers of new developments, including the creation or joining of networks. A good example is the YUFE partnership, one of Europe’s first new generation universities. Evaluation The evaluation is done regularly with bottom-up as well as top- down and frank appraisals of outcome. Erasmus collaborations e.g. are scrutinized every five years. The networks or contract that haven’t met expectations, are not renewed. Lessons Learnt International relations are a permanent source of learning opportunities. Learning processes vary from assessing the differences in academic approaches, over finding administrative/financial solutions to complex issues, to practical troubleshooting Recommandations Invest enough time in building personal relationships between partner institutions. A network can flourish only on a solid basis. Top-down initiatives seldom work. A broad array of people in every institution should find a “win” in the partnership. Main Goals UAntwerp wishes to be a driver of change in international higher education. Joining forces with likeminded institutions ensures a scale that facilitates change and reinforces positive outcomes. Motivation & Vision UAntwerp is dedicated to providing all its students and staff with international and intercultural competences during their student/staff journey. Being a part of international networks is part of the answer to this challenge. Domain Healthy Campus management Criteria #23 The university shall participate in international networks of universities Target & Stakeholders international HE-networks, IRO’s of other Universities Time & Frame A continuous cycle of planning, doing, checking and acting Team & Staff Central level IRO+faculties jointly steer internat. policy Keywords international, networks, young universities, education, research, student & staff mobility University of Antwerp Campus University of Antwerp Campus Networking at University of Antwerp INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 28 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSTITY OF LAUSANNE website https://sport.unil.ch/?mid=105 contact person sonia matthey email sonia.matthey@unil.ch Name of the project Jours Santé - Healthy Days Description Since 2016, the University of Lausanne has been organising the Healthy Days event: an event to which the various players in the health sector are invited in order to popularise the information and make it accessible to the university community. In addition, the community has access to new technologies incubated at the Sport and Health Center (Centre Sport et Santé - CSS). Evaluation The number of collaborations around the event continues to grow. Every year, the objectives are achieved and supplemented by new collaborations. The number of participants in the event and in the sessions is constantly increasing. Those respond to a real demand and allow the employees to better manage their health in their work/study environment. Lessons Learnt Universities have similar problems and joint action helps in developing solutions. Recommandations Promote meetings and conferences where good practices are shared, and working groups that deal with common problems. Main Goals To bring together health stakeholders at the same event. Propose health solutions to the community. Make the link with the technologies incubated at the CSS. Motivation & Vision To convey key health messages while promoting information and easy access to the well-being, making the topic of “sustainable health” a common interest. Domain All domains of Healthy Campus Criteria #24 - The university organises for the campus community, at least one annual event, to bring together different areas of the Healthy Campus. Target & Stakeholders The entire university community Time & Frame 1-5 days in the first week of October Team & Staff SSU + health actors UNIL Keywords Healthy days, Sustainable health, federating health stakeholders around a common event, Testing innovation. Amphipole building: participants in front of the “health village” booth. Amphipole building: Swissball session Internef building : Testing Pandafit technology INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 29 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices WATERFORD INSTITUTE OF TECHNOLOGY website www.wit.ie contact @witvikings sport & wit arena social media Name of the project WIT Healthy Campus Beyond The Norm Description Waterford IT organises a number of educational events or workshops that aim to educate the campus population about the different domains that make up the healthy campus. Evaluation All events had a positive impact on campus community members. Students are beginning to engage more with all different aspects of physical health & well-being not just physical activity. Lessons Learnt Introduce topics and then listen to students about how we can improve events & being new ideas. Recommandations Better advertisement & promotional campaign around each event. Main Goals Educate on the different domains - Physical Activity - Nutrition - Disease Prevention - Mental & Social Health - Risk Behaviour Motivation & Vision Provide an array of different events open to all members of the WIT community. Educate and open their minds to all the different aspects of health and well-being. Domain Healthy Campus management Criteria #25 The university organises, for the campus community, events, workshops, conferences, seminars and/or trainings that cover each domain of the Healthy Campus scope emphasising alignment with SDGs, human rights and related policy at national and international levels. Target & Stakeholders University Students & Staff Time & Frame All year Team & Staff Waterford IT, WIT Vikings Sport, WIT Arena Keywords Healthy Campus, Campus Community, Well-Being, Human Rights, Reduce Inequalities, Spreading Information Professor Ciara Losty - open psychology event Catherine Norton - Sexual Health WIT Student Physical Health Education Seminar INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 30 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF JOHANNESBURG website www.uj.ac.za contact person prof alban burke email aburke@uj.ac.za Name of the project PsyCaD and CAT Online Support Description Students and staff use digital devices (cellphones, apps, and computers) to access information, write assessments and make bookings online and for support. UJ created online platforms to ease the workload and enable people to interact seamlessly. Evaluation Using platforms like Blackboard & U-Link has provided an easier & convenient way of interaction between academic staff & students. Access to such platforms means that teaching & learning can continue both on and/or off the campuses. Positive impact. Lessons Learnt Many students’ pass rate has significantly improved during the pandemic. They had enough time to study and the convenience of writing assessments online. Many people had access to services they normally never considered when they were on campuses. Recommandations A blended/hybrid learning environment is a better option for education institutions. Both Staff & students need to have options to learning & studying - some people excel in using online technology while others prefer the in-contact approach. Main Goals To support both staff and students to access technological tools and support in teaching and learning as well as working. To fulfil our vision of 21st- century skilled academia at UJ. Motivation & Vision The objectives that support the work of each of the three components are to support community-based management processes; provide scaffolded & just-in-time support; drive transformative learning practices & promote the use of cross- platform applets. Domain All domains of Healthy Campus Criteria #26 The university shall use digital technologies to recommend healthy activities adapted to individuals in the campus community and to advise them according to their needs and resources. Target & Stakeholders Staff and Students, PsyCaD and CAT Time & Frame Entire Year (All-year round) Team & Staff Coordinators, Academic Advisors, Lecturers, IT Specialists Keywords Online, Digital technologies, innovative and evolving, blended teaching and learning Two UJ students using a computer laboratory. Students Use Smartphones to Access Services Booking Method: Tests & exams, access information INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 31 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices MURDOCH UNIVERSITY website https://www.murdoch.edu.au/ contact https://www.muactivecalendar.com/ Name of the project Active Campus Calendar Description The Murdoch Active Campus Calendar project endeavours to track all the student-led events at Murdoch University on one calendar. We’ve recently added a second calendar for Murdoch staff that tracks opportunities for staff to get active. Evaluation Continued engagement with the calendar by students and a desire to see it replicated for staff have shown the calendar is a resource that has immediate returns on student activity by demonstrating how busy campus life is throughout the year. Lessons Learnt To combat the common complaint we heard from first year students, we’ve learned it’s important to provide a visual representation of campus life so students can plan their social calendars, and discover opportunities outside of their coursework. Recommandations Develop a CMS system that allows student clubs and societies to manage their social calendars. Demonstrate value by ensuring to provide an accurate and up-to-date calendar of events. Assist clubs by promoting key events to the university community. Main Goals Provides a comprehensive visual guide to a weekly social activity calendar for students and staff to find social, hobby, or learning events to enhance their university experience. Motivation & Vision To show the broad variety of campus events and activities available for students and staff to engage with and keep physically and mentally active as they pursue their academic careers. Domain Healthy Campus management Criteria #26 The university shall use digital technologies to recommend healthy activities adapted to individuals in the campus community and to advise them according to their needs and resources. Target & Stakeholders University Students & Staff Time & Frame All year Team & Staff Murdoch Active Staff Keywords University Clubs & Societies, Well-Being, Promote student connection, Active living, Student-led Mascot designed by a Murdoch University student. A snapshot of student-led events mid semester. Example of the promoted weekly event roundup. INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 32 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Everyday University life Description At the University of St. Gallen, we have daily activities relating to the various Healthy Campus Domains. These consist of a multitude of sports activities, healthy food choices, and frequent events regarding sustainability or mental health. Evaluation The University of St. Gallen has always had a lot of sports activities. In recent years, the University has expanded its focus on activities relating to sustainability and mental health topics. These events promote a healthy learning environment. Lessons Learnt Members of the campus community are keen to take part in activities relating to Healthy Campus pillars. By providing enough activities, the University can ensure that all students are given the opportunity to participate and make their voices heard. Recommandations These daily activities are organized by various University departments and committees as well as student clubs. Student involvement and initiative is necessary to ensure that these events are successful and to evoke change. Main Goals The main goal is to promote a healthy and balanced lifestyle amongst the campus community and to increase awareness for the Healthy Campus pillars. Through this, the University is encouraging students to take part in building a sustainable future. Motivation & Vision One of the principles of the University of St. Gallen’s is to make use of our social, economic and natural resources in a sustainable way, starting in our daily lives. Domain Healthy Campus management Criteria #27 The university shall plan and carry out at least weekly activities related to one or several Healthy Campus domains Target & Stakeholders Campus community Time & Frame Daily Team & Staff Unisport, counselling services, cafeteria, student clubs Keywords Healthy campus, sports, nutrition, sustainability, mental health, campus community, Healthy Campus Mental Health Days promoted on social media TRX class as one of the daily sports activities Student Involvement through Sustainability clubs UNIVERSITY OF ST.GALLEN website https://www.unisg.ch/ contact university sports department INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 33 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact kcl.ac.uk/sport email kingssport@kcl.ac.uk Name of the project King’s College London | King’s Sport BeActive Description We provide a number of free initiatives for our community to stay active and well, via digital technology and at our Sport & Wellness Clinic and Gyms. All students living in King’s Residences have access to our BeActive programme and Halls Gyms. Evaluation Annually, we have over 9,000 active members of our community through the King’s Move platform. 60%+ of our Halls students are active via Halls Gyms each month. As well as 300+ attendances to our Wellness clinic in the first few months of launching. Lessons Learnt King’s has over 40% international students, living across 11 residences so providing the right activities to the right students can be a challenge. We aim to use data and insight to inform what works, as well as receiving constant feedback Recommandations Try to put activity at the heart of where your community is, and aim to build financially sustainable models of activity that enables activities to be free to the community. Supported via a digital and hybrid approach to extend reach and flexibility. Main Goals Reduce barriers to sport and physical activity whilst improving the wellness of the King’s Community. Our aim is to make activity inclusive and accessible, taking place close to where our students and trying to enable an optimal state of health. Motivation & Vision Aiming to work in collaboration with partners across the University, to contribute to the education and extra-curricular experience through co-creation. To encourage active lives by reducing barriers of time, cost and location in accessing services. Domain All domains of Healthy Campus Criteria #28 The university proposes a minimum number of free of charge activities or at an affordable price for each area of the Healthy Campus scope. Target & Stakeholders University Students Time & Frame Throughout the academic year September - June Team & Staff King’s Sport, King’s Residences & Academic Partners Keywords Physical Activity, Social Sport & Wellness Students taking part in yoga on campus. Rave Run, the sights on London through activity. INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 34 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF PORTO website cdup.up.pt contact person catarina sampaio email catarina.sampaio@cdup.up.pt Name of the project Get your ball and be active Description With the opening of the renovated University Stadium, launched a campaign for free use of outdoor spaces. U,Porto are invited to use the outdoor fields (football 11, football 7 and football 5) freely, just have to join a group of friends, bring a ball and use the facilities between 9 am and 5 pm. Evaluation Positive impact despite the restrictions on COVID. Students have joined the initiative well and are already organising themselves in groups to come and play. The evaluation is made by the number of users separated from those already registered in previous activities and new users. Lessons Learnt It is important to give space to students to be able to decide without stricter timetable constraints and compliance with strict rules for informal sporting practice. Recommandations Carry out a good promotional campaign. This activity was designed for a special period of restrictions, but constituting itself as a success it will continue for the future, taking advantage of hours of less use of indoor and outdoor sports facilities. Main Goals Promote physical activity without major restrictions or regulations in which the rules of the game are defined by the participants; Make the renovated university stadium known as the new home of sport. Motivation & Vision Present the university sports facilities to all students as this will help them be active during the Covid-19 pandemic. Domain Healthy Campus management Criteria #28 The university proposes a minimum number of free of charge activities or at an affordable price for each area of the Healthy Campus scope. Target & Stakeholders University Students Time & Frame All year. Since September 2020, from 9am to 5 pm Team & Staff U.Porto Sport Center Keywords University Sport, Physical Activity, Good Health and Well-Being, Reduce Inequalities, University Students, Outdoor Activities, Free Use, Covid19. University Stadium, University of Porto. Ball in hand free use participants. Rectory University of Porto, Praça dos Leões, Porto. INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 35 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF COIMBRA website https://www.uc.pt/ contact https://www.uc.pt/healthycampusuc/ email filipa.godinho@uc.pt Name of the project Healthy Campus Multidisciplinary Team, Reports and Surveys Description The university uses monitoring and evaluation tools such as strategic plans and account reports. In the scope of health services, mental health and nutrition there is a focus on interviews and questionnaires and in the scope of physical activity and sport a platform and an APP is used for registration, monitoring and evaluation making the process simpler and more precise. In the scope of sustainability, we use specific tools that report the production of green energy and CO2 reduction per year. Evaluation The fact that we have a team focused on developing and monitoring the measures associated with the Healthy Campus, allows a faster and more efficient development of the plan outlined for the project, as well as the constant monitoring of actions. Lessons Learnt It is important to build a team with defined goals and a specific work plan to ensure the success of the project and for each implemented action define a monitoring methodology. Recommandations Involvement of Human Resources working on the fields of the Healthy Campus project and promote the identification and promote the constant search for new initiatives and innovative and attractive strategies based on the different target audiences. Main Goals Establish a long-term plan that envisions actions focused on the Healthy Campus scope. Promote SDG´s and the development of monitoring, evaluation and reporting tools. Motivation & Vision Promote the cohesion of the campus and academic community by keeping it more active and healthier. Promotes and develop methodologies that allow the monitoring of the participants, as well as the effect that results from the implemented actions. Domain All domains of Healthy Campus Criteria #30 The university monitors participation in the Healthy Campus and related programmes and activities. At least, participant numbers from the campus community in activities, organised events, workshops, conferences, seminars and/or trainings; how often they are carried out (frequency); number of internal and external stakeholders involved. Target & Stakeholders Academic Community Time & Frame Throughout the academic year September - June Team & Staff UC Multidisciplinary Team Keywords Multidisciplinary team, monitor- ing, strategy, implementation and improvement of measures Strategic and Action Plan 2020-2022 Areas of operation Activity carried out under the project action plan INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 36 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices ESTONIAN ACADEMY OF SECURITY SCIENCES website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee Name of the project Feedback as resource for planning Description The satisfaction of first year students, graduates, and staff is assessed regularly. We conducted a survey on some of the Healthy Campus topics in spring and used the responses and comments as the basis for improvements and actions in autumn. Evaluation About 10% of students and 20% of staff responded to the survey. Useful information from feedback – popular topics and campaigns to continue with, new ideas. From feedback to action – 1 article in EASS journal, at least 4 new projects or activities. Lessons Learnt If you plan collecting feedback regularly, and share the results afterwards, it is easier to make decisions about future steps. Recommandations Involve management. Asking for the community´s opinions and ideas provides you with the feedback that helps you to explain what changes have been made and what activities have been organised. Main Goals Collect feedback and put it into use to allow the community benefit most from Healthy Campus programme. Motivation & Vision Our regular feedback system provides some understanding about the community´s reception of HC but we wanted to add specific questions and ask for their opinion. Feedback is used as the source of ideas for changes and new actions. Domain Healthy Campus management Criteria #31 The university evaluates the satisfaction of the campus community regarding the Healthy Campus approach and responds to the suggestions or remarks. Target & Stakeholders University community Time & Frame At the end of the academic year or after activities Team & Staff The Department of Education, the leaders of HC programme Keywords Physical activity and well-being, Involvement, Feedback, Ideas New leisure opportunities in the EASS park Estonian top athlete’s nutrition lecture Training with top athlete who is student of EASS INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 37 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact kcl.ac.uk/sport email kingssport@kcl.ac.uk Name of the project King’s College London| King’s Sport | Quest Accreditation Description Quest is a UK quality scheme for sport and leisure. It continues to be the Sport England recommended Continuous Improvement Tool for facilities and sports development teams, to measure how effective organisations are at providing customer service. Evaluation This year, King’s received ‘Excellent’ for their recovery to COVID 19 - putting us at the top of the bandings. Each year, an auditor will visit the facilities to re-assess the experience and future direction of the department. Lessons Learnt In future, we will be looking to undertake the 2day assessment, which combines a number of other industry accreditations. Additionally, we will be looking at international best practice to continuously improve. Recommandations The initial assessment can be quite daunting, however, to implement a culture of continuous improvement, the initial audits provide a basis to start from and begin working towards your desired banding of accreditation. Main Goals Aimed at comparing across the sector in the UK, there are a number of bandings that serve as best practice, with audits covering: Customer Service Excellence, Compliance. Motivation & Vision Our aim is to deliver trusted, responsive and reliable services that enable the King’s community to make the world a better place. Quest enables us to provide world class facilities with inclusive environments at an exceptional institution. Domain Healthy Campus management Criteria #32 The university is involved in at least one national or international networks of universities that propose benchmarking tools to evaluate their own functioning and compare it to others. Target & Stakeholders Student, Staff and Local Community Time & Frame Annual audits, usually held in the Summer Team & Staff King’s Sport, Estates & Facilities, Quest Keywords Audit, Health & Safety, Customer Experience, Compliance, Facility Management Quest Accreditation King’s Sport - Strand Gym King’s Sport - Honour Oak Park INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 38 Physical activity and sport INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 39 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices POLYTECHNIC INSTITUTE OF LEIRIA website https://www.ipleiria.pt/ contact pafe@ipleiria.pt & desporto@ipleiria.pt Name of the project PAFE® - Programa de Atividade Física para estudantes do Politécnico de Leiria (Physical Activity Programme for Polytechnic of Leiria Students) Description PAFE® - Physical Activity Programme for Students of the Polytechnic of Leiria is a programme based on exercise and physical activity. It offers structured physical activity on a daily basis to all Polytechnic of Leiria’s students. Evaluation The evaluation is frankly positive. The quantitative assessment is also positive, with all of its regular participants improving their Physical Fitness. With the restrictions associated with COVID-19, there was a slight decrease in participants. Lessons Learnt Physical Activity is a powerful tool for achieving better health and quality of life. An active lifestyle is associated with improvements in academic achievements. Recommandations The communication with the students must be improved, so that PAFE® can have more participants. The importance of an active lifestyle should be more valued by students, teachers and employees of the Polytechnic of Leiria. Main Goals Its objectives are: 1 - to increase and maintain students’ physical activity levels, following recommendations of the WHO and 2 - to provide students with the occupation of leisure time, through the practice of regular structured physical activity. Motivation & Vision PAFE® aims to respond to an unfortunately increasingly common problem in society: sedentary lifestyle. Domain Physical activity and sport Criteria #34 The university proposes physical activity and sport programmes that consider the specific needs and characteristics of the campus community. Target & Stakeholders Polytechnic of Leiria students Time & Frame All academic year, all working days Team & Staff PLeiria’s Social Services and ESECS’ Human Kinetics section Keywords Physical activity, Well-being, Health promotion, Students. Physical Activity Prog. for Students (PAFE) Poster PAFE’s disclosure on FB of Polytechnic of Leiria INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 40 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices PEKING UNIVERSITY website pku.edu.cn contact person he zhonghui email healthycampus@pku.edu.cn Name of the project Night Run Description Night Run happens on the May 4th Playground twice a week and lasts for an hour per time. Students run in the company of music coming from outdoor speakers. The playlists under specific themes are decided through online voting by students. This event is held around 40 times every year, with more than 1500 participants each time. In the fall semester of 2020, the number of participants reached 23811. Evaluation The evaluation is based on the number of participants in Night Run and extracurricular exercise. By choosing themes, picking playlists and managing activities on their own, Night Run, which emphasizes self-education, has made running on the playground a joint expectation for students and received positive responses from students. Lessons Learnt It is beneficial to provide students with opportunities to exercise regularly in a proper way through a well-organised activity. Recommandations Helping students develop the habit of physical exercise calls for regular, interesting and attractive activities organised by the sports department of the university. Night Run, which has been held for 6 years, has become a key event of PKU sports and will be carried into the future. Main Goals Attract students to participate in physical activities on their own initiative through abundant and active forms; Let students enjoy exercising; Make physical exercise a habit of them; Help them develop perseverance; Promote students’ health and well-being. Motivation & Vision Make interest the trigger for students to participate in physical activities more actively and enjoy sports. Domain Physical activity and sport Criteria #34 The university proposes physical activity and sport programmes that consider the specific needs and characteristics of the campus community. Target & Stakeholders University Students Time & Frame Tuesday and Thursday every semester. Since 2014, from 9 pm to 10 pm Team & Staff Department of PE, PKU Keywords University Sport, Physical Activity, Good Health and Well-being, Sustainable Cities and Communities, University Students, Outdoor Activities, Running May 4th Playground Night Run Night Run INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 41 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF WESTERN AUSTRALIA website https://www.uwa.edu.au/ Name of the project UWA Sport Inclusive Sport Framework Description At UWA Sport we want to contribute positively to our student’s journey by meeting their individual needs, pursuits and backgrounds. We are committed to providing everyone at UWA equality of opportunity, experience and outcome. Evaluation The framework has underpinned an increase in offering of services to priority populations. A number of sporting clubs have engaged in diversity and inclusion reviews. UWA Sport expectations of venue use by clubs has prioritised equity focus of groups. Lessons Learnt Clubs and students want to impact and achieve greater inclusion and diversity, the support to do so is welcomed when offered. Peer to Peer and co-design efforts have been most impactful. Dedicated resource is important. Recommandations A clear statement of intent and focus is important for tangible improvement and progress. Student engagement and ‘champions’ of inclusion and diversity bridge a gap for student groups. Third party collaboration amplifies both parties aims. Main Goals Our focus is on fostering an environment that welcomes, accepts, sees and embraces the diversity of our UWA community. The Inclusive Sport Framework focuses on advancing diversity and inclusivity in sport via long-term cultural change. Motivation & Vision Sport is an avenue whereby all individuals can come together to build social cohesion and improve their health and well- being. We foster an environment that welcomes, accepts and embraces the diversity of our community across all services. Domain Physical activity and sport Criteria #34 The The university proposes physical activity and sport programmes that consider the specific needs and characteristics of the campus community. Target & Stakeholders All students and participants in all services Time & Frame Ongoing Team & Staff UWA Sport, University Sporting Clubs, Student Life Keywords Inclusion Framework Community Mixed sport event of residential college students Our framework INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 42 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact kcl.ac.uk/sport email kingssport@kcl.ac.uk Name of the project King’s College London | King’s Sport | Delivery Plan Description The King’s Sport Delivery Plan is developed annually in pursuit of being the Most Active University in London. Putting our community at the heart of our decisions through co-creation, aligned to our University Vision to Make the World a Better Place. Evaluation We have seen growth in engagement to over 40% of our university community. Aligned to Sport England metrics, with over 65% deemed active. We also measure outcomes aligned to social and mental wellness and individual aspiration. Lessons Learnt Over the course of the implementation, we have continued to use business intelligence and insight as key drivers in the pursuit of our ambition. Being spread over 5 campuses in Central London, digital innovation has been pivotal in reducing barriers. Recommandations To set a clear and compelling direction for strategic growth, the guides all decision-making. Co-created with community, identifying ways to build sustainable programmes, services & facilities to improve the lives of those that take part in services. Main Goals Increase engagement in sport and physical activity. Deliver world class, transformative experiences & services. Support the university’s vision 2029 ambitions. Motivation & Vision To be the Most Active University in London by 2021 and Most Active Capital City by 2029 - delivered through reducing barriers to sport and physical activity in time, cost and location. Domain Physical activity and sport Criteria #35 The university shall determine its own vision, mission and values of physical activity and sport service. Target & Stakeholders Students, Staff and our Community Time & Frame Annually, with our ambition delivered from 2017 - 2021 Team & Staff King’s Sport Team Keywords Sport & Physical Activity, Well-being, Gyms, Sports Grounds, Digital Innovation, Removing Barriers The Great King’s Run King’s Sport Academy Launch Rave Run INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 43 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF DOHA FOR SCIENCE AND TECHNOLOGY website https://www.udst.edu.qa contact s&w - udst wellness@cna-qatar.edu.qa udst.edu.qa Name of the project Budget for Sport and Wellness Description S&W activities funded through two separate budgeting frameworks. A regular operating budget and a budget based on revenues generated by S&W which allows for flexibility in addressing operational needs and address inconsistencies of the marketplace. Evaluation The budget analysis is done weekly and monthly with updated forecasts. Anomalies are investigated to determine trends and patterns. Lessons Learnt The state funds the operations of S&W services to students. The cost of generating rental and service revenues is appropriately charged against those revenues and not included in the regular operating budget. Thereby providing required flexibility. Recommandations To engage community, facility and service resources can be a great driver. The lesson is that this does not have to impact current operations as revenues can be secured in non-traditional operating hours. A balanced approach works! Main Goals To maximize the resources available to operate S&W programming and to augment programming and offerings of student affairs and other University priorities also to maintain flexibility while ensuring sustainability of the S&W operation. Motivation & Vision To deal with the on-going operational expenses while utilizing the flexibility of the second budget to ensure sufficient human resources and to create student employment opportunities. Domain Physical activity and sport Criteria #36 The university shall provide a specific budget for physical activity and sport sector. Target & Stakeholders Students, Faculty/Staff, external community Time & Frame Annual Fiscal Team & Staff HR, Student Affairs, Finance and Facilities Keywords Yearly Budget, Revenue Generation, Alternate Strategies to mitigate budget demands Internal Sport Tournaments Community Events Sport Camps and Academies INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 44 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website https://www.ismai.pt/pt and https://www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt Name of the project Official social media Description All the activities and initiatives related to the Physical Activity and Sports field are posted on official social media. The main focus in terms of communication is the association with the image of Maiêutica Healthy Campus. Evaluation The association of the Fitness and Leisure Centre activities with the Healthy Campus brand allowed promoting the connection of these activities with the health field. In this way, more participants have started to integrate healthy activities. Lessons Learnt The physical and sporting activities can create the illusion that they are only for sportspeople or active people. This perception may inhibit non- active people from participating because they do not feel comfortable and capable. Recommandations Communicate in an inclusive language. Communicate the message that the activities are for everyone, not just sportspeople, and that they are tailored to everyone’s starting level. Main Goals Strengthen the Maiêutica Healthy Campus brand through the association of activities and initiatives in the physical activity and sports field. Motivation & Vision Our Fitness and Leisure Centre promotes numerous specific and systematic activities throughout the year. Through the association with the Maiêutica Healthy Campus brand, there is also a clear partnership with the area of health. Domain Physical activity and sport Criteria #37 The university shall establish a marketing plan for physical activity and sport. Target & Stakeholders Campus community and stakeholders Time & Frame Throughout the year Team & Staff Marketing, Fitness and Leisure Centre Keywords Communication Plan, Official social media UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA Post informing the opening of the Centre Post of an initiative for disabled students Post linking Physical Activity and Nutrition INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 45 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF SPLIT website https://www.unist.hr/en/ contact s&w - udst wellness@cna-qatar.edu.qa udst.edu.qa Name of the project Unist Health Days - First aid course Description The first aid course is organised for coaches and leaders of sports activities at the University. Through the course, participants learn the basics of first aid as well as the operation of an automatic defibrillator. Evaluation The course is designed for 25 participants, of which at least 15 are coaches and leaders of sports activities. Lessons Learnt Students learn to provide first aid to an injured person in external and/or internal bleeding, various types of injuries and wounds, bone and joint injuries, accidental conditions, and sudden-onset conditions. Recommandations As the number of users (students) of sports activities is constantly growing, it is necessary to increase awareness and knowledge of first aid. This will be achieved through several organised courses throughout the year. Main Goals The main goal is to increase health security in sports activities carried out at the University of Split. Motivation & Vision Raise public awareness of the importance of first aid knowledge and skills. Domain Physical activity and sport Criteria #39 The university organises, at least once a year, a first aid course open to people practicing physical activity and sport, to related staff, coaches and trainers. Target & Stakeholders University Students, University coaches and leaders Time & Frame Once a year Team & Staff Split University Sports Association, University of Split Keywords Good Health and Well-Being, Quality education, First Aid, University Students, University coaches Campus - University of Split The first aid course The first aid course INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 46 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website https://www.unilu.ch/en/ contact person benedikt nann email benedikt.nann@unilu.ch Name of the project Combining Sports and Arts Description With the opening of the HSCL- Gym in 2020 we wanted to include as many students as possible. We launched a contest where the winner could realize their own graffiti on the wall of the gym. Evaluation We were able to use the time during the corona-lockdown, when the gym was closed. We got a lot of feedback and submissions for the contest, which showed us how interested the people were in projects like that. Lessons Learnt There are not only art students who are interested in projects like that. It’s important to create possibilities for everyone and advertise on different platforms. Recommandations Advertising on different platforms to reach as many people as possible. Not only concentrating on the art students. Calculating enough time for the interested to come up with a concept and realizing their vision. Main Goals Including students which are not interested in active sport and creating a platform where they can display their talent. Motivation & Vision The grafitti lightens up the room and creates a welcoming environment for everyone. Domain Physical activity and sport Criteria #40 The university shall have infrastructures for indoor sports. These facilities can be their own or shared with the municipality or clubs of the region. Target & Stakeholders Students, Employees, Alumi Time & Frame All year round Team & Staff Multiple different facilities in and around Lucerne Keywords University Sports, indoor Activities, Gym, more Opportunities UNIVERSITY OF LUCERNE New HSCL-Gym The finished graffiti in the gym INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 47 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices TRINITY COLLEGE DUBLIN website https://www.tcd.ie contact https://www.tcd.ie/sport/ Name of the project Outdoor facilities Description Trinity Sport has many outdoor facilities such as the on campus grass pitches for hockey, soccer and rugby. There is a grass running track, a croquet lawn and all weather tennis. We have off site facilities and a boathouse. Evaluation Low participation this year. Lessons Learnt To recognize emergencies situations such as heart attack, to manage the situation (call the emergency services, to give cardiac massage and use of AED. Recommandations To keep this annual training and to render mandatory training for the newcomers. The AED is present in each sporting facility. Main Goals Our main goals are to promote physical activity to all staff and students. This includes participants from the elite to the participation programmes. Motivation & Vision Present the best facilities to all staff and students. Be able to rent out our outdoor facilities when not in use. Domain Physical activity and sport Criteria #41 The university shall have infrastructures for outdoor sports. These facilities can be their own or shared with the municipality or clubs of the region. Target & Stakeholders Staff, Students, alumni and external stakeholders Time & Frame All year round Team & Staff Trinity Sport and grounds staff Keywords Sports Facilities, Outdoor, Sports Grounds, Outdoor facilities. Boathouse, Islandbridge Trinity College Rugby Pitch College Park home to Soccer, Hockey and Athletics INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 48 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF MINHO website https://www.uminho.pt/pt contact ddc@sas.uminho.pt email gabriel@sas.uminho.pt Name of the project Cat on the beach (Gata na Praia) Description The University of Minho organise every spring break time a beach camp festival. Every day, there is a team´s sport competitions between teams composed by 4 men’s and 4 women, in parallel they run a series of traditional and popular games. At the start of each day of sports activities there is a warm up with musical choreography with stretching session. Evaluation Most of the students repeat this experience throughout their academic life. The participants get a questionnaire at the end of the activity about their satisfaction. Lessons Learnt It´s the perfect environment to promote different experiences, practicing new sports in different environment, creation of new friendships and getting a life time experience. Recommandations A good and comprehensive planning process; knowing very well the place where the activity will happen; Engage a large and experienced staff with a good background in sports. Main Goals This initiative was developed to promote sport and the academic spirit and gender equity. All activities are done in group and outdoor environment, this programme promotes social cooperation and sports development. Motivation & Vision To promote sport and the academic spirit, with activities in a group and in a place outside the academy. Every year we have to promote new sports, to create new experiences. Domain Physical activity and sport Criteria #41 The university shall have infrastructures for outdoor sports. These facilities can be their own or shared with the municipality or clubs of the region Target & Stakeholders Students of University of Minho Time & Frame One week during Spring Break Team & Staff Sports Services and Students Union; Local municipality Keywords Beach Sports, Social Activities, Informal Competition, Spring Breaks Final Day Group Photo Warm Up before Sports Activities Beach Sports Activities INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 49 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee Name of the project Notice, report, and fix Description The EASS students have constant access to the academy’s sports facilities, and they need to follow safety rules and report about misfunctions. There is an information flow line how problems are reported and fixed. Evaluation We receive reports about problems and inquiries concerning the purchase of new equipment about once a month. The reported problems have been discussed among administration on the same or the next workday. The time for solving the problems has ranged from 1 day to 3 months. Lessons Learnt Besides solving reported problems, regular check (once a month) of facilities and machines by members of staff is necessary. For special equipment, service agreements and maintenance twice a year helps to maintain the safety of the machines. Recommandations Inform students that they must report about problems. Solutions can be made according to risks and costs of solving the problems. If necessary, danger signs shall be displayed. Cost of service and replacement parts should be planned in budget. Main Goals Users of the sports facilities feel that it is important to keep facilities and machines safe for themselves and other users. Administration helps to repair faults and solve problems. Motivation & Vision We can all help to maintain the best conditions for physical activity and sport in university. Domain Physical activity and sport Criteria #43 The university ensures the security of its sports facilities. Target & Stakeholders Users of university’s sports facili- ties Time & Frame Regularly Team & Staff Staff of EASS sports centre and administration centre Keywords Sport facilities, Security ESTONIAN ACADEMY OF SECURITY SCIENCES Regular check of machines is necessary Rules of usage of the EASS gym Safety rules avoid misusing of equipment INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 50 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices AUTONOMOUS UNIVERSITY OF BARCELONA website https://www.tcd.ie contact https://www.tcd.ie/sport/ Name of the project Healthy and sustainable Campus activities on the central axis Description Activities: Initiation to Taichi, Initiation to Zumba (aerobic activity with musical support), Initiation to Yoga, Initiation to Kombat (aerobic activity with musical support). Evaluation Initial and final satisfaction survey of the participants. Final report from teachers. Adhesion register. Lessons Learnt The health and well-being benefits of education in the nearby natural environment. Holistic effect of outdoor learning. Different experimentation with the human senses. Improvement of the social skills of the students. Commitment to nature. Recommandations Temporal activities with good weather. Find direct communication channels with the community. Promote “peer- to-peer” activities. Main Goals Promote an active lifestyle. Promote the practice of physical activity and the socialization of class groups and others. Energize the central axis and the nearby natural environment → cut to the circulation of vehicles. Motivation & Vision Take advantage of the opportunities posed by outdoor activities around the campus. Promote shared activities between teachers, students and PAS staff. Domain Physical activity and sport Criteria #44 The university facilitates access and removes potential barriers to accessing sports facilities. Target & Stakeholders whole community: students, PAS and PDI Time & Frame From October to December and from February to May. Every Tuesday, Wednesday and Thursday from 2:15 p.m. to 3:15 p.m. Team & Staff Trinity Sport and grounds staff Keywords Healthy activities, outdoors, free, without registration INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 51 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website https://www.wit.ie/ contact social media platforms: @witvikingssport @witarena Name of the project Try WIT Vikings Physical Activity & Sport Description Together with the WIT Arena, one of the main objectives for WIT Vikings Sport is to facilitate access and remove potential barriers to accessing our sports facilities, thus ensuring ease of access to all. Evaluation Positive impact. Regular reviews and audits conducted in order to ensure all our operations for the above are to the highest standard and cover all areas. Lessons Learnt It is critical to provide individuals with the freedom to make decisions without being constrained by rigorous timetables and stringent restrictions for recreational sporting activity. Recommandations Execute a successful promotional campaign. This activity was created for a limited time period, but because it was a success, it will be repeated in the future, taking advantage of occasions when indoor and outdoor sporting facilities are less used. Main Goals At WIT Vikings Sport we aim to create an inclusive environment that helps to enhance the quality of life to all students and staff, along with the wider community through increased physical health and well-being. Motivation & Vision For all students to be informed of the university’s sports facilities, since this will encourage them to be active during their college years. Domain Physical activity and sport Criteria #44 The university facilitates access and removes potential barriers to accessing sports facilities. Target & Stakeholders Students Time & Frame All Year Team & Staff WIT Vikings & WIT Arena Keywords Sport, Physical Activity, Health and Well-being, Reduce Inequalities, Outdoor Activities, Free WATERFORD INSTITUTE OF TECHNOLOGY Free Shuttle Bus Try Olympic Weightlifting Sport Open Days INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 52 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Sport and Wellness Booking Website Description Sport and Wellness operate a fully integrated customized scheduling and booking system. Find below overview of full system capabilities including flow charts for facility rentals and service registration. https:// falconsport.cna-qatar.com/ Evaluation The booking system’s two most important characteristics are its consistent-seamless performance and its ability to engage a wide variety of user groups whilst aligning with the universities policies and procedures. Lessons Learnt The booking system makes it much easier to manage the facilities. It indicates the busiest times and the most popular facilities on campus, enabling the most effective use of the facilities to meet the demands of the campus and the greater community. Recommandations S&W has been able to effectively monitor facility utilization, increase everyday operation, and improve recording and tracking capabilities while maintaining user safety and security because to the booking system. Main Goals To allow smooth functioning of the S&W facilities at UDST. To record and track facility usage trends to provide better support to the campus and the local community. Motivation & Vision To facilitate smooth access for all user groups for S&W facilities and Services without impacting the existing services and supports to students. Domain Physical activity and sport Criteria #45 The university shall use adequate tools to manage the booking of sports facilities and to evaluate their use. Target & Stakeholders Students, Faculty/Staff, Public community Time & Frame Since 2019 Team & Staff Sport and Wellness Keywords Sports Facilities, Bookings, Website UNIVERSITY OF DOHA FOR SCIENCE AND TECHNOLOGY website https://www.udst.edu.qa contact s&w - udst wellness@cna-qatar.edu.qa udst.edu.qa Booking website dashboard Log in page of the booking website Booking confirmation page INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 53 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website pimunn.ru contact person bocharin ivan vladimirovich email bocharin.ivan@mail.ru Name of the project Psychological monitoring and functional profiling of students of Privolzhsky Research Medical University as a determination of the optimal exercise regime Description This project is aimed at determining the optimal physical activity of students by monitoring their personal situation, studying the level of functional reserves of the body, as well as teaching the basics of pilates. Evaluation Psychological questionnaires, functional testing with the determination of more than 180 physiological parameters have been developed and implemented, 1 direction of physical activity has been introduced. Lessons Learnt These activities are necessary to identify students who need correction of physical activity. They should be implemented not only at the beginning, but also in the middle of the academic year, after the winter examination session. Recommandations Adapt the psychological questionnaire to maximize the assessment of the student’s psychological profile Timely adjust the level of physical activity for students Implement these activities at least once a academic year. Main Goals To assess the psychological state of students with the help of a specially designed questionnaire. To investigate physiological parameters using hardware and software equipment Introduction of a three-stage method of training using the Pilates system. Motivation & Vision All students are engaged in the discipline “physical culture”. However, it is necessary to take into account the psychophysiological characteristics of each student for an individual approach to the implementation of physical activity. Domain Physical activity and sport Criteria #46 The university offers activities and/or events that allow the campus community to conduct an evaluation of an individual’s personal situation in terms of physical activity participation. Target & Stakeholders All students of the university Time & Frame Every year, at the beginning of each academic year Team & Staff Employees of the Department of Physical Culture and Sports, employees of the Institute of Clinical Psychology Keywords Psychological adaptation, functional testing, physical activity, monitoring, pilates PRIVOLZHSKY RESEARCH MEDICAL UNIVERSITY Monitoring of the student’s personal situation Functional testing using hardware and software Teaching students the pilates system INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 54 Healthy Campus Healthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Gender Equality Plan (GEP) Promoting gender balance and inclusion in dual career programme Description The University promotes a Dual Career programme for students- athletes. The participation of female and paralympic athletes is encouraged. The sport committee shall guarantee equal opportunities in the selection phase. The equality committee supports the action and evaluates the results. Evaluation The GEP sets objectives and actions for gender equality. This specific action is related to sport activities and the dual career programme. The annual report describes progress along the path set by the project. Lessons Learnt We believe that an independent committee working in the equality perspective and a GEP specifically devoted to gender parity may be powerful tools to increase female and paralympic participation to dual career programme. Recommandations Establish an independent body and set specific goals and actions for gender equality and inclusion. Apply this perspective in the top athletes supporting programme. Main Goals The Equality Committee’s and the GEP design specific actions in order to promote well-being and prevent discrimination in all dimensions of the academical life. Sport activities are designed to improve inclusion and participation for all members of the community. Motivation & Vision The committee promotes measures designed to prevent and fight all forms of discrimination. The University aims at achieving a sustainable and inclusive community characterized by equal opportunities. Domain Physical activity and sport Criteria #47 The university supports or organises programmes for gender equality promotion in physical activity and sport. Target & Stakeholders Female and disabled students’ athletes Time & Frame Annual report (March). GEP every 4 years (21-24) Team & Staff Sport Committe, Equality Committee Keywords Equal opportunity, dual career UNIVERSITY OF MILANO-BICOCCA website https://en.unimib.it/ contact comitatounicogaranzia@unimib.it GEP 21-24 Presentation Keywords INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 55 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices website http://eng.rudn.ru/ contact person aleksandr bychkov email bychkov-aa@rudn.ru Name of the project Training course of physical culture Description Classes are aimed at meeting the students’ needs by doing sports regularly, communicating. The study groups consist of girls and boys. Over 6,000 students from more than 150 countries are involved in physical activity. Evaluation Psychological questionnaires, functional testing with the determination of more than 180 physiological parameters have been developed and implemented, 1 direction of physical activity has been introduced. Lessons Learnt The interests of both sexes should be considered when expanding the types of physical activity under the programme implementation. It is necessary to adapt the programmes to the physical abilities and capacities of boys and girls. Recommandations Developing the physical education methods and means used in terms of quality considering the peculiarities of students’ physiological development. Testing new types of physical activity in small mixed focus groups of students from different countries. Main Goals Regularly expanding the types of physical activity (programmes under the current implementation: basketball, badminton, volleyball, football, athletics, aerobics) considering the interests of students of both sexes. Promoting the values of gender equality in physical education and sports is required. Motivation & Vision Friendly communication of students, mutual assistance in mastering the types of physical activity. Development of communication skills, removing bars in communication of both sexes. Obtaining new motor skills and skills inherent in certain sports. Domain Physical activity and sport Criteria #47 The university supports or organises programmes for gender equality promotion in physical activity and sport. Target & Stakeholders Students of both sexes, different countries, teaching staff Time & Frame The events are held annually Team & Staff Sport team Keywords Students, physical activity teachers RUDN UNIVERSITY (PEOPLES’ FRIENDSHIP UNIVERSITY OF RUSSIA) INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 56 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Project for people with musculoskeletal disorders (MSD) Description Organisation of sports training in sitting volleyball for persons with a lesion of the MSD, with the participation of university students. Performance of the team “Alga” at competitions. In 2020, 3rd place in the Russian Championship. Evaluation Number of participants 50 Ranked in the Russian Championship Publication in the media and social networks. Lessons Learnt The method of sports training sitting volleyball for people with musculoskeletal system damage. Scientific data on improving the mental and physical condition of disabled athletes. Professional competencies of sitting volleyball coaches. Recommandations To implement the project an advertising company to motivate the disabled, an accessible environment at the university, volleyball coaches, financial support for the purchase of special equipment, uniforms, athletes going to competitions. Main Goals Physical rehabilitation and social integration of disabled people. Development of adaptive sports. Formation of professional competence of students. Development of innovative methods of teaching disabled people. Motivation & Vision Participation in the Russian Championship. Obtaining a sports title (candidate Master of sports, Master of sports). Increasing the level of physical capabilities. Domain Physical activity and sport Criteria #48 The university supports or organises programmes of physical activity and sport for people with disabilities. Target & Stakeholders Athletes with disorders of the MSD, students, teachers Time & Frame Since 2018 - annually Team & Staff Manager, team coach, students Keywords disabled people, sitting volleyball, physical rehabilitation VOLGA REGION STATE UNIVERSITY OF PHYSICAL CULTURE, SPORT AND TOURISM website https://www.sportacadem.ru/ contact person galieva chulpan email afkibzh@mail.ru Team of Tatarstan “Alga” in sitting volleyball Team of Tatarstan “Alga” in sitting volleyball Practice in sitting volleyball INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 57 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project UC+Ativa, Try it, Walk and Run Group Description In these programmes it’s possible to experience a variety of activities according to the preferences, walk and run accompanied by specialized monitors and take the opportunity during breaks from work to stay active and improve their posture. Evaluation Very positive satisfaction from the participants and a high number of interested people. Lessons Learnt It should be one of the premises of educational institutions to make available to their community activities that meet their preferences. Recommandations Promote quality programmes. Main Goals To offer quality activities to the academic community, contributing to the formation of more active, healthy people and consequently promoting their well-being. Motivation & Vision Contribute to a more cohesive, balanced and active academic community. Domain Physical activity and sport Criteria #49 The university supports or organises programmes of physical activity and sport for non-active people of the campus community. Target & Stakeholders Academic Community Time & Frame All year Team & Staff UC Sport Team Keywords be active, sport activities, improve posture and well-being UNIVERSITY OF COIMBRA website https://www.uc.pt/ contact healthycampus@uc.pt email filipa.godinho@uc.pt Try it Walk and Run Group Logo INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 58 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Reception Week/ Sports Week Description Every year, Iscte organises both the Reception Week and Sports Week for national and international new students in which we provide them with multiple and diverse sports activities such as surf workshops, caving tours, coasteering and trekking. Evaluation Positive impact. Both the Reception Week and the Sports Week have a high rate of participation and, overall, all students enjoy the activities in which they participate. Lessons Learnt It is important to create these types of opportunities not only to promote physical activity, but also because it is one of the easiest forms to create an environment for students to socialize. Recommandations The main obstacle is to be able to reach all students and let them know that these initiatives exist. Once they know, most of them are open to participate. Main Goals To promote physical activity among Iscte’s students and to create opportunities for students to socialize and meet one another. Motivation & Vision Give student’s easy access to opportunities for them to engage in physical activity and to socialize. Domain Physical activity and sport Criteria #50 The university organises programmes of physical activity and sport for the new students. Target & Stakeholders Students Time & Frame Every year Team & Staff Sports Unit, International Relations Unit, Students Association Keywords University, Sports, Students, Physical Activity, Exercise, Erasmus, International ISCTE - UNIVERSITY INSTITUTE OF LISBON website www.iscte-iul.pt contact desporto@iscte-iul.pt Sports services presentation to new students Sports Week in Iscte’s main patio Reception Week - Trekking activity INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 59 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Internal Leagues Description The UJ internal leagues are organised for new and returning students who wish to participate in sport that classified as non- competitive or high-performance codes. The excelling students are then absorbed into the University’s formal team structures. Evaluation Internal leagues have had a positive impact in terms of improving the quality of residence life for students. Students make friendships through the leagues as many of them are mixed with new students in the residences and the teams. Lessons Learnt Internal leagues are not only important for an active student life, but also good for relationship building and scouting new talent. Recommandations The internal leagues programme should be marketed and publicised to the entire student population at the First-Year- Seminar at the beginning of each year. This is important because everyone gets to hear about it and can join a team. Main Goals To introduce a residence culture that values an active lifestyle, to recruit new players for the formal teams, to complement the academic schedule with a recreational student ethos. Motivation & Vision Internal leagues are very important for keeping a healthy and active student population. Some students may not be initially recruited into the formal teams, but through the residence leagues team managers and coaches notice their talent. Domain Physical activity and sport Criteria #50 The university organises programmes of physical activity and sport for the new students. Target & Stakeholders Residence students, Student Affairs, Day Houses Time & Frame February to October Team & Staff Residences, Sports Clubs, Club Managers, Residence Managers Keywords Student recreational activities, competitions, healthy residence life, sport for new students UNIVERSITY OF JOHANNESBURG website www.uj.ac.za contact person joel kgokong email joelk@uj.ac.za Basketball Women’s Team Basketball Men’s Team UJ International Student Festival INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 60 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Unisport Introduction StartWeek (Freshers week) Description In the StartWeek the Sports department introduces themselves in a presentation and sports clubs are introduced at the club fair. All new students see the Unisport facilities on the mandatory campus tour. Introduction sessions for the Gym are offered. Evaluation Promoting the Unisport to new students in the first week enables students who may not have been aware of the extensive sports facilities and activities to try them out. However, this is hardly needed, as 98% of students at the University do sports. Lessons Learnt By offering multiple (of the mandatory) gym introduction sessions in the StartWeek and offering the course as an online self-study course, students can start using the facilities right away. Recommandations Use the presentations and events in the first week to promote the Unisport activities. Offer introduction courses in those first few weeks to ensure that new students feel comfortable and know how to use the sporting facilities. Main Goals The main goal of promoting the Unisport facilities and activities to all new students at the beginning of the semester is to encourage them to make use of the sports facilities and activities. Motivation & Vision By motivating students to take advantage of the sports opportunities offered, the Sports department tries to encourage a healthy and balanced environment and the well-being of the community members. Domain Physical activity and sport Criteria #50 The university organises pro- grammes of physical activity and sport for the new students. Target & Stakeholders New students Time & Frame First week of University for all new students Team & Staff University Sports department Keywords Unisport, Physical activity, Sports, StartWeek, University Students, New students, introduction UNIVERSITY OF ST.GALLEN website https://www.unisg.ch/ contact unisport Unisport teacher presenting the Sports department Introduction of the Unisport to new students Sign-ups for the Gym introduction course INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 61 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Games Day Description Baseball, volleyball, soccer, Go-moo-jul nori (hopping over an elastic band), Ttangttameokgi (a game expanding territories within the boundary of a square or a round game board drawn on a flat area of dirt). Evaluation International students who have never played traditional Korean games understood the instructions fairly well, and after each game, they wanted to repeat the games themselves to see if they remembered the rules correctly. Lessons Learnt Students are able to create new games and make creative adaptation to existing games through dialogue and interactions. Recommandations Prepare a written instruction in advance about the rules of each game and have students read them before they participate. Conduct a survey in advance if there is any traditional game international students would like to introduce to their friends. Main Goals Facilitate interaction between Korean students and international students through sports. Motivation & Vision Using sports to overcome difference and encourage dialogue so that students will learn to break down prejudice, stereotypes, cultural differences, intolerance, and discrimination. Domain Physical activity and sport Criteria #51 The university organise programmes of physical activity and sport for the international exchange students. Target & Stakeholders University students Time & Frame From mid September to early October Team & Staff Office of International Affairs Keywords Sports. Easy Instruction. Sports Spirit. Teamwork. Encouragement. Cultural Exchange. MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index..do contact website enter.mju.ac.kr – mju_inbound@mju.ac.kr Games Day Games Day Games Day INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 62 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Introduction to Fitness Trainings in different forms Description Fitness Training is one of elective subjects in EASS curricula. Together with the Physical Education classes and individual instructed workouts, this elective course helps students to master proper training techniques in the gym. Evaluation Fitness Training has been elected by students every time when offered; last semester, 36 students completed this course. Introductive gym trainings have been part of compulsory subjects in 3 colleges. Individual guided workouts are held once a year. Lessons Learnt Fitness training as elected subject is a good solution for students who don’t have compulsory Physical Education in their curriculum. Top level athletes are ready to share their skills and experience; even more – they value the teaching experience. Recommandations If you have a gym at the campus, ensure that guided introductions to strength training are available for these members of the community who are not familiar with it. Even a couple of workouts with instructors or athletes can help. Main Goals The main goal of various introductions to fitness exercises and training principles is to encourage our students to use the gym regularly to improve their physical skills and fitness. Motivation & Vision University time is loaded with mental effort and intellectual growth, but it is also important to create opportunities for students to build their physical strength. Without introduction and instruction, many new students are afraid to use the gym. Domain Physical activity and sport Criteria #52 The university provides physical activity and sport counselling to the campus community. Target & Stakeholders New cadets, Experienced athletes, instructors Time & Frame During the first semester of the academic year. Team & Staff The Department of Academic Affairs, Head of Sport, Athletes Keywords Physical Activity and Sport, Guidance, Fitness Training ESTONIAN ACADEMY OF SECURITY SCIENCES website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee Powerlifter Helena Veelmaa with co-students Top bodybuilder sharing experiences in EASS gym Fitness Training lecture in EASS gym INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 63 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Camps for prospective students Description EASS coordinates preliminary internal security studies in high schools and organises camps for these students. Volunteers from our colleges provide physical activities to participants (terrain games, physical tests, self- defence practices). Evaluation Approximately 400 prospective students from 14 high schools participate in camps every academic year. Lessons Learnt For those high school students who participated in camps, it was easier to choose EASS for their further studies and volunteers learned how to share experience through organised activities. Recommandations Joint sporting activities which you plan in the camp’s programme can serve as both, physical exercises, and an opportunity to share their knowledge and teach new skills in university specialties. Main Goals Camps for prospective students help to introduce our academy to them and offer couple of days full of physical activities and fun. Motivation & Vision It is important for prospective students to meet university students who were in the same position as them a few years ago, because university students can encourage the preparation for entrance tests and give useful advice. Domain Physical activity and sport Criteria #53 The university promotes its physical activities and sport to prospective students. Target & Stakeholders High Schools, Volunteers Time & Frame Couple of times during academic year Team & Staff The Centre for Continuing Education and volunteers Keywords Physical Activity and Sport, Prospective Students website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee ESTONIAN ACADEMY OF SECURITY SCIENCES Introduction of EASS to prospective students Camp activities for prospective students. Camp activities for prospective students. INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 64 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Special Conditions to alumni Description The Fitness and Leisure Centre promotes several physical activities for different target groups. Our alumni can participate with special conditions. Thus, we also promote generational continuity between new, current and former students. Evaluation At the end of the day, our sports facilities are frequented by a wide range of users representing different age groups, which promotes social and intergenerational contact. Lessons Learnt Participation in physical activities is more enduring over time if social contacts and close relationships are established between different users - students, members of the academic community and external stakeholders. Recommandations Communication through images of people or groups of different age groups. Investing in the monitoring of technicians who may themselves be students in professional training. Main Goals Keeping the bond between the Academy and the alumni. Promote contact and the provision of services to the whole local community, including alumni. Enable the professional and academic training for students. Motivation & Vision Promoting bonding through physical activities is important for generations of students. With intergenerational contact, physically active habits cross the different generations of students and members of the academic community. Domain Physical activity and sport Criteria #54 The university promotes its physical activities and sports to alumni of the university. Target & Stakeholders Alumni and Campus community Time & Frame All year Team & Staff Fitness and Leisure Centre Keywords Alumni, special conditions UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA website https://www.ismai.pt/pt and https://www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt Engaging communication Active + Programme - for academic community Fit + Programme - for stakeholders including alumni INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 65 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Centre of sports events Description RUDN University hosts the Russian Powerlifting Championship at its base, in which athletes of various ages from all over Russia take part, on the days of the competition, the doors of RUDN University are open to everyone to watch and cheer on the athletes. Evaluation Number of people doing sports at the RUDN University sports facilities on their own, number of sports competitions (events) hosted by RUDN University. Lessons Learnt When implementing events, it is necessary to consider the number of participants in the competition, number of spectators, medical care services. It is necessary to pay attention to arranging food outlets. One can learn how to organise various components of the processes of a large sports event. Recommandations Special attention should be paid to working with the audience, providing an entertainment programme during breaks, organising lounge areas and catering places, including optional entertaining mini-games or draw games. Main Goals Increasing the number of students and the local community doing sport at the RUDN University indoor and outdoor sports facilities on their own, increasing the number of sports events hosted by RUDN University. Motivation & Vision Opportunity to organise sport competitions which will be unforgettable in terms of entertainment and intensity of emotions for students and the local community. Receiving positive emotions and expanding partner sports ties. Domain Physical activity and sport Criteria #55 The university organises or collaborates with partners in the organisation of sports events open to the local community. Target & Stakeholders Athletes, students, local community, event organisers Time & Frame The events are held annually Team & Staff Sport department Keywords Athletes, students, local community website http://eng.rudn.ru/ contact person aleksandr bychkov email bychkov-aa@rudn.ru RUDN UNIVERSITY (PEOPLES’ FRIENDSHIP UNIVERSITY OF RUSSIA) Awards ceremony for the winners of the competition RUDN powerlifting team after Russian Powerlifting Championship INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 66 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Polysports Description Every year, throughout the spring semester, students from EPFL and UNIL gather by section/faculty to compete in about twenty different sports. Based on the principle of the Olympic Games, each medal won earns points for its section, and at the end of the tournament, the section with the most points wins the PolySports Cup! Evaluation Regular sessions with a numerical assessment at the end and the definition of new objectives for the next edition. Lessons Learnt Tournament is established over time and student teams in the committees are renewed. Fear at the beginning that students would be unreliable, that projects would fall through. Recommandations A structure like the sports department to supervise them and to have an eye on the finances and security is necessary. But otherwise, don’t be afraid! The students are amazing. Main Goals Creating moments of encounter through multi-sport tournaments. Sharing with other students. Provide opportunities for students to organise events. Motivation & Vision Super motivated students in the organising committee, They are not counting their hours. Lot of energy and ideas. Domain Physical activity and sport Criteria #56. The university organises sports competition within the university. Target & Stakeholders Students community Time & Frame During the spring semester Team & Staff 22 students volunteers +1 referent SSU Keywords 24 disciplines, 22 committee members all student volunteers, 6 days of presence at the sports centre, 1200 athletes at the sports centre, 400 registrations for the 20km of Lausanne UNIVERSITY OF LAUSANNE website https://polysports.pese.ch/ contact person reto ineichen email reto.ineichen@unil.ch Volley tournament in Dorigny Volley tournament in Dorigny Polysports Poster INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 67 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices UNIVERSITY OF MINHO website https://www.uminho.pt/pt contact ddc@sas.uminho.pt email gabriel@sas.uminho.pt Name of the project European Universities Futsal Championship 2019 Description An organisation attributed by EUSA to FADU, in partnership with UMinho and AAUMinho, which provides for the involvement of 40 teams - around 500 participants and 250 staff and volunteers - with 3 sports halls planned for the competition. Evaluation A satisfaction survey was held to all participating teams during the competition. EUSA, as the regulatory body for university competitions in Europe, collects information to produce a final report to be delivered to the local organisation. Lessons Learnt Improves the internal knowledge over the organisation and perception of organisational realities in other countries; Development of human resources skills interacting with different cultures that are put in to practice daily with foreign students. Recommandations Develop sports policies aligned with international sports federations and implemented at the University level; Foster good relations between the University and local clubs, local Associations and National Sports Federations; Encourage a positive relationship with City Hall and national higher- educational institutions. Main Goals Provide university students/ athletes with new experiences at a highly competitive level; Develop/promote the sport at the local level; Promote the University and the organising city brand image. Motivation & Vision To cement the image of the University of Minho as one of the most active Higher Education Institutions in terms of sports and dual career promotion, both at nationally and internationally level. Domain Physical activity and sport Criteria #58 The university organises and participates in the organisation of national or international sports events or championships Target & Stakeholders University students-athletes Time & Frame 6 to 8 days at the end of the academic year - 15 to 23 July Team & Staff UMinho, AAUMinho, FADU, FPF, Braga City Hall, IPDJ Keywords University Competition, European, UMinho, AAUMinho, EUSA, FADU Opening Ceremony at city historical center Competition at UMinho Sports Hall Delivery of medals and Closing Ceremony INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 68 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Dual Career Programme Description The programme provides flexible learning paths and exam dates, and administrative tutoring for student-athletes. Economic benefits (university fees exemption, scholarships) for students highly deserving for study, sport, and economic situations. Evaluation Positive impact, despite UNITO Dual Career Programme just started in this academic year (2021-21). Seventy-two students have already joined the initiative. A progressive dissemination of this project will surely enlarge the number of participants. Lessons Learnt All UNITO student-athletes appreciated this initiative, recognizing it as useful for their dual career, and also confirming what emerged in preliminary investigations on the same UNITO student category (Lupo et al., 2017a,b; Brustio et al., 2020a,b). Recommandations The UNITO Dual Career Programme should be progressively appreciated, also through the direct participants’ experience of this initiative first year and a well-defined institutional webpage. Main Goals The programme aims at promoting the combination of sport and educational careers of students enrolled in UNITO educational courses, by means of a more adaptable university path in terms of time and place flexibility. Motivation & Vision To offer the availability of more- adequate-to-student-athletes educational paths (time/place flexible), which can guarantee an equal-to-other-students university preparation, in line with the EU political vision. Domain Physical activity and sport Criteria #60 The university offers a dual career programme. Target & Stakeholders All students-athletes competing at high competition levels. Time & Frame The programme shall place all year long from acceptance date. Team & Staff UNITO teachers and administrative, Turin University Sport Centre, and UniCredit Keywords Education, sport career, student-athletes, e-learning, e-tutoring, educational schedule flexibility website https://en.unito.it/ contact dualcareer@unito.it email alberto.rainoldi@unito.it UNIVERSITY OF TURIN Student-Athletes Awards Ceremony Student-Athletes Awards Ceremony Academic Ceremony-Dual Career Student C. Gilli INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 69 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Road to success Description The university provides a solid foundation for a future career. Students have the opportunity to engage in professional sports, at the same time receive higher education. The individual educational schedule is provided for high-class athletes. Evaluation Thanks to the implementation of this project, the number of applicants and high-class student-athletes has increased. Lessons Learnt Control the learning process according to the individual training schedule. And also to give the student, who is engaged in physical culture and sports, the opportunity in the future to be selected in the sport of the highest achievements. Recommandations The presence of sports titles and ranks among applicants provides additional points in the entrance examinations. Rational allocation of time for sports and study by students makes it possible to get an education, build a professional sports career. Main Goals To attract high-class athletes to study at the university, in order to obtain higher education along with a professional career. The possibility of receiving increased scholarships. Motivation & Vision The opportunity to study without interrupting sports activities. The possibility of receiving an increased scholarship when achieving sports results. Domain Physical activity and sport Criteria #60 The university offers a dual career programme. Target & Stakeholders high-class athletes, sports clubs Time & Frame annually Team & Staff Department of Sports Work, Educational Department Keywords Education, elite sports VOLGA REGION STATE UNIVERSITY OF PHYSICAL CULTURE, SPORT AND TOURISM website https://www.sportacadem.ru/ contact person a. mironov mironof2013@yandex.ru email info@sportacadem.ru Krasnykh Alexander - 2020 Olympic Games medalist Students - medalists of the 2020 Olympic Games Students are winners of all-Russian competitions INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 70 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Campus Volunteers Description Volunteering plays an important role on our Campus and Healthy Campus team, as well as in our specific Strategic Plan. Growing civic awareness and the importance of being helpful without financial reward are valued. Evaluation With the creation of the Volunteers Corps, it was possible to increase the quality of our initiatives and activities and thus create conditions for greater impact. Lessons Learnt Volunteers’ quality is more important than their quantity. Invest in good basic training for volunteers and event-specific training. There should be a clear assumption of responsibilities between volunteers and the event organisation. Recommandations Create a communication campaign for potential volunteers. Identify volunteers with the right profile, skills and values for each event. Promote general and specific training of volunteers. Main Goals To identify individuals with the appropriate conditions, skills and values to integrate our events as volunteers. Create a corporate image associated with Healthy Campus that can distinguish regular students from a volunteer. Motivation & Vision The Volunteers Corps plays a crucial role in our team and in our ability to execute the specific Strategic Plan. We must call for their integration, training and appreciation so that they feel an integrated part of the organisation of events. Domain Physical activity and sport Criteria #61 The university develops volunteer programmes to support events and sports activities. Target & Stakeholders Students and Campus staff Time & Frame All year Team & Staff Healthy Campus Team Keywords Volunteer, Volunteers Corps website https://www.ismai.pt/pt and https://www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA Volunteer in a self-defence workshop Volunteer at a Solidarity Campaign for Ukraine Volunteers in an inclusive event INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 71 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Outdoor Physical activity and sport Description Provision of several physical- sports activities to the UALG academic community, such as: walking tours, bicycle tours, nautical activities (surf, bodyboard, canoeing, stand up paddle, sailing) and climbing. Evaluation The evaluation is highly- rated and measured by the high number of activities and participants over the different school years. Lessons Learnt In today’s university context, as in society in general, it is imperative to find new ways, activities, and alternative spaces to facilitate the adoption of more active and healthy lifestyles for everyone. Recommandations Seek to take advantage of and make profitable the existence of natural spaces with optimal conditions for the practice of outdoor activities, whenever they exist, whether in the natural space associated with the Sea or on Land. Main Goals Take advantage of the existence of natural spaces with optimal conditions for the practice of outdoor activities. Promote the diversification of the offer of physical, sporting and leisure activities together with the UALG academic community. Motivation & Vision An academic community with more active and healthy lifestyles. Domain Physical activity and sport Criteria #63 The university offers outdoor activities (mountain, forest, river, beach, parks). Target & Stakeholders Academic Community Time & Frame All year Team & Staff Office of Sports and Partners Keywords Nature, Nautical Activities, Wellness UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact gabinete de desporto aaualg - desporto@aaualg.pt Regular classes wof Surf and Bodyboard Project «Todos a Pedalar» Projet Cycle of Walks INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 72 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Mind Body Boost an Erasmus Plus Funded Project Description The Mind Body Boost is an Erasmus+ funded project designed to encourage inclusivity and equality through sport. The project calls upon referrals from educational, health & sporting professionals to provide holistic support. Evaluation The evaluation process will use the data collected by the app specially developed for the project to assess how effective the intervention sessions were on the weekly mood and mental well-being of the participants. Lessons Learnt The project is dealing with a number of sensitive topics for the participants, and it is important to them to feel supported throughout the 6 weeks. This can be done through the interventions, app notifications, emails, sending of well-being resources. Recommandations Develop a best practice model, handbook and toolkit and intellectual outputs, to ensure that the project can be replicated and scaled up elsewhere in other institutions or organisations for the benefit of more European citizens. Main Goals To establish a European collaboration with the aim of improving the mental and physical well-being of young people in a university setting. To promote and foster social inclusion and equal access to sport for all. Motivation & Vision Mind Body Boost is an evidence- based intervention, devised to support young people in managing their mental and physical health. Domain Physical activity and sport Criteria #65 The university offers activities to promote the values of physical activity and sport activity to the campus community. Target & Stakeholders Students from Trinity College Dublin & 9 other Universities Time & Frame One 6 weeks intervention per semester (one session a week) Team & Staff Sport, counselling & psychology staff Keywords Mental Health, Well-being, Physical Activity, inclusivity TRINITY COLLEGE DUBLIN website www.tcd.ie contact https://www.mindbodyboost.eu/contact Mind Body Boost Counselling Mind Body Boost Exercise session Mind Body boost Instructor INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 73 Nutrition INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 74 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Trinity College Catering Description Trinity college catering runs eight outlets on campus: the Buttery Restaurant, Perch Café, East Dining Hall, Old Dining Hall, Westland Eats located in the Hamilton building, Forum Restaurant and Jolt Café in the business school, and Trinity 1592. Evaluation Staff and students are regularly surveyed to ensure Catering Services meet their needs. Initiatives are regularly trialled in response to feedback and implemented,e.g. No Chip Monday and negotiating a wider range of vegan sandwiches with our supplier. Lessons Learnt Regular evidence-based engagement with all stakeholders is key, e.g. when we engaged with a student project by waiving the surcharge for milk alternatives in tea/coffee and measured the impact on sales and consumer demand. Recommandations Generate more interactive content for social media. Engage in more projects that have long term visibility e.g. we recently engaged with the Healthy Trinity Committee to commission a student to paint a mural on seasonal fruits and vegetables. Main Goals The University has a full catering department that looks after all food and nutrition services. Motivation & Vision Across campus students, staff and visitors have a wide choice of restaurants and coffee shops to suit all tastes and budgets. All catering outlets on campus also accept payment by TCard! Domain Nutrition Criteria #67 The university shall name a person or a group of people (commission) responsible for food and nutrition services. Target & Stakeholders Staff, Students and visitors on campus Time & Frame Catering is open all year round, opening & closing times vary Team & Staff Trinity College Catering Team Keywords Catering, Nutrition, food, Restaurant TRINITY COLLEGE DUBLIN website https://www.tcd.ie/ contact www.tcd.ie/accommodation/college-catering/ Trinity College Dining Hall Trinity College Catering Team Trinity College Buttery Restaurant INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 75 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Campaigns for the reduction of food waste and promotion of healthy eating Description Implementation of measures to combat food waste. Reduce the consumption of salt, sugar, and fat in university restaurants. Promotion of campaigns that reinforce the adopted measures and make the community aware of the healthy eating. Evaluation Reducing food waste in university restaurants by half. Reducing the use of salt and sugar in food. Reducing the number of fried meals in university restaurants. Lessons Learnt Constant evaluation of the academic community’s eating patterns is important especially in the services provided. Recommandations Raise awareness in the academic community about the importance of adopting healthy eating behaviours and the risks of consuming products with a negative impact on health. Main Goals Empower the academic community on food waste issues by changing behaviours. Highlight the importance of healthy eating for health. Motivation & Vision Developing a more food- conscious and balanced community. Implementation of the strategic plan for Healthy Campus UC. Domain Nutrition Criteria #68 The university shall provide among others sustainable food and nutrition catering services and meals that are appropriate for the campus community. Target & Stakeholders University Community Time & Frame All year Team & Staff Catering Team, UC Sports Team Keywords Reduce food waste, raise awareness, healthy eating behaviour UNIVERSITY OF COIMBRA website https://www.uc.pt/ contact healthycampus@uc.pt email filipa.godinho@uc.pt National Television Interview about the campaign “Less = More” campaign “Did you know that...” campaign INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 76 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project First vegan/vegetarian cafeteria in a university of Switzerland Description Since the fall semester 2021 serves the cafeteria of the university of Lucerne mainly vegan and vegetarian meals. If you would like to add some sort of meat you pay a little extra. Evaluation A lot of students and employees reacted positive to the new concept of the cafeteria. It’s a good way of trying new foods. It’s a win-win situation in general because it’s more sparing on the environment and still has a reasonable price. Lessons Learnt After a couple of months, the cafeteria serves meat again. The switch to a meatless offer was a little too extreme for some people. They made the compromise, that if you want to add meat to your menu, you pay a little extra. The meat is solely swiss. Recommandations It’s important to offer food which everyone with different intolerances can enjoy. It also created a range of meals, which people with intolerances can enjoy as well. Main Goals Creating awareness on healthy and balanced nutrition. Reducing the environmental impact of the food production. Focusing on products from the region. Motivation & Vision It’s important to offer healthy and balanced food for students and employees who are mainly sitting and don’t get that much exercise during the whole day. Another goal was to minimize the imported foods by preferring local farms and vendors. Domain Nutrition Criteria #68 The university shall provide among others sustainable food and nutrition catering services and meals that are appropriate for the campus community. Target & Stakeholders Students, employees Time & Frame All year, since September 2021 Team & Staff Cooperative ZFV - Unternehmungen «Mensa 1574» Keywords vegan, vegetarian, something for everyone, healthy lifestyle, brain food, good for the environment UNIVERSITY OF LUCERNE website https://www.unilu.ch/en/ contact person ron preiser email info@zfv.ch Cafeteria in the university of Lucerne Daily salad buffet in the cafeteria INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 77 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project More Food Choices, More Nutrition Description Equipped with about 20 canteens on campus which cover a floor area of 64,000m2 with 10 thousand seats, the university offers ample food options of over 1000 kinds for the campus community, including Chinese cuisine, western food, regional cuisines, pastries, drinks, etc. The canteens also offer light meals with low fat, low sugar and low oil, vegetarian diets and iodized salt free foods. Evaluation Based on the number of people’s choices of different foods and drinks in the dining halls, the Center evaluates whether the catering services and meals are appropriate for the community, so as to maintain or adjust the arrangements and better meet the needs of students and staff. Lessons Learnt Meet the dietary needs of students and staff from different regions by providing expanded food range daily and live up to the healthy diet philosophy by serving sustainable food. Recommandations Continue to add variety to and increase the quantity of sustainable food in campus dining halls. Promote healthy diets and health education. Main Goals Offer the campus community diversified and nutritious foods and specially prepared foods. Motivation & Vision Meet the nutritional and health needs of different groups. Domain Nutrition Criteria #68 The university shall provide among others sustainable food and nutrition catering services and meals that are appropriate for the campus community. Target & Stakeholders Campus Community Time & Frame All year. Meal time. Team & Staff Catering Services Center, PKU Keywords Nutrition Catering Service, Zero Hunger, Good Health and Well-Being, Campus Community Ample Food Options Vegetarian Diets PEKING UNIVERSITY website pku.edu.cn contact person he zhonghui email healthycampus@pku.edu.cn INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 78 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Know what your food contains Description UDST cafeteria’s provide nutritional information including name, calories, total fat, saturated fat, polyunsaturated fat, monounsaturated fats, cholesterol, sodium, potassium, carbs, fibres, sugar, protein, and allergen information. Evaluation Quantity and type of food items sold each year is monitored and used as criteria in the evaluation. Anticipated implementation of the nutritional information labelling of food items when compared to this data will hopefully encourage better choices. Lessons Learnt The most important component of living a healthy lifestyle is having a good understanding of nutrition. Typically, students have difficulty selecting an appropriate meal. This approach assists students in making conscious eating choices. Recommandations Once established, on-going consideration as to how improvements and refinements to information dissemination and promotional platforms utilized. Recommended, augment this information with educational seminars and other related programming. Main Goals Create awareness of the composition of menu and offered ingredients and encourage campus community to make healthy choices. Motivation & Vision To enhance student awareness of nutrition related considerations and to support conscious, informed and healthy decisions about food choices. Individuals realize healthy choices are not necessarily more expensive or less nutritious or appealing. Domain Nutrition Criteria #69 The catering service of the university shall inform consumers of the ingredients and nutrients in the menus, especially regarding the most common allergies and intolerances. Target & Stakeholders Students, Faculty, Staff, Guests and Visitors on Campus Time & Frame All year Team & Staff Student Affairs, Facilities Management Keywords Nutrition, Food, Awareness, Education UNIVERSITY OF DOHA FOR SCIENCE AND TECHNOLOGY website www.udst.edu.qa contact s&s - udst wellness@cna-qatar.edu.qa / udst.edu.qa Nutritional information - Example 1 Nutritional information - Example 2 INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 79 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project King’s College London | King’s Food | Natasha’s Law & Cookbook Description As of October 2021, outlets in the UK were required to have full labelling of ingredients on all pre-packaged food. Over the last 12 months, we have worked in collaboration with areas of the University to provide nutritional information to customers. Evaluation We look to measure a number of key areas including revenue, average spend of users, our online engagement through newsletters and social media as well as increased sales of promotional products. Lessons Learnt Throughout this time, we have aimed to increased the amount of data captured in order to inform what works with our labelling and products, whilst standardising our brand, point of sale and signage in order to embed the King’s Food in our community. Recommandations Aim to join with College-wide programmes (Well-being Week, King’s Move rewards etc) and produce a calendar of activity around the academic year targeting the different customer user groups to meet their nutritional needs. Main Goals King’s Food aim to highlight local, healthy choices that are sustainable - with an ambition to increase customer loyalty and engagement. In doing this, we are able to meet the nutritional needs of a diverse customer base with exceptional service. Motivation & Vision Our mission is to feed the minds and bodies of those that aspire to change the world. Our services are conveniently located in all King’s buildings and provided at affordable, competitive pricing by knowledgeable and passionate staff. Domain Nutrition Criteria #69 The catering service of the university shall inform consumers of the ingredients and nutrients in the menus, especially regarding the most common allergies and intolerances. Target & Stakeholders Staff and Students of the University, External Guests Time & Frame Provided across the year, over 5 campuses in London Team & Staff King’s Food, Hospitality & Catering Keywords Food, Cooking, Ingredients, Allergies, Intolerances KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact instagram @kclfood kingsfood@kcl.ac.uk Example of labels used across King’s Food outlets King’s Food, King’s Kitchen, The Strand, London King’s Food, King’s Kitchen, The Strand, London INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 80 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Diet Description Iscte has several restaurants (and canteen) inside the campus, which provide diverse (one meat dish, one fish dish and one vegetarian dish) and complete menus at special prices for Iscte’s students and staff. Evaluation Extremely high participation by Iscte’s community, most of Iscte’s restaurants and canteen are full at lunch, during the afternoon and even at dinner (for night students). Lessons Learnt Now more than ever, it is key to present diverse, quality and affordable meal options as students and staff are increasingly opting for alternative types of diets. Recommandations In order to follow the best practices, the menus should include these nutritional values: http://www.sas. uminho.pt/uploads/Cantina_ Almo%C3%A7o_Mar%C3%A7o. pdf. Organise thematic days/ weeks regarding healthy dieting. Main Goals Provide healthy and diverse meal options at affordable prices for Iscte’s community. Motivation & Vision Both the diversity of food options and the fact that they are affordable for everyone, are important factors to promote the well-being of Iscte’s community. Additionally, we want to provide a healthier meal option than fast-food restaurants. Domain Nutrition Criteria #70 The catering service of the university offers healthy menus at affordable prices, at least one well-balanced menu at the same price or even cheaper than others. Target & Stakeholders Students and Staff Time & Frame All year Team & Staff Canteen and restaurants staff Keywords Students, Staff, Meal, Food, Healthy, Balanced, Menu, Inclusive website www.iscte-iul.pt contact desporto@iscte-iul.pt ISCTE - UNIVERSITY INSTITUTE OF LISBON Iscte’s weekly menu Iscte’s Takeaway service INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 81 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy food for an affordable price Description The development of a basic balanced diet, agreed with the Russian Federal Service for the Supervision of Consumer Rights Protection and Human Welfare, for an affordable price with the possibility of adjusting it to the needs of the target group. Evaluation Formation of a food culture among students and university staff. The healthy and balanced diet provided by the University’s Nutrition Factory empowers students and staff to move away from fast food and opt for a healthy diet. Lessons Learnt To implement the project, it is necessary to develop a basic balanced diet, agreed by the Federal Service for Supervision of Consumer Rights Protection and Human Welfare. Recommandations Offer tasty and healthy food as an alternative to fast food for the adoption of healthy lifestyle students and the younger generation. Main Goals Developing a balanced diet for a specific age category, taking into account the characteristics, needs and taste and other preferences of the target group (children under 16, sports, vegetarian, vegan, Halal, lactose- free and gluten-free). Motivation & Vision Formation of knowledge about healthy and balanced nutrition, formation of healthy eating habits. Domain Nutrition Criteria #70 The catering service of the university offers healthy menus at affordable prices, at least one well-balanced menu at the same price or even cheaper than others. Target & Stakeholders Staff, students, participants of events held Time & Frame All year Team & Staff Food Factory staff Keywords Healthy food, Without genetically modified organism and conservatives VOLGA REGION STATE UNIVERSITY OF PHYSICAL CULTURE, SPORT AND TOURISM website https://www.sportacadem.ru/ contact person petr nikitin email sportacadem.kp@gmail.com Students at the University Cafe Balanced meals for student, athletes Balanced meals for student, athletes INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 82 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Free Drinking Water Stations Description The university provides free drinking water stations for its entire campus population. This is a basic necessity for all people in the University and the country. The water drinking stations are in the form of taps cooling water systems everywhere. Evaluation Water is important. Without water, our university will not be able to function well. We use water for many purposes: cleaning, washing, cooking, drinking, etc. The provision of cooling water systems for free has enabled people to save costs. Lessons Learnt Water is an integral part of human life. Providing free water drinking stations helps reduce costs for both staff and students. They do not have to buy water for consumption. The filter system has also improved the quality of water provided. Recommandations Each institution should provide free water to its staff, students and clients. The filter system is even better if bottled water cannot be provided. Main Goals To render basic services to campus communities. Water is a basic human right and a necessity for people. To create a healthy living, working environment. Motivation & Vision The provision of water services to the campus communities means that business can continue normal and without delays. Water is life and therefore its provision is necessary to all persons in the University premises. Domain Nutrition Criteria #71 Free drinking water stations are available on campus. Target & Stakeholders Staff and students Time & Frame Entire year Team & Staff Operations, Maintenance & Technical Services, Plumbers Keywords Water, free water, clean drinking water, water stations, campus water, water is life UNIVERSITY OF JOHANNESBURG website www.uj.ac.za contact person joe manyaka email jmanyaka@uj.ac.za Filtered drinking water station for offices Water taps available for use to everyone Taps installed in various campus locations INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 83 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Accessible water Description Murdoch University aims to provide access to fresh clean drinking water for students and staff across the campus. Evaluation In recent years health concerns especially with a global pandemic have seen the need to upgrade older drinking fountains to also include attachments able to fill water bottles. Lessons Learnt By providing access to both boiling and chilled water systems students have access to water to not only for drinking. Simple cooking and making tea, coffee, or other drinks becomes available to students. Recommandations Ensure an even distribution of systems throughout the campus grounds and buildings to avoid needing to travel too far to access water. Ensure free standing stations and kitchen facilities are of an accessible height for wheelchair users to access. Main Goals Provide access to clean drinking water in all buildings and at multiple outdoor areas. Provide both chilled and hot filtered water options for students and staff to access freely. Motivation & Vision Murdoch University strives to ensure all students and staff can readily access clean drinking water easily, and freely. Domain Nutrition Criteria #71 Free drinking water stations are available on campus. Target & Stakeholders University students and faculty Time & Frame All year Team & Staff Murdoch University Keywords Health & Well-Being, Student Care, Necessities MURDOCH UNIVERSITY website www.murdoch.edu.au/ contact active@murdoch.edu.au Kitchens provide boiling & chilled filtered water Filtered water bottle filling stations Map of campus H2O station distribution INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 84 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Fill it Up-Lets Stay Hydrated Description WIT Vikings and indeed the whole WIT community recognize the importance of drinking water for its many health benefits. In addition, we also are committed to the environment and know the problems that single use plastics are having. Evaluation Students and staff have embraced the concept and are actively encouraging others to join the initiative. The number of users, including those who have already registered for prior activities and new users, is used to evaluate the activity. Lessons Learnt It is vital to inform students and staff of the benefits of drinking water in an environmentally friendly way, thus providing the resources to avail of this opportunity is imperative. Recommandations An effective promotional effort and campaign is essential. Main Goals To keep students and staff hydrated in an environmentally friendly way by allowing them to fill their reusable bottles as many times throughout the day as they wish, while also being. Motivation & Vision For students and staff to stay hydrated in a way that is safe, clean and environmentally friendly. Domain Nutrition Criteria #71 Free drinking water stations are available on campus. Target & Stakeholders Institute Students & Staff Time & Frame All year Team & Staff WIT Novus Food and Beverage & WIT Vikings Keywords Health and Well-Being Benefits, Environmentally Friendly, Hydration, Reduce, Reuse, Refresh, Free website https://www.wit.ie/ contact instagram: witvikingsports witfood_on_campus WATERFORD INSTITUTE OF TECHNOLOGY Refill, reduce, refresh, do something good 1 of 23 water machines available in the Institute INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 85 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Nutritional Counseling Description UALG provides two nutritional / food counseling services, one only for its academic community, through the Health Services of SASUALG, and another for the entire population, under the responsibility of the DN department of ESSUALG. Evaluation The evaluation of the project is measured by the number of initiatives and events that address these themes, as well as by the number of food counseling consultations carried out by the two services. Lessons Learnt Adequate food consumption, both in quantity and quality, plays an important role in health promotion and disease prevention, helping to maintain and improve the health status of communities. Recommandations Healthy and appropriate food is essential for the growth, development, and maintenance of the human body to occur in an appropriate manner. Thinking about the promotion of healthy eating is also thinking about Welfare and Quality of Life. Main Goals Inform and empower the population to adopt healthy eating habits; Promote nutritionally healthy environments; Make the natural resources profitable, favoring the consumption of the national product; Put the Mediterranean Diet on the table. Motivation & Vision An informed and empowered Society for the adoption of balanced and healthy eating habits, so we can live longer, better, and in a more sustainable way. Domain Nutrition Criteria #72 The university provides nutrition counselling to the campus community. Target & Stakeholders UALG’s Academic Community and Surrounding Community Time & Frame Weekdays Team & Staff SASUALG and ESSUALG’s Department of Dietetics and Nutrition Keywords Mediterranean Diet, Food Health Literacy, Capacity Building, Healthy Eating UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact uaga - essualg@ualg.pt e sassaude@ualg.pt Nutritional Counselling SASUAlg Promotional Poster INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 86 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project SoGood Description Reorganise the campus canteen in order to induce healthy food choices and reduce food waste. A series of green footprints traced on the floor leads to the fruit and vegetable area. The healthiest foods were highlighted by “So Good” labels. Evaluation Choices are registered and data analysed before and after the nudging intervention. Lessons Learnt Based on our experience, nudging strategies are effective in promoting healthier food choices. Our analysis formed the basis for an ongoing research project. We plan to extend the pilot project to the whole campus bar and canteen services. Recommandations Use signs, guided tours and product highlighting, to gentle push users to healthier and more balanced food choices. Main Goals Investigate nutrition habits of the community and adopt nudging strategies in order to promote healthier and sustainable eating behaviour for people and planet. Motivation & Vision Educate the campus community to healthy lifestyle. The possibility of knowing what healthy foods is, what are the optimal food combinations and the correct portions should make people increasingly aware of the importance of correct food choices. Domain Nutrition Criteria #72 The university provides nutrition counselling to the campus community. Target & Stakeholders Students and employees Time & Frame Since 2019 Team & Staff Bicocca Sostenibile, BASE Committee, Sodexo Keywords Healthy food choice, sustainability UNIVERSITY OF MILANO-BICOCCA website https://en.unimib.it/ contact person paola palestini email bicocca.sostenibile@unimib.it Footprints in the campus canteen Nutrition information Healthy food choices INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 87 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Help you reach your nutrition to become a healthy athlete Description Myongji University Student- Athletic organisation hires a certified nutritionist to improve the nutrition and health of student athletes and their performance. Evaluation Student athletes are asked to assess their level of satisfaction with meals provided at the end of each semester, and the nutritionist makes adjustments in his/her menu planning based on these assessments/comments. Lessons Learnt To learn the importance of eating balanced meals. Recommandations We would like to promote this programme to middle and high schools in the neighbourhood so that they can learn the importance of eating balanced meals from early age. Main Goals To provide nutritionally balanced meals to student athletes. Motivation & Vision To teach the importance of eating balanced meals. Domain Nutrition Criteria #72 The university provides nutrition counselling to the campus community. Target & Stakeholders University athlete Time & Frame All year (since March, 1967) Team & Staff Myongji University Student-Athletic organisation Keywords University athlete, physical activity, well-being, balance, nutrition, performance, Covid-19 MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index.do contact website www.mju.ac.kr Bangmok Memorial Hall (Cafeteria) Bangmok Memorial Hall (Cafeteria) Weekly Menu & Allergy information INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 88 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Favoring swiss produce Description Since the new concept of the cafeteria, they foster Swiss and especially regional producers to deliver the cafeteria. Evaluation All the meats which are used in the cafeteria are from Switzerland. Fish always has the MSC-label and is organic. Vegetables and fruit is as good as possible from Switzerland and always in season according to the WWF-calendar. Lessons Learnt Eco friendly nutrition is getting more popular for the customer. More and more students and employees ask about the origin of the produce, especially of meats. The demand of fairtrade products grows. Recommandations Surveys help a lot on finding out what the costumers look for in a cafeteria. For example, was the cafeteria able to reduce food waste due to a survey and study, by adjusting the portion sizes. Main Goals Serving nutritious meals which are good for humans and the environment. Buying the ingredients from local farmers and companies. Bringing attention to the costumer on eco-friendly foods and reducing food waste. Motivation & Vision Reducing the environmental impact by buying mainly Swiss products. Even plant-based alternatives and tofu are Swiss made. Reducing air transported products. Preferring goods with fairtrade labels such as Max Havelaar coffee or MSC fish. Domain Nutrition Criteria #73 The university shall pursue strategies to minimise the environmental impact of food and nutrition catering services and meals. Target & Stakeholders Students and employees of the university Time & Frame Every day since September 2021 Team & Staff Cooperative ZFV - Unternehmungen «Mensa 1574» Keywords Swiss made, healthy, regional, farms, balanced nutrition, good for the climate website https://www.unilu.ch/en/ contact person ron preiser email info@zfv.ch UNIVERSITY OF LUCERNE INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 89 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Lifestyle Menu Description The lifestyle menu was introduced to reduce the environmental impact by offering affordable, seasonal and mainly vegetarian menus. Leftovers are sold at a reduced price and environmentally-friendly reusable containers are offered for take-away meals. Evaluation The Lifestyle menu has become quite popular and almost ⅓ of the menus consumed at the University are the daily lifestyle menus. The lifestyle menu is the second cheapest menu offered, which make them even more attractive to students. Lessons Learnt Seeing as the lifestyle menu was a student initiative and that these menus are so popular, it is evident that students and employees want healthier and sustainable options. Recommandations Offer vegetarian and locally sourced foods at an affordable price. Use Apps like “TooGoodToGo” to sell leftovers at a high discount to minimise waste. By offering reusable containers against a small deposit, disposable tableware can be avoided. Main Goals Reduce the environmental impact and offer healthy and sustainable choices. Motivation & Vision The University wants to be carbon neutral by 2030. Food is an important aspect of a sustainable campus. Sustainability is being improved by offering more regional and sustainably sourced products and by implementing measures to reduce food waste. Domain Nutrition Criteria #73 The university shall pursue strategies to minimise the environmental impact of food and nutrition catering services and meals. Target & Stakeholders Campus community, students, employees Time & Frame Daily since 2013 Team & Staff Cafeteria, Nutrition Commission, Climate solutions taskforce Keywords Sustainable food, healthy nutrition, balanced meals, sustainability UNIVERSITY OF ST.GALLEN website https://www.unisg.ch/ contact cafeteria, food services commission or unisport Lifestyle menu Cafeteria at the University of St.Gallen Poster to encourage balanced eating INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 90 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project « Frigo Partagé » ULB Description Distribution of unsold food to people in need, distribution of food baskets (paniers solidaires): foodstuff and hygiene products. Evaluation Positive impact, even more after Covid crisis: increase of student precariousness. Lessons Learnt Solidarity: to help people in need, and to reduce food waste. Recommandations To maintain this service and disseminate information. Main Goals Reduce food waste, offer to people in need fresh food and hygiene products. Motivation & Vision Too many students suffer of precariousness and are going hungry for lack of financials means, they skip meals. It’s important to help them and provide access to foodstuff. At the same time, it can allow to reduce food waste. Domain Nutrition Criteria #73 The university shall pursue strategies to minimise the environmental impact of food and nutrition catering services and meals. Target & Stakeholders University Community and external Community Time & Frame From Monday to Friday: lunch Tuesday evening: food baskets Team & Staff Collectifrécup’ Keywords Social assistance, nutrition, well-being, fight against food waste and precariousness UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Poster of food basket distribution Milk products Fresh food INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 91 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Rector’s decision on vending machine products Description Rectoral Decision nº216/2021 determines the specifications for the purchase and installation of vending machines and establishes the obligation to make healthy food available in each machine of the contract. Evaluation Considerably higher impact by having a transversal implementation in all units, services, and departments of the organisation. Lessons Learnt Implementation of strategic measures, must be implemented transversally to achieve the desired goals. Recommandations Hold tenders that include all vending machines in the organisation to simplify the implementation and control of measures like this. Main Goals Ensure that 50% of the list of products available are products considered healthy according to the National Health Service, table (regardless of the quantity per product), not including water. Offer products that promote healthier eating habits. Motivation & Vision The University wants to be carbon neutral by 2030. Food is an important aspect of a sustainable campus. Sustainability is being improved by offering more regional and sustainably sourced products and by implementing measures to reduce food waste. Domain Nutrition Criteria #74 The university ensures that the vending machines on campus offer quality products with good nutritional value. Target & Stakeholders Academic Community Time & Frame All year Team & Staff UC Healthy Campus multidisciplinary team Keywords Food Awareness Literacy, Well-being, Healthy food UNIVERSITY OF COIMBRA website www.uc.pt contact person filipa godinho email filipa.godinho@uc.pt Rectoral Decision nº216/2021 Label descoder INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 92 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Less (salt, sugar and fat) is more Description The Social Action Services reformulated their contract with the supplier and products with high content of saturated fat and sugar were prohibited. Fruit purees, nuts and dried fruits were introduced, and the sugar content was limited in hot drinks. Evaluation There were no complaints about this transformation and different users verbally expressed their satisfaction with this initiative. Lessons Learnt We must understand and remind that changing behaviours and habits is not an easy task but every long journey begins with one simple step. Recommandations Despite the fact that there will always be someone not satisfied with changes, we must persevere with eyes focused on positive and healthy targets. Main Goals To improve the supply quality of vending machines eliminating foods with excessive calories and high levels of salt, sugar and trans fatty acids, introducing fruit purees and dried fruits and limiting the sugar content in hot drinks. Motivation & Vision This change (reducing the amount of harmful food and increasing potentially salutogenic foods) may contribute to healthier eating habits. Domain Nutrition Criteria #74 The university ensures that the vending machines on campus offer quality products with good nutritional value. Target & Stakeholders Polytechnic of Leiria population (students, teachers and administrative staff) Time & Frame All year Team & Staff Polytechnic of Leiria’s Social Services and Food Services Keywords salt, sugar, fat, vending machines, healthy eating POLYTECHNIC INSTITUTE OF LEIRIA website www.ipleiria. pt contact ipleiria.pt/ natália tomás; cátia pontes Vending machine with healthy products Fruit snack with no sugar Packages of seeds and other healthy snacks INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 93 Disease prevention INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 94 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Iscte Description The Healthy Iscte day is a day focused on providing several actions that promote health and well-being among the Iscte community, such as: blood donation, STIs screening, Cardiovascular screening, stress management workshops (among others). Evaluation The opportunities created by our Social Services always have an impact and end up helping and educating a large portion of our community. Lessons Learnt The theme of mental health should be rethought in order to become more “attractive” to the participation of the university’s community, our psychology students could be a good resource to organise more activities related to this theme. Recommandations Hold tenders that include all vending machines in the organisation to simplify the implementation and control of measures like this. Main Goals Create opportunities for students and staff to assess and improve their health and well-being. Motivation & Vision To educate students and staff on diverse problems intrinsic to both our personal and professional lives. Domain Disease prevention Criteria #75 The university shall plan, implement and evaluate specific actions to reduce the risk of non-communicable disease. Target & Stakeholders Students and Staff Time & Frame Every year Team & Staff Iscte’s Social Services and Sports Services Keywords Health, Well-being, Disease prevention, Social, Students, Staff ISCTE - UNIVERSITY INSTITUTE OF LISBON website www.iscte-iul.pt contact desporto@iscte-iul.pt Healthy Iscte 2021 programme Healthy Iscte 2020 programme INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 95 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project ProRodinki Description The University has developed a mobile application “ProRodinki”, which allows screening and further routing of patients with suspicious skin neoplasms using a conventional smartphone using a neural network, issuing a recommendation to consult a doctor. Evaluation Development of a mobile application with an adapted neural network, introduction of a technique for rapid and early diagnosis of skin neoplasms, holding scientific and practical conferences and seminars on this topic. Lessons Learnt The measures are necessary for the early diagnosis and prevention of skin neoplasms in accordance with the strategy of maintaining optimal health of the population. They allow you to make further routing of patients with suspicious skin formations. Recommandations The neural network should be adapted to any electronic device, the studied database of skin formations should be constantly replenished. Main Goals 1. Control of the spread of skin cancer in patients. 2. Early diagnosis of skin neoplasms and their timely treatment. 3. Formation of recommendations on the choice of a doctor. 4. Maintaining an optimal level of health in the population. Motivation & Vision Fight against oncology in the Nizhny Novgorod region, prevention of malignant tumours, dissemination of experience and popularization of the project throughout the Russian Federation. Domain Disease prevention Criteria #75 The university shall plan, implement and evaluate specific actions to reduce the risk of non-communicable disease. Target & Stakeholders Students and staff of University, the population of Russia Time & Frame At the request of the patient Team & Staff Head and staff of the Department of skin, venereal diseases Keywords University’s clinic, skin neoplasms, neural network, medical diagnostics, health website pimunn.ru contact https://www.prorodinki.ru PRIVOLZHSKY RESEARCH MEDICAL UNIVERSITY Filming of the project by the Federal channel The project is the winner of the city Award Example of a report in the programme on the phone INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 96 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project We help you to take care of your health Description Polytechnic of Leiria provides, through its Medical Services, consultations at reduced prices. Whenever justified, doctors also prescribe complementary diagnostic tests. Information leaflets, brochures, among others, are available on a regular basis Evaluation Very positive impact. These Services have been in operation since 2005 and have allowed students to health care in an easy way and at a reduced price. In the context of the pandemic motivated by Covid-19, this Service proved to be crucial. Lessons Learnt It is essential to enable students to have easy and affordable access to health care, helping them not to neglect care for their health. This way, Polytechnic of Leiria complements the offer of consultations guaranteed by the National Health Service. Recommandations Carry out a campaign to disseminate medical specialties made available to the academic community, through the Medical Services of the Polytechnic of Leiria. Main Goals To contribute so that students do not neglect their health. To provide students with easy access to health care at a reduced price. To promote the health and well-being of the academic community of the Polytechnic of Leiria. Motivation & Vision To help students not to neglect their health. To enable students to an easy access to health care at a reduced price. To promote the health and well-being of the academic community of the Polytechnic of Leiria. Domain Disease prevention Criteria #76 The university organises at least once a year, prevention programmes in terms of non-communicable disease. Target & Stakeholders Students, teachers, technicians and administrative Time & Frame 10 months per year Team & Staff 1 administrative and doctors Keywords Prevention, non-communicable diseases, health services, wellness, consultation, medical specialties POLYTECHNIC INSTITUTE OF LEIRIA website https://www.ipleiria.pt/ contact person rosa pedro email s.medicos@ipleiria.pt Disclosure of Polytechnic medical services Visual screening campaign with stakeholders PLeiria’s medical consultations statistical data INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 97 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Get moving for better health! Description EASS offers movement and activity campaigns for the whole community. Campaign descriptions include references to WHO’s recommendations on exercise. Campaigns call for walking more to improve and maintain good health. Evaluation 220 participants in movement campaign in Yumuuv platform for 1 month (76395103 steps) and 945 participants in Fitsphere platform for 11 days (65690641) steps. In the feedback, Yumuuv was mentioned most as motivator for regular activity. Lessons Learnt Even some top athletes admitted that it was difficult for them to make at least 10,000 steps per day regularly. The movement campaign helped people to understand the level of their activity and to make changes in it, if needed. Recommandations If you can’t find free of charge platforms to use, some investments might be necessary if you want to get participants’ results online during campaign period. But you can also start with collecting data of activity hours or kilometres to Excel. Main Goals The main goal is to encourage community to take care of their health and reduce the risk of cardiovascular disease and diabetes due to insufficient exercise and sedentary lifestyle. Movement is a good way to improve general health. Motivation & Vision Even though most people know well that physical activity is good for their health, it is difficult to find time and motivation to exercise regularly. Movement campaigns help to keep a focus and to develop good habits together. Domain Disease prevention Criteria #76 The university organises at least once a year, prevention programmes in terms of non-communicable disease. Target & Stakeholders University Community Time & Frame At least one campaign a year, that lasts longer than a week Team & Staff Personnel employees, Student Council, Head of Sport Keywords Physical Activity, Support, Counting Steps, Cardio-Vascular Health website https://www.sisekaitse.ee/en/eass-home contact https://www.sisekaitse.ee/en/eass-home ESTONIAN ACADEMY OF SECURITY SCIENCES Movement campaign poster Movement campaign advertisement in FB Campaign statistics INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 98 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project University of Coimbra Vaccination Plan Description Steps to ensure that everyone in the academic community has a complete vaccination plan. Whether it is mandatory upon students’ registration and through actions to raise awareness of the vaccines, counselling, and scheduling medical appointments. Evaluation The evaluation is positive in the implementation of the vaccination plans up to now, which was verified during the period of the COVID-19 pandemic with the success in the plan implemented. Lessons Learnt With the pandemic COVID-19 the importance of vaccination plans was even more apparent. In addition to plans, it is important to implement measures to ensure them. Recommandations Implementation of measures that guarantee the established plans. Main Goals Ensuring that the entire academic community has a complete vaccination plan. Literacy for vaccination. Raising awareness of the academic community about the importance of vaccination. Ensuring Traveller’s consultation for mobility students. Motivation & Vision Healthy academic community. Containment of risk within the academic community. Fulfilment of the Healthy Campus UC strategic plan. Domain Disease prevention Criteria #77 The university promotes or informs about the benefits of vaccination and if relevant complement vaccine at affordable prices for students. Target & Stakeholders Measures to ensure the vaccination plan Time & Frame Anually Team & Staff UC Healthy Campus Multidisciplinary Team Keywords Vaccination plan, prevention, literacy for vaccination UNIVERSITY OF COIMBRA website www.uc.pt contact person filipa godinho email filipa.godinho@uc.pt e-prevenç@o e-prevenç@o webpage Vacination information INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 99 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Call Center for COVID-19 Description Representatives of the university can contact with questions of coronavirus infection. Questions can be of a different nature: what to do if symptoms appear or there was contact with a sick person, how to properly follow the quarantine rules. Evaluation Number of calls, attracted volunteers, caller reviews, speed of problem solving. Lessons Learnt The call center must receive the most accurate information. Practice should include: 1. Volunteer training system. 2. Protocol of responses for hotline. 3. Creation of online psychological support tools: mastery of such techniques will also be a bonus. Recommandations In addition to information support, assistance can be provided in the formation of an application for contacting the Medical Center or psychological service. Main Goals The university as a research and educational platform is the first and only place where opinions are accumulated, and final conclusions are formed. The main goal is the possession of reliable information and its dissemination. Motivation & Vision SibFU - as an opinion leader, is obliged to become a communication platform for the fight against coronavirus infection and a place where can help. Domain Disease prevention Criteria #77 The university promotes or informs about the benefits of vaccination and if relevant complement vaccine at affordable prices for students. Target & Stakeholders Volunteer Centre, students and staff with positive PCR-test Time & Frame till the end of pandemic Team & Staff Youth Policy Department, Dormitory Management, Medical Centre Keywords volunteering, covid-2019, social and psychological help website http://about.sfu-kras.ru/campus/map contact ekaterina v. sidorenko – evsdorenko@sfu-kras.ru SIBERIAN FEDERAL UNIVERSITY INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 100 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Oral health check-ups provided by Korea’s National Health Insurance Service Description Students who received a free oral health check-up provided by Korea’s National Health Insurance Service can apply for “academic mileage” and also receive discount on dental treatment in hospitals/dental clinics. Evaluation Students learned how to maintain good oral health through these check-ups and they received the NHIS dental health care benefit at local hospitals/dental clinics. Lessons Learnt Regular oral health check-ups are important, and the delivery of the right care at the right time is key to maintaining good oral health. Recommandations As the average life-expectancy continues to grow, the importance of maintaining oral health should be emphasized from early age. In this regards, universities shall continue their efforts at raising awareness for the importance of good oral health. Main Goals Early detection of oral health challenges through regular oral health check-ups and learn to maintain proper dental hygiene. Motivation & Vision To raise awareness for the importance of good oral health. Domain Disease prevention Criteria #78 The university promotes or informs about the benefits of dental care and if relevant complement dental care at affordable prices for students. Target & Stakeholders Students Time & Frame Oral health check-ups by National Health Insurance Service Team & Staff UC Healthy Campus Multidisciplinary Team Keywords Early detection of oral health challenges, improvement of life patterns MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index.do contact website www.mju.ac.kr email sunhee@mju.ac.kr Public Health Center Public Health Center Public Health Center Website INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 101 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Awareness days « Ça m’saoule... j’ai plus de capotes » Description 15 awareness-raising stands form a pathway, run by trained and project leaders. Each stand offers a sexual health awareness game: sexual relations, anatomy, STI and screening, consent, love, etc. Evaluation 31 students trained each year on sexual health. 300 sensitised students in October 2021. The first years (18 yo) are encouraged to come to acquire this knowledge and skills at the beginning of their university studies. Lessons Learnt Acquiring sexual health knowledge and skills: condoms, Sexually Transmissible Infections, Anatomy of Sexual Organs, Contraception, Violence in Friendly and Sexual Relations, Consent, Pleasure. Recommandations Peer learning: trained students raise awareness of their peers, a sustainable project since 2016. Main Goals Disseminate knowledge and acquire sexual health skills, raise awareness of the care services at ULB and Brussels. Motivation & Vision Training students to become caregivers, actors in their own health, acquire knowledge about STI, AIDS, testing, contraception, love, consent, combating gender-based and homophobic discrimination, combating violence, equality, respect, etc. Domain Disease prevention Criteria #79 The university organises a communicable disease prevention programme at least once a year. Target & Stakeholders Students Time & Frame 2 days, every year in October Team & Staff ULB Santé, Modus Vivendi, O’Yes, ACE Students Keywords Sexual health, activities, peer education, awareness days, respect, STI, AIDS, screening, sexual assault, consent, contraception UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Pathway sexual health Pathway sexual health Pathway sexual health INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 102 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project HIV/AIDS Prevention Plan Description HIV/AIDS Prevention Plan includes weekly screenings on the campuses of the UAlg throughout each academic year, as well as the systematic and free distribution of prophylactic and preventive information to the entire academic community. Evaluation The number of tests carried out on users of the academic community of UAlg. This health promotion practice proved to be an efficient measure in the promotion of healthy sexuality, in the prevention of sexually transmitted diseases. Lessons Learnt This practice proves to be quite effective in raising awareness on prevention and early detection of HIV/AIDS, which indicates that it is an asset in the long term for the general well-being of the community. Recommandations This practice included the development of a systematic model of prevention and early detection of HIV, which can facilitate its replication or transfer of results to other Higher Education Institutions, even if adapted on a case-by- case basis. Main Goals Health and prevention of certain risky attitudes and behaviours, through technical and peer- to-peer interactions of a (in) formative nature, within the scope of sexually transmitted diseases (HIV and STDs). Motivation & Vision Given the inherent risks, raise the awareness of the academic population to the importance of Prevention and early detection of HIV infection and STDs. Domain Disease prevention Criteria #80 The university provides communicable disease (HIV, etc.) support services. Target & Stakeholders UAlg academic community Time & Frame Weekly HIV Tests in Mobile Screening Unit Team & Staff CAD/ARS, APF Algarve e GPAP-UAlg Keywords Social Services Psychology Office GPAP, Health prevention, Well-being, UAlg, HIV prevention Mobile Unit, provided by ARS E APF Algarve Information leaflet, distributed by the UAlg Example of a weekly screening on UAlg campuses UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact jorge malveiro, ph.d email sasgp@ualg.pt INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 103 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project COVID-19 Prevention and Control Description After the outbreak of the COVID-19 pandemic, Peking University Hospital responded quickly by publishing the COVID-19 Treatment Guideline, launching an online nucleic acid test reservation platform and providing testing services. A lab is also converted into a nucleic acid testing lab. With COVID-19 vaccines made available, the faculty and students can get vaccinated at no cost. Evaluation From May 2020 to March 2021, the Hospital provided testing services for 32’249 people, which amounted to 79’916 tests in total. 40’00 tests can be done in a single day. 29’682 people, taking up 73% of the campus community received COVID-19 vaccines. There is 0 confirmed case on campus ever since the COVID-19 outbreak. Lessons Learnt Act under unified deployment and involve the entire campus community. Adopt a science- based approach and prevent and control the epidemic in accordance with the law. Recommandations Acting under unified deployment, taking responsibilities respectively and involving the entire campus community constitute the mechanism of COVID-19 epidemic prevention and control and have proved successful. Main Goals Nucleic Acid Test: All people holding jobs on campus and living in the campus community in need are tested before the Fall Semester 2020. COVID-19 Vaccination: All people holding jobs on campus and living in the campus community in need get vaccinated before 30 May 2021. Motivation & Vision Protect the health and safety of all students and faculty. Maintain the safety and stability of the campus community. Domain Disease prevention Criteria #80 The university provides communicable disease (HIV, etc.) support services. Target & Stakeholders Campus and Local Community Time & Frame During the COVID-19 pandemic Team & Staff Peking University Hospital Keywords Disease Support Service, Good Health and Well-Being, Campus Community, Communicable Disease, COVID-19, Nucleic Acid Test, Vaccination Campaign PEKING UNIVERSITY website pku.edu.cn contact person he zhonghui email healthycampus@pku.edu.cn Nucleic Acid Test Vaccination Campaign Observation Area INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 104 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Free screening of Sexually Transmitted Infections Description Free screening of Sexually Transmissible Infections. Evaluation 500 people are screened each year at the Solbosch Campus, 300 at the Erasme Campus. Lessons Learnt Raising awareness of STI, the importance of protecting oneself and the importance of medical screening. Recommandations Maintain the organisation of these events and the free testing. Main Goals Provide STI screening free of charge and information about sexuality. Motivation & Vision Provide students with free medical screening and provide information on ad hoc care according to each individual’s situation. Domain Disease prevention Criteria #80 The university provides communicable disease (HIV, etc.) support services. Target & Stakeholders Students, postgraduates and staff member Time & Frame 2 times per year, from 9 am to 6 pm, on 2 campuses Team & Staff Centre de planning familial Aimer à l’ULB, ULB Santé Keywords screening, Sexually Transmitted Infections, free access UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Poster of testing day Poster of testing day – campus Erasme Poster of testing day – campus Solboch INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 105 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Iscte Description The Healthy Iscte day is a day focused on providing several actions that promote health and well-being among the Iscte community, such as: blood donation, STIs screening, Cardiovascular screening, stress management workshops (among others). Evaluation The opportunities created by our Social Services always have an impact and end up helping and educating a large portion of our community. Lessons Learnt The theme of mental health should be rethought in order to become more “attractive” to the participation of the university’s community, our psychology students could be a good resource to organize more activities related to this theme. Recommandations The activity could be more diversified if there was a budget available that would allow the participation of health professionals from different areas. Main Goals Create opportunities for students and staff to assess and improve their health and well-being. Motivation & Vision To educate students and staff on diverse problems intrinsic to both our personal and professional lives. Domain Disease prevention Criteria #81 The university promotes or informs about the benefits of medical check-ups and if relevant complement medical check-ups at affordable prices for students. Target & Stakeholders Students and Staff Time & Frame Every year Team & Staff Iscte’s Social Services and Sports Services Keywords Health, Well-being, Disease prevention, Social, Students, Staff website www.iscte-iul.pt contact desporto@iscte-iul.pt ISCTE - UNIVERSITY INSTITUTE OF LISBON Healthy Iscte 2021 programme Healthy Iscte 2020 programme INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 106 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Centre for preventive medicine and sport for the university student Description The Centre provides specialized prevention, diagnosis and therapy services for students and employees of the University of Turin and their families, Italian and foreign citizens, associated with recreational clubs, sports clubs and associations. Evaluation The Medical Centre is now just redesigned, rebuild, and moved to a new university area allowing the alignment with the Healthy Campus framework. Lessons Learnt To hold fares at the lowest level (with respect the local competitors) to push people to move to Medical Centre from their usual one. Only in a second step the quality of the provided services would act on the community feeling. Recommandations We are aware that communication (about opportunities, special fares, facilities) with the university community is pivotal to reach the highest rate of engagement. Hence, we will spend the highest effort in such a direction. Main Goals To reach the highest fraction of the university population offering the opportunity to save money for examinations, to share the vision in term of prevention and lifestyle, and to proudly feel part of a healthy community. Motivation & Vision To offer the availability of a medical environment to the whole university community with the aim to increase individual awareness in the possibility to actively change his/her own lifestyle based on prevention, health, and well-being. Domain Disease prevention Criteria #81 The university promotes or informs about the benefits of medical check-ups and if relevant complement medical check-ups at affordable prices for students. Target & Stakeholders The whole University population, researchers, PhD students, fellows, professors and administrative staff Time & Frame Whole year, from Monday to Friday, 8.30 - 19.30 Team & Staff The team is made by eight University administrative employees and 35 external consultants (MDs for 20 different specialties and nursing staff) Keywords Check-ups, prevention, corporate welfare, lifestyle education website https://en.unito.it/ contact dualcareer@unito.it email alberto.rainoldi@unito.it UNIVERSITY OF TURIN Rendering where Medical Centre is now re-located Physiotherapy Gym Entrance Physiotherapy Gym (detail) INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 107 Mental and social health INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 108 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Future project Description Every year, the university distributes information and conducts trainings on psychological and mental health among the student community. The project was presented by the Rector of the University in the State Duma Committee. Evaluation Development and implementation of a methodological complex for assessing psychological and mental health, holding scientific and practical conferences, psychological support during studies, presentation of the project at meetings of the Federal Assembly. Lessons Learnt These measures are necessary for the prevention of disadaptation conditions of students at different stages of training, monitoring their psychological and mental health. They should be implemented during each academic year. Recommandations Systematization and adaptation of the used methods of monitoring psychological and mental health to the individual characteristics of each student. Main Goals 1. Assessment of the psychological and mental state of students. 2. Prevention of disadaptation conditions. 3. Help in dealing with stress at all stages of training. 4. Monitoring of persons entering a medical university. Motivation & Vision Psychological and mental assistance to students upon admission to the university, during examination sessions, during practical activities. Dissemination of the experience gained to the leading educational institutions of higher education. Domain Mental and social health Criteria #82 The university disseminates information about mental and social health to the campus community. Target & Stakeholders All students of educational institutions Time & Frame During each academic year Team & Staff Rector and staff of the Institute of clinical psychology Keywords Mental and psychological health, personal growth, self-esteem, medical university students Address by the Rector of the University Address by the Governor of Nizhny Novgorod Oblast Conference audience website pimunn.ru contact person bozhkova elena dimitrova email readytotalk@mail.ru PRIVOLZHSKY RESEARCH MEDICAL UNIVERSITY INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 109 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Tuesday Description Every Tuesday during the pandemic, ULB Santé broadcasts on its social media an activity or advice to take care of yourself, detailed by scientific literature and supported by advice from health professionals. Evaluation The project appreciated during the pandemic allowed individual students to meet other students and fight loneliness. Others identified symptoms of depression and contacted a professional service. Lessons Learnt Identify symptoms, acquire skills to take care of themselves and fighting against stress, foster dynamics between students and fighting against loneliness. Recommandations Sanitary conditions on campuses have changed since the end of the pandemic. As the evaluation is positive, these publications take the form of face-to-face workshops on our campuses. Healthy Tuesdays become ”Healthy Decent Days”. Main Goals Disseminate information and advice on mental well-being and thematic activities on our campuses. Motivation & Vision Ensuring the link during the pandemic and the distance of members of the community. Ensure their well-being and disseminate information to enable them to take care of their mental and physical health. Domain Mental and social health Criteria #82 The university disseminates information about mental and social health to the campus community. Target & Stakeholders University community Time & Frame Publication every Tuesday from November 2020 to June 2021 Team & Staff ULB Santé, Mental Health Service ULB Keywords Mental health, social health, well-being, social network Instagram Healthy Tuesday: Combat student isolation Combat student isolation - Healthy Tuesday Activity Contact details : Psycampus (SSM ULB) UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 110 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project From personal well-being to professional achievements Description The project is being implemented in order to reduce the risks of misadaptation, psychological distress and increase the level of psychological competence and personal effectiveness of students through individual and group psychological work. Evaluation The key results are a decrease in the number of non-adapted students (more than 90%), an increase in indicators of psychological well-being (more than 76%). A methodical technique based on the development of a reflexive mechanism was tested. Lessons Learnt It is important to take into account voluntary participation in group activities, characteristic of different cultures. It is important to take into account the state of health, international, ethnic and interfaith aspects, motivation type. Recommandations Open-access online publishing of self-diagnosis tests for students and employees, self-help and self-development algorithms. Systematic development and implementation of student adaptation programmes. Main Goals Psychological diagnostics and support of first-year students’ adaptation, the development of both emotional regulation, psychological well-being components. Prevention of emotional burnout and professional deformation, conducting consultations. Motivation & Vision Increasing personal effectiveness, developing a conscious personal attitude, mastering the techniques of self- regulation and self-development, improving communication, skills, creating resource potential in the continuous mastering of the profession. Domain Mental and social health Criteria #83 The university offers check-ups, assessments and evaluations about mental and social health by professionals to the campus community. Target & Stakeholders Students, tutors, curators, teachers, KrasSMU PC Time & Frame Annual Team & Staff Head and specialist of the PC, social educator, tutors Keywords Adaptation, psychological well-being, self-development, mental hygiene, psychological centre (PC) website https://krasgmu.ru/ contact person artyukhova tatiana yurievna email tartjuchova@mail.ru PROFESSOR V.F. VOINO-YASENETSKY KRASNOYARSK STATE MEDICAL UNIVERSITY Individual psychological work Multifunctional uSenso complex Group psychological work INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 111 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project The Living Room Description A welcoming, inclusive and student- focused space that promotes well-being through early intervention, peer support and low barrier access to UWA health services. Students can visit for varying concerns such as feeling stressed, lonely or just a chat. Evaluation A mix of qualitative and quantitative measures provide a greater understanding of the reach of TLR and assists in the ongoing evaluation of service. Engagement and feedback from students remains consistently high. Lessons Learnt A peer-to-peer approach is transformative to service delivery, complimenting and taking pressure off traditional support services. Therapy dogs has also been a highly successful engagement strategy. Philanthropic and external support is critical. Recommandations TLR has received widespread interest from local and international universities and has the potential to become a transferable, scalable service delivery model. Main Goals The Living Room offers respite from pressure and strain, a place to feel listened to, short- term support, information on mental health and well-being and connection to appropriate services and activities - on campus or in the community. Motivation & Vision Acknowledging the University as an important setting to promote, support and sustain positive mental health and well-being, while addressing common stressors for students and facilitating timely connection to services at times of adversity. Domain Mental and social health Criteria #83 The university offers check-ups, assessments and evaluations about mental and social health by professionals to the campus community. Target & Stakeholders Students from all communities and cohorts Time & Frame Monday to Friday, from 11am to 4pm Team & Staff 14xPeer Supporters (UWA students), onsite health staff Keywords Mental Health, Student Support, Peer To Peer, Well-being UNIVERSITY OF WESTERN AUSTRALIA website https://www.uwa.edu.au/ The interior view of the space Therapy Dogs The Living Room INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 112 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Promotion of Academic Success Description The Plan for the Promotion of Academic Success and Prevention of School Dropout (PPSAPAE 2018-2023), seeks the promotion of study methods and time management in UAlg students, being complemented by three other initiatives: “SOS DROPOUT”, “Interculturality Programme” and Mindfulness “and” Life Skills Online Course “. Evaluation The Evaluation of the Plan for the Promotion of Academic Success and Prevention of School Dropout (PPSAPAE 2018-2023), is measured by the number of situations identified and successfully resolved. Since 2019, that number has exceeded four hundred UALG students. Adherence to the three complementary programmes is positive, involving more than 1000 UAlg students in 2020. Lessons Learnt In the current context, it is essential to promote mental health and academic success for students, as well as to develop transversal skills, as a way of preventing school dropout. Recommandations The promotion of mental health and well-being through programmes that advocate for the interaction and integration of students in the university context and development of social, emotional and transversal skills, can function as elements that promote academic success and protect students from dropping out of school. Main Goals Promote the mental and social health of the UALG academic community, identifying and signalling students with difficulties in adapting and integrating at the social and school level, with the goal of better and more successful integration of students in the context of university life. Motivation & Vision A UALG academic community with good levels of Well-Being and Mental and Social Health. Domain Mental and social health Criteria #84 The university shall offer a programme to help identify or detect the signs of discomfort or illness of students based on the commitment of volunteer students. Target & Stakeholders University Students Time & Frame All year Team & Staff Health service SAS UAlg e GAIP-UAlg Keywords Mental and Social Health, Well-being, Academic Success, School Dropout Prevention. UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact person nuno rodrigues email nvrodrigues@ualg.pt INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 113 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project King’s College London | King’s Residence | Welfare Lead Team Description The RWLs are staff or postgrad students, specially trained in welfare, and live alongside students in every residence. They provide an out-of-hours well-being service for residents and create safe spaces for students to access emotional support. Evaluation In the first 2 terms of 2021/22 academic year, the Residence Welfare Lead team has supported 475 student welfare cases in Residences. Inclusive of 91 high-risk student cases that were escalated to the University mental health and safeguarding teams. Lessons Learnt To set a clear expectation with the students of the level of care and support the RWL team can provide to them. Also, the RWL team have robust training around setting clear boundaries with their students, to prevent student-dependence on the service. Recommandations Continue to invest in the training of Residence Welfare Leads to ensure we are meeting the complex and evolving needs of our student community at King’s. Main Goals Assist students in need by providing emotional support, information and signposting to support services. Promote, educate and empower students to improve their well-being and escalate students at risk to the University - assisting in times of crisis. Motivation & Vision Our vision is to support and empower every one of our students to thrive during their stay in Halls of Residence. Our goal is to help students overcome obstacles that may present during their stay and be able to go on to succeed in their studies. Domain Mental and social health Criteria #84 The university shall offer a programme to help identify or detect the signs of discomfort or illness of students based on the commitment of volunteer students. Target & Stakeholders Students living in King’s Residences Time & Frame On-call support available 8pm – 8am, 365 days a year Team & Staff King’s Residence & Students & Education Directorate Keywords Student Welfare, Student Well-being, Pastoral Support, Safeguarding, Halls of Residence KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact welfare@kcl.ac.uk – kcl.ac.uk/accommodation RWLs at a community event Great Dover Street Apartments, 1 of 11 Residences INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 114 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Ciné-club for the “Déclic SANTE – mental well-being” Day Description Screening of the documentary “Loulou”: testimony to destigmatise and dedramatize schizophrenia. Screening of the movie “First Year” on the stress of medical students. Screenings moderated by Bepsyel, Psycampus and ULB Santé students. Evaluation 80 students sensitised during these two screenings, enthusiastic students, debates, and exchanges on mental health in general, thanks at the end of the screening. Lessons Learnt Identifying symptoms, deconstructing stereotypes and identifying resources to be taken care of by professionals. Recommandations Ensure the sustainability of this type of project. Main Goals Raise awareness of mental well- being, give testimony and debate on a topic of mental health. Motivation & Vision Through a documentary/movie, dedramatize and destigmatise mental health disorders. Domain Mental and social health Criteria #84 The university shall offer a programme to help identify or detect the signs of discomfort or illness of students based on the commitment of volunteer students. Target & Stakeholders University community Time & Frame 2 times a year – 2 campuses, around 10 October: Mental Health Awareness Day Team & Staff ULB Santé, Psycampus, BEPsyEL (student office - Faculty of Psychology) Keywords Mental health, debate, testimony, schizophrenia. UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Poster for the declic health film-debate Social network BEPsyEL Film-debate organised by BEM & SSM & ULB Santé INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 115 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Stride Description A free 12-week supervised and personalised exercise programme for UWA students experiencing mental health difficulties, which also provides an opportunity for Master of Clinical Exercise Physiology students to gain valuable mentorship experience. Evaluation Approximately 120 students have completed their initial assessment to commence the programme, with 60 students graduating from Stride. There have been over 500 exercise sessions delivered through various means. Lessons Learnt On average the programme is seeing a decrease in depressive symptomology in students who participate. Peer mentors have suggested that Stride provides them with autonomy, professional growth, a valuable learning opportunity and personal satisfaction. Recommandations We hope to use the information we have gathered and learned through Stride as a framework to roll out similar programmes across other campuses and settings to assist individuals who are having difficulties with their mental health. Main Goals Through a student mentor relationship, help students feel physically and mentally healthier by introducing an individualised exercise programme and providing an opportunity to develop long-term exercise habits. Motivation & Vision The programme takes a unique approach of integrating a number of services across campus. The programme allows mentors to give back to the university and support students, while also furthering their clinical training in an area of community need. Domain Mental and social health Criteria #84 The university shall offer a programme to help identify or detect the signs of discomfort or illness of students based on the commitment of volunteer students. Target & Stakeholders Students from all communities and cohorts Time & Frame Flexible within schedules of mentors and participants Team & Staff UWA Student Life, Mental Health & Exercise Research Team Keywords Mental Health, Student Support, Peer to Peer, Well-being UNIVERSITY OF WESTERN AUSTRALIA website https://www.uwa.edu.au/ In action 1 In action 2 In action 3 INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 116 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Health prevention with peer Description Accueil santé recruits and trains students from the University of Lausanne to intervene on the campus as peer during student parties and during lunch time. They get in touch in a pro active way on various subjects as intimacy, sexual health, alcool and drug consumptions and mental health. The peer use the motivational approach and point the internal resources to produce empowerment. Evaluation All the partners shows satisfaction with the peers interventions. The project put together people they don’t necessary use to work together to talk about global health and to promote health. Participating evaluations are regularly done to ensure partners and target audience satisfaction. Involving students increase their motivation. Lessons Learnt The prevention messages through peers are well accepted. Peers create opportunities to talk about sensitive subject in the study environment. Recommandations To have ressources in term of budget and professionnals to accompagny the peer team. Paying the peer students during their engagment is highly recommended. Developping a collaborative athmosphere to create new ideas and new orientations. Main Goals To reduce the riskies behaviours in sexual health, alcool and drug consumption and mental health. To promote an healthy way to study at UNIL. To promote discussion about health prevention on the campus. Motivation & Vision Accueil santé promotes interventions with active participation of the community at all stages of the project to ensure the perpetuation and the efficiency of the interventions and the empowerment of the community. Domain Mental and social health Criteria #85 The university offers accessible counselling services and coping skills training for students to discuss their struggles or illnesses, and also has clear referral signposts towards more... Target & Stakeholders Students and UNIL community Time & Frame All year Team & Staff Accueil santé UNIL (health service) Keywords Risk reduction, sexuel health, drug consumption, alcool consumption, mental health, prevention, Health promotion, empowerment, peer prevention, community UNIVERSTITY OF LAUSANNE website www.unil.ch/accueilsante/pair contact person annick duperrex email accueilsante@unil.ch Accueil santé Workshop 2019 Accueil santé Peers in action Accueil santé Peers on the UNIL campus INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 117 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Health week – Stress reduction Description One week per year the HSCL holds a health week at the University of Lucerne. In 2019 it was all about “Stress reduction”. There were free meditation and yoga classes during lunch break, a supervised information desk and a free lecture. Evaluation The lessons during lunch break were almost always fully booked. The information desk was also well visited. The health week had a positive impact on the people who took part in it, so that we will be holding one about stress reduction again soon. Lessons Learnt Living a healthy live is not only about being active and doing a lot of physical sport. It’s important to have a “wellness” section in your sports programme which focuses more about mental health. Recommandations It was very well received that the health week not only targeted the students, but the employees of the university as well. Having the meditation and yoga classes during lunch break made it accessible for everyone as. Main Goals Promoting the, as we call it, “wellness” sector of the HSCL sports programme, such as meditation, yoga and pilates. Informing people about the Hochschulseelsorge of the University, which can be contacted if you have mental issues. Motivation & Vision Raising self-awareness about the importance of mental health, taking breaks and having a healthy relationship with stress. Domain Mental and social health Criteria #86 The university disseminates information about looking after oneself and managing stress at university. Target & Stakeholders University students and employees Time & Frame One week a year Team & Staff HSCL, University of Lucerne and Hochschulseelsorge Luzern Keywords keep calm, self-awareness, meditation, taking a break, balanced lifestyle, healthy mind UNIVERSITY OF LUCERNE website https://www.unilu.ch/en/ contact person karin udvardi email karin.udvradi@unilu.ch Flyer of the Health Week “Stress reduction” Free Yoga lesson during lunch break Free lecture during the health week INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 118 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Counseling Services Description Set a booth on each campus to provide psychological assessment (sometimes called testing). Provide individual counselling based on the assessment results. During the epidemic, services have been switched to online. Evaluation Students who had felt COVID-19 has impacted their lives through increased isolation, loneliness, stress, and sadness reported that they felt more relaxed and happier after the counselling. Lessons Learnt We learned the importance of having our students know about the support they can receive from the Counselling Centre. Recommandations This programme was assessed to be effective in increasing the emotional well-being of our students who are faced with various personal, career-related, and academic difficulties. Main Goals To help students gain a deeper understanding of themselves. To help students get the right kind of support when needed the most. Motivation & Vision To increase the accessibility of counselling services. To identify students who are in need of counselling assistance. Domain Mental and social health Criteria #86 The university disseminates information about looking after oneself and managing stress at university. Target & Stakeholders Students Time & Frame Beginning of each academic semester (twice a year) Team & Staff Accueil santé UNIL (health service) Keywords Stress counselling, adaptation to school life, easily accessible, emotional wellness, COVID-19 MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index.do contact website https://sangdam.mju.ac.kr Student Counselling Centre Website Visiting Counselling Programme Visiting Counselling Programme INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 119 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Tea Party & Mental Health Description This is a communication activity in the form of a tea party. Guided by a counselor and accompanied by a tea specialist, the group chat over tea about topics such as health, reducing stress, fighting depression etc. Around 20 activities are held each year, which amount to 60 activities in total since its launch in 2017. Over a hundred students are involved in the activities each year. Evaluation After each activity, the Center will ask participants for feedback and suggestions. The Center has received positive responses. Lessons Learnt Benefiting from a relaxed and pleasant atmosphere, students can communicate easily about different topics and share their perspectives, which can lead to surprising results. Recommandations As the stress and emotion management issues getting more and more prominent to college students, the university should pay due attention to the students and take various approaches to guide them or help them relax and regulate their emotions. Main Goals Through the tea party, students who are interested in topics such as self-care, stress management etc. or those in need of mental health gather together and exchange different perspectives, so as to help students improve their mental health. Motivation & Vision Help students gain insights and inspiration in a happy and harmonious atmosphere, so as to improve their mental health. Domain Mental and social health Criteria #86 The university disseminates information about looking after oneself and managing stress at university. Target & Stakeholders University Students Time & Frame Once a week during the semesters. Since 2017 Team & Staff Mental Health Center, PKU Keywords Mental Health, Good Health and Well-Being, University Students, Stress Management Tea Party Tea Party Tea Party PEKING UNIVERSITY website pku.edu.cn contact person he zhonghui email healthycampus@pku.edu.cn INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 120 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Wide variety of stress management techniques for the community Description EASS offers variety of possibilities to help manage stress, some of them are directed at students, others at staff, but most of them, like lectures, rector´s talks, support from the psychologist and Positivity Jar are aimed at the whole community. Evaluation 10 special lectures or activities in the first year of Healthy Campus programme with 460 participants in the lectures in real-time. Every community member can access these lectures afterwards in the e-learning environment. Lessons Learnt The need for mental health differs by years and community groups, but university should be ready to offer a variety of possibilities to reduce and manage stress, especially during the crises. Recommandations Involve qualified psychologists and specialists to share their knowledge and teach skills in areas that can support mental health. Even small things, like taking a positive message from Student Council’s organised the Positivity jar can help. Main Goals When university shares ideas about ways of managing stress and reminds the community that help is available and the solutions are there, it enhances the social cohesion and builds community that is mentally healthier stronger. Motivation & Vision In times of crises, it is good to use broader stress management aid package, addressed to everyone who needs support. Domain Mental and social health Criteria #86 The university disseminates information about looking after oneself and managing stress at university. Target & Stakeholders University community Time & Frame Regularly during academic year Team & Staff The Centre for Continuing Education, Student Council Keywords Stress Management, Positivity Jar, Video Lectures website https://www.sisekaitse.ee/en/eass-home contact epp.jalakas@sisekaitse.ee ESTONIAN ACADEMY OF SECURITY SCIENCES The Positivity Jar at the EASS entrance Brochures on mental health Social activities in nature help to reduce stress INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 121 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Buddy Programme Description The Buddy Programme is an initiative in which Iscte’s students/former students offer their help and support to new students by guiding them throughout the semester, receive them at Iscte, show them our institution and giving them academic support. Evaluation Mentors have expressed their satisfaction with the training and interaction they obtained from this experience. 100% of mentees reported they were satisfied/very satisfied with the programme. 100% of mentees consider their mentors to be their friends. Lessons Learnt The programme proved to be essential in supporting the process of integration of new students (specially from PALOP) who arrive from a very different academic and cultural reality than what they experience in their home countries. Recommandations It is important to reinforce the divulgation of the buddy programme, as there are still many students that could use the help provided by their peers. Main Goals To encourage the socialization among students, to make new students feel more integrated in a new environment and to promote good practices among Iscte’s students/former students. Motivation & Vision To facilitate the integration of new students at Iscte and to give Iscte’s students/former students an opportunity to acquire new skills and to undergo a different type of international experience. Domain Mental and social health Criteria #87 The university identifies potential barriers and create opportunities regarding mental and social health to allow interactions and exchanges between individuals within the campus community. Target & Stakeholders Students Time & Frame Every year Team & Staff Students/former Students and Social Services Keywords Health, Well-being, Social, Students, Buddy, Mental Health, Inclusive ISCTE - UNIVERSITY INSTITUTE OF LISBON website www.iscte-iul.pt contact desporto@iscte-iul.pt Welcome activity in Iscte’s Patio Receiving new students Global village at Iscte INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 122 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project King’s College London | Active Wellness Scheme | Togetherall Description The Active Wellness Scheme aims to support staff and students facing low-level mental health challenges identified by the Togetherall project. The AWS provides holistic, proactive, preventative support to improve the well-being of our community. Evaluation Staff and students who complete the AWS see a well-being improvement of, on average, 19%. Since September 98 students and staff have enrolled on the scheme. Lessons Learnt Build partnerships and collaboration through effective communication with all stakeholders. Work together to ensure no gaps in provision or misunderstandings of roles so the most effective range of support is available and communicated to all. Recommandations Gain an understanding of where the challenges are in welfare/ well-being support and be a solution. Network across the institution and beyond to identify how to successfully provide holistic and proactive support to the whole university community. Main Goals Improve mental, physical and social wellness of staff and students experiencing physical and mental well-being challenges. Motivation & Vision Advance individual health and social integration, to provide a sense of belonging and positively impact well-being. That in turn supports strategic priorities of attainment, experience, employability and student retention. Domain Mental and social health Criteria #87 The university identifies potential barriers and create opportunities regarding mental and social health to allow interactions and exchanges between individuals within the campus community. Target & Stakeholders University Staff and students Time & Frame Throughout the academic year September - June Team & Staff King’s Sport, Well-being and welfare support services Keywords Welfare, well-being, mental health, social health, therapy, counselling KING’S COLLEGE LONDON website https://www.kcl.ac.uk/ contact kcl.ac.uk/sport email kingssport@kcl.ac.uk Coach and participant part of the scheme Participant on the scheme exercising King’s Sport, Active Wellness Scheme INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 123 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Fighting against student loneliness Description During the pandemic, collaboration between services created opportunities to facilitate student meeting while respecting the gestures of barriers. For example, bundled activities were organised. Evaluation 21 activities, 104 participants. The project is appreciated by the students. Lessons Learnt Students register on a platform to “volunteer and offer time to walk with students”. Students meet their peers and create a social network. Recommandations Face-to-face courses resumed on campus, student and folkloric life resumed as before the pandemic. Some students still want these activities to be organised again. Main Goals Fight against loneliness among students, discover part of the city (wood, architecture, street art, orientation race). Motivation & Vision Encouraging solidarity between students, encouraging students’ engagement with their peers. Domain Mental and social health Criteria #87 The university identifies potential barriers and create opportunities regarding mental and social health to allow interactions and exchanges between individuals within the campus community. Target & Stakeholders Students Time & Frame During the pandemic Team & Staff ULB Santé et ULB Engagée, ULB Sports Keywords Loneliness, volunteer, solidarity, social, meeting UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Social network ULB Santé Combat student isolation - Healthy Tuesday Activity Orienteering race INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 124 Risk behaviour INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 125 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Laws, statutes and regulations Description We want to go beyond compliance with the legal norms, by implementing awareness- raising activities on risk behaviour, namely with drugs, doping, alcoholic beverages and tobacco. Evaluation With a communication campaign in association with activities to raise awareness of risk behaviours, we have noticed a reduction in tobacco consumption in outdoor spaces on the Campus. Lessons Learnt We have to create a constant movement throughout the year to provide information and raise awareness of risky behaviours. This is the only way to maintain pressure, especially for socially accepted risk behaviours such as tobacco consumption. Recommandations Successive awareness campaigns. Informal contacts with members of the academic community by faculty members. Main Goals Reduce the consumption of alcoholic beverages and not allow the use of products prohibited by law. Motivation & Vision A Healthy Campus is a space free from risky and harmful behaviours for the academic community. For this purpose, in addition to applying legal documents, we seek to promote initiatives to raise awareness of these and other risky behaviours. Domain Risk behaviour Criteria #90 The university determines applicable rules regarding alcohol, drugs, doping and tobacco issues. Target & Stakeholders Academic community Time & Frame All year Team & Staff Maiêutica, UMAIA and IPMAIA Keywords Law, Statutes, Regulations UNIVERSITY OF MAIA & POLYTECHNIC INSTITUTE OF MAIA website www.ismai.pt/pt and www.ipmaia.pt/pt/ contact healthycampus@maieutica.pt email healthycampus@maieutica.pt No smoking sign in sports facilities No smoking sign in outdoor spaces INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 126 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project TU DECIDES - YOU DECIDE Description Prevention of risky road behaviour under the influence of alcohol, which involves peer intervention and the prevention of driving under the influence, with an assessment of the blood alcohol level that includes pre-test and post-test technical advice. Evaluation The programme has a positive impact, as demonstrated by 2 published studies. Both longitudinal studies confirm that the number of participants who expressed an intention to drive was significantly lower after intervention. Lessons Learnt Awareness and self-regulation about driving under the influence of alcohol seems to be influenced by personalized technical advice and psych pedagogical intervention. Recommandations Since part of the road accidents involving young drivers is associated with driving under the influence of alcohol, we believe that the encouraging results of this model of preventive intervention can contribute to the reduction of accidents. Main Goals Prevent risks associated with alcohol consumption and road accidents. Raise awareness of individuals so that they can decide to assume safer behaviours in relation to the previous determination to drive under the influence of alcohol. Motivation & Vision Part of road accidents is associated with young people driving under the influence of alcohol. Academic festivals are conducive to excessive alcohol consumption, and it is urgent to intervene in this context. Domain Risk behaviour Criteria #91 The university organises prevention programmes in terms of alcohol, drugs, doping and tobacco. Target & Stakeholders Festival-goers, driving licence Time & Frame Annually, during the nights of the UAlg Academic Festival Team & Staff AAUAlg, MAI (GNR/PSP) and GPAP-UAlg Keywords Road Safety,Risk Awareness, Perception of Self-Control, Decision Making, Alcohol, Academic Festival UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact jorge malveiro, ph.d. - sasgp@ualg.pt Stand “TU DECIDES” - Academic Week Festival Team of Volunteers “TU DECIDES” - Academic Week Testing - Professional calibrated breathalyzer INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 127 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Quit Smoking Campaign Description The Environmental Club at UDST developed a multi-faceted campaign to raise awareness of smoking cessation. Multimedia content highlighted how smoking affects the human body, the environment, and the impacts of inhalation of secondary smoke. Evaluation A unique measure counted number of cigarette butts found on campus to help evaluate smoking prevalence. Particularly the calculation of cigarette butts pre and post awareness campaign gives an idea of the effectiveness of the awareness programmes. Lessons Learnt Campaigns are an excellent way to raise awareness but provide limited impact on the reduction of smoking on campus. It is realized that a more effective strategy would be a commitment to a formalized and enforced campus smoking restriction policy. Recommandations An effective strategy to implement a no smoking policy on campus is to gradually introduce regulations. Noted, a combination of restrictions and supports for smokers is most effective in creating behavioural change (i.e. patch & counselling support). Main Goals To educate the UDST community about the harms of smoking and to encourage people to quit for the sake of themselves, others, and the environment. Motivation & Vision To create awareness about smoking and help UDST become a smoke-free campus. Domain Risk behaviour Criteria #91 The university organises prevention programmes in terms of alcohol, drugs, doping and tobacco. Target & Stakeholders Students and Faculty/Staff members on campus Time & Frame On-going Team & Staff Student Affairs, Environmental Club, Facilities Management, Human Resources, Health, Safety and Environment Keywords Smoking, Cessation, Campus. UNIVERSITY OF DOHA FOR SCIENCE AND TECHNOLOGY website www.udst.edu.qa contact s&s - udst wellness@cna-qatar.edu.qa / udst.edu.qa Instagram ‘Quit Smoking’ Campaign Instagram ‘Quit Smoking’ Campaign INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 128 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Tobacco Free Trinity Description Our Tobacco Free Campus has achieved an 80% reduction in smoking and achieves > 90% compliance when enforced. Using a living lab approach it has engaged students and staff in multiple projects and published 2 papers to date. Evaluation Tobacco free policies reduced smoking. by ~80%. Data collection was essential. It showed that smoking policies were effective, despite some smokers ignoring them. A living lab approach was appropriate and engaged students and staff in the project. Lessons Learnt To encourage adherence to a tobacco free policy, an implementation strategy that includes data collection and engages students and staff must be undertaken. A living lab is an appropriate approach to encouraging this engagement. Recommandations Become a tobacco free campus, it reduces smoking. Include data collection in the process of becoming tobacco free. Engage students and staff in the process. Consider a living lab approach. Main Goals To create a tobacco free campus using a living lab apach. Motivation & Vision Tobacco kills 100 per week in Ireland. Our vision was to remove smoking from our campus to support those who choose not to smoke. By using a living lab approach to doing so, we could engage our students and staff in making the change. Domain Risk behaviour Criteria #91 The university organises prevention programmes in terms of alcohol, drugs, doping and tobacco. Target & Stakeholders Students and staff Time & Frame 2013-2020 Team & Staff Health, Registrar, Medicine, Comms, Board, Student & Staff Unions Keywords Tobacco Free Campus TRINITY COLLEGE DUBLIN website https://www.tcd.ie contact person martina mullin – mullinm1@tcd.ie The winning blow on a cigarette shaped pinata Frequency of observed smoking Students collecting butts for a smoke free project INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 129 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project « Ça m’saoule » Description Students are trained to raise awareness among their peers on the topics of addiction (alcohol, tobacco, psychotropic, etc.) and the risks associated with student festive life. They also refer to professionals. Evaluation Students welcome their peers, awareness-raising stands are organised at festive events (6/ an). About 100 students are aware each time. They also raise awareness on their social media channels: information, quiz, etc. Lessons Learnt Increase knowledge about alcohol consumption and addiction, adopt healthier lifestyle and identify appropriate services. Recommandations Continue this activities & broaden awareness to staff member (tobacco, alcohol, drugs). Main Goals Improve well-being of students during their student life or/and festive life by developing their knowledge and adopting healthy behaviours. Motivation & Vision Health promotion and risk reduction. Domain Risk behaviour Criteria #91 The university organises prevention programmes in terms of alcohol, drugs, doping and tobacco. Target & Stakeholders University Students Time & Frame All year Team & Staff ULB Santé, Modus Vivendi, Fares, students Keywords Alcohol, tobacco, psychotropic drugs, addiction UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Brochures Animations Animations INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 130 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project “Anti-doping” and “No drugs” campaigns Description Drug prevention education, including the teaching of the importance of balanced meals. Evaluation Raising awareness of the risk of substance abuse/misuse can eventually reduce substantial long- term costs. Lessons Learnt We learned to maintain close collaboration with KOREA ANTI- DOPING AGENCY so that we will stay informed of the latest information pertaining to illegal drugs. Recommandations Communication with students is crucial in drug prevention education, and, in this regard, we emphasize the importance of teaching our faculty members to become positive role models for our students. Main Goals To encourage students to choose proper nutrition and balanced meals over drugs. Motivation & Vision The first and probably the best way to prevent drug use is an effective drug prevention education, and through such programme, we expect our students to learn to protect their own health and well-being. Domain Risk behaviour Criteria #92 The university organises educational programme preventing the use of doping. Target & Stakeholders Students, faculty members, staff members Time & Frame Education on illegal drugs to be provided by KOREA ANTI-DOPING AGENCY Team & Staff Health Service Centre / Athletics Division (Management Office) Keywords Drug, education, programme MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index.do contact website www.mju.ac.kr email sunhee@mju.ac.kr Public Health Centre Programme preventing the use of doping Programme preventing the use of doping INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 131 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project XPTO seXualidades & Cores Universas Description Counselling and psychological support projects on issues of diversity and sexual orientation, gender identity and expression, LGBT issues, training, and education for sexual and reproductive health. The service is confidential, anonymous, and free. Evaluation The projects are implemented every year and develop regular activity. Lessons Learnt Importance of developing projects related to the organisation’s research areas. Recommandations Implementation of anonymous. Methodologies to identify the needs of the academic community. Main Goals Support the academic community in the scientific and research areas of the University of Coimbra. For these themes in the areas of Psychology and Education Sciences. Motivation & Vision Having a more balanced and healthy academic community. Awareness of discrimination, violence, and prejudice and of the rights, freedoms and guarantees related to diversity and inclusion. Implementation of the Healthy Campus UC strategic plan. Domain Risk behaviour Criteria #93 The university informs and organises programmes about sexual health promotion. Target & Stakeholders Academic Community Time & Frame Annually Team & Staff Faculty of Psychology and Education Sciences Keywords Counseling, psychological support, diversity and sexual orientation, gender identity UNIVERSITY OF COIMBRA website https://www.uc.pt/healthycampusuc/ Poster XPTO Project Cores Universas Project Activity INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 132 Environment, sustainability and social responsibility INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 133 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project MOBILE program Description Travel expenses reimbursement. Cycling equipment: guarded parking, repair shop. Multi- modal accessibility to campuses: bicycles, carsharing, scooter, bike path, connection to the station. Evaluation Regular survey of multi-modal transport by University Community. There is a decrease of car use and increase of bicycle use and public transport. Lessons Learnt To use sustainable transport and select soft mobility. Recommandations Strengthen accessibility to PRM, continue the effort: reduce use of car. Every 3 year, the Environmental Department conduct mobility survey. Main Goals To enhance soft mobility within and into campuses, the program is aimed at increasing cycling, public transport, etc. as an alternative to the car. To improve access to cyclists, to reduce the use of individual car, to promote active road users. Motivation & Vision To increase accessibility within and into campus and reduce environmental impact. Domain Environment, sustainability and social responsibility Criteria #95 The university shall adopt and implement a policy and information to ensure the campus environment is accessible to the whole campus community (including users of wheelchairs, bicycles, scooters, skates, roller skates). Target & Stakeholders University Community Time & Frame All year + bicycle repair shop from Monday to Friday pm Team & Staff Department Infrastructures ULB Mobility & Environment Keywords Cyclists, environment, accessibility, soft mobility, home-to-campus travel UNIVERSITÉ LIBRE DE BRUXELLES website www.ulb.be contact ulb-sante@ulb.be Travel mode statistics: university staff member Repair shop Bike Guarded parking INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 134 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Study and sport without barriers Description Unhampered access to facilities, classrooms, premises and sports grounds as well as access to the services provided by them to all categories of the population. Evaluation Provision of services, including education and sports to all categories of the population. Full loading of sports facilities within the framework of extra- budgetary activities. Lessons Learnt Within the framework the project realization, the quality of the provided services keeps improving as well as consumers’ assessment of the services. Recommandations In order to meet the needs of the population and the further development of facilities, financial investments in infrastructure and personnel training are required. Main Goals Creation and maintenance of conditions. Providing with special sports and other equipment. Proper placement of equipment and media. Providing staff with assistance and advice in overcoming barriers to services. Motivation & Vision Providing and receiving fruitful information and knowledge, active studying of educational programmes, striving for physical and moral perfection, self- affirmation and satisfaction of cultural requirements in comfortable and equal conditions. Domain Environment, sustainability and social responsibility Criteria #95 The university shall adopt and implement a policy and information to ensure the campus environment is accessible to the whole campus community (including users of wheelchairs, bicycles, scooters, skates, roller skates). Target & Stakeholders Students, staff, teaching staff, visitors, spectators Time & Frame Per year Team & Staff Facilities Administration, Economic Activity Department Keywords Availability, development, health VOLGA REGION STATE UNIVERSITY OF PHYSICAL CULTURE, SPORT AND TOURISM website https://www.sportacadem.ru/ contact person andrey surdakov email a.surdakov@sportacadem.ru Accessible environment of sports facilities Accessible environment of sports facilities Accessible environment of sports facilities INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 135 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project UAlg+Healthy-Plastic Description Actions: 1. Return all the material used in bars. 2. Bring your own mug to drink, coffee or tea in bars. 3. Use the special plastic deposit to collect material for art projects. 4. Go to marine litter clean action. 5. Do the Seahorse itinerary BordaloII. Evaluation All UAlg’s services adopted the initiative. Researchers and Students have joined well, and they have organising ways to spread the impact. Number of bar, restaurants, cantinas that joint the initiative inside and outside the University of Algarve campus. Lessons Learnt UAlg+Healthy-plastic showed that behaviours inside campus have impacted the surrounding societal ecosystem. Good practices shared by from UAlg are more easily adopted in an inclusive way. Recommandations It is necessary to close the tap source of plastic litter in the oceans: the human use. More campaigns to REDUCE PLASTIC LITTER are urgent due to the direct negative impact in fisheries food resources, and the whole PLANET. Main Goals “UAlg+Healthy-Plastic” campaign - to contribute to a future “Plastic free” ocean and for a more sustainable environment for all of us and for future generations, contributing to reduce climate change effect, by the reduction of single use plastic. Motivation & Vision UAlg is deeply committed to teach and research marine science and environmental sustainability. Our research already produced evidence of impacts of plastics in the whole Ocean trophic web, including humans. Domain Environment, sustainability and social responsibility Criteria #96 The university shall develop partnership plan with external stakeholders to implement social responsibility activities and promote social inclusion and cohesion. Target & Stakeholders Students, staff and regional stakeholder Time & Frame All year Team & Staff UAlg R&D, V+, Social Action Services Keywords Sea protection, Nature rights, Migration of Climate change, Healthy habits of enjoying nature UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt contact person alexandra teodósio – vrateodosio@ualg.pt Poster UALG + Saudável - Plástico Urban Art with Marine Plastic Waste INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 136 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Trinity Sport Social Sports Programme Description Our social sports programmes run each academic term and consist of a number of programmes such as social 5 a side, 3x3 basketball, roundnet, learn to play GAA, touch rugby, badminton. Our social programmes also include our campus runs & UV events. Evaluation “Joining a sport, you’ve only ever been involved with casually can be quite intimidating. But joining the women’s social soccer is one of the best decisions I’ve made this year! The environment is so inclusive and accepting of all levels of players”. Lessons Learnt It is important to offer social programmes to give students an outlet away from their studies. Those who are socially active often have a better support system and self-esteem, which results in an increased sense of belonging and connectedness. Recommandations Continue to offer a variety of social sports. Survey the students annually to see what they would like to be available via the social sports programmes. Annual promotional campaigns to raise awareness of all social events available to students. Main Goals To provide students with as many opportunities to be physically active. Motivation & Vision Present as many social sports to our students to give them every opportunity to be active. Having a variety of social sports enables students to find something they enjoy doing in a social non- competitive environment. Domain Environment, sustainability and social responsibility Criteria #96 The university shall develop partnership plan with external stakeholders to implement social responsibility activities and promote social inclusion and cohesion. Target & Stakeholders Students and staff Time & Frame Academic terms for students and all year for staff Team & Staff Sports Participation Officer Keywords Social Sports, participation, physical activity, non-active TRINITY COLLEGE DUBLIN website www.tcd.ie contact person deirdre mullen-mcguinness email deirdre.mullen@tcd.ie Campus 5k Social ladies Soccer Social UV Glow in the Dark multi sports event INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 137 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Center for university students detained Description In 1998 University of Turin was the first in Italy to set up a section of the city prison for detained university students, in collaboration with the prison administration. The programs include degrees in Political science, Law, Art, Music, Theatre. Evaluation In the past years about 150 inmates have enrolled and about half graduated from university. In the academic year 2021/22, 66 inmates are enrolled in university courses. Lessons Learnt Working with the prison’s inmates offers an important added value for the university context, as it represents a challenging context for traditional forms of teaching. Recommandations It would be relevant to implement online teaching for inmates and the access to the online resources, as those can be important and enriching tools. This always considering the important value of human exchange that develops in face- to-face meetings. Main Goals Guarantee the access and the implementation of the right to study and more in particular to university study for persons deprived of personal liberty. Motivation & Vision Detention shouldn’t be a reason for renouncing the rights that the state provides for its citizens and it is also proven that prison education is a highly cost- effective investment both for inmates life during detention and for prevention of relapse. Domain Environment, sustainability and social responsibility Criteria #96 The university shall develop partnership plan with external stakeholders to implement social responsibility activities and promote social inclusion and cohesion. Target & Stakeholders Inmates, prison administration, Banking Foundation Time & Frame All year long Team & Staff Responsible, manager, academic tutor, teachers, volunteers Keywords Inclusion, prison education, resocialization, community, re-entry website https://en.unito.it/ contact franco.prina@unito.it – tutor.polocarcere@unito.it UNIVERSITY OF TURIN Prison classroom Prison university centre anniversary ceremony Graduation ceremony of inmate student INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 138 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project UCicletas Description Project for the provision and temporary use of conventional bicycles at the University of Coimbra, for the entire academic community, collaborators, researchers and students. Evaluation Every year more applications are submitted than there are bicycles, and the satisfaction of the participants is always very positive. Lessons Learnt The acquisition of habits and behaviours during the academic period remains for later life. Recommandations Identify with the academic community their preferences and act accordingly. Main Goals Promotion of habits of physical activity within the academic community of the University of Coimbra, through the adoption of alternative means of mobility. Promoting behaviours that contribute to achieving the goals for sustainable development. Motivation & Vision Promote services to the academic community that are in line with the strategies defined by the University. Contribute to reduce the use of personal vehicles on a regular daily basis. Making the UC a Sport and Sustainability reference. Domain Environment, sustainability and social responsibility Criteria #97 The university should implement a communication policy for the campus community promoting a friendly environmental travel from home to the university and the mobility inside the campus. Target & Stakeholders University Community Time & Frame All year Team & Staff UC Sport Team Keywords Soft mobility, UCicletas, Healthy Lifestyle, Sustainability UNIVERSITY OF COIMBRA website www.uc.pt contact person filipa.godinho@uc.pt email healthycampus@uc.pt UCicletas Bicycles UCicletas Participants Programme Logo INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 139 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project U-Bike Politécnico de Leiria - RIDING YOUR BIKE FOR KNOWLEDGE AND SUSTAINABILITY Description The U-bike Project aims to promote soft mobility. All members of the academic community may apply to be assigned a bicycle, provided they are holders of driving licenses and commit to ride a minimum of 40km per bike per month. Evaluation Increase in the number of registered users. Until March 2022, there were reductions on primary energy consumption (12.7%), and on CO2 emissions (45,712 kg), with an energy saving of 15.02 (toe) and a travelled total distance of 270967 km. Lessons Learnt The need to involve municipalities in the creation of cycle paths and charging stations in cities in order to increase the number of users. Recommandations Increase the project’s visibility through the dissemination of testimonies from users of the advantages of using the bicycle. Main Goals Promotion of the use of electric and conventional bicycles in academic communities. Contribution to the reduction of primary energy consumption. Contribution to the reduction of greenhouse gas emissions and pollutants atmospheric. Motivation & Vision Promoting changes in the modal split in urban travel, namely the transfer from individual motorized transport mode to cycling mode. Domain Environment, sustainability and social responsibility Criteria #97 The university should implement a communication policy for the campus community promoting a friendly environmental travel from home to the university and the mobility inside the campus. Target & Stakeholders University Students and Staff - IMTT Time & Frame Year-round since 2018 Team & Staff Social Services Sports Sector Keywords Sustainability, Smooth mobility, Energy saving, CO2 emissions reduction POLYTECHNIC INSTITUTE OF LEIRIA website www.ipleiria.pt contact https://ubike.ipleiria.pt/ – ubike@ipleiria.pt Polytechnic of Leiria’s U-Bike app One of the many U-Bike users on Leiria City One of the U-Bike docking stations INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 140 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Healthy Trinity: Smarter Travel Description Active commuting is strongly recommended by the WHO. By working with the National Transport Authority, Trinity promote walking, cycling and public transport with students and staff. Evaluation Trinity is a global leader in Smarter Travel: https://www.tcd. ie/healthytrinity/travel/Stats. php#2019. Lessons Learnt Walking, cycling and public transport are positively viewed in a university and once the private car is removed from campus, people no longer wish to travel by private car. Recommandations Promote walking, cycling and public transport and remove car parking. Main Goals To encourage students and staff to walk, cycle or take public transport to Trinity by taking action under six headings: 1. Events and Interventions. 2. Supportive Environment. 3. Co/-curricular. 4. Living Lab. 5. Funding. 6. Communications. Motivation & Vision By increasing walking, cycling and public transport, more people would be physically active particularly when stress levels are high towards the end of term. Domain Environment, sustainability and social responsibility Criteria #97 The university should implement a communication policy for the campus community promoting a friendly environmental travel from home to the university and the mobility inside the campus. Target & Stakeholders Students and staff Time & Frame 2011-2022 Team & Staff SU, HR, students, staff, national transport authority, estates Keywords walking, cycling, public tranport TRINITY COLLEGE DUBLIN website https://www.tcd.ie contact person martina mullin – mullinm1@tcd.ie The Smarter Travel website Living Lab data on how students and staff commute New bike parking installed on campus INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 141 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project UAlg+Healthy-Plastic Description Several actions were launched with communication to academia and poster spreads in UAlg Bar/ cantines, and later to restaurant, schools and region mupi: 1. Return all the material used in bars. 2. Bring your own mug to drink, coffee or tea in bars. 3. Use the special plastic deposit to collect material for art projects. 4. Go to marine litter clean action. 5. Do the Seahorse itinerary BordaloII. Evaluation All services inside the UAlg adopted the initiative, besides COVID, that bring the single items again on the agenda. Researchers and Students have joined well and they have organising ways to spread the impact. Number of bar/restaurantes/ cantinas that joint the initiative inside and outside the University of Algarve campus. Lessons Learnt UAlg+Healthy-plastic showed that behaviours inside campii have impacted the surronding societal ecosystem. Good pratices shared by from UAlg are more easily adopted in an inclusive way Recommandations Cleaning actions of plastic items coastal areas have educational but insignificant global impact. It is necessary to close the tap source of plastic litter in the oceans: the human use. More campains to REDUCE PLASTIC LITTER are urgent due to the direct negative impact in fisheries food resources, and the whole PLANET. Main Goals “UAlg + Healthy - Plastic” campaign in bar, canteen and residences main goals were to contribute to a future “Plastic free” ocean and especially for a more sustainable environment for all of us and for future generations,contribuiting to reduce climate change effect, by the reduction of single use plastic. Motivation & Vision UAlg is deeply committed to teach and research marine science and environmental sustainability. Our research already produced evidences of impacts of plastics in the whole Ocean trophic web, including humans. Domain Environment, sustainability and social responsibility Criteria #99 The university shall plan, implement and evaluate specific actions to improve the sustainability and use of infrastructure and resources. Target & Stakeholders Students, staff and regional stakeholder Time & Frame All year Team & Staff UAlg R&D, V+, Social Action Services Keywords Environmental and social responsability to sea protection, Nature rigths, Migation of Climate change, Healthy habits of enjoying nature. UNIVERSITY OF THE ALGARVE website https://www.ualg.pt/pt Poster UALG + Saudável - Plástico INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 142 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Green Zoom Universities Description ITMO has developed the Green Zoom Universities standard - Russia’s first-ever set of construction standards for innovative research and educational institutions that follows principles of the smart city model, environmentally friendly construction. Evaluation ITMO University has already taken steps towards decreasing its environmental footprint by installing water dispensers and organising waste sorting stations, as well as providing free scooter- sharing and bike parking for students. Lessons Learnt An active public position of the academic and student communities turns them into agents of change and makes it possible to promote the values of sustainable development to a wider audience. Recommandations To actively implement sustainability in the design and construction of university campuses and adapt the existing infrastructure to the corresponding standards. Main Goals Promotion of the Green Zoom Universities standard, which is Russia’s first system of practical recommendations for reducing power consumption and increasing water efficiency and sustainability of university campuses. Motivation & Vision To build the first object adhering to the new green standard, which will be the research and educational center located at ITMO Highpark. In the future, the solutions developed in the process could be applied in other educational centers. Domain Environment, sustainability and social responsibility Criteria #99 The university shall plan, implement and evaluate specific actions to improve the sustainability and use of infrastructure and resources. Target & Stakeholders Educational centers in Russia and abroad Time & Frame Perpetual Team & Staff Architects, engineers, ecologists, experts, IT specialists Keywords Sustainable development, green practices, energy and water efficiency ITMO UNIVERSITY website https://en.itmo.ru/ contact person evgeny raskin + 7 (905) 250 05 28 ITMO Highpark ITMO Highpark ITMO Highpark INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 143 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project UJ Clean Up Campaign Description The UJ Clean Up campaign is aimed at keeping the campuses clean and raising awareness on clean working and teaching and learning environments. The materials picked up are placed in specified recycle bins. All staff and students are involved. Evaluation Many people have stopped littering. People have adopted the use of bins provided. Lessons Learnt People find it embarrassing to throw away plastics in open spaces. The Clean Up campaign has improved the quality of life on campuses. Recommandations All persons must be encouraged to use bins provided in public spaces. Littering should be punishable if found/caught in the act. Main Goals To keep a healthy, clean environment. To teach the campus community to respect the environment. To encourage people to recycle plastics, bottles & other waste materials. To encourage the campus community to make UJ a cleaner & sustainable environment. Motivation & Vision Keeping a clean studying, working and living environment is important for individual and collective well-being. Clean environments are not only important for people, but they are also important for the natural ecosystem. Domain Environment, sustainability and social responsibility Criteria #99 The university shall plan, implement and evaluate specific actions to improve the sustainability and use of infrastructure and resources. Target & Stakeholders Students and Staff Time & Frame Weekly Team & Staff Students, Staff, Operations Department, City of Johannesburg Municipality Keywords Clean-up, Environment, Environmental Sustainability, No Littering, Clean Up Campaign, Recycle UNIVERSITY OF JOHANNESBURG website www.uj.ac.za Clean Up campaign at UJ Clean Up campaign partnership with the City of JHB Clean Energy Initiatives INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 144 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices Name of the project Low-carbon Green Initiatives Description Engineering building 5: rainwater collection. Engineering building 2: using sunlight to heat water and generate electricity. Myongji park: green landscape for university community on campus. Evaluation Green campus initiatives implemented by our institution resulted in saving energy, reducing long term costs and also creating many other positive impacts on the local community. Lessons Learnt Climate change is clearly one of grand challenges facing humanity, and we came to learn that universities should take the lead in creating a more sustainable tomorrow by developing new and longer- term policies for tackling climate change. Recommandations We believe investing more in sustainable buildings will reduce long term costs. Main Goals To protect the environment and promote green campus sustainability. To educate future professionals for green economy. Motivation & Vision To create an eco-friendly campus and take the lead in creating a more sustainable tomorrow (as a university which earned its official status as “Low- Carbon Green Campus” by the Ministry of Environment and Korea Environment Corporation in 2011). Domain Environment, sustainability and social responsibility Criteria #100 The university shall plan, implement, evaluate and improve specific actions to reduce the energy consumption of facilities and avoid waste as much as possible. Target & Stakeholders Students, faculty members, staff members Time & Frame Since 2011 Team & Staff Office of Planning & Coordination/ Facilities & Maintenance Team Keywords Green campus, green industry, human capital for green growth, experts for green economy Arts and Design Centre (Low-carbon Green Campus) Myongji Campus Complex (Low-carbon Green Campus) Clean Campus Campaign MYONGJI UNIVERSITY website https://www.mju.ac.kr/us/index.do contact website www.mju.ac.kr email ch10005@mju.ac.kr INTERNATIONAL UNIVERSITY SPORTS FEDERATION │ 145 Healthy CampusHealthy Campus 2021 FISU Healthy Campus Best Practices List of Universities Registered on Healthy Campus Programme Australian Catholic University Bashkir State Medical University Mario Pontes Jucá University Center Chang’an University Chengdu Sport University Chengdu University Chinhoyi University of Technology Don State Technical University Donghua University Guangdong Polytechnic Guangdong Polytechnic of Industry and Commerce Institute of Technology Carlow Institute of Technology Sligo Institute of Technology Tralee Polytechnic Institute of Beja Polytechnic Institute of Viana do Castelo - IPVC Institute of Technology Costa Rica ISCTE - University Institute of Lisbon ITMO University Kazakh Academy of Sport and Tourism King Saud University King’s College London Liaoning Agricultural Technical College Makerere University McMaster University Murdoch University Myongji University Nagaland University National Research University Moscow Power Engineering Institute National University of Ireland National University of Singapore Ningxia Vocational Technical College of Industry And Commerce Obuda University Orenburg State Medical University Peking University Plekhanov Russian University of Economics Polytechnic of Leiria Pontifical Catholic University of Valparaíso Privolzhsky Research Medical University Prof. V.F. Voino-Yasenetsky Krasnoyarsk State Medical University Queensland University of Technology RUDN Universtiy (Peoples’ Friendship University of Russia) Shanghai International Studies University Shanghai University of Finance and Economics Shanxi University Siberian Federal University Siberian State Medical University Estonian Academy of Security Sciences Tartu Health Care College The Southern Federal University - The Academy of Physical Culture and Sport The University of Auckland The University of Western Australia Trinity College Dublin Ulster University Unicerrado - University Center of Goiatuba University of Rio Verde University of Camilo José Cela University of Burgos University of Guanajuato University of Málaga University of Santiago de Chile University of Zaragoza University of Pablo de Olavide Peruvian University of Applied Sciences University Veracruzana University of Maia (ISMAI) & Polytechnic Institute of Maia (IPMAIA) University of Minho University of Porto Federal University of Goiás University NOVA of Lisbon University Paulista UNIP University IULM Autonomous University of Barcelona University of Lucerne University of Geneva University of Lausanne Université Libre de Bruxelles University of Antwerp University of Aveiro University of Coimbra University of Doha for Science and Technology University of Johannesburg University of Milan - Bicocca University of Physical Education University of Split University of St.Gallen University of the Algarve University of Turin UNLaM - National University of La Matanza Volga Region State University of Physical Culture, Sport and Tourism Wageningen University and Research Centre Waterford Institute of Technology Zhejiang Police Vocational Academy LEONZ ERIC WORLD MAP BP GENERIC HC MGMT PHYSICAL NUTRITION PREVENTION MENTAL SOCIAL RISK ENVIRONMENT SOMMAIRE

A Dynamic North-South Model of Demand-Induced Product Cycles∗ Reto Foellmi† Sandra Hanslin Grossmann‡ Andreas Kohler § May 9, 2017 Abstract This paper presents a dynamic North-South general-equilibrium model where per capita incomes shape demand patterns across regions. Innovation takes place in a rich North while firms in a poor South imitate products manufactured in North. Allowing a role for per capita incomes in determining demand delivers a complete international product cycle as described by Vernon (1966), where the different stages of the product cycle are not only determined by supply-side factors but also by the distribution of income between North and South. We analyze how changes in the gap between North and South due to changes in Southern labor productivity, population size in South and inequality across regions affect the international product cycle. In line with presented stylized facts, we predict a negative correlation between adoption time and per capita incomes. JEL classification: F1, O3 Keywords: international product cycles, inequality, international trade ∗We thank Josef Zweimüller, Peter Neary, Jim Markusen, Fabrizio Zilibotti, Kiminori Matsuyama, Claudia Bernasconi, and Andreas Steinhauer for valuable discussions. Financial support by the Swiss National Science Foundation (SNF) is gratefully acknowledged. †University of St. Gallen, Department of Economics, Bodanstrasse 8, CH-9000 St. Gallen, e-mail: reto.foellmi@unisg.ch ‡Swiss National Bank, Boersenstrasse 15, CH-8022 Zurich, Switzerland, e-mail: sandra.hanslin@snb.ch §Federal Department of Economic Affairs, Education and Research, Agroscope, Taenikon 1, CH-8356 Ettenhausen, e-mail: andreas.kohler@agroscope.admin.ch 1 1 Introduction Recent years have seen an unprecedented expansion of international trade. This expansion has gone together with the entry of important emerging economies like China into the world market. This raises the following question: What are the global implications for innovations and long-run productivity growth? At first sight, there are two opposing forces at play. On the one hand, the rise of emerging economies triggers quicker imitation of Northern innovations, and on the other hand, when per capita incomes play a role for demand, growing incomes of consumers raise market demand for innovative products. To analyze this question we take up the idea of the international product cycle, first proposed by Vernon (1966). He hypothesized that new goods would be introduced in countries with high per capita incomes (catering to the needs of a rich market), after some time demand for these goods emerges in poorer countries abroad as incomes grow and exports start. Later on, goods are imitated by less advanced countries, which have a relative cost advantage, such that the production moves there. Completing the cycle, goods that were once exported by rich countries are eventually imported by them. In a follow-up paper, Vernon (1979) explicitly emphasized the role of the demand side in shaping the typical product cycle: In the early part of the post-war period, the US economy was the repository of a storehouse of innovations not yet exploited abroad, innovations that responded to the labour-scarce high-income conditions of the US market. As the years went on, other countries eventually achieved the income levels and acquired the relative labour costs that had prevailed earlier in the United States. As these countries tracked the terrain already traversed by the US economy, they developed an increasing demand for the products that had previously been generated in response to US needs. That circumstance provided the consequences characteristically associated with the product cycle sequence . . . (Vernon 1979, p. 260). To model the idea that per capita income plays a role for demand, we modify Grossman and Helpman’s (1991) formalization of the product cycle by replacing constant-elasticity-of-substitution (CES) utility with non-homothetic utility. This setup provides a demand-based dynamic model which is able to generate the three stages of the product cycle as Vernon (1966) described: (1) a product is exclusively produced and consumed in North, (2) a product is produced in North and exported to South and (3) a product is imitated and exported from South to North. What is the contribution of non-homothetic utility to the theory of international product cycles? Homothetic, separable CES utility cannot deliver a complete product cycle without introducing additional parameters (e.g. fixed export costs), as each consumer always buys all goods, irrespective of her income. Hence, supply-based approaches cannot capture the fact that countries with lower per capita incomes consume products later in the cycle (i.e. the first stage mentioned above is missing). This is inconsistent with the stylized fact that product 2 adoption strongly correlates with the level of per capita income (see Section 4).1 We analyze our question of interest in a dynamic general-equilibrium model of two regions, a wealthy North and a poor South. Households have identical non-homothetic utility functions defined over differentiated products such that consumption patterns differ across regions. In particular, households in North can afford to consume more and newer products than households in South. Monopolistic firms in North innovate new products (horizontal innovations) whereas competitive firms in South randomly target Northern products for imitation. Trading products across regions is costless (see Section 2.4 for a discussion of this simplifying assumption). In steady state, products follow the following cycle: A new product is developed and introduced in North. Only after a certain time have households in South become rich enough to afford a ”new” product that is produced in North. This demand lag increases in the degree of inequality across regions and decreases, ceteris paribus, with the innovation rate.2 In other words, if Southern households are relatively poor the demand lag is large. Similarly, if incomes grow at a low rate the demand lag is large too. As time elapses further, South eventually masters the technology to manufacture the product. Southern firms choose at random (because utility is symmetric across products) which Northern products to copy that have not yet been imitated.3 They must invest resources in order to reverse engineer the production process of a randomly chosen product. Once they have invested the necessary resources, they enter into price competition with the innovating firm in North. Because they have a cost advantage due to lower wages, they can underbid the Northern innovator and capture the whole market. Hence, South becomes an exporter of that product. In this model, the average time span a product is being manufactured in North is determined endogenously. This mechanism describes, in the aggregate, a product cycle as described by Vernon (1966). Attempts to formalize Vernon’s product cycle date back to Krugman (1979). In his model, a advanced North introduces new products at a constant exogenous rate and a less advanced South copies those goods, also at a constant exogenous rate. Higher per capita income in North depends on quasi rents from the Northern monopoly in new goods, i.e. North must continually innovate to maintain its relative and absolute position. Subsequently, Grossman and Helpman (1991) endogenized innovation and imitation rates. In their model, long-run growth is faster the larger the resource base of South and the more productive its resources in learning the 1Melitz (2003), for example, introduces fixed export costs, which incur when entering a foreign market, such that products can be ranked by technology (i.e. prices, which reflect productivity). In fact, fixed export costs are necessary (and sufficient) for the existence of an equilibrium with partitioning of firms by export status in which trade liberalization induces reallocation and distributional changes among firms. In our model, products can be ranked by preferences (i.e. reservation prices). More generally, Murata (2009) shows in a static general equilibrium model that products can be ranked by their relative importance of desirability and technological feasibility. 2Our use of the term ”demand lag” differs from Posner (1961). He thinks of the demand lag as the delay in the acceptance of foreign goods in the domestic market, i.e. foreign goods might not be considered perfect substitutes for home-produced goods until some time elapses. We define the demand lag as the time it takes in the poor South for incomes to grow sufficiently such that households there can afford to buy goods produced in North, abstracting from differences in tastes. 3The assumption of random imitation allows for the possibility that some products skip the export stage. However, our model implies that a product follows, on average, the typical product cycle. We discuss this in Section 2.5. 3 production process. The reason is that profits during the monopoly phase are higher when a smaller number of Northern firms compete for resources in the manufacturing sector, which outweighs the effect of a higher risk-adjusted interest rate since profits accrue on average for a shorter period of time. Both models, as well as recent work by Acemoglu, Gancia and Zilibotti (2012), focus on supply-side aspects of the product cycle theory, i.e. how the diffusion of technology and the determination of relative wages depend on technology parameters. In all these approaches, demand patterns in North and South are identical because agents have homothetic utility. There is only a small strand of literature dealing with demand-side explanations of the product cycle. Flam and Helpman (1987) and Stokey (1991) focus on vertical innovations with quality differences between North and South. Different from our approach, Flam and Helpman (1987) rely on exogenous technical progress, whereas Stokey (1991) presents a static Ricardian trade model of different demand structures (similar examples include Markusen 1986, Falkinger 1990, Matsuyama 2000, Behrens and Murata 2012, and Li 2013). More closely related to our paper is Kugler and Zweimüller (2005), who propose a dynamic North-South model with non-homothetic utility. However, the exogenous determination of interest rates makes theirs a partial-equilibrium model. Furthermore, the focus of their analysis is on the cross-sectional composition of aggregate demand rather than on product cycles. Our paper, in contrast, studies endogenous imitation with horizontal innovations in a dynamic general-equilibrium ”new” trade model. To our knowledge, we are the first to provide a tractable dynamic general-equilibrium in a two-country setting with non-homothetic utility that is able to deliver a complete product cycle in line with stylized facts. An extensive strand of product cycle literature deals with intellectual property rights (IPR). For instance, Helpman (1993), Glass and Saggi (2002), and Lai (1998) find that stronger IPR reduce the rate of innovation when technology is transferred through imitation. Our model is consistent with these results. Although we are not interested in the effects of IPR on the product cycle and do not address this issue, we can still think of ways how IPR could enter the model. Tighter IPRs might be implemented by higher costs of imitation which imply a longer lifetime of the Northern product which in turn is related to a lower innovation rate. The remainder of the paper is structured as follows. In Section 2, we introduce the model and solve for the steady state and transitional dynamics. Comparative statics results of changes in Southern productivity, relative country sizes and changes in inequality across regions are discussed in Section 3. To illustrate the different stages of the product cycle we look at the case study of the countertop microwave oven (and five other typical consumer durables in the twentieth century) in Section 4. Section 5 discusses heterogeneity on the demand and supply side. Eventually, Section 6 concludes. 4 2 Model 2.1 Distribution and endowments The economy consists of two regions i ∈ {N,S}, an industrialized North (N) and a less developed South (S). The population size of the economy is L; a fraction β lives in South and a fraction (1− β) in North. We assume that each household regardless of its residence inelastically supplies one unit of labor on the local labor market. This implies that aggregate labor supply in South is given by βL, and by (1 − β)L in North. Furthermore, suppose that each household holds domestic and foreign assets. Hence, income inequality is endogenously determined and originates from differences in labor and capital incomes across countries. With non-homothetic utility, the difference between gross domestic and gross national product, or generally, current account imbalances play a non-trivial role. Since we want to discuss a reduction of the income gap between North and South (see Section 3.3), we allow for a non-zero trade balance. To this end, we allow for a transfer system, e.g. foreign aid, between North and South. The transfer system assumes that each household in North pays a lump-sum transfer TN (t) ≥ 0 and each household in South receives TS(t). The transfer system must run a balanced budget in each period such that (1 − β)LTN (t) = βLTS(t), and transfers grow at the same rate as incomes. We will take TS(t) as the exogenous variable so that through the balanced budget condition TN (t) is endogenously determined. 2.2 Preferences We specify the objective function of the household’s static maximization problem as follows. There is a continuum of differentiated products in the economy indexed by j ∈ [0,∞), where only a subset N(t) is available on the market at a given point in time t. We assume differentiated products to be indivisible, and model consumption as a binary decision. Hence, households consume either 1 unit of product j at time t, or they don’t consume that product at all. Note that for the sake of readability, we drop the region index i where no confusion arises. All households have the same preferences, with a non-homothetic instantaneous utility function given by u ( {c (j, t)}N(t) j=0 ) = ∫ N(t) 0 c (j, t) dj (1) where c(j, t) is an indicator function that takes the value one if product j is consumed, and zero otherwise. The indicator function c(j, t) will be specific to the income group, i.e. the region. The specification of the utility function contrasts with the constant-elasticity-of-substitution (CES) form as follows. For a given set of products, households can only choose consumption along the extensive margin with 0-1 preferences, i.e. choose how many different products they want to purchase. Instead, with CES utility they can only choose consumption along the intensive margin, i.e. how many units of each product they want to buy since households will always buy all available products.4 Furthermore, note that the utility function in (1) is 4Generally, if income per capita increases, single-product firms will both increase quantities and prices if you hold the number of firms and products constant, when non-homothetic utility are assumed. In the homothetic 5 symmetric, i.e. no product is intrinsically better or worse than any other product. In other words, there is no explicit consumption hierarchy. This allows us to order products in ascending order from old to new, such that product j was developed before product j′, where j′ > j. Households maximize (1) with respect to the budget constraint E(t) =∫ N(t) 0 p (j, t) c (j, t) dj, where E(t) denote expenditures at time t. Expenditures E(t) are given in the static problem but are determined endogenously in the intertemporal problem presented in Section 2.4.6 below. We get the following first order conditions: c (j, t) = 1 p (j, t) ≤ z (j, t) 0 p (j, t) > z (j, t) (2) where z(j, t) ≡ 1/λ(t) denotes the willingness to pay and λ(t) the Lagrange multiplier. Figure 1 below shows the individual demand curve (2) for product j. The Lagrange multiplier λ(t) can be interpreted as marginal utility of wealth. Households purchase one unit of a product if the price of that product does not exceed their willingness to pay. Since the utility function is symmetric over all products, the willingness to pay is identical for all products j. However, the willingness to pay depends on λ(t), i.e. on the shadow price of expenditures. Hence, consumption patterns differ across regions since by our distributional assumptions expenditures differ across regions. Wealthy households in North, with a lower equilibrium value of λ, consume a larger set of products than poor households in South. Lemma 1 below makes this statement precise. It shows how the willingness to pay z(t), equal to the inverse of the Lagrangian multiplier, depends on static expenditures and the distribution of prices. Lemma 1. Because of symmetry let goods’ prices be ordered such that p(j′, t) ≥ p(j, t) for j′ > j. We define P (Ni, t) = ∫ Ni 0 p (j, t) dj where Ni ≤ N(t). For given expenditures Ei, the willingness to pay z(j, t) = z(t) = 1/λ(t) is the same for all goods at any given point in time, and is given as follows z(t) = p(Ni, t) Ei(t) = P (Ni, t) < P (N(t), t) p(N(t), t) Ei(t) = P (N(t), t) ∞ Ei(t) > P (N(t), t). CES case, only quantities increase and prices/markups stay constant. With 0-1 preferences, only prices increase and quantities stay constant. For intermediate cases, e.g. quadratic preferences giving rise to linear demand, both quantities and prices increase. See Appendix A.1 for a comparison of different non-homothetic utility functions. 6 !(!, !) !(!, !) 1 0 !(!, !) Figure 1: Individual demand 2.3 Technology and trade integration 2.3.1 Innovation technology in North New products are designed and developed in high-income countries.5 Each firm in North is a single-product firm, which has access to the same innovation technology. The creation of a new product requires FN (t) = FN/N(t) units of labor, once this set-up cost has been incurred, the firm has access to a linear technology that requires bN (t) = bN/N(t) units of labor to produce one unit of output, with FN , bN > 0 being positive constants. Innovations constitute an important spillover because they imply technical progress. We assume that the knowledge stock of the economy equals the number of known designs N(t). The labor input coefficients are inversely related to the stock of knowledge. New products are protected by infinite patents but face a positive probability of being copied by a Southern firm (i.e. patent infringement). We assume that firms in North cannot license technology to Southern firms, or set up manufacturing plants in South (i.e. engage in foreign direct investment). 2.3.2 Imitation technology in South and transportation costs As in Grossman and Helpman (1991), we assume that each new product, which has been developed in North at time t, faces the same positive probability of being imitated by a Southern firm at some time t̃ > t. At the time the product is developed, date t̃ is unknown. In other words, t̃ is a random variable that represents the age of a product at the time of 5In principle, one could think that both North and South have access to the innovation technology but that South is sufficiently unproductive at developing new products compared to North, such that in equilibrium no innovation takes place in South. Since it is difficult to measure research productivity, for illustration’s sake, consider research input. World Bank (2014) data on research and development spending of low/middle and high income countries show that high income countries on average spent about 2.5 times as much on R&D in percent of their GDP than low and middle income countries during the period 2000-2007. 7 imitation. A Southern firm selects at random one of the existing products in North, which has not yet been copied, for imitation. We assume that firms in South benefit in reverse engineering and production from the total stock of knowledge (i.e. there are international knowledge spillovers).6 Imitation of a selected product requires FS(t) = FS/N(t) units of labor, with FS > 0. Investing FS(t) allows a Southern firm to learn the production process of the randomly chosen product with probability one. Hence, there is complete certainty for a Southern imitator that reverse engineering succeeds. Subsequent production of the copied good requires bS(t) = bS/N(t) units of labor per unit. Finally, we assume that product markets are fully integrated and trade costs are zero. 2.4 Equilibrium Depending on parameter values, two decentralized equilibria can emerge: (i) households in South are too poor to afford any Northern products or (ii) they can afford at least some Northern products. In case (i) no trade equilibrium exists. Hence, we focus on the interesting case (ii), and assume in the following that households in South can afford some Northern products. In proving the existence of the equilibrium, we will derive the necessary assumption on parameters. Let us denote the set of all products available in the economy as N(t) = NN (t) +NS(t), where NN (t) denotes the subset of products that have not yet been imitated by South, and NS(t) the subset of products that have been copied by South. 2.4.1 World demand In the equilibrium we consider, households in North consume all products available in the market NN (t) = N(t), whereas households in South consume only a subset of all products NS(t) ⊂ N(t), which includes all products manufactured in South and some but not all Northern products. World demand for product j can be derived by horizontally aggregating individual demand (2) across regions. It is determined by: C (j, t) = 0, p (j, t) > zN (t) (1− β)L, zS (t) < p (j, t) ≤ zN (t) L, p (j, t) ≤ zS (t) (3) where zi (t), with i ∈ {N,S}, denotes the willingness to pay of households in North and South, respectively. From Lemma 1 we know that the willingness to pay is the same for all products j, hence aggregate demand is the same for all products. World demand (3) is depicted in Figure 2 below. If the price of a product exceeds the willingness to pay of Northern households, there is no demand for that product. With a price between the willingness to pay of Southern 6The assumption of international knowledge spillovers is not essential for the model. We may also assume other forms of spillovers. In Appendix A.2, we explore the case of different knowledge spillovers where imitation in South is easier with respect to imported Northern products relative to non-imported Northern products (learning-by-importing). 8 !(!, !) !(!, !) 0 !!(!) !!(!) !!(!)!!(!) !!(!)!!(!) ! (1 − ! )! Figure 2: World demand and Northern households only the latter purchase the product. If the price falls short of the willingness to pay of households in South everyone purchases it. Figure 2 is drawn under the assumption that the willingness to pay of Southern households exceeds marginal costs bN (t)wN (t), which holds true in the equilibrium of interest. 2.4.2 Aggregate supply Let us first consider the problem of a monopolistic firm j located in North. Firm j maximizes operating profits πN (j, t) = [ p(j, t)− wN (t)bN (t) ] C(j, t) (4) subject to aggregate demand (3) by choosing a price p(j, t) such that marginal revenue equals marginal cost. From Figure 2 and the discussion in the previous section it follows that there are two candidates for the price that maximizes profits (4). Firm j either sets a high price equal to the willingness to pay of Northern households zN (t) and sells exclusively to domestic households, or it sets a low price equal to the willingness to pay of Southern households zS(t) and serves both markets. Firms cannot price discriminate across regions. As there are no trade costs, arbitrageurs would take advantage of any price differential between North and South.7 Thus, exporters set 7The threat of arbitrage opportunities imposes a price setting restriction on firms. If there are no trade costs the price setting restriction is always binding. However, in the presence of iceberg trade costs the price setting restriction might not be binding. In particular, if the difference in per capita incomes between North 9 the same price in both regions. This implies that in equilibrium not all Northern firms export. To see this, suppose that at every point in time all Northern firms would set prices equal to the willingness to pay of Southern households and sell to everyone. In that case, households in North would not exhaust their budgets. According to Lemma 1, the shadow price of their (lifetime) income would become zero. That would imply an infinitely large willingness to pay for an additional product. Consequently, Northern firms have an incentive to deviate from selling to everyone and sell exclusively in North. Hence, a situation where all Northern firms serve all households cannot be an equilibrium. In an equilibrium, where some Northern firms serve all households in both regions and others serve exclusively the domestic region, firms must be indifferent between selling only to Northern households and selling to all households at any point in time. Hence, the following arbitrage condition must hold [ zN (t)− wN (t)bN (t) ] (1− β)L = [ zS (t)− wN (t)bN (t) ] L. (5) In the aggregate, a fraction n of firms sells in both North and South whereas (1− n) firms sell only in North. Due to symmetric subutility, however, the behavior of an individual firm is indeterminate. Because we are free to order the different goods, we may think of the following firm behavior at the micro level that generates the described outcome at the macro level: After developing a new product each firm starts marketing its product solely in North and after a certain period of time has elapsed, i.e. the time it takes for incomes in South to have grown sufficiently, begins exporting. In that case, there are at any point in time new products that are sold exclusively in the domestic market and older products that are exported as well. Section 5 discusses extensions where the product cycle at the firm level is determinate. We argue that, while the model would become substantially more complex, the basic structure and intuition of the baseline model is preserved. The Northern firm, which develops product j at time t, faces a positive probability that its product will be copied by a Southern firm. After a product has been imitated, the Southern firm maximizes operating profits πS(j, t) = [ p(j, t)− wS(t)bS(t) ] C(j, t) where C(j, t) = L is given by (3). After the firm in South has copied the Northern product and South were sufficiently low, all newly invented products would be exported to South right away. Hence, the introduction of iceberg trade costs contracts the set of all possible combinations of parameter values for which the equilibrium discussed in the text exists, however, that set does not become empty. For a discussion on the characteristics of the equilibrium emerging with iceberg trade costs in the case of static trade models with non-homothetic preferences see e.g. Foellmi, Hepenstrick and Zweimüller (2013) and Fajgelbaum, Grossman and Helpman (2011). Clearly, pricing to market is relevant, as e.g. Atkeson and Burstein (2008) demonstrate. With segmented markets and/or positive trade costs, firms would price discriminate across markets and set a higher price in North. In equilibrium, more firms would export to South compared to a situation where no price discrimination is possible. In the model, allowing for price discrimination would affect the arbitrage condition (5) such that the right hand side would be larger. While the RS-curve is unaffected, the NA-curve would shift to the left in Figure 4. In equilibrium, the share of products consumed by South m would be higher and - via the RS-curve, the labor market clearing in South - the growth rate g would be lower. 10 j, it enters into price competition with the Northern firm currently producing j (i.e. the innovating firm). This forces the Southern firm to set a limit price equal to the marginal costs of the competing firm in North. Hence, optimal prices of Southern products are equal to wN (t)bN (t).8 2.4.3 Labor markets Labor is immobile across regions but regional labor markets are assumed to be perfect. In particular, in North labor is completely mobile between production and R&D, and in South between production and reverse engineering. Labor market clearing in North demands that (1− β)L = g(t)FN + bNL [n(t)−m(t)] + (1− β) bNL [1− n(t)] (6) where we defined g(t) ≡ Ṅ(t)/N(t), and the share of goods consumed and produced in South as n(t) ≡ NS(t)/N(t) and m(t) ≡ NS(t)/N(t), respectively. The first term in (6) on the right-hand side denotes labor demand from the R&D sector, the second term labor demand from the production of older Northern products consumed by all households in both regions, and the third term labor demand from the production of newer Northern products exclusively consumed by Northern households. Similarly, labor market clearing in South requires βL = gS(t)m(t)FS +m(t)bSL (7) where we defined gS(t) ≡ ṄS(t)/NS(t). The right-hand side in (7) denotes labor demand from reverse engineering, and production of imitated products which are consumed by all households in both regions. 2.4.4 Capital markets We assume that international capital markets are perfect, hence, interest rates equalize across regions. The expected present discounted value of profits of product j that was introduced at time t is determined by equation (8) below, given the instantaneous rate of imitation µ(t) ≡ ṄS(t)/NN (t). We make the standard assumption of free entry into product development in North. Hence, the expected value vN (j, t) of product j must equal R&D costs wN (t)FN (t), vN (j, t) = ∫ ∞ t exp ( − ∫ s t (r(τ) + µ(τ)) dτ ) πN (j, s) ds = wN (t)FN (t). (8) 8Grossman and Helpman (1991), henceforth GH, have to distinguish two cases: the wide-gap case and the narrow-gap case. In the wide-gap case the Southern monopoly price falls short of Northern marginal costs. This is the case when the gap between Southern and Northern wages is large. If the gap between wages is small, the Southern monopoly price would be larger than Northern marginal costs. A Southern firm that charges its monopoly price would be undercut by its Northern rival. Hence, in this narrow-gap case Southern firms charge prices marginally below the marginal cost of Northern firms. Our case is similar to GH’s narrow-gap case. A situation where Southern firms set the monopoly price cannot occur in a trade equilibrium here since zS(t) > wN (t)bN (t) > wS(t)bS(t), as otherwise no firm in North would export to South. 11 Note that profits are discounted using the risk-adjusted interest rate r(τ) +µ(τ), where r(τ) is the risk-free interest rate and µ(τ) the risk premium. Since we assume capital markets to be perfect, households can diversify away the idiosyncratic risk of a Northern firm being copied by holding a portfolio of shares in all Northern firms. Free entry also prevails in the reverse engineering sector in South, which is not an uncertain activity, so that their present discounted value of profits vS(j, t) must equal the imitation cost wS(t)FS(t), vS (j, t) = ∫ ∞ t exp ( − ∫ s t r(τ)dτ ) πS (j, s) ds = wS(t)FS(t). (9) 2.4.5 Asset holdings and balance of payments The balance of payments in present value terms is determined by 0 = ∫ ∞ 0 {[ (1− β)LNS(t)wN (t)bN (t)− βL ( NS(t)−NS(t) ) zS(t) ] + βLTS(t)} exp ( − ∫ t 0 r(s)ds ) dt (10) where the first term in brackets on the right-hand side denotes the trade balance and the second term net transfer payments. We assume that net foreign assets (portfolio investments) are zero.9 Note that if TS(t) > 0 for all t, South runs a (permanent) trade deficit, i.e. the value of its exports falls short of the value of its imports. 2.4.6 Intertemporal problem of the consumer We now consider the optimal intertemporal allocation of consumption expenditures. The representative household maximizes utility over an infinite horizon with the following objective function U(0) = ∫ ∞ 0 e−ρt log u (t) dt where ρ > 0 denotes the time preference rate and u(t) is the consumption aggregator of the different goods, whose value follows from maximizing (1) with respect to the static budget constraint E(t) = ∫ N(t) 0 p (j, t) c (j, t) dj. Households maximize their lifetime utility subject to their lifetime budget constraint∫ ∞ t=0 e−R(t)E(t)dt ≤ a(0) + ∞∑ t=0 e−R(t) [w(t) + T (t)] dt where r(t) the risk-free interest rate, a(0) initial wealth, and w(t) the market-clearing wage rate. Along the optimal path, the growth rate of expenditures is characterized by the standard 9Because of equal interest rates, consumption growth is identical across regions in steady state. Hence, net foreign assets will remain zero forever. If net foreign assets are non-zero, TS is to be interpreted as sum of transfer and interest payments. For a formal derivation of the balance of payments see Appendix A.5. 12 Euler equation Ė(t) E(t) = r(t)− ρ. (11) 2.5 Steady state The economy is in a steady state if Northern firms introduce new products at a constant rate g and Southern firms imitate at a constant rate µ. In steady state, shares of resources devoted to R&D and production are constant, and the fraction of Northern products that have not yet been imitated is constant. Furthermore, prices of Northern and Southern products and therefore, profits of Northern firms are constant. Let us choose the marginal costs of production of Northern firms as the numeraire, and set wN (t)bN (t) = 1 for all t. First, we turn to the first-order conditions of the household’s maximization problem. The Euler equation (11) implies equal growth rates of consumption in North and South. We guess and will verify in equilibrium that the growth rate of expenditures equals the growth rate of products g = r − ρ. (12) Households’ budget constraints in steady state are given in Appendix A.4. Now, consider the equilibrium in the labor markets. The resource constraint in South (7) becomes βL = gmFS +mbSL. (13) A higher fraction of products that have been imitated m implies that there is more imitation activity in South so that on average Northern products are copied sooner, ceteris paribus. This tends to depress innovation activity in North implying a lower g. The resource constraint of North (6) can be written as follows in the steady state (1− β)L = gFN + LbN (n−m) + (1− β)LbN (1− n) (14) where n denotes the ”consumption gap” between South and North. Note that a higher share of South in total production m releases resources from the production sector in North that can be reallocated to the R&D sector, ceteris paribus. This allows North to introduce new products at a higher rate g. Furthermore, a higher consumption share of South n induces a reallocation of resources from the R&D sector to the production sector in North to satisfy the additional demand for existing Northern products by South, thereby depressing innovation in North, ceteris paribus. Next, a fixed inter-sectoral allocation of labor implies that prices of Northern products must be constant in steady state. We denote the price of a new product that is sold exclusively to Northern households as zN . Since all firms face the same demand curve and have the same cost structure, zN is identical for all new products j ∈ (NS(t), N(t)]. From the arbitrage condition (5) follows that prices for all old Northern goods j ∈ (NS(t), NS(t)], which are sold to all households, are also constant and determined by zS = β + (1− β) zN . Moreover, this 13 implies that profits are constant over time. Prices of Southern products wN (t)bN (t) are equal to 1 due to our choice of numeraire. This is consistent with the steady state, else demand for Southern labor would change over time. Let us consider the average life cycle in steady state of some product j, which is introduced at time t. In expectation, the product is imitated at t̃ = t + 1/µ, since the imitation rate µ is constant in steady state. Between t and t̃ production takes place in North. Since products are symmetric, all firms in North are indifferent between selling to Northern consumers or the whole world population. However, we are free to order the products in the way that the newest products are sold in North only and then exported to South.10 At the time of introduction product j is sold at price zN exclusively to Northern households. At time t+ ∆, where N(t) = NS(t + ∆) = NS(t) exp (g∆), the Northern firm producing good j lowers the price to β + (1− β) zN and exports it to South. The average time length ∆, until when a product is exported, is endogenously determined in the model. The average demand lag equals ∆ = − log (n) /g > 0, decreasing in the consumption share n and the innovation rate g. In the equilibrium of interest, t̃ > t + ∆ or 1/µ > − log (n) /g.11 Northern products are exported to South for some time before they are copied by a Southern firm. After imitation, due to lower production costs in South, Southern firms can set a price marginally below 1, the marginal costs of Northern firms. Hence, the Northern firm stops producing product j and the product is now exported to North. Of course, this discussion is only relevant for the average product. By the random nature of imitation there will be some products that skip the export stage (i.e. those products become ”prematurely old”). The average life cycle of some product j in terms of sales volume is depicted in Figure 3 below. From the definition of the imitation rate µ = ṄS(t)/NN (t), we can express the production share of South in the total number of differentiated products as m = µ g + µ (15) which must be constant in steady state. Next, the zero-profit condition (8) together with the arbitrage condition (5) in North implies that in steady state the value of a firm is equal to the expected present discounted value of its future profits [zN − 1] (1− β)L r + µ = FN bN . (16) Similarly, in South the zero-profit condition (9) yields[ 1− ωSbS ] L r = ωSFS (17) 10If there is asymmetry between goods, varieties with the highest utility/cost ratio are invented first and the length of the first stage of the product cycle is deterministic, we come back to this in Section 5.1. 11This condition follows from the fact that n > m must hold true otherwise the South would import no goods, which would violate the balance of payments with T ≥ 0 as required by Assumption 1. Since − log (n) < − log (m) , it is sufficient to show that 1/µ ≥ − log (m) /g. Using (15), this is equivalent to g/µ ≥ − log (1 + g/µ) , which always holds. 14 Figure 3: Average life cycle (in terms of sales volume) where ωS ≡ wS(t)/N(t). From equation (17) follows that ωS must be constant in steady state. Hence, wages in South grow at rate g. Last, in steady state, the balance of payments (10) becomes (n−m) [β + (1− β)zN ]β = m(1− β) + βT (18) where T ≡ TS(t)/N(t). Note that due to Walras’ law the balance of payments is implied by the budget constraints, the zero-profit conditions and the resource constraints. Further, instantaneous expenditures equal zNN(t) and zSmN(t) in North and South, respectively. This is consistent with our initial guess that expenditures grow at rate g. Equations (12) - (18) in unknowns g, µ, n, m, r, zN , and ωS fully characterize the steady state. We can reduce this system to 2 equations in 2 unknowns m and g. The first equation, the RS-curve, describes a steady state relationship between g and m that is consistent with labor market clearing in South: m = βL gFS + bSL . (19) The second equation, the NA-curve, describes a steady state relationship between g and m that is consistent with labor market clearing in North, the balance of payments, free entry in North, and the no arbitrage condition( 1 + ρ FN bNL + g 1−m FN bNL )( (1− β) ( 1 bN − 1 +m ) − g F N bNL ) = m(1− β) + βT. (20) To guarantee that the NA-curve defined by (20) has a positive x-axis intercept in the (m, g) 15 space we make the following assumption. Assumption 1. ( 1 + ρ F N bNL ) (1− β) ( 1 bN − 1 ) ≥ βT ≥ 0. Proposition 1. Given Assumption 1 holds, a steady state equilibrium with positive growth rate g and a constant share of imitated products m exists. Proof. The RS-curve (19) is downward sloping in the (m, g)-space. To determine the shape of the NA-curve we rewrite (20) as NA(m, g) = 0. The left hand side of this equation is a quadratic function in g with inverted U-shape. If Assumption 1 holds, NA(m, g) has a negative and a positive solution for g. Thus, NAg(m, g) < 0 at the relevant solution. Further, differentiation shows that NAm(m, g) = g (1−m)2 FN bNL ( (1− β) ( 1 bN − 1 +m ) − g FN bNL ) +( ρ F N bNL + g 1−m FN bNL ) (1− β) > 0. Hence, the NA-curve has a positive slope and positive intercept with the x-axis and a negative intercept with the y-axis in the (m, g)-space. Figure 4 below depicts the graphical solution of the steady state.12 ! !! !! ! !!! 1! (1 − !)! !! ! !|!!!! RS-curve NA-curve 0! Figure 4: Steady state 12Note that the y-axis intercept m|g=0 implied by NA|g=0 is given by m = − ( 1+ρ FN bNL ) (1−β) ( 1 bN −1 ) −βT ρ(1−β) FN bNL < 0 due to Assumption 1. 16 2.6 Transitional dynamics The transitional dynamics are easy to characterize. The full derivation of the transitional dynamics, including a phase plane illustrating the dynamics, is given in Appendix A.3. If we replace g with gS on the x-axis in Figure 4, the RS-curve now determined by equation (7), representing the Southern full employment condition only, must hold also outside the steady state. Hence, along a transition path, m and gS move along the RS-curve. The NA-curve (20), instead, is a steady state condition. Appendix A.3 demonstrates that the steady state is saddle-path stable. When the number of varieties in South is below its steady state value, m(0) < m, then ṁ/m = gS − g > 0, i.e. the growth rate of imitation is higher than the growth rate of innovation during the transition process. Thus, m converges monotonically to its steady state value. 3 Changing gap between North and South How will the product cycle and therefore the international division of production and long-run innovation incentives change when the gap between North and South changes? In this section, we consider the cases of a rise in labor productivity in South, a larger Southern population, and an increased net wealth position of South in turn, and explore their steady state effects. A special focus lies on the implications on the length of the three product cycle stages, which are discussed at the end of each subsection. Simulated comparative statics results are relegated to Appendix A.6.13 In Section 3.4, we further highlight the difference between non-homothetic and homothetic utility by comparing the results from our model to those of Grossman and Helpman (1991). 3.1 Increase in Southern labor productivity In recent years, relative productivity of the global South has risen. Jorgenson and Vu (2011) mention that ”while labor has become nearly twice as productive over the last 20 years worldwide - it has risen even more so in the developing countries, with Asia in the lead.” According to McMillan and Rodrik (2011) labor productivity growth in Asian countries between 1990-2005 was on average 3.87 percent, compared to 1.46 percent in high income countries. This raises the natural question of how changes in labor productivity in South affect the product cycle. Proposition 2. An increase in Southern productivity, i.e. a decrease in bS or FS, results in a higher growth rate g, Southern imitation share m and imitation rate µ. Hence, the average time span a product is being manufactured in North 1/µ becomes shorter. While the terms of trade move in favor of North (zS increases), two opposing effects move relative wages and the consumption share. Higher Southern productivity tends to increase Southern relative wages 13Note that the wage rate of North relative to South is determined by wN (t)/wS(t) = ( ωSbN )−1 , where ωS = (bS + (ρ + g)FS/L)−1 is pinned down by (17). Using the zero-profit condition (16) and the arbitrage condition in North, we get an expression for the terms of trade of North, zS = 1 + [ρ+ g/(1−m)]FN/bNL. 17 while the higher growth rate g tends to decrease them. A higher imitation rate expands the Southern consumption share whereas the higher growth rate lowers it. Proof. A decrease in bS shifts the RS-curve upwards, whereas a decrease in FS rotates the RS-curve upwards, both leaving the NA-curve unaffected. Hence, both a decrease in bS and FS lead to a higher growth rate g and Southern imitation and consumption share m. The imitation rate increases, as µ depends positively on g and m. According to the Northern zero profit condition (16) zN and zS both increase. Using the Southern zero profit condition (17) we see that ωS increases with higher productivity in South but decreases in g. This implies that relative wages wN (t)/wS(t) decrease due to the direct productivity effect and increase because of a higher growth rate. Using the Northern resource constraint, we see that a higher g reduces n while the higher m raises n. Intuitively, a reduction in FS or bS triggers more imitation because it is cheaper to produce imitated goods. Thus, the imitation rate µ and the share of products manufactured in South m rise, ceteris paribus. On the one hand, the higher risk-adjusted interest rate r+µ lowers the present discounted value of profits earned from innovation. On the other hand, as the set m of cheap products produced in South expands the (real) income of households in both regions increases, which translates into a higher willingness to pay for both (zS and zN increase). The higher willingness to pay of Southern households implies that they can afford to buy more new products manufactured in North (n rises). Second, the higher willingness to pay of households in North makes the innovation of new products more attractive. The positive effect on the present discounted value of profits through higher prices zN dominates the negative effect of a higher risk-premium µ such that the innovation rate g rises.14 Still, the imitation rate µ goes up more than the innovation rate, hence m rises. Looking at relative wages, the increase in Southern labor productivity directly increases the wage rate ωS , holding g constant. Moreover, there is also an indirect effect through the increase in g, which leads to an increase in the interest rate r, and therefore to a decrease in the present discounted value of profits earned from copying Northern products. The indirect effect induces less firms to enter the market in South, depressing labor demand, and hence the wage rate ωS . In simulations, the first effect dominates such that the Northern relative wage rate wN (t)/wS(t) falls. The effect on the product life-cycle The time length ∆ where products are exclusively sold in North becomes shorter due to two reasons: households in South are relatively richer (n rises) and the overall growth rate g is higher. Since the imitation rate µ increases, the average time span a product is being manufactured in North 1/µ becomes shorter as well. The third stage during which North 14Alternatively, this can be seen from the labor market clearing condition in North. A marginal increase in n leads to an increase in labor demand in North’s production sector by bNβL, whereas a marginal increase in m leads to a decrease in labor demand of bNL. Since we assume β < 1, it is straightforward to see that the latter effect outweighs the former, leaving more resources available in North to be reallocated to the R&D sector. 18 imports a product clearly increases. The time period during which North exports a product (1/µ−∆) decreases according to our simulations. 3.2 Increase in Southern population The entry of China into the world market in the 1980s can be seen as a rapid expansion of the Southern population. A fortiori, developing countries show higher population growth rates than developed countries. The World Bank (2014) reports a population growth rate for low and middle income countries of approx. 1.3 percent p.a. and for high income countries of approx. 0.6 percent p.a. for the period of 2002-2013. Those events and developments raise the question what are the consequences of a larger Southern population on the product cycle. An increase in Southern population has very similar effects as the productivity changes discussed above. However, comparative statics are much more complex as not only the RS-curve shifts upwards but also the NA-curve shifts to the left. While the effects on m are clearly positive, our simulations show that for a wide range of parameter values, the innovation rate increases with higher Southern population. Only for an extremely unproductive South the negative effect on g starts to dominate for large values of β. Proposition 3. A higher Southern population, while leaving Northern population (1 − β)L constant, increases the imitation rate. The effect on the innovation share is ambiguous. Proof. Leaving (1− β)L = c constant, implies that we replace L = c/ (1− β) in all equations. We can now analyze the effects of higher Southern population (an increase in β) without changing population in the North. A higher Southern population share leads to an upward shift of the RS-curve. For any given m ∈ (0, 1), the NA-curve shifts to the left. This can be easily shown by total differentiation of NA(m, g;β) = 0. In Proposition 1, we showed that NAg(m, g) < 0 and NAm(m, g) > 0 at the relevant solution. We get NAβ(m, g) = − ( ρF N bN c + g 1−m FN bN c ) (1− β) ( 1 bN − 1 +m− g FN bN c ) − 1 1−βT < 0. Higher population in South increases demand for existing products and resources in South for imitating Northern products and for producing imitated goods. Thus, the imitation rate µ and the share of products manufactured in South m rise, ceteris paribus. On the one hand, this releases resources in North for innovation. On the other hand, the higher risk-adjusted interest rate r+ µ lowers the present discounted value of profits earned from innovation. As the set m of cheap products produced in South expands, the (real) income of households increases, which translates into a higher consumption share in South (n rises). The higher willingness to pay of households in North makes the innovation of new products more attractive. Our simulations show that the positive effect on the present discounted value of profits through higher prices zN dominates the negative effect of a higher risk-premium µ such that the innovation rate g rises. According to our simulations with T = 0, g starts to decline for a higher β only if South is extremely unproductive. In the case of positive transfer from North to South (T > 0), the negative effect on g starts to dominate already for much lower productivity levels (i.e. South is only relatively unproductive compared to North). 19 The effect on the product life-cycle Our simulations show that the effect on the product life-cycle are similar to the productivity case discussed above. Both the time length ∆ where products are exclusively sold in North and the average time span a product is being manufactured in North 1/µ become shorter. The third stage during which North imports a product therefore increases. The time period during which North exports a product (1/µ−∆) decreases. 3.3 Changes in net foreign asset positions Our model can be used to understand the impact of changes in net foreign asset positions, or more broadly macroeconomic imbalances, on the international division of production. Since the early 2000s the net foreign asset position of industrial countries as a whole, and the United States in particular, has deteriorated, whereas for developing countries it has improved (Lane and Milesi-Ferretti 2007). While the net foreign asset position is exogenous to our model we may ask what are the effects on the product cycle of net wealth transfers from North to South. Proposition 4. An increase in T , i.e. lowering world income inequality, leads to a new steady state where the growth rate g is lower and the share of imitated and consumed products, m and n, are higher. Northern relative wages deteriorate. There are opposing effects on the terms of trade and on the three stages of the product life cycle. Proof. An increase in T leads to an upward shift of the NA-curve since NA|g=0 is a positive function of T . Notice that g implied by the NA-curve as m→ 1 is given by g = (1− β)L/FN , independent of T . As the RS-curve is unaffected by a change in T , the new steady state has a lower g and higher m. Using the Northern resource constraint, we see that a lower g together with a higher m increases n. Since ωS is a decreasing function of g, Northern relative wages wN (t)/wS(t) = ( ωSbN )−1 are lower. A lower g tends to decrease the terms of trade zS , whereas a higher m tends to increase them. A higher transfer leads to higher incomes in South and lower incomes in North, ceteris paribus. Lower incomes in North depress the incentives to develop a new product, which decreases the innovation rate g. As Southern resources are fixed, the fraction of imitated products increase. At the same time, higher incomes in South translate into a higher willingness to pay for older products produced in North. This implies that profits of innovating firms in North from selling only to Northern households fall short of profits from selling to all households, creating a disequilibrium in North. This induces some Northern firms to start exporting. As Southern households consume more products, i.e. NS(t) increases, their marginal willingness to pay, ceteris paribus, decreases until the equilibrium in North is restored. In the new equilibrium, households in South consume a higher fraction of all products n, and their (marginal) willingness to pay is lower. In our simulations, North’s export prices zS decrease, and as North’s import prices are equal to one, the terms of trade move in favor of South.15 15Totally differentiating the Northern zero-profit condition (16) and the definition of the imitation rate (15) 20 Effect on product life-cycle There are two opposing effects on the the first stage of the product cycle (the demand lag ∆). On the one hand, households in South are richer so that the Northern firm producing the latest product would like to export sooner (effect of higher n). On the other hand, even though the level of income for Southern households is higher, their income grows at a lower rate. This induces the Northern producer of the latest product to export later (effect of lower g). The simulations show that the first effect dominates so that the first stage, where new products are exclusively sold in North, becomes shorter. There are two opposing effects on the second stage of the product cycle. On the one hand, the imitation rate µ decreases because of a lower growth rate g. On the other hand, the higher share of imitation increases µ. In our simulations the effect of a lower growth rate dominates. Hence, the average time span a product is being manufactured in North 1/µ becomes longer so that the third stage during which North imports a product decreases. Moreover, the time period during which North exports a product (1/µ−∆) becomes longer. 3.4 Comparison to CES utility case What is the contribution of non-homothetic preferences to the theory of product cycles? To better understand the intuition of our model and the role of non-homothetic utility, we compare our results with Grossman and Helpman (1991), henceforth referred to as GH. Although our model and GH are not exactly nested, the models are similarly structured which allows to compare the mechanisms. There are three main differences. First, homothetic separable CES utility (as assumed in GH) yield an incomplete product cycle only. There is no first stage where the product is exclusively produced and consumed in North. As the reservation price is infinite, a household always buys all goods, irrespective its income, and product adoption is uncorrelated with per capita income. This leads us to the second difference. With non-homethetic utility, income differences affect the average time span of all three product cycle stages. Hence, per capita incomes and net wealth positions affect the product cycle. With CES utility a transfer from rich North to poor South has no effects on innovation incentives and the imitation depends only on the aggregate efficiency units of South. Per capita incomes play no distinct role. Third, CES utility implies that prices are a constant mark-up over marginal costs, which pins down real wages. Hence, real wages do not change when exogenous non-productivity shocks occur, such as changes in population or wealth transfers. With non-homothetic utility prices and markups depend on the willingness to pay, so wages and prices can move differently. The answer, which variables drive imitation and innovation, is more close, however. Consider the experiment in Proposition 2 and 3. Both in GH and in our model, a change in Southern productivity and country size raise the imitation and growth rate. With non-homothetic utility, instead, a change productivity has a stronger impact on imitation and shows that dzN > 0 and dµ < 0 if and only if β/ ( β − bSm ) > m/(1−m) > bSL/FS , where β/bS > m and we used that along the RS-curve dm/dg < 0. Sufficient conditions are m < 0.5 and bSL/FS < 1. 21 growth than an increase in country size. To see this, consider a rise in Southern productivity but the aggregate amount of efficiency units in South is constant. In GH, such a change would not affect imitation and growth. In this setup, instead, higher per capita incomes raise the willingness to pay of Southern consumers. As a result, the RS-curve shifts up and the NA-curve to the left. Both the growth rate and the imitation rate rise, although the aggregate market size (measure in efficiency units) of the South is unchanged. Therefore, while the qualitative statements in Proposition 2 and 3 are same in GH, our approach highlights the importance of income effects. Furthermore, the terms of trade move in opposite directions. As already mentioned, in GH the Northern terms of trade are connected to the change in relative wage rates (prices are a constant markup over marginal costs), and hence deteriorate. In this paper, the terms of trade depend on the willingness to pay of households. Terms of trade move in favour of North as higher Southern relative wages lead to a higher willingness to pay of Southern households for Northern products. Our model is not the only one, however, to be able to explain why wealth transfers affect innovation. If we introduce trade costs into GH, a home market effect arises. If T rises, the Southern market gets larger. Since trade costs are non-zero, this raises aggregate income in South and thus, imitation and growth rates raise via the standard intuition. Again, models with homothetic utility only aggregate income is relevant for innovation and per-capita incomes play no role. Furthermore, our model is parsimonious in the sense that we do not need additional parameters to explain such effects. To sum up, non-homothetic utility account for different adoption times as a function of per capita income and hence complete the product cycle description. In particular, they generate a new first stage that is consistent with stylized facts discussed in Section 4 below. Furthermore, real wages react to changes in parameters under the assumption of non-homothetic utility, which alters the prediction on terms-of-trade effects. 4 Stylized facts We discuss stylized facts about major consumer durables of the 20th century that highlight the features of the product cycle emphasized by the theory presented above. In particular, we focus on the product cycle of the countertop microwave oven, a typical household appliance of the 20th century. Our case study shows that the launch of the microwave oven across 16 European markets varies systematically with per capita income, which we use as a proxy for demand. In addition, we show that the pattern of introduction across countries is similar for other major consumer durables like the dishwasher, dryer, freezer, VCR, and washing machine. The list of countries and products can be found in Table 2 in Appendix A.7. The pattern found in the data is difficult to explain by theories emphasizing the supply side, without assuming a fix cost of exporting that differs across export markets (i.e. beachhead cost). Trade data shows that the United States, where the microwave was first introduced in 1967, started out as a net exporter of microwaves but became a net importer in the mid-1990s. Together with 22 the increase in production in the UK, South Korea, Brazil and Russia in the 1980s and 1990s, it suggests that production of microwaves gradually shifted from North to South. This section documents stylized facts about the product cycle. Obviously, it is not a test of the product cycle hypothesis, which is beyond the scope of this paper. For completeness, we briefly look at the empirical literature on the product cycle hypothesis, before discussing our case study in detail. Since Vernon proposed the theory of the product cycle in 1966 there have been numerous attempts to test the theory. Hirsch (1967) and Wells (1969) were among to first to find evidence for the product cycle theory for consumer durables and electronic products, respectively. Later, Hirsch (1975) and Mullor-Sebastian (1983) found that industrial product groups behave according to the product cycle theory. Perdikis and Kerr (1998) provide a more complete overview of the earlier empirical literature on the product cycle hypothesis. More recently, Feenstra and Rose (2000), and Xiang (2013) both find evidence for product cycles using U.S. import data. 4.1 Demand lags In 1946, Percy Spencer, an American engineer, while working on radar technology for the U.S. defense company Raytheon Corporation accidentally discovered that microwaves are capable of heating food almost instantly. The story goes that a candy bar in Spencer’s pocket melted during an experiment. Spencer realized the commercial potential of his discovery, especially for a high-income market like the US, and Raytheon Corp. filed for patents. In 1947, Raytheon produced the first commercial microwave oven named ”Radarange”, which was sold to businesses like restaurants. Twenty years later, in 1967, Amana, a division of Raytheon, introduced the first domestic countertop microwave oven, marking the beginning of the use of the microwave in American kitchens (see e.g. Osepchuk 1984). In the second half of the 20th century, the microwave oven became a beloved household item in kitchens all over the world. We show evidence, which suggests that the pattern of introduction across 16 European countries depends on the level of demand as measured by per capita income. The data was kindly provided by Tellis, Stremersch and Yin (2003). Table 2 in Appendix A.7 shows the year of introduction defined by Tellis, Stremersch and Yin (2003) as the first year commercial sales for the microwave oven were registered and GDP per capita in the year the microwave was introduced in the United States. In 1967, the year the countertop microwave oven was first introduced in the US, GDP per capita was USD 19,522 in the US, whereas it was only USD 9,742 and USD 5,937 in Greece and Portugal, respectively, where the microwave was last introduced in our sample of countries. Spearman’s rank correlation coefficient, shown at the bottom of Table 2, suggests that on average the microwave oven was first introduced in markets with a high GDP per capita, and last introduced in markets with a low GDP per capita. The pattern of introduction is similar for the other consumer durables. Table 1 below shows for each consumer durable the result from regressing the introduction lag ∆ on (relative) GDP per capita and population size in country i, where all variables are in logs and relative to the US (see Appendix A.7 for details). Table 1 below further suggests that 23 there is a negative relationship between the introduction lag of the microwave and (relative) GDP per capita, controlling for (relative) population sizes. Indeed, we find again a similar relationship for all other consumer durables, as well as for the average across all six consumer durables (i.e. ∆mean in the first column of Table 1). Table 1: Correlation between (log) relative GDP per capita and (log) introduction lag ∆ log(∆mean) log(∆dish) log(∆dryer) log(∆freeze) log(∆micro) log(∆vcr) log(∆wash) log(rel GDPpc) -0.428 -0.399 -0.427 -0.702 -0.848 -0.124 -0.249 (-3.95) (-9.75) (-3.61) (-2.49) (-2.88) (-0.88) (-1.45) log(rel pop) -0.109 -0.107 -0.098 0.094 -0.221 -0.108 -0.235 (-2.41) (-6.03) (-1.77) (0.75) (-2.48) (-3.86) (-3.09) adj. R2 0.546 0.911 0.460 0.262 0.460 0.547 0.399 #obs 16 14 16 15 16 12 15 Notes: t-values in parentheses 4.2 Export and production patterns A look at trade and production data suggests that production of the microwave oven gradually moved from the US to abroad. The left-hand panel in Figure 5 below looks at U.S. import and export data for the same 16 European countries discussed above at the 5 digit SITC level from 1978-2006, which are provided by the Center for International Data at UC Davis (Feenstra 1996, 1997). We observe that the US starts out as a net exporter of microwave ovens at the beginning of the sample period in 1978 and ends up as a net importer at the end of 2006, switching in the mid-1990s. A possible interpretation for the decline in the ratio of exports to exports plus imports is that firms in the 16 European countries mastered the technology to produce microwave ovens, and due to lower production costs were able to compete with US firms in their home markets as well as in the US market. In other words, US firms became less competitive in their export markets and/or European firms became more competitive in the US market, such that US exports relative to U.S. imports decreased.16 The export performance of the other products as well as on average across all products (see Appendix A.7) is similar, with the exception of the domestic deep freezer. The right-hand side panel in Figure 5 shows data on the production of the microwave oven of various countries relative to the United States for the time period of 1982-2008, obtained from the Industrial Commodity Production Statistics Database (United Nations Statistics Division 2012).17 We observe that the US production of the microwave is declining from the 16Note that during the first half of the 1980s until the Plaza Accord was signed in 1985, the USD strongly appreciated against all major currencies. This might have (temporarily) added to the decline in US net export of microwaves. The US export performance continues to deteriorate after 1985, although to a somewhat lesser extent. 17The data is collected through annual questionnaires sent to national statistical authorities. The data reported by the United Nations Commodity Statistics Yearbook reflect volume (and value) of production sold 24 1980s until 2008, first relative to the UK and South Korea, and later on relative to emerging countries like Brazil and Russia. Again, a possible explanation consistent with the product cycle theory is that the production of microwave oven moves from developed countries to developing countries as firms in these countries acquire the technology to produce microwave ovens and have lower production costs. The production pattern for the washing machine is very similar (see Appendix A.7). Data limitations prevent us from looking into the production patterns for other countries and for the rest of the consumer durables discussed above. 0 .2 .4 .6 .8 1 E x p o rt s /( E x p o rt s + Im p o rt s ) 1978 1982 1986 1990 1994 1998 2002 2006 Year Source: U.S. Import and Export Data 1978−2006 http://cid.econ.ucdavis.edu/ Microwave oven 0 2 4 6 8 1 0 1980 1990 2000 2010 Year Brazil Argentina Russia Korea UK Source: UN Industry Statistics (2011) Production of microwave relative to US Figure 5: US export ratio for microwave ovens across 16 European countries (left-hand side), and production of microwave oven relative to US (right-hand side) 5 Discussion and extensions Due to our assumption of symmetric preferences and identical cost structures the product cycle of product j (i.e. at the firm level) is indeterminate. In order to illustrate that the product cycle we impose in our baseline model emerges from more complex models, without changing the basic channels through which the income distribution operates, we discuss heterogeneity on the demand and supply side. 5.1 Heterogeneous demand-side Following Foellmi and Zweimüller (2006), we assume that households have the following non-homothetic utility function u(c(j, t)) = ∫ N(t) 0 j−ηc(j, t)dj where the parameter η ∈ (0, 1) determines the “steepness” of the hierarchy, i.e. how fast marginal utility falls in the index j. One can view low-indexed products as satisfying more basic needs relative to higher-indexed products. It is straightforward to derive the willingness during the survey period, which is defined as the production carried out at some time, which has been sold (invoiced) during the reference period. 25 to pay for good j, which is given by z(j, t) ≡ j−η[u(·)λ(t)]−1, and decreases in the index j (see also Appendix A.1). In other words, households demand products (and therefore Northern firms develop products) along the hierarchy, starting with low-indexed products and gradually moving up the hierarchy ladder.18 This implies that profit-maximizing prices for Northern products, and hence profits decrease in the index j, given all firms have the same cost structure. We continue to assume that Southern households can afford to consume some products manufactured in North. Which Northern firms do not export and which firms do? First, suppose that no firm in North exports. In that case Southern households would not exhaust their budget constraints and their willingness to pay would become infinitely large. This implies that prices for the lowest-indexed products, which have not yet been imitated by South, become infinitely high. Hence, the firms producing the lowest-indexed products have an incentive to start exporting their products. Second, consider the case where all Northern firms export. In that case, Northern households would not exhaust their budget constraints, and their willingness to pay for an additional product would become infinitely high. This implies that new firms enter the market along the consumption hierarchy, manufacturing products that Southern households cannot afford, and that are therefore not exported. We keep our assumptions about technology in North and South. However, instead of assuming that Southern firms target Northern products at random for imitation, we assume they always target the Northern product with the highest willingness to pay. In sum, this model would generate the following deterministic product cycle at the individual product-level in steady state. At some time t ≥ 0, the Northern firm j introduces the lowest-indexed product that has not yet been invented. It starts selling its product to Northern households at the price zN (j, t) since only they can afford to purchase new products that satisfy relatively non-essential needs. The price zN (j, t) increases at rate ηg until after ∆ periods, which is still determined by N(t) = NS(t) exp (g∆), the Northern firm finds it attractive to lower the price to zS(j, t) and starts exporting its product.19 The price zS(j, t) increases at rate ηg until after t̃ > t+ ∆ periods the a Southern firm copies the product and price competition drives the Northern firm out of the market. The price drops to the marginal cost of production of Northern firms, and stays constant from then on. Hence, such a model would eliminate the indeterminacy of the product cycle at the individual firm level. However, the analysis would be substantially more complicated without adding much additional insight. 18Using hierarchic preferences, Foellmi and Zweimüller (2006) study the impact of inequality on growth in a closed economy with two groups. In their model, there is no imitation. 19This follows from taking the time derivate of the willingness to pay for the most recently innovated product N(t), which is given in steady state by żN (N(t), t)/zN (N(t), t) = r−ρ−g. In a steady state where the allocation of resources in North is constant across sectors the price of the newest product must be constant, i.e. r = ρ+ g. In steady state n = NS(t)/N(t) must be constant too, so that the price of any product j evolves over time as follows żi(j, t)/zi(j, t) = r − ρ − (1 − η)g for i ∈ {N,S}. Hence, using r = ρ + g yields żi(j, t)/zi(j, t) = ηg. Note that the firm selling the newest product must be indifferent in equilibrium whether to export or not, i.e. [zN (NS(t), t)− 1] (1− β) = [zS (NS(t), t)− 1], where zN (NS(t), t) = n−ηzN (N(t), t). 26 5.2 Heterogenous supply-side Heterogenous firms In the following we assume that subutility is CES (as in Grossman and Helpman, 1991) but firms have heterogenous technology à la Melitz (2003). More concretely, we assume that subutility is given by v(c) = cα and a firm j draws its productivity parameter b(j) from a common distribution. Thus, firms can be ranked by their technology or productivity b(j). The solution to a monopolistic firm j’s profit maximizing problem is given by a fixed markup over marginal costs: p(j) = (w/b(j)) /α. Without fixed export costs, all firms will export due to the assumption of CES subutility. Introducing fixed trade costs implies that only the most productive firms are able to compete in foreign markets, which is consistent with empirical evidence showing that exporters are, on average, more productive (see e.g. Bernard et al. 2012). In that case, there is a cutoff productivity level b∗ (determined by a zero profit condition) such that only firms with b(j) > b∗ enter export markets. Note that in this model there is no relationship between the date of entry into the market (age) and an individual firm’s productivity level, i.e. it’s not the case that over time firms draw on average higher or lower productivity levels. However, if fixed entry costs decrease exogenously, new firms entering the market have on average lower productivity levels. Furthermore, an individual firm’s productivity level is constant over time, i.e. there is no endogenous growth through intertemporal spillovers affecting (labor) productivity. This implies that an individual firm with productivity draw b(j) < b∗ never starts exporting (unless b∗ changes, e.g. due to an exogenous change in trade costs). Thus, firm j with b(j) < b∗ entering the market at time t and firm k with b(j) = b(k) < b∗ entering the market at time t̃ > t behave the same. In other words, there is neither learning-by-doing (e.g. Irwin and Klenow 1994, Levitt, List and Syverson 2013) nor learning by exporting at the firm level (see Bernard et al. 2012). Learning-by-doing Another way of introducing heterogeneity on the production side is learning-by-doing. In the following, we keep our assumptions from the basic model about preferences (Section 2.2) and technology in South (Section 2.3.2). However, we follow Matsuyama (2002) and assume that there is passive learning-by-doing (i.e. externality of the manufacturing process) in the production sector of North. In particular, we assume that producing one unit of output requires bN (j, t) = bN (Q(j, t)) /N(t) units of labor, where bN (·) is a decreasing function of the discounted cumulative output determined by Q(j, t) = δ ∫ t −∞ C(j, s) exp (δ (s− t)) ds where δ > 0 can be interpreted as both the speed of learning as well as the rate of depreciation of the learning experience. Again, C(j, t) ∈ {0, (1− β)L,L} denotes market demand. Due to depreciation the cumulative learning experience Q(j, t) is bounded from above by C(j, t), 27 and can therefore not exceed L. We continue to assume that the creation of a new product requires FN (t) units of labor. As in Section 5.1, we assume that Southern firms always target the Northern product with the highest willingness to pay. Again, consider a situation where Southern households can afford to purchase some of the products made in North. Prices of Northern and Southern products are still determined as before. Our assumptions about technology imply that profits of Northern firms increase with production experience, ceteris paribus. In other words, firms which have been in the market for a longer time earn higher profits since their marginal costs are lower. In equilibrium, at any point in time some firms export and some sell exclusively to Northern households. Hence, there must be some threshold value Q (NS(t), t), implicitly defined by [ zN (NS(t), t)− wN (t)bN (Q (NS(t), t)) /N(t) ] (1 − β) =[ zS (NS(t), t)− wNbN (Q (NS(t), t)) /N(t) ] , at which a Northern firm is indifferent between exporting or not. Below this threshold value the profits from excluding Southern households exceed the profits from exporting, and vice versa. In other words, below the threshold value Q (NS(t), t) the price effect dominates the market size effect, and vice versa. Hence, this model would imply that products go through the following cycle in steady state. A new product introduced by a Northern firm is first sold at high prices zN only in the domestic market since this firm has a relatively low productivity level at which the price effect dominates the market size effect. The Northern firm finds it optimal to lower the price to zS and start exporting its product after ∆ periods (still determined as before) since incomes in South grow and the Northern firm becomes more productive due to learning-by-doing. At time t̃ > t+ ∆ the patent of the product expires, and it is imitated by a Southern firm. Price competition implies that the limit price drops to marginal costs of Northern firms, and the Northern firm exits the market. From then onwards the product is imported by North from South. 6 Conclusion Vernon’s (1966) celebrated product cycle theory hypothesizes that new products go through the following stages. In the first stage, new products are developed and introduced in high-income countries. Later in the cycle, incomes in the poorer countries have grown sufficiently such that demand for these products appears there. Thus, products that were only consumed in high-income countries before are now exported. In the third stage, production moves from high-income countries to low-income countries because they have learned the technology to produce these goods and are able to produce them at lower costs. The paper contributes to the literature in building a dynamic general-equilibrium model that is able to generate the three stages of the product cycle described by Vernon (1966). In our model, a wealthy North develops new products, which a poor South randomly attempts to copy. The incentives to innovate and imitate are determined by the distribution of income across regions such that the demand side is an important determinant of the different stages of the product cycle. Aside from analyzing changes in Southern labor productivity and a larger 28 Southern population, we elaborate the effects of a redistribution of wealth between North and South such that inequality across regions decreases. We show that a decrease in inequality across regions leads to a decline in the innovation rate and hence a slowdown of imitation activity in South, for a given share of South in total production. Since Southern households are wealthier after the redistribution of income, they can afford to purchase a higher share of goods available in the world market - in particular more newer goods produced in North. Thus, firms in the North will export their products sooner. In other words, the first stage of the cycle becomes shorter. At the same time the average duration new products are manufactured in North increases because imitation activity in South has slowed down. Firms in South master the technology to copy a good later, so that on average it takes longer for the production to move to South because of the (comparative) cost advantage. Hence, the second stage of the product cycle where new goods are exported by North to South gets longer. Therefore, the third stage of the cycle where the products are imitated and exported to North becomes shorter. Supply-based approaches cannot capture the fact that adoption time and per capita incomes are correlated, i.e. that poorer countries start consuming products later in the cycle. Incorporating non-homothetic utility into these types of models enables us to formalize the product cycle hypothesis and analyze the effects of the demand side on the product cycle. Our model is consistent with the stylized fact that product adoption strongly correlates with per capita income. We show that the microwave oven (and other common consumer durables) appear to have gone (or still go) through a ”typical” product cycle. In particular, new products are not introduced simultaneously across countries and the lag in introduction depends negatively on relative GDP per capita, i.e. relative to the first country where a product is introduced. 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A Appendix A.1 Household problem In this appendix, we discuss the household problem in a more general form. To keep the exposition short, we use the one-stage formulation of the household problem. Households maximize (logarithmic) intertemporal utility given by U(0) = ∫ ∞ 0 e−ρt log u ( {c (j, t)}N(t) j=0 ) dt where u(·) is instantaneous utility, and ρ > 0 denotes the time preference rate.20 Instantaneous utility is given by u ( {c (j, t)}N(t) j=0 ) = ∫ N(t) 0 j−ηv (c (j, t)) dj 20Note that logarithmic intertemporal utility is a special case of constant-relative-risk-aversion (CRRA) utility of the following form u(·)1−σ/(1− σ), where σ denoting the inverse of the intertemporal elasticity of substition goes to 1. 32 where v(·) denotes a concave subutility function with v′(c) > 0 and v′′(c) < 0, and j−η is a weighting function with η ∈ (0, 1). In our baseline case, subutility v(·) is an indicator function c(j, t) ∈ {0, 1}. The household maximizes intertemporal utility above subject to non-negativity constraints c(j, t) ≥ 0, ∀j, t, and its intertemporal budget constraint ∫∞ 0 e−R(t)E(t)dt ≤ a(0) + ∫∞ 0 e−R(t) [w(t) + T (t)] dt, where a(0) ≥ 0 denotes initial wealth, R(t) = ∫ t s=0 r(s)ds the cumulative interest rate, and E(t) = ∫ N(t) 0 p(j, t)c(j, t)dj total consumption expenditures. We impose a no-Ponzi game condition of the following form limt→∞ e −R(t)a(t) ≥ 0 on the intertemporal budget constraint. The first-order conditions including complementary slackness conditions to the household’s optimization problem are given by e−ρt ξ(j)v′(·) u(·) − Λe−R(t)p(j, t) + µ(j, t) = 0 (21) µ(j, t)c(j, t) = 0, µ(j, t) ≥ 0, c(j, t) ≥ 0 (22)∫ ∞ 0 e−R(t)E(t)dt = a(0) + ∫ ∞ 0 e−R(t) [w(t) + T (t)] dt (23) lim t→∞ e−R(t)λ(t)a(t) = 0 (24) where Λ denotes the (present value) Lagrange multiplier on the intertemporal budget constraint, and µ(j, t) the Lagrange multiplier on the non-negativity constraints. Note that the current value Lagrange multiplier on the budget constraint is given by λ(t) = Λe−R(t)+ρt. Due to the transversality condition the intertemporal budget constraint will always be binding in optimum, i.e. preferences exhibit global non-satiation. However, preferences might exhibit local satiation (i.e. bliss points). We distinguish the following cases: (i) Non-negativity constraint is binding, i.e. c(j, t) = 0. This implies by (22) that µ(j, t) > 0. Thus, the first-order condition (21) can be written as follows v′ (0) < p(j, t) z(j, t) where we defined the willingness to pay z(j, t) ≡ j−η [λ(t)u(·)]−1. (ii) Non-negativity constraint is not binding, i.e. c(j, t) > 0. This implies by (22) that µ(j, t) = 0. Therefore, the first-order condition (22) can be written as follows v′ (c (j, t)) = p(j, t) z(j, t) . Note that the willingness to pay z(j, t) decreases in j as long as η > 0, meaning that the willingness to pay is higher for necessities (low-j varieties) than for luxuries (high-j varieties). Furthermore, z(j, t) decreases in the marginal utility of wealth λ(t), i.e. wealthy households with a low marginal utility of wealth have a higher willingeness to pay. The literature using (non-)homothetic utility typically assumes that the subutility v(·) belongs to the HARA (hyperbolic absolute risk aversion) class (see Bertola, Foellmi and 33 Zweimüller 2006), as does our paper. HARA utility bears the characteristic that income expansion paths and thus, Engel curves, are linear but need not go through the origin. The marginal utility of consumption takes the following form (we drop indices j and t for convenience) v′ (c) = ( ζc σ + c )−σ (25) where ζ > 0, σ, and c are preference parameters. Grossman and Helpman (1991) use homothetic CES utility, which are a special case of (25) with ζ = σ and c = 0 so that subutility is given by v′(c) = c−σ. In their case, v′(0) → ∞ such that non-negativity constraints are never binding, i.e. v′(0) < p(j, t)/z(j, t) never holds. Although still small, the literature on non-homothetic consumer behavior in international trade has been growing in the recent past. Notable examples are Markusen (2013), Simonovska (2015), Melitz and Ottaviano (2008), and Behrens et al. (2014). Those authors all use variations of utility functions belonging to the HARA class. Behrens et al. (2014) use a utility function characterized by constant absolute risk aversion, which is again a special case in (25) by setting c = −1 and letting σ → −∞, this yields v′(c) = e−ζc such that v′(0) = 1 < ∞, and non-negativity constraints might be binding. Markusen (2013) and Simonovska (2015) use a Stone-Geary utility function, which can be obtained by setting ζ = σ = 1 and c > 0 in (25). In that case, v′(c) = (c+ c)−1, and v′(0) = 1/c 0 and defining s ≡ −c > 0. In that case, v′(c) = s− c, and v′(0) = s is again finite. The 0-1 utility assumed in our paper is derived by setting c = −1 and ζ = −σ, and letting ζ →∞, as can be easily seen v′(0) ≡ v(1)− v(0) = 1 with 0-1 preferences. The basic economic forces captured by the different assumption on preferences can be summarized as follows. Generally, if income per capita increases, single-product firms will both increase quantities and prices if you hold the number of firms and products constant. In the homothetic CES case, only quantities increase and prices/markups stay constant. With 0-1 utility, only prices increase and quantities stay constant. For intermediate cases, e.g. quadratic utility giving rise to linear demand, both quantities and prices increase. A.2 Alternative forms of international knowledge spillovers Our baseline case assumes perfect international knowledge spillovers. We think this is a reasonable starting point since knowledge can in principle overcome borders relatively easy (e.g. through professional and scientific journals, conferences or trade shows, or the internet). However, whether this is a reasonable assumption is essentially an empirical question. There is some evidence that more open economies benefit more from foreign R&D (e.g. Coe and Helpman 1995; Coe, Helpman and Hoffmaister 2008). Hence, we sketch how different degrees of (international) knowledge spillovers affect steady state growth in our model framework. Suppose, labor input in South is inversely proportional to Ñ(t) ≡ ( NS(t) )γ (NS(t))δ (N(t))1−γ−δ with 0 ≤ γ, δ ≤ 1 and γ + δ ≤ 1. In other words, 34 FS(t) = FS/Ñ(t) and bS(t) = bS/Ñ(t). The parameter γ governs the relative degree of learning from products already copied whereas δ governs the relative degree of learning from products produced and consumed in South. Hence, South’s labor market condition (13) in steady state can be written as follows βL = φ(m,n) ( gFS + bSL ) , where φ(m,n) ≡ m1−γ/nδ. This formulation can represent any degree of spillovers between no international spillovers to perfect international spillovers. The polar cases are given by φ(m,n) ≡ 1, if γ = 1, δ = 0 (no international spillovers) m/n, if γ = 0, δ = 1 (learning by importing) m, if γ = 0, δ = 0 (perfect international spillovers [baseline]). Note that since m > n, we have 1 > m/n > m > 0. No international spillovers imply here that South only benefits from knowledge embedded in varieties that are produced domestically, i.e. they already imitated in the past. Learning by importing means that South benefits from knowledge contained in imported varieties plus from varieties imitated in the past (note that due to symmetric utility this also includes some varieties that skipped the export stage and thus, have never been imported by South). While the idea of learning by importing has been picked up by models studying technology diffusion (e.g. Buera and Oberfield 2016), we are not aware that this has been studied in the context of product cycles. Eventually, perfect international knowledge spillovers refer to the baseline case discussed in the text. How does the degree of international knowledge spillovers affect steady state growth? From South’s reformulated labor market condition above follows that g decreases in φ. Moreover, φ is increasing in γ and δ and hence, decreasing in the degree of international knowledge spillovers. We conclude that there is a positive relationship between the degree of international knowledge spillovers and steady state growth. A.3 Derivation of transitional dynamics Using the resource constraint of South, the relationship between g and gS , the resource constraint of North to substitute for g, and the balance of payments to substitute for n (assuming that it is balanced period by period), we obtain the ṁ - schedule ṁ m = ( 1 FN/(bNL) ){ λβzN β + (1− β)zN − [ (1− β) ( 1 bN − 1 ) +m− F ( β/bS m − 1 )]} where λ = λN/λS which is constant and equal to its steady state value, and F = FN/(bNL) FS/(bSL) . The ṁ = 0 locus is determined by βλzN β + (1− β)zN = (1− β) ( 1 bN − 1 ) +m− F ( β/bS m − 1 ) . 35 It is straightforward to show that dzN/dm > 0, zN (m)→ −∞ as m→ 0, and zN (m) equals a positive constant larger than one as m → β/bS if and only if (1 − β) ( 1/bN − 1 ) + β/bS > λ (this simply requires inequality between North and South to be sufficiently high). Thus, the ṁ = 0 locus is increasing in the (zN ,m)-space. For values of zN above the ṁ = 0 locus, ṁ > 0 and for values of zN below the ṁ = 0 locus, ṁ < 0. The żN - schedule is obtained by using the balance of payments, the Northern and Southern resource constraints, the definition of the hazard rate, the Euler equation, and North’s zero-profit condition żN zN = ( 1 FN/(bNL) ){ (zN − 1) (1− β) + λβzN β + (1− β)zN − [ (1− β) ( 1 bN − 1 ) +m+ ρFN bNL + F ( m 1−m )( β/bS m − 1 )]} . The żN = 0 locus is determined by (1− β) (zN − 1) + βλzN β + (1− β)zN = (1− β) ( 1 bN − 1 ) + m+ ρFN bNL + F ( m 1−m )( β/bS m − 1 ) . The slope of the żN = 0 locus is given by dzN dm = [β + (1− β)zN ]2 β2λ+ (1− β)[β + (1− β)zN ]2 [ 1− F (1−m)2 (1− β/bS) ] . We define m̃ ≡ 1 − √ F (1− β/bS) > 0 with β/bS < 1, and where m̃ > 0 requires that (1 − β/bS)−1 > F , which holds e.g. in the case of identical technology, i.e. F = 1. It follows that dzN/dm > 0 if m < m̃, and vice versa. In other words, the żN = 0 locus is decreasing for m ∈ ( m̃, β/bS ) , and increasing for m ∈ (0, m̃) in the (zN ,m)-space. We note that zN (m) → −∞ as m → 1 and zN (m) converges to a constant as m → 0. We conclude, for values of zN above the żN = 0 locus, żN > 0 and for values of zN below the żN = 0 locus, żN < 0. Hence, we have a system of two differential equations in m (state variable) and zN (choice variable), whose solution is saddle-path stable. Figure 6 below shows the phase diagram. We see that if m is below (above) its steady state value m∗ it converges monotonically towards the steady state along the saddle path. 36 ! !! ! !!! !! ! 0! 1! !̇! = 0! !̇ = 0! Figure 6: Phase diagram A.4 Budget constraints The intertemporal budget constraint of households in North is in the steady state given by N(t) {m+ (n−m) [β + (1− β) zN ] + (1− n) zN} = (r − g)aN (t) + wN (t)− TN (t) where yN (t) = aN (t)+wN (t)/(r−g)−TN (t)/(r−g) denotes the lifetime income of a Northern household. We observe that Northern households save only out of their capital income (note that r − g = ρ), and consume all their labor income (and possible transfer income). In other words, the marginal propensity to consume out of labor and transfer income is one. Similarly, in the steady state the intertemporal budget constraint of households in South becomes N(t) {m+ (n−m) [β + (1− β) zN ]} = (r − g)aS(t) + wS(t) + TS(t) where yS(t) = aS(t)+wS(t)/(r−g)+TS(t)/(r−g) denotes the lifetime income of a household in South. Similarly to Northern households, Southern households save only out of capital income and consume all labor income. Hence, relative lifetime incomes per capita in the steady state are (endogenously) determined by yS(t) yN (t) = ρaS(t) + wS(t) + TS(t) ρaN (t) + wN (t)− TN (t) . 37 A.5 Balance of payments The intertemporal budget constraint of households in South, the resource constraint in South, and the zero-profit condition in South imply the balance of payments as stated in the text. Due to Walras’ law, the intertemporal budget constraint of North is redundant. We drop the time index t where no confusion arises. The balance of payments in present value form at t = 0 is given by 0 = {∫ ∞ 0 [ (1− β)LNSωNbN − βL ( NS −NS ) zS ] exp ( − ∫ t 0 r(s)ds ) dt } + ∫ ∞ 0 βLTS exp ( − ∫ t 0 r(s)ds ) dt + { βLaS(0)− ∫ ∞ 0 NS [ πS − gSvS ] exp ( − ∫ t 0 r(s)ds ) dt } where we used βLN = ṄSFS + NSbSL from the resource constraint, vS = ωSFS from the zero-profit condition, and a no-Ponzi game condition. The first two lines denote the current account, which consists of the trade balance and net transfer payments. The third line denotes net foreign asset holdings. In the steady state, we have that r and πS are constant, NS grows at a constant rate gS = g, and vS = πS/r. This implies that net foreign assets become{ βLaS(0)−NS(t)πS/r } . Hence, the balance of payments in the steady state is determined by 0 = { NS(t)(1− β)LωNbN − ( NS(t)−NS(t) ) zS(t)βL } + βLTS(t) + { βLaS(t)−NS(t)πS/r } which holds for all t in steady state, in particular at t = 0. Hence, it becomes obvious that if we assume initial wealth at time t = 0 of households in South βLaS(t) to be exactly equal to the present discounted value of aggregate firm profits in South NS(t)vS(t), net foreign assets will remain zero in steady state. We see that if Southern households would inherit sufficiently large asset holdings they could run a permanent trade deficit (even in the absence of transfers from North). A.6 Simulations We choose the following parameter configuration for our baseline simulation: L = 1, FN = FS = 5, bN = bS = 0.75, β = 0.5, ρ = 0.04, and T = 0. A.6.1 Change in Southern labor productivity Figures 7-8 show the comparative statics results of a change in labor productivity in production in the South. Figures 9-10 show the comparative statics results of a change in labor productivity in R&D in South. 38 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 0.04 0.045 0.05 0.055 0.06 Southern labor input per unit produced b S in n o v a ti o n r a te g Innovation Rate 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 0.65 0.7 0.75 0.8 0.85 0.9 0.95 1 Southern labor input per unit produced b S c o n s u m p ti o n s h a re n Consumption Share of Southern Households 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 1.3 1.4 1.5 1.6 1.7 1.8 1.9 Southern labor input per unit produced b S re la ti v e w a g e r a te s w N /w S Relative wage rates 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 1.7 1.8 1.9 2 2.1 2.2 2.3 2.4 Southern labor input per unit produced b S te rm s o f tr a d e Terms of Trade Figure 7: Upper panel: Effect on innovation rate and consumption share of the South. Lower panel: Effect on relative wages 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 0 5 10 15 20 25 30 35 Southern labor input per unit produced b S p e ri o d s Product Cycle Stages average life time demand lag Figure 8: Effect on the stages of the product cycle 39 3 3.5 4 4.5 5 5.5 6 0.041 0.042 0.043 0.044 0.045 0.046 Southern labor input R&D F S in n o v a ti o n r a te g Innovation Rate 3 3.5 4 4.5 5 5.5 6 0.76 0.78 0.8 0.82 0.84 0.86 Southern labor input R&D F S c o n s u m p ti o n s h a re n Consumption Share of Southern Households 3 3.5 4 4.5 5 5.5 6 1.3 1.4 1.5 1.6 1.7 1.8 Southern labor input R&D F S re la ti v e w a g e r a te s w N /w S Relative wage rates 3 3.5 4 4.5 5 5.5 6 1.8 1.85 1.9 1.95 2 Southern labor input R&D F S te rm s o f tr a d e Terms of Trade Figure 9: Upper panel: Effect on innovation rate and consumption share of South. Lower panel: Effect on relative wages 3 3.5 4 4.5 5 5.5 6 0 5 10 15 20 25 Southern labor input R&D F S p e ri o d s Product Cycle Stages average life time demand lag Figure 10: Effect on the stages of the product cycle 40 A.6.2 Changes in inequality across regions Figures 11-12 depict the effects of an increase in inequality across regions due to a regressive transfer, i.e. a transfer from poor South to rich North. 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2 0.034 0.036 0.038 0.04 0.042 0.044 0.046 Transfer T in n o v a ti o n r a te g Innovation Rate 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2 0.75 0.8 0.85 0.9 0.95 1 Transfer T c o n s u m p ti o n s h a re n Consumption Share of Southern Households 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2 0.034 0.036 0.038 0.04 0.042 0.044 0.046 Transfer T in n o v a ti o n r a te g Innovation Rate 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2 0.75 0.8 0.85 0.9 0.95 1 Transfer T c o n s u m p ti o n s h a re n Consumption Share of Southern Households Figure 11: Upper panel: Effect on innovation rate and consumption share of the South. Lower panel: Effect on relative wage rate and terms of trade 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18 0.2 0 5 10 15 20 25 Transfer T p e ri o d s Product Cycle Stages average life time demand lag Figure 12: Effect on stages of the product cycle A.6.3 Changes in Southern population Figures 13-14 show the effects of an increase in Southern population. 41 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 0.65 0.06 0.07 0.08 0.09 0.1 0.11 population South in n o v a ti o n r a te g Innovation Rate 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 0.65 0.7 0.75 0.8 0.85 0.9 0.95 population South c o n s u m p ti o n s h a re n Consumption Share of Southern Households 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 0.65 1.3 1.35 1.4 1.45 1.5 1.55 population South re la ti v e w a g e r a te s w N /w S Relative wage rates 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 0.65 1.6 1.65 1.7 1.75 1.8 1.85 1.9 1.95 population South te rm s o f tr a d e Terms of Trade Figure 13: Upper panel: Effect on innovation rate and consumption share of South. Lower panel: Effect on relative wage rate and terms of trade 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 0.65 0 5 10 15 20 25 30 35 40 45 50 population South p e ri o d s Product Cycle Stages average life time demand lag Figure 14: Effect on stages of the product cycle A.7 Suggestive evidence A.7.1 Demand lags A web search readily shows that all of the products in Table 2 were first introduced in the United States: the electric dishwasher in 1950 by Hobart Corp., the automatic electric clothes dryer in 1949 by Hamilton Manufacturing Corp. and General Electric, the domestic deep freezer in 1949 by General Electric, the countertop microwave oven in 1967 by Amana Corp., the VCR in 1965 by Sony, Ampex, and RCA, and the automatic electric washing machine in 1947 by Bendix and General Electric. We estimate the following model with OLS: log (∆ij) = β0 + β1 log ( GDPpcij GDPpcUS ) + β2 log ( Popij PopUS ) + εij 42 where ∆ij denotes the introduction lag, defined as the number of years that elapsed until product j was introduced in country i, GDPpcij and Popij denote GDP per capita and population size in country i at the time product j was introduced in the US, respectively. The coefficient β1 shows the importance of (relative) GDP per capita, holding relative population sizes constant. We expect β1 to be negative. Table 2: Introduction of major consumer durables across Europe and the U.S. Dishwasher Dryer Freezer Microwave VCR Washing Machine Yr GDPpc Yr GDPpc Yr GDPpc Yr GDPpc Yr GDPpc Yr GDPpc Austria 1962 6296 1965 6296 1953 6296 1974 13575 1977 12651 1962 6296 Belgium 1960 7992 1960 7992 1956 7992 1974 13602 1975 12820 1955 7992 Denmark 1960 9366 1965 9366 1954 9366 1974 15980 1977 15145 1958 9366 Finland 1964 6192 1973 6192 1961 6192 1975 11590 1978 11203 1960 6192 France 1959 7107 1963 7107 1960 7107 1975 13578 1974 12522 1954 7107 Germany 1960 6251 1966 6251 1956 6251 1969 14348 1974 14377 1952 6251 Greece 1966 2576 1990 2576 1972 2576 1982 9742 na na 1964 2576 Ireland 1965 5880 1963 5880 1958 5880 1976 8789 na na 1966 5880 Italy 1961 5361 1968 5361 1965 5361 1975 12305 1976 11015 1957 5361 Netherlands 1960 9961 1968 9961 1960 9961 1971 16356 na na 1960 9961 Norway 1961 9434 1970 9434 1957 9434 1976 16366 1977 14966 1960 9434 Portugal 1966 2614 1973 2614 1956 2614 1982 5937 na na 1956 2614 Spain na na 1973 3796 1972 3796 1973 10215 1977 9321 1964 3796 Sweden 1959 10301 1969 10301 1953 10301 1973 17043 1977 16380 1958 10301 Switzerland na na 1966 13712 na na 1973 22880 1978 22056 na na United Kingdom 1958 10447 1960 10447 1954 10447 1971 14886 1974 14365 1954 10447 United States 1950 13119 1949 13119 1949 13119 1967 19522 1965 18364 1947 13119 Spearman’s ρ -0.86 -0.55 -0.68 -0.65 -0.01 -0.46 Notes: Spearman’s ρ denotes Spearman’s rank correlation coefficient. Heston, Summers and Aten (2012) provide data from 1950-2009. GDP per capita in 1947 and 1949 is approximated by GDP per capita in 1950. Sources: Tellis, Stremersch and Yin (2003); Heston, Summers and Aten (2012). A.7.2 Export and production patterns .2 .4 .6 .8 1 E x p o rt s /( E x p o rt s + Im p o rt s ) 1978 1982 1986 1990 1994 1998 2002 2006 Year Source: U.S. Import and Export Data 1978−2006 http://cid.econ.ucdavis.edu/ 6 consumer durables across 16 European countries (aggregate) 0 .5 1 1 .5 2 1970 1980 1990 2000 2010 Year Brazil Argentina India Japan Korea China Source: UN Industry Statistics (2011) Production of washing machines relative to US Figure 15: US export performance across all 6 consumer durables and 16 European countries (left-hand side), and production of the washing machine relative to the US (right-hand side) 43