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    KVV_Polsem_FS24.pdf

    1 ____________________________ IMPRESSUM Politikwissenschaftliches Seminar der Universität Luzern Titelbild: © Line Rime 2 Wir freuen uns auf Sie! Liebe Studierende Im Namen des Politikwissenschaftlichen Seminars begrüsse ich Sie herzlich zum Frühjahrssemester 2024. Auf Sie wartet wie immer ein interessantes, stark international ausgerichtetes Angebot. Sie finden in unserem Programm Vorlesungen und (Pro)Seminare, welche die theoretischen und methodischen Grundlagen für das politikwissenschaftliche Arbeiten liefern; aber auch einige aussergewöhnliche «Häppchen», die Sie sich nicht entgehen lassen sollten! Auf den ersten Seiten sehen Sie je eine Abbildung zu den im Major und Minor Politikwissenschaft zu erbringenden Credits. Ebenfalls aufgeführt sind die entsprechenden Musterstudienpläne BA Politikwissenschaft Major und Minor sowie die Musterstudienpläne MA Politikwissenschaft Major und Minor. Die danach folgenden Tabellen zur Studienplanung liefern insbesondere den «Newcomern» wertvolle Hinweise zum Aufbau und zur Struktur eines erfolgreichen Studiums. Sie haben hoffentlich unsere überarbeiteten «Guidelines zum wissenschaftlichen Arbeiten» (September 23) schon wahrgenommen?! Ausserdem: Bei den «Tipps und Tricks» des Politikwissenschaftlichen Seminars finden Sie noch Informationen, die Ihnen möglicherweise bei den Abschlussarbeiten helfen: zum einen Listen von Dozierenden zu möglichen Themen (die aber keinesfalls abschliessend und verbindlich sind; sie sollen nur Idee liefern und signalisieren, wo unsere Hauptdozierenden spannende Forschungslücken sehen) und vorbildhafte Abschlussarbeiten (die keineswegs immer mit einer 6,0 bewertet wurden, auch sie sollen nur eine gewisse Orientierung liefern). Zum Schluss noch ein paar Worte zu den schriftlichen Seminararbeiten, die nicht im Programm auftauchen, aber eine grosse Bedeutung als Vorbereitung für die BA- oder MA-Arbeit haben. Schieben Sie diese Arbeiten nicht vor sich her! Einfach mal probieren und sich dabei von Dozierenden und Kommiliton*innen beraten lassen. Die Arbeiten müssen zwar nicht zwingend im Kontext von Veranstaltungen geschrieben werden; es ist aber für alle Beteiligten besser, wenn dies der Fall ist. Durch die schriftlichen Seminararbeiten gewinnen Sie auch wichtige Erkenntnisse in Bezug auf die Betreuung und Bewertung von Arbeiten, was wiederum für die Suche nach Betreuerinnen und Betreuern für die Abschlussarbeiten eine grosse Bedeutung hat. Dies gilt genauso für Ihr Gegenüber. Denn Dozierende geben ihre Zusage für die Betreuung einer Abschlussarbeit viel bereitwilliger, wenn sie bereits eine schriftliche Arbeit der Anfragenden gelesen und bewertet haben. Konsequenterweise müssen schriftliche Arbeiten, die Sie für den Major Politikwissenschaft anrechnen lassen wollen, von politikwissenschaftlichen Dozierenden und nicht von Dozierenden aus benachbarten Fächern angeleitet werden. Doch nun sind wir gespannt auf Sie! Wir freuen uns, Sie kennenzulernen oder wiederzusehen und wünschen Ihnen ein interessantes, reichhaltiges Frühjahrssemester. Prof. Dr. Joachim Blatter, Leiter des Politikwissenschaftlichen Seminars, im Februar 2024 3 Inhalt Der Studiengang Politikwissenschaft .................................................................................................................................... 7 Musterstudienpläne – Bachelor ............................................................................................................................................. 9 Musterstudienpläne – Master............................................................................................................................................... 12 Studienplanung: Vollzeit – Beginn im HS........................................................................................................................... 14 Studienplanung: Vollzeit – Beginn im FS ........................................................................................................................... 15 Studienaufbau Methoden im politikwissenschaftlichen Studium .................................................................................... 17 Kurzübersicht der Lehrveranstaltungen ............................................................................................................................. 18 Detaillierte Beschreibung der Lehrveranstaltungen – Vorlesungen ............................................................................... 20 Einführung in die Schweizer Politik ........................................................................................................................................ 19 Einführung in die Verlgeichende Politikwissenschaft ............................................................................................................. 20 Demokratietheorien II (Vertiefung) ......................................................................................................................................... 21 Die Schweiz im Kontext der europäischen Integration ........................................................................................................... 22 Detaillierte Beschreibung der Lehrveranstaltungen – Methodenveranstaltungen .................................................. 23 Methodenseminar der empirischen Sozialforschung II ........................................................................................................... 23 Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte ..................... 24 Politikwissenschaftliches Methodenseminar I ........................................................................................................................ 25 Studying Climate Change and Political Unrest (Research Design and Methods in Quantitative Studies) ............................... 26 Research Design and Methods in Qualitative Studies ........................................................................................................... 28 Detaillierte Beschreibung der Lehrveranstaltungen – Seminare ……………………………………………………………….29 Proseminar zur Vorlesung «Einführung in die Schweizer Politik» .......................................................................................... 29 Proseminar zur Vorlesung «Einführung in die Vergleichende Politikwissenschaft» ................................................................ 30 Culture and Politics ............................................................................................................................................................... 31 Demokratie und Erziehung .................................................................................................................................................... 33 Gender & Politics .................................................................................................................................................................. 34 Global Governance und Internationale Organisationen ......................................................................................................... 35 Globalization and Social Sustainability .................................................................................................................................. 36 Media and Politics ................................................................................................................................................................. 37 Policy-Analyse mit Anwendungen in der Energiepolitik .......................................................................................................... 38 Zusammenhalt angesichts von Flucht und Migration: national und europäisch ...................................................................... 39 Fear and loathing across party lines: Affective polarization in the democratic world............................................................... 40 Genealogies of Global Governance ....................................................................................................................................... 41 International Climate and Energy Politics .............................................................................................................................. 42 Political Representation of Marginalized Groups ................................................................................................................... 43 The Politics of Technological Change .................................................................................................................................... 45 Detaillierte Beschreibung der Lehrveranstaltungen – Sonderveranstaltungen ............................................................ 46 Kolloquium BA- und MA-Abschlussarbeiten (qualitative, theoretische Arbeiten) .................................................................... 46 Kolloquium BA- und MA-Abschlussarbeiten (quantitative Arbeiten) ....................................................................................... 47 Tutorat zur Vorlesung «Methoden der empirischen Sozialforschung II» - Gruppe 1 ............................................................... 48 Tutorat zur Vorlesung «Methoden der empirischen Sozialforschung II» - Gruppe 2 ............................................................... 49 Tutorat zur VL «Logik der Forschung in den Sozial- und Kommunikationswissenschaften» - Gruppe 1 + 2 ........................... 50 Tutorat zur VL «Logik der Forschung in den Sozial- und Kommunikationswissenschaften» - Gruppe 3 + 4 ........................... 51 Data Mining for Political and Social Sciences using R ........................................................................................................... 52 Introduction to Python ........................................................................................................................................................... 52 Lehrveranstaltungen im Frühjahrssemester 2024………………………………..………………………………………………..54 Blockveranstaltungen im Frühjahrssemester 2024........................................................................................................... 55 Semesterdaten……………………………………………………………………………………………………………….…….……….56 file://unet.unilu.ch/DFSGroups/002350-02/00_Administration/Vorlesungsverzeichnis/22_FS/VV_PolSem_FS2022_20220105.docx#_Toc92289118 4 Kontakte Universität Luzern Politikwissenschaftliches Seminar Adresse Frohburgstrasse 3, 6002 Luzern Postanschrift Postfach 4466, 6002 Luzern E-Mail polsem@unilu.ch Websiten www.unilu.ch/polsem www.unilu.ch/wgwp www.unilu.ch/lumacss Telefon 041 229 55 91 Sekretariat Stephanie Deuber Raum 3.B04 Öffnungszeiten MO bis DO stephanie.deuber@unilu.ch 041 229 55 91 Fachstudienberatung und Michael Widmer, BA Raum 3.A53 Mobilitätsberatung michael.widmer@unilu.ch 041 229 55 89 Termine nach Vereinbarung BA / MA Politikwissenschaft MA Dual Degree MA Weltgesellschaft- und Weltpolitik (WG+WP) Vakant Raum 3.A53 Lucerne Master in 041 229 55 87 Computational Social Science (LUMACSS) Leiter Politikwissenschaftliches Prof. Dr. Joachim Blatter Raum 3.B16 Seminar und Professur joachim.blatter@unilu.ch 041 229 55 92 Ordentlicher Professor für Politikwissenschaft mit Schwerpunkt Politische Theorie Weitere Professuren von A bis Z Prof. Dr. Lena Maria Schaffer Raum 3.B10 lena.schaffer@unilu.ch 041 229 55 95 Professorin für Politik- wissenschaft mit Schwerpunkt Inter- und Transnationale Beziehungen Prof. Dr. Alexander H. Trechsel Raum 3.B12 alexander.trechsel@unilu.ch 041 229 55 90 Ordentlicher Professor für Politik- wissenschaft mit Schwerpunkt Politische Kommunikation 5 Ständiger Lehrbeauftragter Dr. rer. Pol. Stefan Rieder Seidenhofstr. 12 rieder@interface-politikstudien.ch 6003 Luzern 041 226 04 26 Oberassistenz Dr. Samuel David Schmid Raum 3.B14 samuel.schmid@unilu.ch 041 229 55 86 Dr. Johannes Schulz Raum 3.B11 johannes.schulz@unilu.ch 041 229 55 93 Forschungsmitarbeitende Dr. des. Maurits Heumann Raum 3.B11 maurits.heumann@unilu.ch 041 229 55 98 (SNF-Projekt) Álvaro Canalejo-Molero, MA Raum 3.A12 alvaro.canalejo@doz.unilu.ch (SNF-Projekt) Dr. Mathilde van Ditmars Raum 3.B14 mathilde.vanditmars@unilu.ch 041 229 55 88 (SNF-Projekt) 6 Studentische Hilfskraft PolSem Céline Helfenstein Raum 3.A19 celine.helfenstein@unilu.ch 041 229 57 54 Weitere studentische Jasper Ehrengruber Mitarbeitende und Tutoren jasper.ehrengruber@stud.unilu.ch Patricia Käppeli Kaeppeli@interface-pol.ch Das Kernteam mit seinen studentischen Mitarbeitenden im Oktober 2023 mailto:jasper.ehrengruber@stud.unilu.ch mailto:Kaeppeli@interface-pol.ch 7 Der Studiengang Politikwissenschaft 8 9 Musterstudienpläne – Bachelor BA Politikwissenschaft Major Studienbeginn ab HS 2020 Modul Studienanforderung Beschreibung Credits 180 Assessmentstufe Major Kolloquialvorlesung Einführung in die Demokratietheorien 3 Kolloquialvorlesung Einführung in die Internationalen Beziehungen 3 Kolloquialvorlesung Einführung in die Vergleichende Politikwissenschaft 3 Kolloquialvorlesung Einführung in die Schweizer Politik 3 Vorlesung Methoden der empirischen Sozialforschung I 2 Übung Methoden der empirischen Sozialforschung I 2 Vorlesung Methoden der empirischen Sozialforschung II 2 Übung Methoden der empirischen Sozialforschung II 2 Zwei Proseminare - 8 Zwei Proseminararbeiten - 8 Methodenseminar Methodenseminar I 4 Informationskompetenz Im Rahmen einer ausgewiesenen Lehrveranstaltung Orientierungsgespräch - Hauptstudium Major Methodenseminar Methodenseminar II 4 Methodenseminararbeit Zum Stoffbereich der Methodenseminare I und II 4 Kolloquialvorlesung Grundlagen der multivariaten Statistik 3 Kolloquialvorlesung - 3 Zwei Hauptseminare - 8 Zwei Hauptseminararbeiten - 12 Kolloquium Kolloquium für Bachelorarbeiten 1 Minor1 Studienleistungen - 50 Freie Studienleistungen Studienleistungen, inklusive Sozialkompetenz (2-6 Cr) - 20 Bachelorverfahren Major BA-Arbeit - 25 BA-Prüfung mündliche Prüfung 5 Minor BA-Prüfung schriftliche Prüfung 5 Der Musterstudienplan entspricht der Wegleitung zur StuPo 2016 vom 29. Juni 2016 (Stand 1. August 2020) - Bachelorstufe. www.unilu.ch/ksf-reglemente 1 Siehe Musterstudienplan des gewählten Minors. http://www.unilu.ch/ksf-reglemente 10 BA Politikwissenschaft Minor Studienbeginn ab HS 2020 Modul Studienanforderung Beschreibung Credits 180 Assessmentstufe Minor Kolloquialvorlesung - 3 Kolloquialvorlesung - 3 Vorlesung Methoden der empirischen Sozialforschung 1I 2 Übung Methoden der empirischen Sozialforschung I1 2 Vorlesung Methoden der empirischen Sozialforschung II1 2 Übung Methoden der empirischen Sozialforschung II1 2 Proseminar - 4 Methodenseminar Methodenseminar I oder II 4 Proseminararbeit oder Methodenseminararbeit - 4 Hauptstudium Minor Kolloquialvorlesung - 3 Hauptseminar - 4 Hauptseminararbeit - 6 weitere Studienleistungen weitere Studienleistungen im Fach Politikwissenschaft 11 Major2 Studienleistungen - 75 Freie Studienleistungen Studienleistungen, inklusive Sozialkompetenz (2-6 Cr) - 20 Bachelorverfahren Major BA-Arbeit - 25 BA-Prüfung mündliche Prüfung 5 Minor BA-Prüfung schriftliche Prüfung 5 Der Musterstudienplan entspricht der Wegleitung Bachelorstufe der Studien- und Prüfungsordnung 2016 vom 29. Juni 2016 (Stand 1. August 2020). www.unilu.ch/ksf-reglemente 1 Studierende, welche die Vorlesungen und Übungen Methoden der empirischen Sozialforschung I und II bereits in ihrem Major Studiengang absolvieren müssen, ersetzen diese im Minor durch weitere Studienleistungen im Umfang von 8 ECTS im Fach Politikwissenschaft. 2 Siehe Musterstudienplan des gewählten Majors. Minor http://www.unilu.ch/ksf-reglemente 11 BA Politikwissenschaft Major Studienbeginn ab HS 2022 Modul Studienanforderung Beschreibung Credits 180 Assessmentstufe Major Kolloquialvorlesung Einführung in die Demokratietheorien 3 Kolloquialvorlesung Einführung in die Internationalen Beziehungen 3 Kolloquialvorlesung Einführung in die Vergleichende Politikwissenschaft 3 Kolloquialvorlesung Einführung in die Schweizer Politik 3 Vorlesung Vorlesung im Bereich Methoden I (einführend) 2 Übung Übung im Bereich Methoden I 2 Vorlesung Vorlesung im Bereich Methoden II (vertiefend) 2 Übung Übung im Bereich Methoden II 2 Zwei Proseminare - 8 Zwei Proseminararbeiten - 8 Methodenseminar Methodenseminar I 4 Informationskompetenz Im Rahmen einer ausgewiesenen Lehrveranstaltung Orientierungsgespräch - Hauptstudium Major Methodenseminar Methodenseminar II 4 Methodenseminararbeit Zum Stoffbereich der Methodenseminare I und II 4 Kolloquialvorlesung Kolloquialvorlesung Grundlagen statistischer Verfahren 3 Kolloquialvorlesung - 3 Zwei Hauptseminare - 8 Zwei Hauptseminararbeiten - 12 Kolloquium Kolloquium für Bachelorarbeiten 1 Minor1 Studienleistungen - 50 Modul Studienanforderung Beschreibung Credits 180 Ganzes Studium freie Studienleistungen Studienleistungen, davon maximal 6 Credits im freiwilligen Bereich universitäres Engagement - 20 Bachelorverfahren Major BA-Arbeit - 25 BA-Prüfung mündliche Prüfung 5 Minor BA-Prüfung schriftliche Prüfung 5 1 Siehe Musterstudienplan des gewählten Minors. Der Musterstudienplan entspricht der Wegleitung Bachelorstufe der Studien- und Prüfungsordnung 2016 mit Revision (Stand 1. August 2022). Download unter: www.unilu.ch/ksf-reglemente http://www.unilu.ch/ksf-reglemente 12 BA Politikwissenschaft Minor Studienbeginn ab HS 2022 Modul Studienanforderung Beschreibung Credits 180 Assessmentstufe Minor Kolloquialvorlesung - 3 Kolloquialvorlesung - 3 Vorlesung Vorlesung im Bereich Methoden I (einführend)1 2 Übung Übung im Bereich Methoden I1 2 Vorlesung Vorlesung im Bereich Methoden II (vertiefend)1 2 Übung Übung im Bereich Methoden II1 2 Proseminar - 4 Methodenseminar Methodenseminar I oder II 4 Proseminararbeit oder Methodenseminararbeit - 4 Hauptstudium Minor Kolloquialvorlesung - 3 Hauptseminar - 4 Hauptseminararbeit - 6 weitere Studienleistungen weitere Studienleistungen im Fach Politikwissenschaft 11 Major2 Studienleistungen - 75 Ganzes Studium freie Studienleistungen Studienleistungen, davon maximal 6 Credits im freiwilligen Bereich universitäres Engagement - 20 Bachelorverfahren Major BA-Arbeit - 25 BA-Prüfung mündliche Prüfung 5 Minor BA-Prüfung schriftliche Prüfung 5 Der Musterstudienplan entspricht der Wegleitung Bachelorstufe der Studien- und Prüfungsordnung 2016 mit Revision (Stand 1. August 2022). Download unter: www.unilu.ch/ksf-reglemente 1 Studierende, welche die Vorlesungen und Übungen im Bereich Methoden I (einführend) & Methoden II (vertiefend) bereits in ihrem Majorstudiengang absolvieren müssen, ersetzen diese im Minor durch weitere Studienleistungen im Umfang von 8 ECTS im Fach Politikwissenschaft 2 Siehe Musterstudienplan des gewählten Majors http://www.unilu.ch/ksf-reglemente 13 Musterstudienpläne – Master MA Politikwissenschaft Major Studienbeginn ab HS 2022 Modul Studienanforderung Beschreibung Credits 120 Major Masterseminar - 4 schriftliche Masterseminararbeit - 6 Masterseminar - 4 schriftliche Masterseminararbeit - 6 weitere Studienleistungen - 14 Minor1 Studienleistungen - 20 freie Studienleistungen Studienleistungen, davon maximal 6 Credits im freiwilligen Bereich universitäres Engagement im Major oder Minor aus dem MA- Lehrangebot der KSF und/oder dem externen Minor 21 Masterverfahren Major MA-Prüfung mündliche Prüfung 10 MA-Arbeit - 30 Minor MA-Prüfung schriftliche Prüfung 5 Der Musterstudienplan entspricht der Wegleitung Masterstufe der Studien- und Prüfungsordnung 2016 mit Revision (Stand 1. August 2022). Download unter: www.unilu.ch/ksf-reglemente 1 Siehe Musterstudienplan des gewählten Minors. http://www.unilu.ch/ksf-reglemente 14 MA Politikwissenschaft Minor Studienbeginn ab HS 2022 Der Musterstudienplan entspricht der Wegleitung Masterstufe der Studien- und Prüfungsordnung 2016 mit Revision (Stand 1. August 2022). Download unter:www.unilu.ch/ksf-reglemente 1 Siehe Musterstudienplan des gewählten Majors. Modul Studienanforderung Beschreibung Credits 120 Minor Masterseminar - 4 schriftliche Masterseminararbeit - 6 weitere Studienleistungen - 10 Major1 Studienleistungen - 34 freie Studienleistungen Studienleistungen, davon maximal 6 Credits im freiwilligen Bereich universitäres Engagement im Major oder Minor aus dem MA- Lehrangebot der KSF und/oder dem externen Minor 21 Masterverfahren Major MA-Arbeit - 30 MA-Prüfung mündliche Prüfung 10 Minor MA-Prüfung schriftliche Prüfung 5 http://www.unilu.ch/ksf-reglemente 15 Studienplanung-Vollzeit nach Musterstudienplan 2022 (Beginn im HS) 1 . Semester 2 . Semester 3 . Semester 4 . Semester 5 . Semester 6 . Semester KVL Einf . in d ie Demokrat ie- theor ien und Einf . in d ie In ternat ionale n Bez iehungen 6 KVL Einf . in d ie Schweizer Pol i t ik und Einf . in d ie Verg le ichende Pol i t ikwissen- schaf t 6 KVL 3 KVL 3 Credi ts im freiwi l l igen Bereich universi täres Engagement 2 Hauptseminar 4 Proseminar zur KVL Einf . in d ie Demokrat ie- theor ie Oder Einf . in d ie In tern. Bez iehungen ( ink l . In fo rmat ions- kompetenz)* 4 Proseminar zur KVL Einf . in d ie Schweizer Pol i t ik Oder Einf . in d ie Verg l .PW ( ink l . In fo rmat ions- kompetenz)* 4 Hauptseminar 4 Hauptseminar 4 Hauptseminar 4 Orient ierungs -gespräch Vorlesung und Übung im Bere ich Methoden I (e in führend) 4 Vorlesung und Übung im Bere ich Methoden I I (ver t ie fend) 4 KVL Grundlagen s ta t is t ischer Ver fahren 3 Hauptseminar 4 Kol loquium für BA-Arbeit 1 Methodenseminar Pol i t ikwissenschaft I und I I 8 KVL 3 Mündl . Prüfung 5 Proseminar- arbeit 4 Proseminar- arbeit 4 Methoden- seminararbeit 4 Hauptsemi- nararbe it 6 Hauptsemi- nararbe it * (b is zur Anmeldung zum BA- Verfahren)* * 6 BA-Arbeit 25 18 Credits 22 Credits 22 Credits 17 Credits 16 Credits 30 Credits Zusätz l ich zu erbringen: Studienleis tungen im Minorfach, 55 Cr In den ersten beiden Semestern sollten primär Vorlesungen und Proseminare besucht und Proseminararbeiten geschrieben werden. Schreiben Sie Ihre erste Proseminararbeit im bzw. nach dem ersten Semester! Der Wissenserwerb steht in Vorlesungen im Vordergrund. Ab dem 3. Semester steht die Interaktion in Seminaren im Zentrum. Es sollten dann jeweils ca. zwei schriftliche Arbeiten pro Semester geschrieben werden (eine im Major-, eine im Minorfach). Fangen Sie während der Vorlesungszeit an, da im 5. Semester bereits erhebliche Investitionen für die BA-Arbeit auf dem Programm stehen. Tipp: Schreiben Sie Ihre letzte Hauptseminararbeit zum gleichen Thema wie die Bachelorarbeit. * Die Veranstaltungen zur Informationskompetenz sind nur einmal zu besuchen. ** Zum Zeitpunkt der Anmeldung zum BA-Verfahren müssen dem Dekanat alle Nachweise für schriftliche Arbeiten vorliegen. Bitte beachten Sie, dass dieses Schema nur als Beispiel dient und hier alle freien Studienleistungen im Fach Politikwissenschaft erbracht werden, was nicht zwingend ist. Die zwingend zu erbringenden Studienleistungen sind in den Reglementen der KSF festgelegt und in den Musterstudienplänen ersichtlich. Bei Fragen zur Studienplanung kann ausserdem die Studienberatung des Politikwissenschaftlichen Seminars kontaktiert werden. 16 Studienplanung-Vollzeit nach Musterstudienplan 2022 (Beginn im FS) 1 . Semester 2 . Semester 3 . Semester 4 . Semester 5 . Semester 6 . Semester KVL Einf . in d ie Schweizer Pol i t ik und Einf . in d ie Verg le ichende Pol i t ikwissen- schaf t 6 KVL Einf . in d ie Demokrat ie- theor ien und Einf . in d ie In ter- nat ionalen Bez iehungen 6 KVL 3 KVL 3 Credi ts im freiwi l l igen Bereich universi täres Engagement 2 Proseminar zur KVL Einf . in d ie Schweizer Pol i t ik oder Einf . in d ie Verg l . PW ( ink l . In fo rmat ions- kompetenz)* 4 Proseminar zur KVL Einf . in d ie Demokrat ie- theor ien oder Einf . in d ie In ternat ionalen Bez iehungen ( ink l . In fo rmat ions- kompetenz)* 4 Hauptseminar 4 Hauptseminar 4 Hauptseminar 4 Orient ierungs- gespräch Hauptseminar 4 Vorlesung und Übung im Bere ich Methoden I (e in führend) 4 Vorlesung und Übung im Bere ich Methoden I I (ver t ie fend) 4 KVL Grundlagen s ta t is t ischer Ver fahren 3 Kol loquium für BA-Arbeit 1 Methodenseminar Pol i t ikwissenschaft I und I I 8 Hauptseminar 4 KVL 3 Mündl iche Prüfung 5 Proseminar- arbeit 4 Methoden- seminararbeit 4 Proseminar- arbeit 4 Hauptseminar -arbei t 6 Hauptsemi- nararbe it Major (b is zur Anmeldung zum BA- Verfahren)** 6 BA-Arbeit 25 18 Credits 22 Credits 19 Credits 20 Credits 16 Credits 30 Credits Zusätz l ich zu erbringen: Studienleis tungen im Minorfach, 55 Cr In den ersten beiden Semestern sollten primär Vorlesungen und Proseminare besucht und Proseminararbeiten geschrieben werden. Schreiben Sie Ihre erste Proseminararbeit im bzw. nach dem ersten Semester! Der Wissenserwerb steht in Vorlesungen im Vordergrund. Ab dem 3. Semester steht die Interaktion in Seminaren im Zentrum. Es sollten dann jeweils ca. zwei schriftliche Arbeiten pro Semester geschrieben werden (eine im Major-, eine im Minorfach). Fangen Sie während der Vorlesungszeit an, da im 5. Semester bereits erhebliche Investitionen für die BA-Arbeit auf dem Programm stehen. Tipp: Schreiben Sie Ihre letzte Hauptseminararbeit zum gleichen Thema wie die Bachelorarbeit. * Die Veranstaltungen zur Informationskompetenz sind nur einmal zu besuchen. ** Zum Zeitpunkt der Anmeldung zum BA-Verfahren müssen dem Dekanat alle Nachweise für schriftliche Arbeiten vorliegen. Bitte beachten Sie, dass dieses Schema nur als Beispiel dient und hier alle freien Studienleistungen im Fach Politikwissenschaft erbracht werden, was nicht zwingend ist. Die zwingend zu erbringenden Studienleistungen sind in den Reglementen der Fakultät festgelegt und in den Musterstudienplänen ersichtlich. Bei Fragen zur Studienplanung kann ausserdem die Studienberatung des Politikwissenschaftlichen Seminars kontaktiert werden. 17 Studienaufbau Methoden im politikwissenschaftlichen Studium 1. Semester (Herbst) 2. Semester (Frühling) 3. Semester (Herbst) 4. Semester (Frühling) 5. Semester (Herbst) 18 Kurzübersicht der Lehrveranstaltungen BA MA KVL Arnold: Einführung in die Schweizer Politik Di 08:15 – 10:00 KVL Trechsel: Einführung in die vergleichende Politikwissenschaft Di 12:15 – 14:00 KVL Blatter: Demokratietheorien II (Vertiefung) Mo 14:15 – 16:00 KVL Schaffer: Die Schweiz im Kontext der europäischen Integration Mi 10:15 – 12:00 VL Diaz-Bone: Methoden der empirischen Sozialforschung II Di 10:15 – 12:00 VL Schenk: Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte Do 10:15 – 12:00 MS Blatter / Schulz: Politikwissenschaftliches Methodenseminar I Mi 14:15 – 16:00 PS Föhn: Proseminar zur KVL «Einführung in die Schweizer Politik» Mo 12:15 – 14:00 PS Ströbele: Proseminar zur KVL «Einführung in die vergleichende Politikwissenschaft» Mi 10:15 – 12:00 HS Canalejo-Molero: Culture and Politics Blockveranstaltung HS Schulz: Demokratie und Erziehung Di 16:15 – 18:00 HS Fraile-Maldonado: Gender & Politics Blockveranstaltung HS Bien: Global Governance und Internationale Organisationen Do 10:15 – 14:00 HS Wagner: Globalization and Social Sustainability Do 14:15 – 16:00 HS Schmid: Media & Politics Mo 16:15 – 18:00 HS Rieder: Policy-Analyse mit Anwendungen in der Energiepolitik Do 14:15 – 16:00 HS Schlenker: Zusammenhalt angesichts von Flucht und Migration: national und transnational Blockveranstaltung HS Schaffer / El Kassar / Leisibach: Basisseminar Philosophy, Politics and Economics PPE I Di 14:15 – 16:00 HS Blatter / Lailach-Hennrich / Sontheim: Basisseminar Philosophy, Politics and Economics PPE II Di 14:15 – 16:00 MAS Hönig / Jansensberger: Studying Climate Change and Political Unrest (Research Designs and Methods in Quantitative Studies) Do 10:15 – 14:00 MAS Blatter / Schulz: Research Designs and Methods in Qualitative Studies Mi 16:15 – 18:00 MAS Reiljan: Fear and loathing across party lines: Affective polarization in the democratic world Blockveranstaltung MAS Jaeger: Genealogies of Global Governance Blockveranstaltung MAS Bayer: International Climate and Energy Politics Blockveranstaltung MAS Hofmane: Political Representation of Marginalized Groups Blockveranstaltung MAS Küstermann: The Politics of Technological Change Blockveranstaltung KOL Blatter: Kolloquium für BA- und MA-Abschlussarbeiten (qualitative, theoretische Arbeiten) Di 18:15 – 20:00 KOL Schaffer: Kolloquium BA- und MA-Abschlussarbeiten (quantitative Arbeiten) Di 18:15 – 20:00 19 Empfohlene Lehrveranstaltungen aus anderen Fachbereichen Code MS Schwegler/Lobina/Amstutz: Schreibwerkstatt, Wissenschaftliches Schreiben FS231416 HS Saner: Macht und soziale Ungleicheiten im digitalen Raum FS231417 HS Hoffmann: Zitat und Zitieren FS231552 VL Speich Chassé: Die Umwelt der Schweiz – eine politische Geschichte FS241526 Legende KVL / VL Kolloquialvorlesung / Vorlesung RVG Ringvorlesung PS Proseminar HS Hauptseminar MAS Masterseminar MS Methodisches Seminar KOL Kolloquium SV Sonderveranstaltung ÖV öffentlicher Vortrag 20 Detaillierte Beschreibung der Lehrveranstaltungen Vorlesungen Einführung in die Schweizer Politik Dozent/in: Dr. Tobias Arnold Veranstaltungsart: Kolloquialvorlesung Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Di., 08:15 - 10:00, ab 20.02.2024 FRO, 3.B58 Prüfung: Di., 28.05.2024, 08:15 - 10:00 FRO, HS 9 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Wie funktioniert das politische System der Schweiz? Was macht den Kern der Schweizer Konsensdemokratie aus? Wie trägt unser politisches System zur konkreten gesellschaftlichen Problembearbeitung bei? Diese Fragen stehen im Zentrum der Vorlesung zur Schweizer Politik. In der Vorlesung werden die Strukturen und die Prozesse des politischen Systems der Schweiz vorgestellt. Die Themen Wahlen und Abstimmungen, Parteien und Parteiensystem, Parlament, Regierung, Verwaltung, Justiz, direkte Demokratie, Föderalismus und Konkordanz werden besprochen. Weiter geht es um die politischen Entscheidungs- und Vollzugsprozesse auf den verschiedenen Staatsebenen. Diese werden anhand von Beispielen aus ausgewählten Politikfeldern (z.B. Sozialpolitik, Gesundheitspolitik oder Energiepolitik) vertieft. Schliesslich werden Herausforderungen diskutiert, welche sich der Schweizer Politik aktuell stellen. Lernziele: Vermittlung grundlegender Kenntnisse der Strukturen und der Prozesse des schweizerischen politischen Systems. Voraussetzungen: keine Sprache: Deutsch Prüfung: Die Vorlesungsprüfung ist in der letzten Semesterwoche Prüfungsmodus / Credits: Benotete schriftliche Prüfung (3 Credits) Hinweise: Studenschwerpunkt: Schweizer Politik Hörer/innen: Offen für Hörer/innen Kontakt: tobias.arnold@doz.unilu.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT Literatur Pflichtlektüre: ‒ Linder, Wolf/Müller, Sean (2017): Schweizerische Demokratie. Institutionen, Prozesse, Perspektiven, 4., vollständig überarbeitete und aktualisierte Auflage. Bern: Haupt Verlag. Ausgewählte weitere Literatur: ‒ Freitag, Markus; Vatter, Adrian (2015): Wahlen und Wählerschaft in der Schweiz. Zürich: Verlag Neue Zürcher Zeitung. ‒ Knoepfel, Peter; Papadopoulos, Yannis; Sciarini, Pascal; Vatter, Adrian; Häusermann, Silja (Hrsg.) (2017): Handbuch der Schweizer Politik/Manuel de la politique suisse, Zürich. ‒ Lane, Jan Erik (Hrsg.) (2004): The Swiss labyrinth: institutions, outcomes and redesign. London: Routledge. ‒ Milic, Thomas; Rousselot, Bianca; Vatter, Adrian (2014): Handbuch der Abstimmungsforschung. Zürich: Verlag Neue Zürcher Zeitung. ‒ Mueller, Sean; Vatter Adrian (2020): Der Ständerat. Zürich: NZZ Libro ‒ Vatter, Adrian (2020): Das politische System der Schweiz. 4. vollständig aktualisierte Auflage. Baden- Baden: Nomos/UTB. ‒ Vatter, Adrian (2020): Der Bundesrat. Die Schweizer Regierung. Zürich: NZZ Libro 21 Einführung in die Vergleichende Politikwissenschaft Dozent/in: Prof. Dr. Alexander H. Trechsel Veranstaltungsart: Kolloquialvorlesung Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Di., 12:15 - 14:00, ab 20.02.2024 FRO, HS 7 Prüfung: Di., 28.05.2024, 12:15 - 14:00 FRO, HS 10 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Vergleiche anzustellen zwischen Staaten, Parteien und Parteisystemen, Wahlen, Institutionen, politischen Entscheidungsprozessen, sozialen Bewegungen usw. gehört zu den zentralen Anliegen der Politikwissenschaft. Aber warum vergleicht man überhaupt? Und wie konzipiert man einen wissenschaftlichen Vergleich? Der erste Teil dieser Vorlesung befasst sich mit der Rolle und dem politischen Verhalten von Bürgerinnen und Bürgern: wie partizipieren sie in der Politik? Gibt es politische Kulturen und wie können wir diese verstehen? Im zweiten Teil der Vorlesung geht es um grundlegende politische Institutionen, also Wahl- und Regierungssysteme sowie deren historische Herausbildung, ihre Spielregeln und ihren Einfluss auf die Politik. Wie funktioniert die repräsentative Demokratie? Wie unterscheidet sie sich von direktdemokratischen Institutionen? Was sind politische Vetospieler? Der dritte Teil führt die Studierenden in die Methoden der vergleichenden Politikwissenschaft ein, bevor der vierte Teil die intermediären Organisationen zwischen Staat und Gesellschaft genauer unter die Lupe nimmt. Hier werden Parteien, Verbände, neue soziale Bewegungen, Protestbewegungen, populistische Leader und auch die Medien und deren Rolle behandelt. Schliesslich erhalten die Studierenden einen Einblick in eine der grundlegendsten Unterscheidungen von Formen der Demokratie: der Mehrheits- und der Konsensdemokratie. Die Schweiz, die traditionell den paradigmatischen Fall von Konsensdemokratie darstellt, wird in allen Teilen der Vorlesung stark berücksichtigt werden. Diese Vorlesung ist als Einführung in den politikwissenschaftlichen Schwerpunkt «Vergleichende Politikwissenschaft» konzipiert. Die weiterführende Vorlesung in diesem Bereich ist auf dem Wissen der Einführungsvorlesung aufgebaut. Daher ist es sehr empfehlenswert, diese Vorlesung im Grundstudium zu besuchen. Voraussetzungen: keine Sprache: Deutsch Prüfung: Vorlesungsprüfung ist in der letzten Sitzung, am 28.05.2024 Prüfungsmodus / Credits: Benotete schriftliche Prüfung (3 Credits) Kontakt: alexander.trechsel@unilu.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT Literatur ‒ Kriesi, Hanspeter (2007/8): Vergleichende Politikwissenschaft. Eine Einführung, Baden-Baden: Nomos. ‒ Caramani, Daniele (ed.) (2013). Comparative Politics. 3rd edition. Oxford: Oxford University Press. ‒ Newton, Kenneth und Jan W. van Deth (2010). Foundations of Comparative Politics. 2nd edition. Cambridge University Press. 22 Demokratietheorien II (Vertiefungen) Dozent/in: Prof. Dr. Joachim Blatter Veranstaltungsart: Kolloquialvorlesung Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mo., 14:15 - 16:00, ab 19.02.2024 FRO, 4.B02 Prüfung: Mo., 27.05.2024, 14:15 - 16:00 FRO, HS 2 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Diese Veranstaltung ist als vertiefende Ergänzung zur Vorlesung «Einführung in die Demokratietheorien», welche jeweils im HS angeboten wird, konzipiert. Der vorhergehende Besuch der Einführungsvorlesung im HS ist deswegen sehr empfohlen, aber nicht zwingend vorgeschrieben. Während in der Einführungsvorlesung im HS die liberalen und republikanischen Grundtheorien und einige zentrale Auseinandersetzungen im 20. Jahrhunderts im Zentrum standen, beschäftigt sich die vertiefende Vorlesung im FS mit folgenden Demokratietheorien: - Empirische Demokratietheorien - Kritische Demokratietheorien - Postnationale Demokratietheorien Ziel der Vorlesung(en) ist es, dass die Studierenden einen breiten Einblick in die normativen und empirischen Demokratietheorien erhalten. Die Vorlesung(en) legen damit die informatorische Grundlage für eine vertiefte Beschäftigung mit der Ideengeschichte oder mit aktuellen Herausforderungen in Seminaren und schriftlichen Arbeiten. Voraussetzungen: keine Sprache: Deutsch Prüfung: Die Vorlesungsprüfung ist in der letzten Sitzung, am 27.05.2024. Prüfungsmodus / Credits: Benotete schriftliche Prüfung (3 Credits) Hinweise: Studienschwerpunkt: Politische Theorie Vorlesung in Deutsch / Literatur oft in englischer Sprache Hörer/innen: Offen für Hörer/innen Kontakt: joachim.blatter@unilu.ch Material: Seminarmaterialien werden auf der Online-Plattform OLAT zugänglich gemacht. 23 Die Schweiz im Kontext der europäischen Integration Dozent/in: Prof. Dr. Lena Maria Schaffer Veranstaltungsart: Kolloquialvorlesung Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mi., 10:15 - 12:00, ab 21.02.2024 FRO, 3.A05 Prüfung: Mi., 29.05.2024, 10:15 - 12:00 FRO, HS 1 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Einer der zentralen Punkte der Schweizer Aussenpolitik der kommenden Jahre ist die Neuordnung der Beziehungen zur Europäischen Union (EU). Nach der Aufkündigung der Rahmenabkommen durch den Bundesrat im Mai 2021 steht die Schweiz weiterhin vor der Entscheidung über grössere Nähe oder Abschottung. Dies alles vor dem Hintergrund genereller Debatten über Sinn und Zweck politischer Integration. Die Europäische Union ist nicht nur gemeinsamer Binnenmarkt, sondern auch politischer Raum in dem verbindliche Entscheidungen getroffen werden, deren Reichweite selbst Nichtmitglieder direkt oder indirekt betrifft. Die Vorlesung soll helfen, die Europäische Union als ein besonderes politisches System zu verstehen, das sich sowohl vom Nationalstaat als auch von anderen internationalen Organisationen unterscheidet. Ein zentraler Block der Vorlesung beschäftigt sich mit aktuellen Themen wie den Schweiz-EU Beziehungen und der Covid-19 Krise. Lernziele: Die Vorlesung «Europäische Integration» gibt den Studierenden einen Einstieg in die relevanten Fragen der europäischen Integration, im Speziellen mit Bezug auf die Beziehungen Schweiz - EU. Sprache: Deutsch Prüfung: Die Vorlesungsprüfung ist in der letzten Sitzung am 29.05.2024 Prüfungsmodus / Credits: Benotete schriftliche Prüfung (3 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: lena.schaffer@unilu.ch Literatur ̶ Lelieveldt, Herman, and Sebastian Princen (2015) The Politics of the European Union. Cambridge: Cambridge University Press. ̶ Nugent, Neill (2010) The Government and Politics of the European Union. 7th edition. Basingstoke: Palgrave Macmillan ̶ Wallace, Helen, Mark Pollack, and Alasdair Young, eds. (2010): Policy-Making in the European Union. Oxford University Press. 24 Methodenveranstaltungen Methoden der empirischen Sozialforschung II Dozent/in: Prof. Dr. Rainer Diaz-Bone Veranstaltungsart: Vorlesung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Di., 10:15 - 12:00, ab 20.02.2024 FRO, 3.B58 Umfang: 2 Semesterwochenstunden Inhalt: Die Vorlesung setzt die Methoden der empirischen Sozialforschung I aus dem HS 23 fort. Im FS 24 werden die Datenerhebungsmethoden Befragung und Inhaltsanalyse behandelt. Im zweiten Teil folgt eine Einführung in die Deskriptivstatistik. Voraussetzungen: Die VL Methoden der empirischen Sozialforschung I (HS 23) soll vorher erfolgreich besucht worden sein. Sprache: Deutsch Prüfungsmodus / Credits: Benotete Prüfung (2 Credits) Hinweise: Paralleler Besuch des begleitenden Tutorats Hörer/innen: Offen für Hörer/innen Kontakt: rainer.diazbone@unilu.ch Material: wird über OLAT zugänglich gemacht Literatur wird in einem Syllabus (auf OLAT) bekannt gegeben 25 Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte Dozent/in: Dr. Patrick Schenk Veranstaltungsart: Vorlesung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Do., 10:15 - 12:00, ab 22.02.2024 FRO, HS 8 Umfang: 2 Semesterwochenstunden Inhalt: Das Metier der Sozial- und Kommunikationswissenschaften zu beschreiben ist keine einfache Aufgabe. All den unterschiedlichen Zugängen zum Trotz verbindet sie jedoch eines: die Neugierde am Menschen. Sozialwissenschaftlerinnen und -wissenschaftler wollen hinter verschlossene Türen blicken, wollen die verborgenen Strukturen des Zusammenlebens freilegen und die Welt althergebrachter Gewissheiten ins Wanken bringen (wenn auch nur ein bisschen). Dazu brauchen sie die richtigen Werkzeuge. Sie brauchen eine Logik und Methoden für die empirische Sozialforschung. Doch Vorsicht: Methoden sollten Sie nicht als eine Ansammlung toter Worte in dicken Büchern verstehen. Empirische Sozialforschung ist eine praktische Angelegenheit. Es ist eine Kompetenz, eine Fähigkeit, ein Handwerk. So wie Künstlerinnen und Künstler lernen müssen, den Pinsel richtig zu führen, müssen auch Sozialwissenschaftlerinnen und Sozialwissenschaftler lernen, ihre Werkzeuge zu meistern. Dann können sie, so wie die Malerin oder der Maler auch, Neues schaffen, das uns bereichert, voranbringt und hoffentlich auch erfreut. Ihnen den praktischen Sinn und die Kompetenzen für die empirische Sozialforschung zu vermitteln ist das Ziel dieser Vorlesung. Dazu verfolgen wir einen «bottom-up» Ansatz. Anhand konkreter Forschung, darunter Studien zu Algorithmen, Digitalisierung oder künstlicher Intelligenz, besprechen wir die Stärken unterschiedlicher Forschungsansätze, ihre Annahmen, ihre Vorgehensweise, ihre Tücken. Anstatt Methoden nur als Ansammlung fester Regeln zu begreifen, sehen Sie, wie Methoden in der Forschung eingesetzt werden, was man mit ihnen machen kann, wozu sie dienen und bei welchen Fragen sie helfen. Dadurch erhalten Sie eine Einführung in die Logik der Sozial- und Kommunikationswissenschaften und ihren zentralen Verfahren, von qualitativen Interviews, über Inhaltsanalysen, bis zu Experimenten und gross angelegten Befragungen. Diejenigen, die sich diese Kompetenzen aneignen wollen, um ihre Neugierde über die soziale Welt zu stillen, sind herzlich eingeladen. Voraussetzungen: Es gibt keine formalen Voraussetzungen, jedoch ist es von Vorteil, wenn Sie den vorhergehenden Kurs «Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – erste Schritte» besucht haben. Sprache: Deutsch Prüfung: - Regelmässige Anwesenheit - Aktive Mitarbeit - Benotete Prüfung in der letzten Vorlesungswoche Eine Prüfungsanmeldung ist nicht erforderlich. Weitere Informationen zu den Prüfungen: www.unilu.ch/ksf/pruefungen Prüfungsmodus / Credits: Benotete Prüfung (Detials siehe 'Prüfung') (2 Credits) Hinweise: Der Besuch eines der drei Tutorate ist wärmstens empfohlen. Kontakt: patrick.schenk@unilu.ch Material: Materialien werden auf OLAT zur Verfügung gestellt. Literatur ̶ Diekmann, Andreas. 2005. Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Hamburg: Rohwolt. ̶ Schnell, Rainer, Paul B. Hill, and Elke Esser. 2008. Methoden der Empirischen Sozialforschung. 8., unveränd. Aufl. Lehrbuch. München [u.a.]: Oldenbourg. ̶ Rössel, Jörg, and Patrick Schenk. 2018. “Researching the Transformation of Wine Discourse from 1974- 2008 Using Quantitative Content Analysis.” SAGE Research Methods Cases. 26 Politikwissenschaftliches Methodenseminar I Dozent/in: Prof. Joachim Blatter / Dr. Tobias Schulz Veranstaltungsart: Methodisches Seminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mi., 14:15 - 16:00, ab 21.02.2024 FRO, 4.A05 Umfang: 2 Semesterwochenstunden Turnus: wöchentlich Inhalt: In den zwei politikwissenschaftlichen Methodenseminaren (das zweite findet im HS statt) werden die wichtigsten Forschungsdesigns und Methoden der Politikwissenschaft präsentiert und angewendet. Einerseits werden damit die Erkenntnisse aus den Einführungsvorlesungen «Methoden der empirischen Sozialforschung I + II» vertieft und mit Bezug zu politikwissenschaftlichen Fragestellungen angewendet. Zum anderen werden weitere spezifisch politikwissenschaftliche Designs und Methoden präsentiert und umgesetzt. Bereits in der ersten Sitzung werden Arbeitsgruppen (à 3-4 Personen) gebildet. Deswegen ist die Anwesenheit in der ersten Woche zwingend notwendig! Alle Arbeitsgruppen gewinnen bereits in der Vorlesungszeit durch Übungsaufgaben erste Erfahrungen mit allen Methoden. Das bedeutet einen erheblichen Aufwand von mindestens acht Stunden pro Woche für dieses Herzstück der politikwissenschaftlichen Ausbildung. Jede Arbeitsgruppe schreibt im Anschluss an die beiden Seminare zu einer Methode aus dem Frühjahrs- oder aus dem Herbstsemester eine gemeinsame Methodenseminararbeit. Sie erhält dazu umfangreiche Hilfestellungen. Prüfungsmodus / Credits: Aktive Teilnahme, schriftliche Hausaufgaben (benotet) (4 Credits) Hinweise: Studienschwerpunkte: Vergleichende Politikwissenschaft und Schweizer Politik/Politische Theorie/Internationale Beziehungen Hörer/innen: Offen für Hörer/innen Kontakt: joachim.blatter@unilu.ch und tobias.schulz@doz.unilu.ch Material: wird auf OLAT aufgeschaltet 27 Studying Climate Change and Political Unrest (Research Designs and Methods in Quantitative Studies) Dozent/in: Dr. Anna-Lena Hönig / Victoria Jansensberger Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Do., 29.02.2024, 10:15 - 14:00 FRO, 3.B55 Do., 07.03.2024, 10:15 - 14:00 Do., 21.03.2024, 10:15 - 14:00 Do., 18.04.2024, 10:15 - 14:00 Do., 02.05.2024, 10:15 - 14:00 Do., 16.05.2024, 10:15 - 14:00 Umfang: 2 Semesterwochenstunden Turnus: Siehe Termine Inhalt: The consequences of climate change, such as weather disasters, water scarcity, or food shortages, pose significant challenges for societies worldwide. Numerous examples demonstrate that these developments can increase the likelihood of societal unrest and conflicts. However, the implications of climate change are multifaceted, and conflict is a complex phenomenon. This seminar addresses under which conditions manifestations of climate change affect different forms of social conflict. It does so by introducing students to key concepts and theories in conflict research and by engaging with various sub-strands in the vibrant literature on climate change and conflict. Besides the treatment of the substantive topic, this research seminar strives to help students adequately design and develop their own research projects. It will focus in detail on a) which datasets different research articles use for measuring climate impacts and social unrest, and b) which research designs and methods they use (e.g., quantitative large-n studies with observational event datasets, survey research, comparative case studies). In doing so, the seminar repeats core topics of introductory research design courses and applies them on a specific topic. Through discussions of current research, students will critically assess scientific contributions of existing literature. Specific attention will be paid on reflecting on the advantages and disadvantages of different research designs. Exercises and intensive discussions building upon of published literature on climate change and social unrest will prepare students intensively for writing a research design paper. Since this course focuses on empirical approaches to study climate chance and societal unrest, participants should have a basic understanding of analytical research and empirical methods. Lernziele: • Students gain an overview of the most important theories and methods to understand climate change and social unrest. • They are able to critique theories and methods and apply them to various cases. • They identify the most important datasets and sources to create research designs suitable to analyze climate change and social unrest. • Students develop their own research question and answer this question in their empirical research design paper according to scientific standards. Sprache: Englisch Anmeldung: Research-Masterseminar; Open for advanced BA-students Prüfung: Active participation, Presentation (20%), Research proposal, Peer review (20%), Research design paper (60%) Prüfungsmodus / Credits: aktive Teilnahme/Referat/Essay (benotet) (4 Credits) aktive Teilnahme/Referat/Essay (benotet) mit Zusatzleistung (5 Credits, nur für Modul Hauptseminar) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: annalena.hoenig@doz.unilu.ch viktoria.jansesberger@uni-konstanz.de; anna-lena.hoenig@uni-konstanz.de Material: Available on OLAT 28 Literatur ‒ Collier, P., & Hoeffler, A. (2004). Greed and grievance in civil war. Oxford Economic Papers, 56(4), 563– 595. ‒ Petrova, K. (2021). Natural hazards, internal migration and protests in Bangladesh. Journal of Peace Research, 58(1), 33–49. ‒ Tilly, C. (2003). The politics of collective violence. Cambridge: Cambridge University Press. ‒ Von Uexkull, N., & Buhaug, H. (2021). Security implications of climate change: A decade of scientific progress. Journal of Peace Research, 58(1), 3–17. 29 Research Designs and Methods in Qualitative Studies Dozent/in: Prof. Dr. Joachim Blatter Dr. Tobias Schulz Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mi., 16:15 - 18:00, ab 21.02.2024 FRO, 4.A05 Umfang: 2 Semesterwochenstunden Turnus: wöchentlich Inhalt: This seminar enables students to design and conduct their own empirical research projects. It provides the necessary foundations and facilitating conditions for writing a method paper (Methodenseminararbeit), an empirical paper (Masterseminararbeit) or the master thesis (Masterarbeit). It introduces the basic elements of a research design, discusses core methods of qualitative studies (different kinds of case studies and different kinds of text analysis), and guides students step by step through the development of an empirical research paper. To that end, the lecturers will provide helpful advice for each step of a research process, including: - formulating a precise and focused research question - scrutinizing the state of the art in order to deduce hypotheses or other expectations - describing the applied method as tool for a systematic approach towards the empirical material - justifying the selection and definition of cases or empirical material - collecting/generating and analyzing/interpreting data, and - answering the research question and reflecting on the wider implications of the findings. The course will be based on text books and encourages the discussion of published articles that apply these research designs and methods. The participants will have to solve short assignments for both families of qualitative research designs. In addition, they will formulate an abstract in which they scrutinize the research design of their own individual project. Sprache: Englisch Prüfung: The students will receive 4 ECTS for the successful participation of the course and another 6 ECTS if they write a research paper afterwards. Prüfungsmodus / Credits: Aktive Teilnahme, Referat (4 Credits) Kontakt: joachim.blatter@unilu.ch / tobias.schulz@doz.unilu.ch Material: All material will be provided on OLAT Literatur ‒ Blatter, J., M. Haverland und M. van Hulst (2016): Introduction. In: Blatter, J., M. Haverland und M. van Hulst (eds.): Qualitative Research in Political Science. Volume I, Los Angeles et al.: SAGE ‒ Blatter, J./M. Haverland (2014): Designing Case Studies. Explanatory Approaches in Small-N Research. Palgrave. ‒ Blatter, J./P. Langer/C. Wagemann (2017): Qualitative Methoden in der Politikwissenschaft. Wiesbaden: VS Verlag 30 Detaillierte Beschreibung der Lehrveranstaltungen Seminare Proseminar zur Vorlesung «Einführung in die Schweizer Politik» Dozent/in: Dr. des. Zora Föhn Veranstaltungsart: Proseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mo., 12:15 - 14:00, ab 26.02.2024 FRO, 3.A05 Umfang: 2 Semesterwochenstunden Turnus: wöchentlich Inhalt: Dieses Proseminar ist als ergänzende Veranstaltung zur Vorlesung „Einführung in die Schweizer Politik“ konzipiert. Ziel ist es, die in der Vorlesung angesprochenen Aspekte thematisch zu vertiefen. Der Aufbau des Seminars richtet sich daher nach den in der Vorlesung behandelten Themen. Mittels Textlektüre bereiten sich die Teilnehmenden auf die Sitzungen vor. Im Seminar werden die Texte anhand von konkreten Fragestellungen diskutiert. Ein Schwerpunkt wird dabei auf das Verfassen von schriftlichen Arbeiten gelegt: Was sind gute Fragestellungen? Wie gehe ich vor beim Schreiben einer Arbeit? Wie zitiere ich richtig? Zu diesen und weiteren Fragen erhalten die Studierenden konkrete Hilfestellungen. Der Fokus liegt dabei stets auf Fragestellungen im Themenbereich Scheizer Politik. Voraussetzungen: Das Proseminar sollte begleitend zur Vorlesung Einführung in die Schweizer Politik besucht werden. Sprache: Deutsch Begrenzung: Begrenzung der Teilnehmendenzahl vorbehalten; bevorzugt werden Studierende des Grundstudiums. 30 Teilnehmende Prüfungsmodus / Credits: Aktive Teilnahme/Essay (benotet) (4 Credits) Hinweise: Studienschwerpunkt: Schweizer Politik Hörer/innen: Teilnahme nach Vereinbarung Kontakt: zora.foehn@doz.unilu.ch Material: Unterrichtsmaterial wird auf OLAT zur Verfügung gestellt. Literatur ̶ Linder, W. & Mueller, S. (2017). Schweizerische Demokratie. Institutionen, Prozesse, Perspektiven (4. Auflage). Bern: Haupt. 31 Proseminar zur Vorlesung «Einführung in die Vergleichende Politikwissenschaft» Dozent/in: Dr. Maarit Felicitas Ströbele Veranstaltungsart: Proseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mi., 10:15 - 12:00, ab 21.02.2024 FRO, 3.B48 Umfang: 2 Semesterwochenstunden Turnus: wöchentlich Inhalt: Das Proseminar bietet einerseits eine vertiefte inhaltliche und methodische Auseinandersetzung mit den Inhalten der Vorlesung „Vergleichende Politikwissenschaft“ und anderseits die praktische Anwendung der bespro- chenen Ansätze. Auf den thematischen Schwerpunkten der Vorlesung aufbauend, setzen wir uns mit Originaltexten auseinander und diskutieren die empirische Herangehensweise und die kausalen Argumente der Ansätze. Der Kurs bietet damit eine Einführung in die Analyse politikwissenschaft- licher Argumente. Die Studierenden sind am Ende des Kurses fähig, die kausalen Argumente und empirische Herangehensweise grundlegender Texte der vergleichenden Politikwissenschaft zu analysieren. Mithilfe des vermittelten Wissens können die Studierenden aktuelle politische Ent- wicklungen und die Unterschiede sowie Gemeinsamkeiten zwischen den nationalen politischen Systemen Europas der Gegenwart beschreiben und analysieren. Ziel ist es neben der Vermittlung elementarer Fachkenntnisse die Studierenden in das „vergleichende Denken“ einzuführen und wissen- schaftliche Texte zu analysieren lernen. Voraussetzungen: Dieses Seminar sollte begleitend zur Vorlesung Vergleichende Politikwissenschaft besucht werden. Sprache: Deutsch Begrenzung: Begrenzung der Teilnehmendenzahl vorbehalten; Studierende des Grundstudiums werden bevorzugt. Anmeldung: Anrechenbar für den Studienschwerpunkt Vergleichende Politikwissenschaft Prüfungsmodus / Credits: Aktive Teilnahme, Essay (benotet) bzw. Vortrag (4 Credits) Hinweise: Studienschwerpunkt: Vergleichende Politikwissenschaft Im Rahmen dieser Lehrveranstaltung findet die Veranstaltung zur Recherche und Verwaltung von wissenschaftlicher Literatur statt (Informationskompetenz). Die Studierenden lernen für ihr Studium die Nutzung von Bibliothekskatalogen, Fachdatenbanken, wissenschaftlichen Suchmaschinen und Literaturverwaltungsprogammen sowie die Auswahl und Bewertung relevanter wissenschaftlicher Literatur kennen. Die Veranstaltung umfasst 6h, inklusive eines vierstündigen Workshops zusätzlich zu der Lehrveranstaltung und wird in Kooperation mit den Mitarbeitenden der Zentral- und Hochschulbibliothek Luzern durchgeführt. Die Veranstaltung inklusive des Workshops ist Teil der Studienleistungen. Bitte im eVV unter: "Informationskompetenz für Studierende der Politikwissenschaften und PPE mit Pol-major" anmelden. Hörer/innen: Teilnahme nach Vereinbarung Kontakt: mf.stroebele@gmail.com Maarit.Stroebele@doz.unilu.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT Literatur ‒ Kriesi, Hanspeter (2007/8): Vergleichende Politikwissenschaft. Eine Einführung, Baden-Baden: Nomos. ‒ Caramani, Daniele (ed.) (2013). Comparative Politics. 3rd edition. Oxford: Oxford University Press. ‒ Newton, Kenneth und Jan W. van Deth (2010). Foundations of Comparative Politics. 2nd edition. Cambridge University Press. 32 Culture and Politics Dozent/in: Álvaro Canalejo-Molero, MA Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Fr., 08.03.2024, 09:15 - 17:00 INS 10, 214 Fr., 22.03.2024, 09:15 - 17:00 Fr., 19.04.2024, 09:15 - 17:00 Fr., 10.05.2024, 09:15 - 17:00 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: Why citizens of Eastern Germany are more likely to vote for the radical right? Why do people turn out to vote even if their likelihood of influencing the election outcome is minimal? How is it possible that support for LGBTQi+ policies increases simultaneously with support for conservative parties? Traditional political science accounts focusing on voters' rationality and institutions fall short of explanatory power to answer these and related questions. Instead, cultural explanations are gaining prominence, and the increasing availability of digitalized historical and text data has provided the ground to test them systematically. Following this trend, this course introduces students to the developing subfield of Political Culture, with a particular focus on applications in political behavior topics. The course combines a well-curated reading list with introductory lectures and seminar discussions to foster critical thinking about the role of culture in politics. Students who take this course will acquire the skills to analyze political behavior from a cultural perspective, developing original research ideas and successful designs to test them. The course is organized as a block seminar that will run during the Spring term of 2023. Each block will consist of three/four sessions concentrated on Fridays. The first block will introduce the core conceptual tools in the study of political culture, such as the concepts of social norms, group identity or cultural transmission. The second and third blocks will then delve into specific political behavior topics revisited from a cultural perspective, such as voting preferences, electoral turnout or inter-group relations. We will also investigate the interaction between political and cultural change and assess the conditions under which they may reinforce or contain each other. Finally, students will present original ideas related to the course topics and a research design to test them. Lernziele: By the end of this course, students will be able to: - (knowledge:) Approach political science topics from a cultural perspective. They will have a clear notion of the concepts of social norms, social identity, cultural origins, transmission and persistence. Moreover, they will have a clear overview of the main cultural explanations of political behavior phenomena. - (competence - critical reading:) Read scientific articles critically, and connect ideas from different fields, such as cultural sociology, historical political economy, and political behavior, in an interdisciplinary manner. - (competence - research skills:) Develop original ideas, frame them within the relevant literature, turn them into testable hypotheses, and come up with feasible research designs to test them. - (competence - writing skills:) Write critical response papers to scientific articles on political culture topics. They will also be able to organize a research design plan meeting scientific standards. - (competence - communication:) Debate in front of and with their colleagues; communicate complex concepts effectively to a broad audience. Voraussetzungen: Advanced level of English. Basic knowledge of statistics and quantitative research design is an asset but it is not required. Sprache: Englisch Prüfung: There is no written exam. The evaluation will take place via response papers to the readings, a written research proposal and an oral presentation of the proposal. To receive the credits, students are expected to fulfil the following criteria: 1. Attend all the sessions 2. Study the mandatory readings before each session 3. Participate actively during class 33 4. Write two response papers 5. Write a research proposal 6. Present their research proposal 7. Serve as discussant of one presentation Prüfungsmodus / Credits: Active participation, Presentation, Research design paper/ 4 Credits Hörer/innen: Teilnahme nach Vereinbarung Kontakt: alvaro.canalejo@unilu.ch Material: Available on OLAT / Individual laptop Literatur This list should be taken as orientative, since it might suffer changes before the beginning of the course: ̶ Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33 (2–3), 61–83, discussion 83–135. ̶ Jared Rubin (2020). Culture in Historical Political Economy. ̶ Henrich, J. (2015). *The Secret of Our Success: How Culture Is Driving Human Evolution, Domesticating Our Species, and Making Us Smarter*. ̶ Lena, J. C., Lizardo, O., McDonnell, T. E., Mische, A., Tavory, I., Wherry, F. F. V., & Frye, M. (2019). *Measuring culture*. Columbia University Press. ̶ Bicchieri, C. (2016). Norms in the wild: How to diagnose, measure, and change social norms. Oxford University Press. ̶ Huddy, L. (2001). From Social to Political Identity: A Critical Examination of Social Identity Theory. Political Psychology, 22(1), 127–156. https://doi.org/10.1111/0162-895X.00230 ̶ Axelrod, R. (1997). The dissemination of culture: A model with local convergence and global polarization. Journal of Conflict Resolution, 41(2), 203–226. ̶ Lowes, Sara. (2022).“Culture in Historical Political Economy”. National Bureau of Economic Research, no. w30511. ̶ Ziblatt, D., Hilbig, H., & Bischof, D. (2023). Wealth of Tongues: Why Peripheral Regions Vote for the Radical Right in Germany. American Political Science Review, 1–17. https://doi.org/10.1017/ S0003055423000862 ̶ Domènech, J., & Sánchez-Cuenca, I. (2022). The Long Shadow of Agrarian Conflict: Agrarian Inequality and Voting in Spain. British Journal of Political Science, 52(4), 1668–1688. ̶ Gerber, A. S., Green, D. P., & Larimer, C. W. (2008). Social Pressure and Voter Turnout: Evidence from a Large-Scale Field Experiment. American Political Science Review, 102(1), 33–48. https://doi.org/10.1017/S000305540808009X ̶ Doherty, D., Dowling, C. M., Gerber, A. S., & Huber, G. A. (2017). Are Voting Norms Conditional? How Electoral Context and Peer Behavior Shape the Social Returns to Voting. The Journal of Politics, 79(3), 1095–1100. https://doi.org/10.1086/691689 ̶ Levendusky, M. S. (2018). Americans, Not Partisans: Can Priming American National Identity Reduce Affective Polarization? The Journal of Politics, 80(1), 59–70. https://doi.org/10.1086/693987 ̶ Turnbull-Dugarte, S. J., & López Ortega, A. (2023). Instrumentally Inclusive: The Political Psychology of Homonationalism. American Political Science Review, 1–19. https://doi.org/10.1017/S0003055423000849 ̶ Valentim, V. (2022). Political Stigmatization and Preference Falsification: Theory and Observational Evidence (SSRN Scholarly Paper 4023263). https://doi.org/10.2139/ssrn.4023263 ̶ Dinas, E., Martínez, S., & Valentim, V. (2023). Social Norm Change, Political Symbols, and Expression of Stigmatized Preferences. The Journal of Politics. https://doi.org/10.1086/726951 ̶ Bau, N. (2021). Can Policy Change Culture? Government Pension Plans and Traditional Kinship Practices. American Economic Review, 111(6), 1880–1917. https://doi.org/10.1257/aer.20190098 ̶ Tankard, M. E., & Paluck, E. L. (2017). The effect of a Supreme Court decision regarding gay marriage on social norms and personal attitudes. Psychological Science, 28(9), 1334–1344. ̶ Gándara, N. (2023). ‘We are your pack’: Feminist Social Movements on Countering Violence Against Women ̶ Anduiza, E., & Rico, G. (2022). Sexism and the Far-Right Vote: The Individual Dynamics of Gender Backlash. American Journal of Political Science. https://doi.org/10.1111/ajps.12759 https://doi.org/10.1111/0162-895X.00230 https://doi.org/10.1017/ https://doi.org/10.1017/S000305540808009X https://doi.org/10.1086/691689 https://doi.org/10.1086/693987 https://doi.org/10.1017/S0003055423000849 https://doi.org/10.2139/ssrn.4023263 https://doi.org/10.1086/726951 https://doi.org/10.1257/aer.20190098 34 Demokratie und Erziehung Dozent/in: Dr. phil. Johannes Schulz Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Di., 16:15 - 18:00, ab 20.02.2024 FRO, 3.B52 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: In dieser Lehrveranstaltung werden die essenziellen Fragestellungen im Zusammenhang von Demokratie und Bildung in ihrer umfassenden Tragweite erörtert. Aktuelle Bemühungen zur theoretischen Verknüpfung von Demokratie und Bildung basieren auf spezifischen Konzeptionen von Konsens, rationaler Kommunikation, Bürgerdialog und sozialer Solidarität. Diese Ideale haben das Ziel, normative Prinzipien festzulegen, wie demokratische Staatsbürger*innen dazu befähigt werden können, die Fähigkeiten der öffentlichen Deliberation zu erlernen und anzuwenden. Jedoch unterliegen sie in der zeitgenössischen demokratischen Theorie einer eingehenden kritischen Prüfung. Diese kritische Perspektive artikuliert sich insbesondere in der Hinterfragung der behaupteten Inklusivität und des vermeintlichen rationalen Konsenses im Rahmen der Meinungsbildung. Stattdessen rückt sie das Denken über Differenz und Pluralismus in den Fokus und betont eine emanzipatorische Politik der Störung und des Widerstands. Durch die Verfolgung dieser divergierenden Ansätze werden den Studierenden die vielfältigen und umstrittenen Wege aufgezeigt, wie Demokratie und Bildung miteinander verknüpft werden können. Dieses Seminar verfolgt sowohl eine historische als auch eine systematische Dimension, die simultan erkundet wird. Im systematischen Kontext stehen die folgenden Fragen im Vordergrund: Welche Handlungsweisen und Dispositionen sind für eine funktionale demokratische Bürgerschaft unerlässlich, und wie erlernen wir diese? Wie erlernen Bürgerinnen und Bürger die Sensibilisierung für das Leid anderer und für ein Gefühl des Respekts für die Gleichheit aller? Wie führen historische Prozesse des Kampfes um moralische Prinzipien dazu, dass Gruppen ihre moralischen Überzeugungen verändern? Und wie können wir feststellen, dass Veränderungen in kollektiven Überzeugungen als moralische Verbesserungen und als der Erwerb echten moralischen Wissens betrachtet werden können? Durch die eingehende Auseinandersetzung mit diesen Themen erhalten die Studierenden ein umfassendes Verständnis für die komplexe Beziehung zwischen Demokratie und Bildung. Wir werden uns mit Texten zu diesen Themen aus verschiedenen Epochen beschäftigen, angefangen bei der Antike (Platon und Aristoteles), über die Neuzeit (Rousseau, Nietzsche, Arendt, Dewey) bis hin zu zeitgenössischen Autorinnen und Autoren (Amy Gutman, Elizabeth Anderson, Martha Nussbaum, Axel Honneth Paulo Freire, Jacques Rancière, Stanley Cavell und Jürgen Habermas). Voraussetzungen: Besuch von mindestens einem Proseminar in Philosophie mit abgeschlossener (benoteter) schriftlicher Seminararbeit. (Ausnahme: Freie Studienleistungen) Sprache: Deutsch Prüfungsmodus / Credits: Aktive Teilnahme (Referat, Essay) (4 Credits) (Besuch des Seminars, wöchentliche, kurze schriftliche Kommentare, aktive Mitgestaltung der Sitzungen) Hinweise: Einige Texte werden wir in englischer Sprache lesen Hörer/innen: Offen für Hörer/innen Kontakt: johannes.schulz@unilu.ch 35 Gender & Politics Dozent/in: Fraile-Maldonado Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Fr., 01.03.2024, 09:15 - 17:00 FRO, 4.B54 Sa., 02.03.2024, 09:15 - 17:00 Fr., 12.04.2024, 09:15 - 17:00 Sa., 13.04.2024, 09:15 - 17:00 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: This course focuses on the comparative study of women and politics and on the barriers that women face in obtaining positions of power in the political realm. Historically, politics has been a male-dominated sphere from which women have been largely excluded. The participation of women in politics however has extended over the last decades around the world. Not only women have attained the right to vote and stand for office in many countries, they have also mobilized, organized, affiliated to women’s movement, and have won offices in national, regional, and local governments. Women entering the political realm have contributed to shifting the way politics is done and the type of policies that are given priority across the world. Yet the extent to which this happens greatly vary across countries and regions around the world. What explains these differences? Why have some political systems more fruitfully integrated women into politics than others? Do men and women substantively differ in the way they understand and get involved in politics? Is there a gender gap in political engagement and ambition? Once in power, do women govern differently than men? These are just a few of the questions we will seek to answer in this course through the exploration of research on women in democratic politics. Lernziele: Familiarizing students with the study of politics from a gender perspective Learning how to apply a gender perspective to the analysis of politics and power. Critically analyze the effect of gender and stereotypes on electoral politics, policymaking and the supply and demand for candidates. Voraussetzungen: The course requires knowledge of written and spoken English Sprache: Englisch Prüfungsmodus / Credits Active participation, Presentation, Research design paper / 4 Credits Hörer/innen: Teilnahme nach Vereinbarung Kontakt: marta.fraile@csic.es (https://sites.google.com/site/martafrailemaldonado/) Material: Available on OLAT 36 Global Governance und Internationale Organisationen Dozent/in: Philipp Bien Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Do., 22.02.2024, 10:15 - 14:00 FRO, 3.B55 Do., 14.03.2024, 10:15 - 14:00 Do., 28.03.2024, 10:15 - 14:00 Do., 11.04.2024, 10:15 - 14:00 Do., 25.04.2024, 10:15 - 14:00 Do., 23.05.2024, 10:15 - 14:00 Turnus: Siehe Termine Umfang: 2 Semesterwochenstunden Inhalt: Dieses Seminar ist eine Einführung in eine der wichtigsten Institutionen für Global Governance: Internationale Organisationen (IOs). Zentrale Fragen die in diesem Kurs beantwortet werden sollen sind beispielsweise: Warum richten Staaten und deren Regierungen solche multilateralen Organisationen ein? Wie effektiv sind diese im Erreichen ihrer selbst gegebenen Ziele? (Wie) Lassen sich ihre Entscheidungsprozesse mit demokratischen Idealen in Einklang bringen, die wir in Europa von der nationalstaatlichen Ebene kennen? Wie können wir den Vertrauensverlust, den viele Bürger*Innen und einige Regierungen gegenüber IOs zum Ausdruck bringen, erklären? Im ersten Teil des Seminars widmen wir uns den zentralen Theorien der IB und beleuchten wie diese zu IOs stehen. Im Folgenden legen wir die empirische Grundlage indem wir uns einen Überblick über die verschiedenen Arten von IOs, die heute existieren, verschaffen. Darauf aufbauend analysieren wir im zweiten Teil des Seminars die aktuellste und einflussreichste Forschung zu IOs, die uns zeigt, wie effektiv IOs in der Bereitstellung von globalen öffentlichen Gütern sind, und ob sie theoretischen und soziologischen Legitimitätsstandards genügen. Lernziele: Die Studierenden sollen einen ersten Überblick über die verschiedenen Typen Internationaler Organisationen (IOs) bekommen und nach Abschluss des Seminars auf dem neuesten Forschungsstand bezüglich deren Effektivität und Legitimität sein. Des Weiteren sollen existierende theoretische Kenntnisse der IB vertieft werden und die wissenschaftlich- empirischen Fähigkeiten gestärkt werden. Voraussetzungen: Bereitschaft zur Lektüre und aktiver mündlicher Diskussion. Sprache: Deutsch Prüfung: 1. 50% Referat 2. 50% Mündliche Mitarbeit (oder 30% mündliche Mitarbeit u. 20% eingereichte Response Paper) Prüfungsmodus / Credits: Presentation, Group work and active participation (graded) (4 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: philipp.bien@uni-konstanz.de Material: Wird auf OLAT publiziert Literatur ̶ Zürn, M. (2018). A theory of global governance: Authority, legitimacy, and contestation. Oxford University Press. ̶ Hooghe, L. (2017). Measuring international authority (Vol. 3). Oxford University Press. ̶ Tallberg, J., Bäckstrand, K., & Scholte, J. A. (Eds.). (2018). Legitimacy in global governance: Sources, processes, and consequences. Oxford University Press. ̶ Karns, M. P., Mingst, K. A., & Stiles, K. W. (2015). International Organizations: The Politics and Processes of Global Governance. Lynne Riener. ̶ Kellstedt, P. M., & Whitten, G. D. (2018). The fundamentals of political science research. Cambridge University Press. 37 Globalization and Social Sustainability Dozent/in: Dr. Patrick Wagner Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Do., 14:15 - 16:00, ab 22.02.2024 FRO, HS 13 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Among proponents, globalization is perceived to be a powerful engine with the potential to promote growth and development. However, globalization pessimists argue that the consequences of decades of increased trade and investment flows have led to degrade socio-economic outcomes. These seminars will introduce students to the theoretical and empirical literature studying the effects of trade and foreign investment on labor and human rights (i.e., globalization optimism vs. pessimism, race to the bottom and footloose capital vs. invigorating development and positive spillovers). After the introduction to the foundational literature, we will focus on more nuanced accounts, spending time reviewing the California and Shanghai Effects, the efficacy of CSR programs, the rise of China and emerging economies in the global economy and what that means for inequality and labor and human rights both in developing and developed countries. If there is time, we will also cover trade agreements and labor (or human rights) provisions, whether they are effective, what are the determinants of their inclusion, and whether or not social provisions are simply disguised protectionism on the part of higher standard negotiating parties. Lernziele: Introduce students to the main theoretical and empirical contributions in research on the intersection between globalization (e.g., trade and foreign investment) and social sustainability outcomes (e.g., labour rights, human rights, inequality) Sprache: Englisch Prüfungsmodus / Credits: Active participation, short presentation, review paper (4 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: patrick.wagner@uni-konstanz.de Material: Research articles, will be listed on syllabus / OLAT Literatur Research articles, will be listed on syllabus / OLAT 38 Media & Politics Dozent/in: Dr. Samuel David Schmid Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Mo., 16:15 - 18:00, ab 19.02.2024 FRO, 4.B02 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: The purpose of this seminar is to understand the evolution of media systems in the Western world and how it relates to core aspects of democratic politics. We will trace the evolution of the media environment from the appearance of the radio to broadcast TV, to cable and satellite TV, to the internet and the spreading of new media. Against this background, we study how these developments impact voters, public opinion, political parties, and elections. Hence, the first block of the seminar discusses the historical evolution using classical texts. The second block then turns to several more specific topics regarding the relationship of media and politics, including the categorization of different media systems, media and turnout, media and political polarization, the political effects of social media platforms, mainstream media versus alternative media, fake news and misinformation, as well as the mediatization of politics more broadly. We conclude by reflecting on the future of democracy should the role of new technologies and the media continue to increase. Lernziele: At the end of this seminar, students who have taken the course and have fulfilled all requirements 1. will have familiarized themselves with the main themes, concepts, theoretical approaches, and empirical studies in media and political communication studies. 2. will be able to critically reflect these themes, concepts, theoretical approaches, and empirical studies. 3. will have improved their ability to communicate their ideas and participate in class debates. 4. will have improved their ability to read academic texts and understand research methods and empirical results. 5. will have improved their ability to write critical responses to academic texts. 6. will have improved their ability to formulate research questions and develop as well as systematically test hypotheses or evaluate arguments that provide potential answers to these questions. Voraussetzungen: This seminar is for advanced BA students (2nd semester onwards) as well as MA students (any semester). Sprache: Englisch Begrenzung: Max. 25 students Prüfung: Active participation, three sentences on each mandatory reading; presentation; one or two response papers. Prüfungsmodus / Credits: Active participation, 2 response papers, presentation (graded) (4 Credits) Hinweise: Studienschwerpunkt: Vergleichende Politikwissenschaft/Politische Kommunikation Hörer/innen: Teilnahme nach Vereinbarung Kontakt: samuel.schmid@unilu.ch Material: Reading materials available on OLAT Literatur ̶ Hallin, D. C. and P. Mancini (2004). Comparing media systems: Three models of media and politics. Cambridge: Cambridge University Press. ̶ Iyengar, S. and D. R. Kinder (1987). News That Matters: Television and American Opinion. Chicago: University of Chicago Press. ̶ Lazarsfeld, P. F, B. Berelson and H. Gaudet (1944). The People's Choice: How the Voter Makes Up His Mind in a Presidential Campaign. New York: Columbia University Press. ̶ Prior, M. (2007). Post-broadcast democracy: How media choice increases inequality in political involvement and polarizes elections. Cambrige: Cambridge University Press. 39 Policy Analyse mit Anwendungen in der Energiepolitik Dozent/in: Dr. Stefan Rieder Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Do., 14:15 - 16:00, ab 22.02.2024 FRO, 3.B57 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Das Seminar bietet zunächst eine kurze Einführung in die Policy-Analyse. Daraufhin werden die wichtigsten Ansätze der Policy-Analyse behandelt. Dies erfolgt mittels Vorträge der Studierenden. Behandelt werden unter anderem das Phasenmodell, der Multiple Stream Ansatz, das Advocacy Coalition Framework, die Policy Diffusion, Netzwerkansätze und weitere Konzepte. Die Studierenden erarbeiten die entsprechenden Theorien und verdeutlichen diese im Rahmen von Referaten an Themen aus der Energiepolitik der Schweiz und des Auslandes. Zu den behandelten energiepolitischen Themen zählen die Klima- und Energiestrategie der Schweiz, die Auseinandersetzung um die Kernenergie, die Förderung von Energieeffizienz, der Einsatz erneuerbarer Energien, die Akzeptanz der Energieproduktion aus Wasser, Wind, Sonne und Geothermie sowie der föderale Vollzug der Energiepolitik in der Schweiz. Die Studierenden können für ihre Beiträge auch eigene Themen vorschlagen. Als Einstieg erfolgt ein Referat durch einen Experten oder eine Expertin aus der Energieszene der Schweiz. Sprache: Deutsch Prüfungsmodus / Credits: Aktive Teilnahme/Referat/Co-Referat (benotet) (4 Credits) Hinweise: Studienschwerpunkt: Schweizer Politik Hörer/innen: Teilnahme nach Vereinbarung Kontakt: rieder@interface-politikstudien.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT Literatur ‒ Fritz Sager, Karin Ingold und Andreas Balthasar (im Erscheinen): Policy-Analyse in der Schweiz – Besonderheiten, Theorien, Beispiele, NZZ Verlag Zürich ‒ Schubert, Klaus; Bandelow, Nils C. (Hrsg.) (2009): Lehrbuch der Politikfeldanalyse 2.0, in: Reihe (Lehr- und Handbücher der Politikwissenschaft, hrsg. von Arno Mohr). München, Wien: Oldenbourg ‒ Frank Fischer, Gerald J. Miller, Mara S. Sidney (Hrsg.) (2007): Handbook of Public Policy Analysis: Theory, Politics, and Methods, CRC Press, Boca Raton London New York 40 Zusammenhalt angesichts von Flucht und Migration: national und europäisch Dozent/in: PD Dr. Andrea Schlenker Veranstaltungsart: Hauptseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Fr., 08.03.2024, 09:15 - 17:00 FRO, 3.B48 Sa., 09.03.2024, 09:15 - 16:00 FRO, 3.B47 Fr., 03.05.2024, 09:15 - 17:00 FRO, 3.A05 Sa., 04.05.2024, 09:15 - 15:30 FRO, 3.B57 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: Nicht erst seit dem russischen Angriffskrieg auf die Ukraine und der Corona- Pandemie ist Zusammenhalt in politischen Debatten ein beliebtes Schlagwort, auf ganz unterschiedlichen Ebenen. Die Sorge um eine Verschlechterung des sozialen Miteinanders wird dabei häufig in Zusammenhang mit Migration geäußert: Einwanderung und dadurch wachsende Pluralität stünden einer Kultur des Zusammenhalts im Wege oder schwächten sie zumindest. Dabei sind die Rahmenbedingungen auf nationaler wie europäischer Ebene sehr ausdifferenziert: Während bspw. die Europäischen Union eine gemeinsame Antwort für die Flüchtlinge aus der Ukraine fand, stockt die dringende Suche nach einer gemeinsamen europäischen Migrations- und Flüchtlingspolitik seit Jahren. Eine vergleichende Perspektive auf normative und politische Setzungen sowie empirisch belegte Zusammenhänge ist für diese Debatten aufschlussreich. Was ist unter Zusammenhalt zu verstehen und in welchem Verhältnis steht dieses Konzept zu verwandten Begriffen wie Integration und Teilhabe, wie zu Toleranz und Solidarität? Wie ist es empirisch um Zusammenhalt in verschiedenen Ländern bestellt, wie auf europäischer Ebene? Welche Faktoren beeinflussen dessen Zu- bzw. Abnahme, welche Rolle spielen Migrationsprozesse? Welchen Einfluss haben insbesondere politische Setzungen im Umgang mit Einwanderung und kultureller bzw. religiöser Diversität? Verstanden als belastbare soziale Beziehungen, positive emotionale Verbundenheit mit dem Gemeinwesen und Gemeinwohlorientierung umfasst gesellschaftlicher Zusammenhalt mehrere Dimensionen und lässt sich auf mehreren Ebenen analysieren. Diese werden wir im Seminar eingehend diskutieren und verschiedene Zusammenhänge auf nationaler wie europäischer Ebene empirisch vergleichend betrachten. Lernziele: Ziel des Kurses ist, normative und politische Setzungen sowie empirische Befunde in Debatten über den Zusammenhang von Migration, Flucht und gesellschaftlichem Zusammenhalt kritisch zu hinterfragen und einzuordnen. Teilnehmende lernen die wichtigsten theoretischen Konzepte, Analysedimensionen und Rahmenbedingungen von gesellschaftlichem Zusammenhalt, Integration und Teilhabe kennen. Sie können zentrale Zusammenhänge und Spannungen in diesem Themenfeld benennen, an konkreten Beispielen vor allem in europäischen Ländern veranschaulichen und kritisch diskutieren. Voraussetzungen: Vorkenntnisse in den Bereichen Politische Theorie, Methoden und Vergleichende Politikwissenschaft sind erwünscht. Sprache: Deutsch Anmeldung: Studierende ab dem 3. Semester werden bevorzugt. Prüfung: Regelmäßige Vorbereitung der Lektüre, aktive Teilnahme an den Diskussionen, Referat / 4 Credits Hinweise: Studienschwerpunkt: Politische Theorie / Vergleichende Politikwissenschaft Hörer/innen: Teilnahme nach Vereinbarung Kontakt: Andrea.Schlenker@caritas.de Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT 41 Fear and loathing across party lines: Affective polarization in the democratic world Dozent/in: Andres Reiljan, M.A. Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Fr., 15.03.2024, 09:15 - 17:00 FRO, HS 14 Terminierung 2: Sa., 16.03.2024, 09:15 - 15:30 FRO, 3.B57 Terminierung 3: Fr., 19.04.2024, 09:15 - 17:00 INS 10, 220 Terminierung 4: Sa., 20.04.2024, 09:15 - 15:30 FRO, 3.B57 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: «Polarization» is a buzzword that we can often hear when following news about politics. There appears to be a general feeling that politics is becoming more polarized and this is usually perceived as a problematic tendency. This course will dive deep into the world of polarization, and it does so from a novel perspective: instead of the classic approach that focuses on divergence in ideological (e.g. left-right) positions, we will be looking at polarization in people’s feelings towards political parties and fellow citizens who hold different views. This refers to a phenomenon called affective polarization - broadly defined as mutual antipathy between different political camps in society - which has been gaining increasing attention over the last decade. The course will predominantly consist of interactive seminars, where we will discuss state-of-the art academic literature, news media stories, latest data and students’ own observations that concern affective polarization. The emphasis is on applying scientific approaches to understand the developments in the actual world. Thus, in every seminar, real world examples from contemporary politics are discussed. Together, we will try to answer questions such as: What is affective polarization and why does it matter? How to measure and compare it across countries? Which countries are the most and the least affectively polarized? What causes polarization in people’s feelings towards parties and fellow citizens? Is polarization necessarily a bad thing: What are the potential consequences of affective polarization and is it a threat to democracy? How can we reduce affective polarization, and do we even want to do it? By the end of the course, the students will have gained a much deeper understanding of the elusive and often vaguely used concept of polarization. Lernziele: Upon successful completion of the course, a student can: - Distinguish between different types of political polarization and comprehend the main theories regarding the origins and consequences of affective polarization - Critically assess and analyze empirical studies on affective polarization, demonstrating an understanding of various theoretical frameworks, research designs and methods, used in political science research. - Apply the insights from academic sources to better understand the events unfolding in the contemporary world. - Engage in informed and constructive classroom discussions on topics related to affective polarization. - Design an independent empirical research project related to affective polarization, including outlining a research puzzle, formulating a research question, raising hypotheses based on relevant literature and selecting appropriate methods to empirically test the hypotheses. Sprache: Englisch Prüfungsmodus / Credits: Aktive Teilnahme (Essay) (4 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: andres.reiljan@gmail.com Literatur To be communicated prior to the seminar 42 Genealogies of Global Governance Dozent/in: Prof. Dr. Hans-Martin Jaeger Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Fr., 26.04.2024, 09:15 - 17:00 FRO, 4.B02 Sa., 27.04.2024, 09:15 - 17:00 Fr., 03.05.2024, 09:15 - 17:00 Sa., 04.05.2024, 09:15 - 17:00 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: «Humanity does not progress from combat to combat until it arrives at universal reciprocity, where the rule of law finally replaces warfare; humanity installs each of its violences in a system of rules and thus proceeds from domination to domination.» (Foucault 1977) Global governance emerged as an academic and policy discourse in the 1990s to apprehend and advance what appeared to be new mechanisms of collective rule-making and regulation in security, economic, ecological, development, human rights and other issues transcending the authority of sovereign states in an era of globalization. More recently, both the possibility and the desirability of global governance have come into question due to the ostensible return of geopolitics and backlash against globalization. While both advocates and critics of global governance have looked to the history of international relations in support of their positions, the premise of this course is that both endorsements and critiques of global governance can benefit from critical historical investigations going beyond assumptions of the teleological fulfillment of hopes for peaceful international cooperation, or of structural determination by the putatively perpetual verities of power politics or capital accumulation. To this end, the course will engage with critical histories («genealogies») of global governance centered on questions of Eurocentric world order and civilizational difference, implications of liberalism (and neoliberalism) with colonialism and empire, academic knowledge and racial imaginaries, and anti-colonialism and/as postcolonial cosmopolitanism among others. Based on an initial clarification of the critical orientation of a genealogical approach as well as a consideration of standard historical accounts of global governance, we will discuss selected examples of genealogical scholarship on global governance (broadly understood in terms of analytical intent and thematic scope, rather than necessarily phrased in these terms) at the intersection of intellectual history, international relations, and political theory. Sprache: Englisch Prüfung: Class participation, class presentation, short review essay Prüfungsmodus / Credits: Aktive Teilnahme (Essay) (4 Credits) Hinweise: Keywords: Global governance, historical international relations, genealogy Hörer/innen: Teilnahme nach Vereinbarung Kontakt: hans-martin_jaeger@carleton.ca Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT Literatur See course syllabus (OLAT) 43 International Climate and Energy Politics Dozent/in: Dr. Patrick Bayer Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Mi., 05.06.2024, 09:15 - 17:00 INS 10, 220 Do., 06.06.2024, 09:15 - 17:00 Fr., 07.06.2024, 09:15 - 17:00 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: Despite overwhelming scientific evidence for the need to decarbonise our economies to meet the Paris Agreement’s 1.5°C temperature target and a proliferation of “net zero” targets, hardly any country is on track to meet these commitments. Countries moreover differ vastly in their climate and energy policy choice, be it in terms of promoting renewables, phasing out coal, relying on transition fuels, such as gas, or clinging on to nuclear power as a carbon-free alternative. This class asks why these differences are so persistent and turns to differences in political systems, institutions, and political incentives for explanations. The first day of the block course teaches theoretical foundations derived from theories of political science, political economy, and international relations to help us assess and understand differences in climate and energy politics around the world. The second day will apply these insights to some of the most pressing issues in international climate and energy politics, such as: Why are international climate negotiations so difficult? Why do some countries embrace renewable energy, while others continue to invest in fossil fuels? Why are trillions each year spent on subsidising the fossil fuel industry despite the need to decarbonise our economies? What has oil to do with war? How can states weaponize energy resources in geopolitics? And, why does every second household in sub-Saharan Africa lack access to even basic lighting while industrialised states use more power than ever before? On the third day, we will use the developed knowledge in a simulation exercise in which students will role play country delegations to negotiate an agreement on the global phase-out of fossil fuels. This interactive group activity will zero in on the importance of interests, power, and questions of climate justice. Lernziele: Upon completion of the course students will be able to: • demonstrate an understanding of key political, economic, and environmental aspects of international climate and energy politics; • critically apply appropriate theories and concepts to interpret and explain the complex interactions between climate change, energy transitions, and international relations; • examine the role of interests, power and justice within international climate and energy politics; • synthesise arguments and evidence from diverse and reliable sources when composing their own reasoned arguments; • evaluate whether and how climate change and the global energy transition may transform specific aspects of international relations and interactions between states. Sprache: Englisch Prüfung: Reading summaries (due before the course); active participation during class; brief reflective report as debrief of classroom simulation. Prüfungsmodus / Credits: Aktive Teilnahme (Essay) (4 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: patrick.bayer@glasgow.ac.uk patrick.bayer@doz.unilu.ch 44 Political Representation of Marginalized Groups Dozent/in: Ieva Hofmane Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Fr., 12.04.2024, 09:15 - 16:00 FRO, 3.B52 Sa., 13.04.2024, 09:15 - 15:30 Fr., 26.04.2024, 09:15 - 16:00 Sa., 27.04.2024, 09:15 - 16:30 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: One of the fundamental perspectives on representative democracy posits that parliaments should aim to mirror the diversity of society and work for the benefit of all. However, not all social groups have equal access to political representation. This seminar is designed to introduce you to the concepts, frameworks and approached used to study political representation of marginalized groups. In each session, we will combine lectures with discussions, making it essential for you to fully engage with the assigned readings before our class meetings. The instructor will lead the first half by providing you with substantive background information. In the second part of our sessions, we will follow the flipped classroom approach and shift our focus to addressing substantive or technical questions that you may have about the assigned readings. Our sessions are a safe space where every question is valuable and welcomed. Day 1: 1. Introduction In our first session, we will embark on a journey to explore marginalized group political representation 2. Descriptive and Substantive Representation In our second session, we will cover the concepts of descriptive and substantive representation to gain a clear understanding of what they entail and how they differ from each other. Drawing insights from the assigned readings, we will undertake two primary objectives. First, we will delve into the methodologies used to quantify and evaluate the extent of descriptive representation. Second, we will examine how substantive representation becomes apparent through political behaviour (e.g., legislative actions and speeches) and gain a deeper understanding of how to assess substantive representation (e.g., policy outcomes and constituency satisfaction). 3. Linking Descriptive and Substantive Representation In our third session, we will focus on the intricate interplay between descriptive and substantive representation. We will explore whether an increase in descriptive representation of marginalized groups translates into improved substantive representation, or if the relationship operates in the opposite direction. 4. The Role of Electoral Systems In our fourth session, we will explore how the different types of electoral systems (Majoritarian vs. Proportional systems), can either enhance or impede marginalized group representation in democratic processes. Our discussions will encompass how electoral systems impact the inclusivity of voters and candidates from marginalized groups, ultimately shaping the diversity within national parliaments. Day 2: 5. Demand-Side Explanations During our fifth session, we will delve into the demand-side explanations for the underrepresentation of marginalized groups. Our primary focus will be on understanding the role of voter attitudes, including biases and stereotypes against candidates from marginalized groups, and how they influence voting behaviour, e.g., preference voting patterns. 6. Supply-Side Explanations In our sixth session, we will explore the supply-side explanations for marginalized group underrepresentation. Our primary emphasis will be on understanding the pivotal role that political parties play in the recruitment and selection of candidates. 7. Workshop: Designing Your Research Proposal Session 7 will be a multifaceted session, divided into three parts. First, building upon the content covered in Sessions 1-6, we will construct a systematic overview of how we can study descriptive and substantive 45 representation of marginalized groups using either demand- or supply-side explanations. In the second half of the session, we will embark on a "do it yourself" activity. You will be organized into groups and assigned to study one marginalized group. You will collaboratively devise a short research plan, which should include a rationale for focusing on either descriptive or substantive representation, the proposed research case (single-country or comparative), and whether your analysis will prioritize demand-side or supply-side explanations. The group work will allow you to learn from your peers and seek guidance from the instructor. In the third part, you will present a 1-2 minute pitch of your group work. The workshop serves as a trial run for preparing your own research proposals and presenting them to the class on Day 4. Day 3: 8. Exploring Intersectionality in Political Representation Session 8 focuses on introducing the participants to the concept of intersectionality, i.e., belonging to multiple identity groups simultaneously. Our objective is to understand how intersecting identities relate to overlapping disadvantages in the pursuit of representation. 9. Reforming Representation: Affirmative Actions and Quotas In session 9, we will explore the policy mechanisms aimed at addressing discrimination and promoting inclusiveness of marginalized groups in politics. Our discussions, guided by the assigned readings, will centre on two specific mechanisms: affirmative actions and quotas. 10. Future Trends and Possibilities Session 10 focuses on discussing the potential of technology, social media, and digital participation tools (e.g., online voting) to reshape political engagement within marginalized groups. Guided by insights from our assigned readings, we will seek to establish a link between online activism and its “offline” impact. This session offers a platform for students to discuss utopian and dystopian future scenarios of marginalized group representation. 11. Seminar Recap and Main Takeaways In Session 11, we will consolidate the knowledge you have acquired throughout the seminar. The first half of the session will involve an interactive review, whereas the other half of the session will be dedicated to a Q&A session. Day 4: 12. – 14. Student Presentations During Day 4, each student will present their research proposal and provide constructive feedback to a fellow student (15 minutes presentation and 15 minutes of feedback – exact timings will vary depending on the number of participants in the seminar). Lernziele: Upon successful completion of the seminar, you will be able to: • Define the fundamental concepts within the field of political representation studies; • Recognize the key theoretical frameworks employed in the study of political representation of marginalized groups; • Compare and contrast the different approaches used in researching political representation of marginalized groups; • Collaborate with your peers to develop research ideas in a group setting; • Apply the acquired knowledge to design your own research proposal for studying political representation of a marginalized group; • Critically evaluate a fellow student's research proposal and provide constructive feedback; • Deliver a concise presentation to effectively communicate your research proposal to peers and the instructor. Voraussetzungen: Knowledge of English Sprache: Englisch Prüfung: No exam / Research proposal (65% 1500-2000 words), Written feedback to a fellow student about their research proposal (15%), Presentation of the research proposal (20%) Prüfungsmodus / Credits: Aktive Teilnahme (Essay) (4 Credits) Hörer/innen: Teilnahme nach Vereinbarung Kontakt: ieva.hofmane@eui.eu Material: To be communicated a month prior to the seminar Literatur To be communicated a month prior to the seminar 46 The Politics of Technological Change Dozent/in: Leon David Küstermann Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Einführungsveranstaltung: Mi., 28.02.2024, 12:15 - 14:00 FRO, 4.B55 Termine: Fr., 17.05.2024, 09:15 - 17:00 INS 10, 220 Sa., 18.05.2024, 09:15 - 15:30 FRO, 3.B47 Fr., 24.05.2024, 09:15 - 17:00 FRO, HS 2 Sa., 25.05.2024, 09:15 - 15:30 FRO, 3.B57 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: Technological change, including rapid advances in artificial intelligence, is one of the major societal challenges of the 21st century as it affects jobs, inequalities, and the stability of democracies. Luckily, technological change and its consequences are no deterministic force we can only observe but they depend on institutions, political decisions, and (international) cooperation. Therefore, the course aims to provide an overview of how political science can contribute to managing this societal challenge in an inclusive and just manner. The first half of the course is dedicated to understanding the nature of technological change and its consequences. It will provide an overview of key theories about who benefits from and who is threatened by technological change. An important focus will be discussing how the advancement of technologies has been central to the development of gender inequalities and family relations over the last decades. Furthermore, it will cover how technological change shapes the political behavior of voters and can undermine the stability of democracies. The second half of the course will be devoted to discussing how the direction and distributional consequences of technological change are shaped by institutions and policies. Here, the course is designed to highlight how topical policy debates about technological change can be informed by classical themes in political science, such as the power struggles between capital and labor and collective action problems. Lernziele: - Developing an understanding of technological change and its consequences from a multi-disciplinary perspective - Linking policy debates about technological change to classical themes in political science (e.g., collective action problems) - Understanding the gender dimension in an academic debate with a historical bias towards a "male-breadwinner" model of the political economy - Understanding the relative strengths of quantitative behavioral and qualitative institutional research Sprache: Englisch Prüfung: Student presentation + Essay Prüfungsmodus / Credits: Aktive Teilnahme (Essay) (4 Credits) Kontakt: leondavid.kuestermann@eui.eu Literatur Key readings (selection): ̶ Acemoglu, D., & Johnson, S. (2023). Power and progress: Our thousand-year struggle over technology and prosperity. Public Affairs. ̶ Alesina, A., Giuliano, P., & Nunn, N. (2013). On the Origins of Gender Roles: Women and the Plough. The Quarterly Journal of Economics, 128(2), 469–530. ̶ Gallego, A., & Kurer, T. (2022). Automation, Digitalization, and Artificial Intelligence in the Workplace: Implications for Political Behavior. Annual Review of Political Science, pp 463-484 ̶ Gingrich, J. (2019). Did State Responses to Automation Matter for Voters? Research & Politics, 6(1). ̶ Ibsen, C. L., & Thelen, K. (2017). Diverging Solidarity: Labor Strategies in the New Knowledge Economy. World Politics, 69(3), 409–447. 47 Detaillierte Beschreibung der Lehrveranstaltungen Sonderveranstaltungen Kolloquium BA- und MA-Abschlussarbeiten (qualitative, theoretische Arbeiten) Dozent/in: Prof. Dr. Joachim Blatter Veranstaltungsart: Kolloquium Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Di., 18:15 - 20:00, ab 20.02.2024 FRO, 3.B01 Umfang: 2 Semesterwochenstunden Turnus: Wöchentlich Inhalt: Das Kolloquium dient dazu, den Studierenden bei der Vorbereitung ihrer BA- bzw. MA-Arbeit zu helfen. Dazu präsentieren die Studierenden ihr Forschungsprojekt zwei Mal. MA-Studierende präsentieren in ihren ersten Vorträgen zu Beginn des Semesters ihr ausgearbeitetes Forschungsdesign. In Ihrer Zweitpräsentation im zweiten Teil des Semesters fokussieren Sie auf Fortschritte und aktuelle Probleme. BA-Studierenden präsentieren in ihren ersten Vorträgen zu Beginn des Semesters eine erste Skizze ihres Forschungsprojektes. In ihrem zweiten Vortrag am Ende des Semesters stellen sie ihr vollständiges Exposé dar. Das Kolloquium ist für alle Studierenden offen. Eine sporadische Teilnahme zu einzelnen Vorträgen ist grundsätzlich möglich. Diejenigen, die sich in der Vorbereitung zur Abschlussarbeit befinden und eine Leistungsbescheinigung für das Kolloquium erhalten möchten, müssen allerdings an allen Sitzungen teilnehmen, zwei Mal ihr Projekt zur Abschlussarbeit präsentieren und ein vollständiges Exposé für die Abschlussarbeit in schriftlicher Form einreichen. Ausserdem müssen sie ein Exposé einer Kommilitonin oder eines Kommilitonen kommentieren. Um den Studierenden einen Einblick in politikwissenschaftliche Forschungsprozesse zu ermöglichen, ist vorgesehen, dass auch Doktorierende und Habilitierende des Politikwissenschaftlichen Seminars oder externe Gäste ihre aktuellen Forschungsprojekte präsentieren und gemeinsam mit dem Dozenten und den Studierenden diskutieren. Voraussetzungen: Keine Sprache: Deutsch Prüfungsmodus / Credits: Regelmässige Teilnahme (s. Inhalt) (2 Credits) Kontakt: joachim.blatter@unilu.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT 48 Kolloquium BA- und MA-Abschlussarbeiten (quantitative Arbeiten) Dozent/in: Prof. Dr. Lena Maria Schaffer Veranstaltungsart: Kolloquium Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Bachelor / Master Termine: Wöchentlich Di., 18:15 - 20:00, ab 20.02.2024 FRO, 3.B52 Di., 19.03.2024, 18:15 - 20:00 FRO, 3.B48 Umfang: 2 Semesterwochenstunden Turnus: wöchentlich Inhalt: Das Kolloquium dient dazu, den Studierenden bei der Vorbereitung ihrer BA- bzw. MA-Arbeit zu helfen. Dazu präsentieren die Studierenden ihr Forschungsprojekt zwei Mal. MA-Studierende, von denen wir davon ausgehen, dass sie bereits angemeldet sind, präsentieren in ihren ersten Vorträgen zu Beginn des Semesters ihr ausgearbeitetes Forschungsdesign. In Ihrer Zweitpräsentation im zweiten Teil des Semesters fokussieren Sie auf Fortschritte und aktuelle Probleme. BA-Studierenden, bei denen wir davon ausgehen, dass sie sich im Laufe des Semesters anmelden, präsentieren in ihren ersten Vorträgen zu Beginn des Semesters eine erste Skizze ihres Forschungsprojektes. In ihrem zweiten Vortrag am Ende des Semesters stellen sie ihr vollständiges Exposé dar. Das Kolloquium ist für alle Studierenden offen. Eine sporadische Teilnahme zu einzelnen Vorträgen ist grundsätzlich möglich. Diejenigen, die sich in der Vorbereitung zur Abschlussarbeit befinden und eine Leistungsbescheinigung für das Kolloquium erhalten möchten, müssen allerdings an allen Sitzungen teilnehmen, zwei Mal ihr Projekt zur Abschlussarbeit präsentieren und ein vollständiges Exposé für die Abschlussarbeit in schriftlicher Form einreichen. Ausserdem müssen sie ein Exposé einer Kommilitonin oder eines Kommilitonen kommentieren. Um den Studierenden einen Einblick in politikwissenschaftliche Forschungsprozesse zu ermöglichen, ist vorgesehen, dass auch Doktorierende und Habilitierende des Politikwissenschaftlichen Seminars ihre aktuellen Forschungsprojekte präsentieren und gemeinsam mit den Dozenten und Studierenden diskutieren. Voraussetzungen: Keine Sprache: Deutsch Prüfungsmodus / Credits: Regelmässige Teilnahme (s. Inhalt) (2 Credits) Kontakt: lena.schaffer@unilu.ch Material: Pflichtlektüre und Seminarmaterialien zugänglich auf Online-Plattform OLAT 49 Tutorat zur Vorlesung 'Methoden der empirischen Sozialforschung II', Gruppe 1 Dozent/in: Prof. Dr. Rainer Diaz-Bone/ Vanessa Leutner Veranstaltungsart: Übung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Do., 14:15 - 16:00, ab 22.02.2024 FRO, 4.B54 Umfang: 2 Semesterwochenstunden Inhalt: Die Tutorate vertiefen den Inhalt der Vorlesung Methoden der empirischen Sozialforschung II anhand von zu bearbeitenden Aufgaben. Voraussetzungen: Besuch der Vorlesung "Methoden der empirischen Sozialforschung II" sowie vorbereitende Bearbeitung der Aufgaben und aktive Mitarbeit im Tutorat. Sprache: Deutsch Begrenzung: Um eine gleichmässige Verteilung der Teilnehmer/innen auf die einzelnen Tutoratsgruppen zu erreichen, ist die Zahl der Teilnehmer/innen pro Tutoratsgruppe auf 15 Personen beschränkt. Eine allfällige Umverteilung wird hierfür vorbehalten. Prüfungsmodus / Credits: Aktive Teilnahme (Referat) (2 Credits) Kontakt: rainer.diazbone@unilu.ch / vanessa.leutner@unilu.ch Material: wird über OLAT zugänglich gemacht. 50 Tutorat zur Vorlesung 'Methoden der empirischen Sozialforschung II', Gruppe 2 Dozent/in: Prof. Dr. Rainer Diaz-Bone/ Vanessa Leutner Veranstaltungsart: Übung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Do., 16:15 - 18:00, ab 22.02.2024 FRO, 4.B02 Umfang: 2 Semesterwochenstunden Inhalt: Die Tutorate vertiefen den Inhalt der Vorlesung Methoden der empirischen Sozialforschung II anhand von zu bearbeitenden Aufgaben. Voraussetzungen: Besuch der Vorlesung "Methoden der empirischen Sozialforschung II" sowie vorbereitende Bearbeitung der Aufgaben und aktive Mitarbeit im Tutorat. Sprache: Deutsch Begrenzung: Um eine gleichmässige Verteilung der Teilnehmer/innen auf die einzelnen Tutoratsgruppen zu erreichen, ist die Zahl der Teilnehmer/innen pro Tutoratsgruppe auf 15 Personen beschränkt. Eine allfällige Umverteilung wird hierfür vorbehalten. Prüfungsmodus / Credits: Aktive Teilnahme (Referat) (2 Credits) Kontakt: rainer.diazbone@unilu.ch / vanessa.leutner@unilu.ch Material: wird über OLAT zugänglich gemacht. 51 Tutorat zur VL Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften, Gruppe 1 + 2 Dozent/in: Dr. Patrick Schenk / TutorIn Veranstaltungsart: Übung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Do., 12:15 - 14:00, ab 22.02.2024 FRO, 3.B47 Umfang: 2 Semesterwochenstunden Inhalt: Die Methoden und die Logik der Forschung in der Sozial- und Kommunikationswissenschaften sind keine Ansammlung toter Worte in dicken Büchern. Empirische Forschung ist eine praktische Angelegenheit. Es ist eine Kompetenz, eine Fähigkeit, ein Handwerk. So wie Künstlerinnen und Künstler lernen müssen, den Pinsel richtig zu führen, müssen auch Sozialwissenschaftlerinnen und Sozialwissenschaftler lernen, ihre Werkzeuge zu meistern. Dann können sie, so wie die Malerin oder der Maler auch, Neues schaffen, das uns bereichert, voranbringt und hoffentlich auch erfreut. In der Vorlesung «Doing Research» erhalten Sie anhand konkreter Forschung, darunter Studien zu Algorithmen, Digitalisierung oder künstlicher Intelligenz, eine Einführung in die Logik der Sozial- und Kommunikationswissenschaften und ihren zentralen Verfahren, von qualitativen Interviews, über Inhaltsanalysen, bis zu Experimenten und gross angelegten Befragungen. In den Tutoraten haben Sie die Möglichkeit, dieses Wissen einzuüben, es zu stärken, es zu verkörpern. Während Sie in der Vorlesung davon hören, wie andere den Pinsel geführt haben, nehmen Sie in den Tutoraten den Pinsel selbst in die Hand. Dies umfasst dreierlei: Erstens können Sie die Texte und Inhalte zur Vorlesung kritisch diskutieren. Zweitens können Sie Fragen stellen zu den Forschungsbeispielen, den Verfahren und den Argumenten. Drittens können Sie Ihr Wissen anwenden, indem Sie bei der Lösung von Übungsaufgaben mitwirken. Damit ergänzen die Tutorate die Inhalte der Vorlesung, dienen aber auch ihrer Vertiefung und der Vorbereitung auf die Prüfung zur Vorlesung. Sprache: Deutsch Begrenzung: Die Tutorate leben von der aktiven Mitarbeit der Studierenden und ihrer intensiven Betreuung. Um dies zu gewährleisten, streben wir eine möglichst ausgewogene Verteilung der Studierenden über die drei Tutorate an. Deshalb sind die Teilnehmerplätze begrenzt. Prüfung: - Regelmässige Anwesenheit - Aktive Mitarbeit - Regelmässiges Einreichen von Fragen zu den Grundlagentexten Prüfungsmodus / Credits: Aktive Teilnahme (Details siehe 'Prüfung') (2 Credits) Kontakt: patrick.schenk@unilu.ch Material: Materialien werden auf OLAT zur Verfügung gestellt. Literatur ̶ Diekmann, Andreas. 2005. Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Hamburg: Rohwolt. ̶ Schnell, Rainer, Paul B. Hill, and Elke Esser. 2008. Methoden Der Empirischen Sozialforschung. 8., unveränd. Aufl. Lehrbuch. München [u.a.]: Oldenbourg. ̶ Rössel, Jörg, and Patrick Schenk. 2018. “Researching the Transformation of Wine Discourse from 1974- 2008 Using Quantitative Content Analysis.” SAGE Research Methods Cases. 52 Tutorat zur VL Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften, Gruppe 3 + 4 Dozent/in: Dr. Patrick Schenk / TutorIn Veranstaltungsart: Übung Durchführender Fachbereich: KSF \ Soziologie Studienstufe: Bachelor Termine: Wöchentlich Do., 14:15 - 16:00, ab 22.02.2024 FRO, HS 2 Umfang: 2 Semesterwochenstunden Inhalt: Die Methoden und die Logik der Forschung in der Sozial- und Kommunikationswissenschaften sind keine Ansammlung toter Worte in dicken Büchern. Empirische Forschung ist eine praktische Angelegenheit. Es ist eine Kompetenz, eine Fähigkeit, ein Handwerk. So wie Künstlerinnen und Künstler lernen müssen, den Pinsel richtig zu führen, müssen auch Sozialwissenschaftlerinnen und Sozialwissenschaftler lernen, ihre Werkzeuge zu meistern. Dann können sie, so wie die Malerin oder der Maler auch, Neues schaffen, das uns bereichert, voranbringt und hoffentlich auch erfreut. In der Vorlesung «Doing Research» erhalten Sie anhand konkreter Forschung, darunter Studien zu Algorithmen, Digitalisierung oder künstlicher Intelligenz, eine Einführung in die Logik der Sozial- und Kommunikationswissenschaften und ihren zentralen Verfahren, von qualitativen Interviews, über Inhaltsanalysen, bis zu Experimenten und gross angelegten Befragungen. In den Tutoraten haben Sie die Möglichkeit, dieses Wissen einzuüben, es zu stärken, es zu verkörpern. Während Sie in der Vorlesung davon hören, wie andere den Pinsel geführt haben, nehmen Sie in den Tutoraten den Pinsel selbst in die Hand. Dies umfasst dreierlei: Erstens können Sie die Texte und Inhalte zur Vorlesung kritisch diskutieren. Zweitens können Sie Fragen stellen zu den Forschungsbeispielen, den Verfahren und den Argumenten. Drittens können Sie Ihr Wissen anwenden, indem Sie bei der Lösung von Übungsaufgaben mitwirken. Damit ergänzen die Tutorate die Inhalte der Vorlesung, dienen aber auch ihrer Vertiefung und der Vorbereitung auf die Prüfung zur Vorlesung. Sprache: Deutsch Begrenzung: Die Tutorate leben von der aktiven Mitarbeit der Studierenden und ihrer intensiven Betreuung. Um dies zu gewährleisten, streben wir eine möglichst ausgewogene Verteilung der Studierenden über die drei Tutorate an. Deshalb sind die Teilnehmerplätze begrenzt. Prüfung: - Regelmässige Anwesenheit - Aktive Mitarbeit - Regelmässiges Einreichen von Fragen zu den Grundlagentexten Prüfungsmodus / Credits: Aktive Teilnahme (Details siehe 'Prüfung') (2 Credits) Kontakt: patrick.schenk@unilu.ch Material: Materialien werden auf OLAT zur Verfügung gestellt. Literatur ̶ Diekmann, Andreas. 2005. Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Hamburg: Rohwolt. ̶ Schnell, Rainer, Paul B. Hill, and Elke Esser. 2008. Methoden Der Empirischen Sozialforschung. 8., unveränd. Aufl. Lehrbuch. München [u.a.]: Oldenbourg. ̶ Rössel, Jörg, and Patrick Schenk. 2018. “Researching the Transformation of Wine Discourse from 1974- 2008 Using Quantitative Content Analysis.” SAGE Research Methods Cases. 53 Data Mining for Political and Social Sciences using R Dozent/in: Dr. Andrea De Angelis Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Master Termine: Fr., 22.03.2024, 09:15 - 17:00 FRO, 4.B02 Sa. 23.03.2024, 09:15 - 16:00 FRO, 4.B02 Fr., 26.04.2024, 09:15 - 17:00 FRO, HS 14 Sa. 27.04.2024, 09:15 - 16:00 FRO, HS 14 Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: Data analysis increasingly involves mining data from the Internet and handling big datasets. However, students often lack the knowledge and experience required to take full advantage of the Internet and social media's data opportunities. This course guides the students to move their first steps into data mining. The course offers case studies and exercises in a friendly class environment. Students will learn (by doing) how to collect and handle web data in their future work. The course covers the primary skills required to access web data confidently. The course is structured in three blocks: 1. An introductory block covers the essential knowledge for working with big data (notions of R programming, developing reproducible code, reporting in automated notebooks, version control, and Git/GitHub; secondary datasets for social science research & MySQL). 2. A data access block focuses on web scraping and related tools (introduction to regular expressions, HTML language, XML, and JSON data structures). 3. A third block introduces more advanced data access concepts, such as API interaction, and allows students to practice with live coding sessions in class. Check out the syllabus and the OLAT page of the course for more detail. Lernziele: By the end of the course, active participants will: 1. gain proficiency in data analysis, learning to analyze data efficiently and reproducibly. [Data analysis] 2. understand and critically re-assess data-related issues arising in applied research problems with big data. [Data literacy] 3. learn how to develop and debug complex code throughout the data analysis cycle (mining, tidying, analyzing, reporting). [Programming and statistical skills] 4. develop feasible big data research designs. [Research and analytical skills] Voraussetzungen: An intrinsic motivation to learn Sprache: Englisch Anmeldung: Masterstudierende Prüfung: Active participation and final capstone project Prüfungsmodus / Credits: Aktive Teilnahme, Essay (benotet) (4 Credits) Hinweise: Priority for LUMACSS students. In case of too many registrations by other disciplines, a draw will be made to decide who may remain in the course. Hörer/innen: Teilnahme nach Vereinbarung Kontakt: andrea.deangelis@unilu.ch / deangelis@ipz.uzh.ch Literatur ̶ QSS: Imai, K. (2017). Quantitative Social Science: An Introduction. Princeton: Princeton University Press. ̶ R4DS: Wickham, H., and G. Grolemund (2014). R for Data Science. O’Reilly Media. The book is also freely available online: https://r4ds.had.co.nz/. ̶ ADCR: Munzert et al. (2014). Automated Data Collection with R: A Practical Guide to Web Scraping and Text Mining. London: Wiley & Sons. mailto:andrea.deangelis@unilu.ch https://r4ds.had.co.nz/ 54 Introduction to Python Dozent/in: Jonathan Bright Veranstaltungsart: Masterseminar Durchführender Fachbereich: KSF \ Politikwissenschaft Studienstufe: Master Termine: Fr., 19.04.2024, 08:15 - 17:00 FRO, HS 12 Sa., 20.04.2024, 08:15 - 15:30 FRO, 4.B51 Fr., 03.05.2024, 08:15 - 17:00 Zoom Sa., 04.05.2024, 08:15 - 17:00 Zoom Umfang: 2 Semesterwochenstunden Turnus: Blockseminar Inhalt: There is a revolution going on in the social sciences: the rise of computational social science! Huge new sources of data on social behaviour are being combined with new analytical techniques to change the fundaments of how social science takes place. This class is aimed at social scientists who want to learn the basics of one of the key skills in the computational social science toolkit: the python programming language. The class is aimed at complete beginners with no previous programming experience (but with an interest to learn!). During the class, we will learn the fundamentals of the Python programming language, looking at (for example) how to control the flow of code with loops and conditional statements, how to handle input and output to files, how to write functions, and more. The class is intended as a foundational course which will enable those completing it to go on to learn other applied methods which require Python, especially the social media data mining class which is to be held in the Spring term. Those who already have a background in Python may wish to skip this course and take the one on data mining. Sprache: Englisch Prüfung: no exam / active participation/ 4 Credits Prüfungsmodus / Credits: Aktive Teilnahme (Textlektüre) (4 Credits) Hinweise: Priority for LUMACSS students. In case of too many registrations by other disciplines, a draw will be made to decide who may remain in the course. Hörer/innen: Teilnahme nach Vereinbarung Kontakt: jbright@turing.ac.uk 55 Politikwissenschaftliches Semianr - Lehrveranstaltungen im Frühjahrssemester 2024 Montag Dienstag Mittwoch Donnerstag Freitag 08:15 - 10:00 Einführung in die Schweizer Politik Arnold / Kolloquialvorlesung 10:15 - 12:00 Methoden der empirischen Sozialforschung II )* Diaz-Bone / Vorlesung Die Schweiz im Kontext der europäischen Integration Schaffer / Kolloquialvorlesung Proseminar zur Vorlesung Einführung in die Vergleichende Politikwissensch aft Ströbele / Proseminar Studying Climate Change and Political Unrest (Research Design and Methods in Quantitative Studies) )** Hönig / Jansensberger / Masterseminar Global Governance und Internationale Organisationen )** Bien / Hauptseminar Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte )* Schenk / Vorlesung 12:15 - 14:00 Proseminar zur Vorlesung Einführung in die Schweizer Politik Föhn Einführung in die Vergleichende Politikwissenschaft Trechsel / Kolloquialvorlesung Tutorat zu Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte Gr. 1 + 2 / Schenk 14:15 - 16:00 Demokratietheorien II (Vertiefungen) Blatter / Kolloquialvorlesung Basisseminar PPE I El Kassar / Schaffer / Leisibach Basisseminar PPE II Blatter / Lailach- Hennrich / Sontheim Politikwissenschaftliches Methodenseminar I Blatter / T.Schulz Globalization and Social Sustainability Wagner / Hauptseminar Policy-Analyse mit Anwendungen in der Energiepolitik Rieder / Hauptseminar Tutorat zu Doing Research: Logik der Forschung in den Sozial- und Kommunikations wissenschaften – nächste Schritte Gr. 3 + 4 / Schenk Tutorat zu Methoden der empirischen Sozialforschun g II Gr. 1 / Diaz-Bone 16:15 - 18:00 Media & Politics Schmid / Hauptseminar Demokratie und Erziehung J. Schulz / Hauptseminar Research Designs and Methods in Qualitative Studies Blatter / T. Schulz / Master-Research-Seminar Tutorat zu Methoden der empirischen Sozialforschung II Gr. 2 / Diaz-Bone 18:15 - 20:00 Kolloquium für BA- und MA- Abschlussarbeite n (qualitativ, theoretische Arbeit) Blatter Kolloquium für BA- und MA- Abschlussarbeite n (quantitative Arbeit) Schaffer )* Vorlesung «Doing Research: Logik der Forschung in den Sozial- und Kommunikationswissenschaften – nächste Schritte» ist äquivalent zu Vorlesung «Methoden der empirischen Sozialforschung II» )** Masterseminar «Studying Climate Change and Political Unrest (Research Design and Methods in Quantitative Studies) alternierend mit Hauptseminar «Global Governance und Internationale Organisationen» 56 Blockveranstaltungen im Frühjahrssemester 2024 Veranstaltungen Dozierende Wochentage, Datum Uhrzeit von bis Räume Culture and Politics Hauptseminar Canalejo-Molero Einführung Mi, 28.02.2024 Block I: 08.03.2024 Block II: 22.03.2024 Block III: 19.04.2024 Block IV: 10.05.2024 12:00 09:15 09:15 09:15 09:15 14:00 17.00 15:30 17.00 15:30 4.B55 INS 10, 214 INS 10, 214 INS 10, 214 INS 10, 214 Gender and Politics Hauptseminar Fraile Maldonado Einführung: Mi, 28.02.2024 Block I: 01.03. / 02.03.2024 Block II: 12.04. / 13.04.2024 12:00 09:15 09:15 14:00 17:00 17:00 4.B55 4.B54 4.B54 Zusammenhalt angesichts von Flucht und Migration: national und europäisch Hauptseminar Schlenker Einführung: Mi, 28.02.2024 Block I: 08.03. / 09.03.2024 Block II: 03.05. / 04.05.2024 12:00 09:15 09:15 14:00 17:00 15:30 4.B55 3.B48 / 3.B47 4.A05 / 3.B57 International Climate and Energy Politics Masterseminar Bayer Einführung: Mi, 28.02.2024 Block I: 05.06.2024 Block II: 06.06.2024 Block III: 07.06.2024 12:00 09:15 09:15 09:15 14:00 17.00 17:00 17.00 4.B55 INS 10, 220 INS 10, 220 INS 10, 220 Political Representation of Marginalized Groups Masterseminar Hofmane (EUI) Einführung: Mi, 28.02.2024 Block I: 12.04. / 13.04.2024 Block II: 26.04. / 27.04.2024 12:00 09:15 09:15 14:00 17:00 17:00 4.B55 3.B52 3.B52 Genealogies of Global Governance Masterseminar Jaeger Einführung: Mi, 28.02.2024 Block I: 26.04. / 27.04. 2024 Block II: 03.05. / 04.05.2024 12:00 09:15 09:15 14:00 17:00 17:00 4.B55 4.B02 4.B02 The Politics of Technological Change Masterseminar Küstermann (EUI) Einführung: Mi, 28.02.2024 Block I: 17.05. / 18.05.2024 Block II: 24.05. / 25.05.2024 12:00 09:15 09:15 14:00 17:00 17:00 4.B55 INS10, 220 / 3.B47 HS 2 / 3.B57 Fear and loathing across party lines: Affective polarization in the democratic world Masterseminar Reiljan (EUI) Einführung: Mi, 28.02.2024 Block I: 15.03. / 16.03.2024 Block II: 19.04. / 20.04.2024 12:00 09:15 09:15 14:00 17:00 17:00 4.B55 HS 14 / 3.B57 INS10, 220 / 3.B57 71 Semesterdaten Frühjahrssemester 2024 TAG DATUM ANLASS Mo-Fr 05.02. - 01.03.2024 Anmeldung zu den Lehrveranstaltungen Mo 19.02.2024 Beginn der Lehrveranstaltungen Fr 15.03.2024 Diplomfeier KSF Fr-So 29.03.-07.04.2024 Osterpause: vorlesungsfrei (Vorlesungen bis Do 28.03.) Do 09.05.2024 Christi Himmelfahrt: vorlesungsfrei Mo 20.05.2024 Pfingstmontag: vorlesungsfrei Do 30.05.2024 Fronleichnam (kantonaler Feiertag: vorlesungsfrei) Fr 31.05.2024 Ende der Lehrveranstaltungen 56 72 0 73 www.unilu.ch/vv www.unilu.ch/polsem Der Studiengang Politikwissenschaft Studienaufbau Methoden im politikwissenschaftlichen Studium Kurzübersicht der Lehrveranstaltungen Empfohlene Lehrveranstaltungen aus anderen Fachbereichen Detaillierte Beschreibung der Lehrveranstaltungen Vorlesungen

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    Healthy campus interactive e book 2021

    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

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    Aging, Functioning, and Rehabilitation: Proceedings of a Workshop

    Aging, Functioning, and Rehabilitation: Proceedings of a Workshop CONTRIBUTORS DETAILS All downloadable National Academies titles are free to be used for personal and/or non-commercial academic use. Users may also freely post links to our titles on this website; non-commercial academic users are encouraged to link to the version on this website rather than distribute a downloaded PDF to ensure that all users are accessing the latest authoritative version of the work. All other uses require written permission. (Request Permission) This PDF is protected by copyright and owned by the National Academy of Sciences; unless otherwise indicated, the National Academy of Sciences retains copyright to all materials in this PDF with all rights reserved. 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Washington, DC: The National Academies Press. https://doi.org/10.17226/27763. https://nap.nationalacademies.org/cart/cart.cgi?list=fs&action=buy%20it&record_id=27763&isbn=978-0-309-71888-2&quantity=1 http://nap.nationalacademies.org/27763 https://nap.nationalacademies.org/related.php?record_id=27763 https://nap.nationalacademies.org/reprint_permission.html http://nap.edu http://api.addthis.com/oexchange/0.8/forward/facebook/offer?pco=tbxnj-1.0&url=http://www.nap.edu/27763&pubid=napdigops http://www.nap.edu/share.php?type=twitter&record_id=27763&title=Aging%2C+Functioning%2C+and+Rehabilitation%3A+Proceedings+of+a+Workshop http://api.addthis.com/oexchange/0.8/forward/linkedin/offer?pco=tbxnj-1.0&url=http://www.nap.edu/27763&pubid=napdigops mailto:?subject=null&body=http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved.PREPUBLICATION COPY—Uncorrected Proofs Proceedings of a Workshop Ruth Cooper, Adrienne Formentos, and Allison Boman, Rapporteurs Board on Global Health Board on Health Care Services Health and Medicine Division Aging, Functioning, and Rehabilitation http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 This activity was supported by contracts between the National Academy of Sciences and the NOMIS Foundation and the Velux Stiftung. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number-13: 978-0-309-XXXXX-X International Standard Book Number-10: 0-309-XXXXX-X Digital Object Identifier: https://doi.org/10.17226/27763 This publication is available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334- 3313; http://www.nap.edu. Copyright 2024 by the National Academy of Sciences. National Academies of Sciences, Engineering, and Medicine and National Academies Press and the graphical logos for each are all trademarks of the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2024. Aging, functioning, and rehabilitation: Proceedings of a workshop. Washington, DC: The National Academies Press. https://doi. org/10.17226/27763. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engi neering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task. Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. Rapid Expert Consultations published by the National Academies of Sciences, Engineering, and Medicine are authored by subject-matter experts on narrowly focused topics that can be supported by a body of evidence. The discussions contained in rapid expert consultations are considered those of the authors and do not contain policy recommendations. Rapid expert consultations are reviewed by the institution before release. For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs PLANNING COMMITTEE FOR AGING, FUNCTIONING, AND REHABILIATION: A WORKSHOP WALTER FRONTERA (Chair), Professor, University of Puerto Rico School of Medicine SOMNATH CHATTERJI, World Health Organization, Emeritus JULIA PATRICK ENGKASAN, Associate Professor, Universiti Malaya NICOLE R. KEITH, Executive Associate Dean, Indiana University School of Public Health MATILDE LEONARDI, Director, Fondazione IRCCS Istituto Neurologico “Carlo Besta” GEROLD STUCKI, Professor, University of Lucerne Staff RUTH COOPER, Program Officer ADRIENNE FORMENTOS, Research Associate JOSEPH GOODMAN, Senior Program Assistant KAREN HELSING, Director, Standing Committee of Medical and Vocational Experts for the Social Security Administration’s Disability Programs TRACY LUSTIG, Director, Forum on Aging, Disability, and Independence SHARYL NASS, Senior Board Director, Board on Health Care Services JULIE PAVLIN, Senior Board Director, Board on Global Health JULIE WILTSHIRE, Senior Finance Business Partner Consultant ALLISON BOMAN, Writer v http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs vii This proceedings of a workshop was reviewed in draft form by indi- viduals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical com- ments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this proceedings: CANDACE GOH XIAO HUEY, Hospital Beaufort, Malaysia MELISSA SELB, Swiss Paraplegic Research, Switzerland KATARZYNA WAC, University of Geneva, Switzerland Although the reviewers listed above provided many constructive com- ments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review of this proceedings was overseen by DAVID B. REUBEN, University of Cali- fornia, Los Angeles, United States. He was responsible for making certain that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteur and the National Academies. We also thank staff member Samantha Koretsky for reading and providing helpful comments on this manuscript. Reviewers http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Acknowledgments The National Academies of Sciences, Engineering, and Medicine’s Board on Health Care Services wishes to express its sincere gratitude to the planning committee chair, Walter Frontera, for his valuable contributions to the development and orchestration of this workshop. The board also wishes to thank all the members of the planning committee, who collaborated to ensure a workshop replete with informative presentation and moderated rich discussions. The board is grateful for the support of our workshop sponsors, without which we could not have undertaken this project. The board is deeply appreciative for the generous support and hospital- ity of the University of Lucerne and thank Cristina Mesa Vieira and Colette Lenherr for their logistical support of the workshop. The board wishes to thank the supporting scientists from the University of Lucerne and Swiss Paraplegic Research—Nicola Diviani, Marija Glisic, Diana Pacheco, Sara Rubinelli, and Carla Sabariego—for their support with the panel concept notes and in helping to moderate the virtual questions. Deep appreciation goes to staff at the National Academies of Sciences, Engineering, and Medicine for their support in the workshop process, especially Torrie Brown, Annalee Gonzales, Benjamin Hubbert, Jo’Elie Louis, Amber McLaughlin, Alexandra Molina, Jose Portillo, Leslie Sim, and Taryn Young. We also thank the staff of the National Academy of Medicine for their support of the workshop. Finally, the board thanks the workshop panelists, who generously shared their expertise and their time with workshop participants. ix http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs xi Contents ACRONYMS AND ABBREVIATIONS xv PROCEEDINGS OF A WORKSHOP 1 WORKSHOP OVERVIEW 1 FOUNDATIONAL CONCEPTS 5 Functioning, 6 WHO’s International Classification of Functioning, Disability and Health, 6 Health Longevity and Aging, 8 Rehabilitation, 8 Disability-Adjusted Life-Years, 9 KEYNOTE PRESENTATIONS 10 The Functioning Revolution, 10 Healthy Longevity, 12 Rehabilitation in Health Systems: The Time Is Now, 15 FUNCTIONING AND REHABILITATION FOR HEALTHY LONGEVITY 17 Operationalizing Functioning for Population Health, 17 Role of Functioning in Healthy Longevity Research, 18 Monitoring Functioning for Health Systems: Lessons Learned, 20 Panel Discussion, 21 Reflections on Operationalizing Measurement of Functioning, 22 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. xii CONTENTS PREPUBLICATION COPY—Uncorrected Proofs MAKING A COMPELLING INVESTMENT CASE FOR OPTIMIZING FUNCTIONING 23 Measuring and Enhancing Functioning in Health Systems, 23 Building Evidence for an Investment Case, 25 Panel Discussion, 26 Reflections on Building the Economic Case for Functioning and Rehabilitation, 28 IMPROVING REHABILITATION IN HEALTH SERVICES DELIVERY AND CARE ACROSS THE LIFE COURSE 29 Rehabilitation as a Strategy for Promoting Healthy Aging, 29 Prehabilitation, Prevention, and Maintenance for Maximizing Functioning, 31 Rehabilitation as a Health Strategy for All Populations, 32 Panel Discussion, 33 Reflections on Developing Health Services for Rehabilitation and Functioning, 35 FUNCTIONING AS THE FOUNDATION FOR HEALTHY LONGEVITY RESEARCH 36 Harmonizing Research Addressing Functioning, 36 Standardized Collection of Functioning Information, 38 Using Functioning Data for 360-Degree Research, 39 Panel Discussion, 40 Reflections on Developing a Research Agenda for Functioning 41 ADVOCATING FOR POLICIES THAT SUPPORT HEALTHY LONGEVITY 42 Advocating for Functioning as the Third Indicator of Health, 42 Raising Awareness: The Policy Advocate Perspective, 44 New Directions for Health and Disability, 45 Panel Discussion, 46 Reflections on Promoting Advocacy for Functioning and Rehabilitation, 47 WRAP-UP 48 REFERENCES 49 APPENDIXES A Statement of Task 55 B Workshop Agenda 57 C Concept Notes 63 D Participant Biographical Sketches 77 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs xiii Boxes and Figures BOXES 1 Suggestions for Moving the Field Forward, 4 2 World Health Assembly Resolution 76.6 on Strengthening Rehabilitation in Health Systems: An Overview, 16 3 Characteristics of Functioning and Cost Data Needed to Build an Investment Case, 26 FIGURES 1 World Health Organization’s model for the International Classification of Functioning, Disability and Health, 7 2 Highlights for implementing human functioning within health systems, 8 3 Disability-adjusted life-years, 9 4 Life course opportunities for intervention, 14 5 Health system performance assessment framework by the Organisation for Economic Co-operation and Development, 24 6 Trajectories of healthy aging: Optimizing functional ability, 30 7 Integrated Care for Older People, 31 8 Life situations drive people’s health function, 33 9 Reimagined whole-life-oriented rehabilitation strategy, 34 10 The 4Ms framework, 37 11 Assistive technology demonstrates a nine-to-one return on invest- ment, 44 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs xv CAT computerized adaptive testing ClinFIT Clinical Functioning Information Tool DALY disability-adjusted life-year FNAT Functional Needs Assessment Tool ICD International Classification of Diseases ICF International Classification of Functioning, Disability and Health ICOPE Integrated Care for Older People LMIC low- or middle-income country NAM National Academy of Medicine OECD Organisation for Economic Co-operation and Development PAHO Pan American Health Organization UN United Nations WHO World Health Organization Acronyms and Abbreviations http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Proceedings of a Workshop WORKSHOP OVERVIEW1 With breakthroughs in medicine and technology and socioeconomic developments globally, people are living longer. The global population over age 60 is projected to reach 1.4 billion by 2030 (WHO, 2022a). Function- ing, as a concept, constitutes a rethinking of health that goes beyond the medical model, which is focused almost exclusively on disease and disability (see section on foundational concepts for more information). Rehabilita- tion professionals are key in this transformative approach, particularly to provide care for and improve prevention for the aging population. A recent World Health Organization (WHO) statement has noted that the need for rehabilitation is increasing due to the epidemiological shift from communi- cable to noncommunicable diseases, and new rehabilitation needs are also emerging from infectious diseases such as COVID-19 (WHO, 2023a). Fur- ther, the need for rehabilitation is increasing due to rapid population aging worldwide accompanied by a rise in physical and mental health conditions, limitations, and injuries. The WHO statement emphasized that rehabilita- tion needs are largely unmet globally and that rehabilitation services are key to the achievement of the United Nations’ Sustainable Development 1 The planning committee’s role was limited to planning the workshop, and the Proceedings of a Workshop has been prepared by the workshop rapporteurs as a factual summary of what occurred at the workshop. Statements, recommendations, and opinions expressed are those of individual presenters and participants and are not necessarily endorsed or verified by the National Academies of Sciences, Engineering, and Medicine, and they should not be construed as reflecting any group consensus. 1 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 2 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Goal 3 (to ensure healthy lives and promote well-being for all at all ages).2 It has been suggested that efforts are needed in identifying the economic challenges in operationalizing the concept of functioning as a measure for health policy, rethinking disability as a universal human experience, and formulating a feasible public health agenda that addresses the increasing relevance of rehabilitation for the twenty-first century (Cieza et al., 2019). A public health agenda that incorporates a new understanding of function- ing and rehabilitation in the context of healthy aging could better address the health needs of older adults and facilitate this population’s continued contribution to society On February 16–17, 2024, the National Academies of Sciences, Engi- neering, and Medicine convened a hybrid workshop in Lucerne, Switzer- land, hosted by the University of Lucerne, to facilitate a discussion focused on the WHO’s concept of functioning and its role in rethinking the concept of health, with a focus on healthy aging and the future of rehabilitation as a health strategy. The planning committee developed the agenda for the workshop sessions, selected and invited panelists, and moderated the panels discussions. In designing the workshop, the planning committee focused on identifying opportunities and challenges in improving human functioning across the life course. The workshop convened an array of global experts in diverse fields from all WHO regions. The expertise of the invited speakers included aging and healthy longevity, disability studies and functioning, geriatric medicine, health economics and policy, physical and rehabilitation medicine, and public policy, as well as other areas. The workshop was open to the public, and audience members represented a variety of perspectives. This workshop proceedings is the rapporteurs’ summary of the speakers’ presentations and the moderated panel discussions. The moderated discus- sions included panelists’ responses to questions from both the in-person and virtual audience, as well as audience comments; when identified, audience comments are attributed by name and affiliation. The workshop statement of task is provided in Appendix A, the agenda in Appendix B, the panel concept notes in Appendix C, and the biosketches of workshop planning committee members, invited panelists, and supporting scientists in Appen- dix D. Walter Frontera, University of Puerto Rico School of Medicine (United States), opened the workshop by outlining the major themes to be explored, including the concepts of functioning, healthy longevity, and rehabilita- tion; the idea of functioning as a measure in health policy and methods for 2 The Sustainable Development Goals are 17 global goals adopted by the United Nations in 2015. Goal 3 of “good health and well-being” includes 13 target goals to be reached by 2030. See https://www.undp.org/sustainable-development-goals/good-health (accessed April 16, 2024). https://www.undp.org/sustainable-development-goals/good-health http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 3 PREPUBLICATION COPY—Uncorrected Proofs operationalization; the investment case for functioning and rehabilitation; the research ecosystem for functioning, aging, and rehabilitation; health ser- vices delivery and person-centered care; and the role of advocacy and com- munications in social policies. Victor Dzau, National Academy of Medicine (NAM) (United States), emphasized that healthy aging involves not only lengthening the lifespan but also extending the health span, allowing indi- viduals to live well and productively throughout their lives. While the aging of the world’s population will include “rising rates of chronic disease and disability, rising costs of care, and increasingly complex patient profiles,” he said, keeping older adults healthy increases their “productivity and contri- bution to society.” He suggested reframing this challenge as an opportunity for society. He described NAM’s Healthy Longevity initiative, its associated grand challenge, and its roadmap published in 2022 (NASEM, 2022), not- ing that “healthy aging is an issue that affects all countries, and we have a real global imperative to address this, which is why collaboration across international boundaries is so important.” Gerold Stucki, University of Lucerne (Switzerland), and Bruno Staffel- bach, University of Lucerne (Switzerland), both emphasized the University of Lucerne’s commitment to functioning and well-being. Stucki described the Lucerne Initiative for Functioning Health and Well-being,3 which has a mission to optimize functioning, health, and well-being in the face of acute and chronic diseases, injuries, and aging. He stated that the initiative is interested in pursuing global partnerships to promote a new understanding of health as functioning within society. Henri Bounameaux, Swiss Academy of Medical Sciences (Switzerland), noted that there is still room for the Swiss health care system to truly encompass the whole lifespan, including aging, functioning, and rehabilitation, adding that he believes reform is needed for the development of a sustainable Swiss health system, with a triple aim of “a population in good health, an individual high-quality care for all patients, and an accountable utilization of the financial, human, and natural resources.” Bounameaux concluded his remarks with a charge for the workshop to further enrich the discussions toward a sustainable health system both globally and in Switzerland. Over the course of the workshop, participants offered many suggestions for operationalizing functioning as a measure in health policy, rethinking disability as a universal human experience, and formulating a feasible pub- lic health agenda that addresses the increasing relevance of rehabilitation for the twenty-first century, and these are summarized in Box 1. 3 Lucerne Initiative for Functioning, Health, and Well-being is a global initiative driven by the University of Lucerne. See https://www.unilu.ch/en/faculties/faculty-of-health-sciences-and- medicine/sections-centers-research-units/life/ (accessed April 16, 2024). https://www.unilu.ch/en/faculties/faculty-of-health-sciences-and-medicine/sections-centers-research-units/life/ https://www.unilu.ch/en/faculties/faculty-of-health-sciences-and-medicine/sections-centers-research-units/life/ http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 4 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs BOX 1a Suggestions for Supporting Healthy Aging, Functioning, and Rehabilitation Made by Individual Workshop Participants Improving Functioning Across the Life Course • Shift the orientation of health systems away from a focus on mortality and morbidity to include functioning as the third indicator of health. (Bickenbach, Boggs, Chatterji, Gimigliano, Khan) • Aim for conceptual clarity for functioning and rehabilitation, as rehabilitation seeks to optimize functioning. (Bean, Beard, Bickenbach, Cieza, Jette) • Create functioning trajectories that span the life course to use in evaluating an individuals’ functioning and the effectiveness (and cost-effectiveness) of interventions. (Beard, Prodinger, Stucki) • Elevate standards and tools to rise above the “tyranny of low expectations,” or low levels of ability described as baseline or acceptable, in the aging popula- tion. (Bean, Keith, Simonsick) • Include age-appropriate metrics of success alongside indicators of failure in functional performance assessments, including maximum capacity test- ing, patient-reporting outcome measures, and other data collection methods. (Simonsick) • Stratify older adult populations in order to target interventions that maximize functioning. (Beard, Chatterji) Building the Economic and Investment Case for Functioning and Rehabilitation • Use return-on-investment and cost-effectiveness studies to build the economic case for investing in functioning and rehabilitation, such as cost benefits and cost savings. For example, investments may enable older adults to contribute to society (cost benefits) and reduce the need for acute and long-term care (cost savings). (Boggs, Gimigliano, Sillitti, Willers) • Develop direct measures for functioning, moving beyond indirect measures such as disability-adjusted life-years. (Beard, Reinhardt, Willers) Supporting Rehabilitation Health Services as a Strategy for All People In Need • Embrace new technologies to enable early identification of disease that could impair functioning and possibly avoid or delay disease onset. (Beard, Jette, Katz) • Integrate rehabilitation into all components of health systems and in the com- munity, not only in specialized services and centers. (Cieza, Frontera, Morsch, Mpofu) • Encompass the whole lifespan, including aging, functioning, and rehabilitation, to develop sustainable health systems. (Bounameaux, Leonardi) http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 5 PREPUBLICATION COPY—Uncorrected Proofs BOX 1 Continued Exploring 360-degree Functioning-Based Health Research • Use the International Classification of Functioning, Disability and Health (ICF) system as a foundation to “convert abstract concepts into quantifiable data” and use standards from the ICF to: establish comparability among measures for functioning; standardize reporting and data collection on functioning in health systems; assist in defining improved outcomes from rehabilitation in the context of research; serve as a context for understanding functioning’s importance in health care delivery and policy; and consider its applicability to aging. (Beard, Bickenbach, Boggs, Engkasan, Gimigliano, Hajjioui, Leonardi, Prodinger, Reinhardt, Sillitti, Stucki, Willers) • Develop hybrid assessment tools that combine self-reporting and clinical as- sessments. (Beard, Boggs, Prodinger, Simonsick) • Create a clear, prioritized research agenda for the next five years that incor- porates implementation research. (Bean, Chatterji, Engkasan) Promoting Advocacy that Increases Support for Health Longevity, Rehabili- tation, and Functioning • Counter ageism, which limits access to rehabilitation and reinforces low ex- pectations, by calling it out directly, but also recognize that supporting healthy longevity and aging means understanding that older adults can have different goals. (Bickenbach, Katz, Keith, Morsch) • Establish human functioning sciences as a distinct discipline through mecha- nisms such as dedicated conferences and a scientific journal. (Beard, Cieza, Engkasan, Stucki) • Develop curricula to train researchers in best practices—both conducting and disseminating research—for human functioning sciences. (Engkasan, Hajjioui, Reinhardt) • Implement interprofessional approaches and models that optimize functioning, focus on the individual, and develop a more robust plan for evaluation and care, with an emphasis on community engagement across a variety of settings. (Hajjioui, Jette, Morsch, Willers) aThis list is the rapporteurs’ summary of points made by the individual speakers identi- fied, and the statements have not been endorsed or verified by the National Academies of Sciences, Engineering, and Medicine. They are not intended to reflect a consensus among workshop participants. FOUNDATIONAL CONCEPTS Throughout the workshop, presenters built on foundational work by the WHO, NAM, and other groups. This section provides an overview of terms, concepts, and models that workshop participants referred to repeat- edly and discussed at length, though these definitions were not a focus of the workshop and consensus was not achieved or attempted on defining these terms. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 6 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Functioning Jerome Bickenbach, University of Lucerne (Switzerland), defined func- tioning as “information about how a person’s health state affects their daily life…information that describes the actual lived experience of health” (Bickenbach et al., 2023). He explained that functioning comprises the domains of both biological health (with biophysical information about bodily functions and structures), and lived health (with information about actual performance), where lived health is fully contextualized as an out- come of interactions between a person’s intrinsic health capacity and fea- tures of their environment (Bickenbach et al. 2023; Stucki and Bickenbach, 2017, 2019). According to Bickenbach, functioning “accounts for the value of health because it tells us that health matters to us because it improves what matters to us, namely what we can do. It explains behaviors, why we move toward seeking health care. It allows us to predict future health needs in terms of what people’s aspirations for what they want.” He added that functioning also helps make sense of disability in a way that fully comprehends the experience, as a limitation in functioning in the person’s environment. Alarcos Cieza, WHO (Switzerland), explained that function- ing can be categorized by our body functions and structures (e.g., pain, muscle weakness), our activities (e.g., self-care, walking), and our participa- tion (e.g., going to work or school). Matilde Leonardi, Fondazione IRCCS Istituto Nuerologico “Carlo Besta” (Italy), said that describing functioning is like describing the wetness of water in that the whole is obvious—how a person’s health state affects their daily life—but the components (i.e., hydro- gen and oxygen) by themselves do not explain the experience. Functioning is more than just the sum of its parts, but a comprehensive experience. She advocated for the initial definition of functioning as operationalizing health using a biopsychosocial model, with recognition that biological, psychologi- cal, and social factors interact and can affect functioning through different policies, systems, and services.4 WHO’s International Classification of Functioning, Disability and Health Several participants discussed using WHO’s International Classification of Functioning, Disability and Health (ICF) to operationalize functioning in health systems and to build an evidence base for investing in function- ing and for identifying effective interventions. Bickenbach said the ICF is designed to measure and compare differences in health, enabling function- 4 The biopsychosocial approach systematically considers biological, psychological, and social factors and their complex interactions in understanding health, illness, and health care delivery. See: Engel, G. L. 1977. The need for a new medical model: A challenge for biomedi- cine. Science 196(4286):129-136. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 7 PREPUBLICATION COPY—Uncorrected Proofs ing to serve as a third indicator of health, alongside mortality and morbid- ity. 5 The environmental, contextual, and personal factors that influence a person’s functioning were discussed in depth (see Figure 1). Several present- ers also referred to the discussion in a study by Bickenbach and colleagues (2023) of how functioning aligns with all six of the WHO’s health system building blocks (see Figure 2). John Beard, Columbia University (United States) and previously director of the WHO Department of Ageing and Life Course, noted that the ICF has been revolutionary in the field of aging. FIGURE 1 World Health Organization’s model for the International Classification of Functioning, Disability and Health. NOTES: Contextual factors include environmental factors and personal factors. Environmental factors make up the physical, social, and attitudinal environment in which people live and conduct their lives. These factors are external to individuals and can have a positive or negative influence on the individual’s performance as a member of society, on the individual’s capacity to execute actions or tasks, or on individual’s body function or structure. Personal factors are the particular back- ground of an individual’s life and living and comprises features of the individual that are not part of a health condition or health state. These factors may include gender, race, age, other health conditions, fitness, lifestyle, habits, coping styles, social background, education, profession, past and current experience, and more. SOURCE: Presented by Francesca Gimigliano, University of Campania, February 16, 2024. Adapted from WHO, 2001. CC BY-NC-SA 3.0 JGO. 5 The WHO ICF model is not specific to health-related quality of life (HRQOL). Cieza and Stucki (2008) noted that while the WHO ICF categories under functioning can serve as the basis for the operationalization of HRQOL, these are not the only potential applications of the WHO ICF. Other frameworks, such as the Wilson and Clearly model, are specific to HRQOL. See Wilson, I. B., and P. D. Cleary. 1995. Linking clinical variables with health-related quality of life. A conceptual model of patient outcomes. JAMA 273(1):59-65. Health condition (disease, trauma) Activity Body function and body structure Participation Environmental Factors Personal FactorsContextual Factors http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 8 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs FIGURE 2 Highlights for implementing human functioning within health systems. NOTE: ICF = International Classification of Functioning, Disability and Health. SOURCE: Presented by Francesca Gimigliano, University of Campania, February 16, 2024. Bickenbach et al., 2023. CC BY 4.0. Health Longevity and Aging John Beard explained that the NAM Global Roadmap for Healthy Longevity defined health longevity as the state in which years in good health approach the biological life span, with physical, cognitive, and social functioning that enables well-being across populations (NASEM, 2022). He added that healthy aging is “not only lengthening the lifespan, but also extending the health span, allowing individuals to live high-quality, produc- tive lives well into the later years.” Rehabilitation Paola Sillitti, Organisation for Economic Co-operation and Develop- ment (OECD) (France), noted that rehabilitation is “sometimes a blurry term that includes many different types of services,” including physical therapy, occupational therapy, speech and language therapy, cognitive therapy, and mental health therapy, and can be accessed in a variety of settings. Alarcos Cieza shared the WHO’s definition of rehabilitation as “a set of interventions designed to optimize functioning and reduce disability in individuals with health conditions in interaction with their environment” http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 9 PREPUBLICATION COPY—Uncorrected Proofs (WHO, 2023b). In her presentation, Francesca Gimigliano, University of Campania “Luigi Vanvitelli” (Italy), added that the definition of rehabilita- tion for research purposes is a “multimodal, person-centered, collaborative process including interventions targeting a person’s capacity and/or contex- tual factors related to performance, with the goal of optimizing the func- tioning of persons with health conditions currently experiencing disability or likely to experience disability, or persons with disability” (Negrini et al., 2022). Throughout the workshop, participants and presenters discussed— and sometimes disagreed about—to what extent rehabilitation should occur primarily in clinical practice (responding to a particular medical condition) or within a public health agenda. Disability-Adjusted Life-Years Researchers often use disability-adjusted life-years (DALYs) to measure functioning in a public health or economic context (see Figure 3). Abder- razak Hajjioui, Abdelmalek Essaâdi University (Morocco), noted that the rehabilitation community can aim to improve the years lived with a dis- ability, which can be reframed as “years lived without functioning, with- out quality of life, without well-being” for advocacy purposes. The use of DALYs and similar proxies was discussed at length, as was the need for more direct forms of measurement. For instance, Jan Reinhardt, Sichuan FIGURE 3 Disability-adjusted life-years. NOTE: DALY = Disability-adjusted life-years; RIP = rest in peace (referring to death). SOURCES: Presented by Abderrazak Hajjioui, February 16, 2024. Shah et al., 2019; originally adapted and reproduced through an Open Government License from Public Health England. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 10 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs University (China), commented that DALYs and similar units, which are often used to quantify burden of disease, rely on a “concept of disability that has absolutely nothing to do with how we see . . . and define” disabil- ity. Nonetheless, Carl Willers, Karolinska Institutet (Sweden), noted that such measures are currently used to build the case for investing in function- ing and rehabilitation. KEYNOTE PRESENTATIONS The workshop began with presentations by three keynote speakers on the three focuses of the workshop: the functioning revolution, health lon- gevity, and the WHO’s concept of rehabilitation. The Functioning Revolution Jerome Bickenbach posited that while “we’ve been speaking in func- tioning all of our lives,” its significance to our health and well-being is underappreciated and underacknowledged. He noted that the experience of health and what it means to a person to live with a condition is miss- ing from society’s concept and picture of health, which focuses solely on longevity, mortality, and morbidity. He used a personal example of how his foot joint pain is medically defined as concentrated urea crystals in his joint, which, while being important information, is an abstraction because it doesn’t communicate the pain felt when walking. The condition affects how he moves through the world, which affects whether he achieves or fails to achieve what he wants to accomplish. He asserted that being able to achieve our goals and aspirations is why health matters to us. Bickenbach stated that health systems need to be reoriented from assessing and addressing mortality and morbidity to assessing and address- ing the experience of health conditions—that is, functioning. Doing so, he argued, would fulfill the United Nations (UN) Sustainable Development Goal 3: to ensure healthy lives and promote well-being for all at all ages. This goal implies a link between health and well-being, he continued; why does improving health improve well-being? “Well,” he said, “living a long life is a good thing . . . but you can live a long life in utter misery.” Bickenbach pointed out that, while the idea of well-being is very simple (“being able to do and become what you wish”), multiple factors adversely affect well-being, like poverty, discrimination, and migration. Health, he added, can also be a barrier. Bickenbach explained that the International Classification of Diseases (ICD) is a way to categorize information about disease and morbidity in an internationally comparable, standardized way. The ICD allows researchers to collect information that contributes to the understanding of what health services are being provided—and, more http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 11 PREPUBLICATION COPY—Uncorrected Proofs importantly, he said, how those services can change outcomes. But the ICD does not enable data collection on what it is like to live with the conditions it describes; “we need to know what it’s like to live those conditions,” he stated. Early on, said Bickenbach, the ICF was characterized as a complement to the ICD, to provide more comprehensive data collection for research. But the ICF was also intended “to capture something which had been missing in our understanding of health,” he explained, to measure differ- ences in health states and identify the impact of interventions. He said that morbidity and mortality are indicators of health, but “the space in which you live [health conditions] out,” required a third, complementary indica- tor (Stucki and Bickenbach, 2017). “We use the term functioning for this space,” Bickenbach stated, which identifies classifications of body functions and structures, as well as activities and participation. According to Bickenbach, the major conceptual revolution is that functioning reveals the lived experience of health, and environmental fac- tors shape and determine that experience as much as the biophysiological changes that occur with a morbidity. Two people experiencing the same condition but in different environments experience different functioning, he continued. Two people suffering knee arthritis, as he does, who are in different environments, will experience qualitatively and quantitively differ- ent functioning: “it’s a different phenomenon to struggle to walk through snow uphill” than on flat ground, he explained. The environmental context, Bickenbach said, is a complex interplay of several factors made up of not only the physical elements of the environment (e.g., air quality, air pollu- tion levels, altitude) but also human-built structures that can contribute to or interfere with health. Environment may also include assistance that mitigate such difficulties, interpersonal interactions, and social structures and legal systems. Bickenbach clarified the relationship between intrinsic capacity and performance, emphasizing that distinguishing between these two concepts is central to the revolution of functioning and the theory of the ICF. Intrinsic health capacity, he said, is an abstraction of what we understand biophysi- ologically: information about the state of the body, expressed by functions and structures of basic biological components, known as biological health. This capacity is then translated and mediated through the environment, “which can contribute positively or negatively to an experience,” resulting in the lived experience of a health condition, or functioning. Information about functioning, Bickenbach said, includes both the biophysiological state (intrinsic capacity) and its effect on a person’s engaging in activities in their environment (performance), which describes information about how the state if the body affects all of the activities that a person actually engages in their actual environment. He asserted that the lens of performance offers http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 12 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs tools for changing environments, medications, and assistive technology. Disentangling capacity from performance enables a clearer understanding of what health services can offer when a person is facing diminished capac- ity, he said. Bickenbach then discussed how the functioning revolution applies not only to population aging but also to noncommunicable chronic diseases. He noted that the most salient indicator of a chronic health condition is stable or progressive decline in capacity, with low chances for improvement. But even with reduced capacity, there are tools to improve performance, such as changing environments to make them more accessible, modifying medica- tions and using assistive technologies. Bickenbach said that functioning is the “basis for conceptualizing health itself.” It links varying perspectives on capacity and provides a platform for operationalizing health, he explained. It also provides a way to measure improvement before and after an intervention. Functioning is revolutionary, asserted Bickenbach, because it shifts “the center of grav- ity” of health sciences. He concluded his presentation by adding that “a functioning-based approach to health sciences is a revolutionary way of entering into the domain and rearranging, coordinating, disentangling, and re-reconciling the health sciences in something which could literally be the first legitimate approach to interdisciplinary health research.” Healthy Longevity John Beard described how recent changes in health sciences can influ- ence and shift the global approach to aging and how functioning might be framed in the future. First, he mentioned the developing field of geroscience, which takes a biological perspective on aging. Second, he pointed out that an understanding of complex systems (e.g., related to climate change) has advanced, exposing the reality that change is often nonlinear and needs to be understood holistically. Third, he said, computational mechanisms, including machine learning, are enabling analysis of the “complex, dynamic biological changes that occur with age.” Beard asserted that this shift away from the traditional model, which waits for conditions to manifest before responding, has led to a tipping point in the field. He stated prevalence of chronic disease tends to increase with age and that “aging is the biggest risk factor for almost all of those chronic diseases, far more important than our behavior or other risk fac- tors,” but that “we’re identifying the health changes very, very late.” If clinicians wait until symptoms associated with a chronic conditions manifest, the best option is to limit progress of the condition, he explained. Although most people over age 65 are managing complex chronic morbidi- ties, Beard continued, it is becoming possible to identify conditions earlier, http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 13 PREPUBLICATION COPY—Uncorrected Proofs before crossing the symptom threshold, so that the chronic disease does not develop or is delayed until much later in life. Functioning declines long after the onset of biological and phenotypical deterioration, he said, due to the body’s ability to compensate. Beard stated that 2015 WHO World Report on Ageing and Health “framed healthy aging around the functional ability to be and do” what people value to foster well-being (WHO, 2015). People value feeling safe, having a place to live, having access to healthy nutrition, and being in a walkable and safe environment. Older adults also want to learn, grow, be mobile, and retain autonomy “to their last breath, if possible,” he said, and importantly, older adults want to have relationships and contribute to society, and to be acknowledged. Being able to achieve this well-being relies on both the individual’s health state and their physical and social environment, he said. Adding to Bickenbach’s discussion of capacity as an abstraction, Beard said that WHO’s idea of intrinsic capacity includes all the individual-level attributes that contribute to ability. Capacity grows and develops over the life course, he said, then reaches a peak and declines gradually. The second half of life includes a significant range of capacity, said Beard, and the tendency to box older adults into one group of those age 65 and older is incorrect, as “one of the great hallmarks of aging is heterogeneity.” Beard emphasized that segmenting the population into groups enables appropriate policy responses to help them “build and maintain the highest possible level of capacity” (see Figure 4). This approach formed the basis for the UN Decade of Healthy Ageing, spanning 2021 to 2030, with four priority areas: (1) combatting agism and “changing the way we think, feel, and act about aging and older people”; (2) changing the built environment to allow people to experience aging positively; (3) reframing health systems to address chronic complex conditions that tend to accompany older age; and (4) ensuring access for all to health care and other forms of support. Beard described WHO’s Integrated Care for Older People (ICOPE) approach as being functioning-based (WHO, 2019). Using a model similar to that of pediatrics, ICOPE compares an individual’s functional trajectory with population means. ICOPE’s entry point is screening for functioning rather than disease, and if an individual screens below a certain level, they receive more in-depth assessment and an integrative care pathway. Beard reported that ICOPE is being scaled up in several places, such as in France.6 In order to make the concept of intrinsic capacity more concrete, Beard said that five subdomains of capacity (cognitive, sensory, locomotor, vital- ity, and psychological) can be assessed using common indicators, such as recall and verbal with cognitive capacity, or vision and hearing with sensory 6 See https://www.icope.fr/ (accessed April 16, 2024). https://www.icope.fr/ http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs 14 FI G U R E 4 L if e co ur se o pp or tu ni ti es f or in te rv en ti on . SO U R C E : P re se nt ed b y Jo hn B ea rd , F eb ru ar y 16 , 2 02 4. B ea rd e t al ., fo rt hc om in g. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 15 PREPUBLICATION COPY—Uncorrected Proofs capacity. He cited two studies that reveal the power of capacity at predict- ing outcomes: One study from England demonstrated that after accounting for factors such as gender, age, education level, wealth and multimorbidi- ties, intrinsic capacity strongly predicted the subsequent development of care dependence (Beard et al., 2019). Another in China showed similar associations (Beard et al., 2022). He linked the vitality subdomain specifi- cally to potentially capturing the underlying biological changes that are the focus of geroscience, suggesting these biological changes ultimately become expressed as more overt capacities and provide resilience to allow people to recover from external stressors. Beard discussed the Study of Health, Ageing and Retirement in Europe,7 which revealed that people of lower socioeconomic status experience worse capacity as they age compared with those of higher socioeconomic status, and that those who need resources the most have the least access them Additionally, this study found vast differences among European countries in declines in capacity, indicating the role of environment and the muta- bility of these effects (Arokiasamy et al., 2015). Beard then examined the English Longitudinal Study of Ageing,8 which looked at intrinsic capacity in four cohorts and found that more recent cohorts had slower reductions in capacity and that people are entering older age at higher capacities (mainly because they gained higher capacities earlier in life; Beard et al., 2019). Beard discussed the National Academy of Medicine’s Global Roadmap for Healthy Longevity (NASEM, 2022), which defines healthy longevity as “when the health span equals the lifespan.” Although people are surviving diseases and thereby living longer, they often have more or more severe chronic conditions, he said; for example, people can survive a heart attack but still live with chronic heart disease. Beard closed by saying, “Now is the time to start thinking about how we can actually move forward and embrace all of these dramatic changes” in other fields and “reframe the way we think about aging and health.” Rehabilitation in Health Systems: The Time Is Now Alarcos Cieza discussed the World Health Assembly’s recent adoption of the WHO resolution on rehabilitation in health systems and emphasized how three factors contributed to the resolution: conceptual clarity on 7 The Survey of Health, Ageing and Retirement in Europe is a research infrastructure for studying the effects of health, social, economic and environmental policies over the life course of European citizens and beyond. See https://share-eric.eu/ (accessed April 16, 2024). 8 The English Longitudinal Study of Ageing is an ongoing study on a group of adults liv- ing in England ages 50 years and older. The study began in 2002, with interviews conducted at two-year intervals on multiple topics including demographics, social care, and functional capacity. See https://www.elsa-project.ac.uk/about-elsa (accessed April 16, 2024). https://share-eric.eu/ https://www.elsa-project.ac.uk/about-elsa http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 16 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs rehabilitation; stakeholder cohesion; and support from individuals, coun- tries, institutions, and organizations for the rehabilitation agenda. Cieza said the resolution focuses on ways that rehabilitation is fundamental for strengthening health systems with a political mandate, normative weight, and moral value. Box 2 summarizes Cieza’s overview of the resolution’s key components. Conceptually, rehabilitation is about optimizing a person’s level of functioning, Cieza said, and how interventions seek to reduce disability and work with people’s environments toward optimal functioning. A key component of the WHO resolution was to support equity and improve access to high-quality rehabilitation services, she noted. Less than 50 per- cent of those who could benefit from rehabilitation services have access to them (Cieza et al., 2021). The only mechanism for achieving equity, she declared, is ensuring that rehabilitation services are part of universal health care coverage through the strengthening of health systems so that people can receive needed services without facing financial hardship. She added that rehabilitation services should be integrated not only in specialized centers but also at the secondary, tertiary, and community levels to ensure comprehensive coverage and access. BOX 2 World Health Assembly Resolution 76.6 on Strengthening Rehabilitation in Health Systems: An Overviewa On May 30, 2023, the WHO passed Resolution WHA76.6, Strengthening Rehabilitation in Health Systems. Alarcos Cieza summarized the major compo- nents of the resolution: 1. Requests that the WHO Director-General continues the work of producing evidence, engaging stakeholders, and supporting countries. 2. Urges member states to integrate rehabilitation in their national health plans and policies, taking action in (a) financing, (b) expanding services and the health services workforce, (c) developing health information systems, (d) continuing quality research, (e) establishing rehabilitation in emergency services, and (f) developing assistive technologies. 3. Invites civil society to collect data for evidence-based policymaking, research and innovate assistive technologies, and advocate for rehabilitation. SOURCE: Presentation by Alarcos Cieza, February 16, 2024; WHO, 2023a. aThis list is the rapporteurs’ summary of points made by the individual speaker identified. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 17 PREPUBLICATION COPY—Uncorrected Proofs Cieza explained that the resolution required “stakeholders’ cohesion”, which was garnered through the Rehabilitation 2030 initiative.9 These efforts included producing evidence, such as the 2019 Global Burden of Disease Study, which reported that 2.4 billion people globally experience a health condition that could benefit from rehabilitation (Cieza et al. 2021). This figure increased by 63 percent in 30 years, driven by the aging population. Cieza also mentioned a special issue of the WHO Bulletin on advancing rehabilitation through health policy and systems research (WHO, 2022b) and the guidebook Clinical Management of COVID- 19 (WHO, 2023c), which showed that rehabilitation is essential for the clinical management of infectious diseases, as well as other conditions. Through Rehabilitation 2030, Cieza said, WHO also developed technical tools for strengthening health systems, such as the Package of Interven- tions for Rehabilitation.10 Cieza reported that WHO worked for 3 years with 725 rehabilitation experts from all 6 WHO regions to create these technical tools, and these efforts contributed substantially to stakeholder cohesion. Finally, Cieza explained, passing the resolution required the work of “champions”. She said that these included individuals, many of whom participated in the workshop, academic institutions, organizations such as nongovernmental organizations and foundations, and WHO member states. In closing, Cieza invited participants to study the resolution and also challenged participants to use the resolution to inform their deliberations throughout the workshop and beyond. FUNCTIONING AND REHABILITATION FOR HEALTHY LONGEVITY Somnath Chatterji, formerly of the WHO, opened the first panel ses- sion by discussing tools and standards for measurement necessary to move the field forward. He remarked on the importance of measurement, saying, “What you measure is what you manage, and what you manage is what you change.” Operationalizing Functioning for Population Health Francesca Gimigliano explained that rehabilitation is key to optimizing functioning. She discussed the importance of contextualizing functioning and presented different tools and methods in operationalizing functioning 9 See https://www.who.int/initiatives/rehabilitation-2030 (accessed April 17, 2024). 10 See https://www.who.int/activities/integrating-rehabilitation-into-health-systems/service- delivery/package-of-interventions-for-rehabilitation (accessed May 10, 2024). https://www.who.int/initiatives/rehabilitation-2030 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 18 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs and rehabilitation in health care settings. Understanding a person’s function- ing in context is key, said Gimigliano. She illustrated why context matters with an example of astronauts, who often have very high intrinsic capacity on Earth but limited capacity in a different environment like the moon. Gimigliano noted that although there are differing definitions of rehabil- itation, functioning is a critical aspect of rehabilitation. She outlined several tools to describe the building blocks of integrating functioning across health systems, including the International Classification of Service Organization in Rehabilitation,11 the Individual Rehabilitation Project,12 the Scheda di Dimissione Ospedaliera in Riabilitazione,13 Standardized Assessment and Reporting System for functioning information,14 the WHO’s Model Dis- ability Survey,15 and the International Society of Physical and Rehabilita- tion Medicine’s Clinical Functioning Information Tool (ClinFIT).16 Gimigliano said that key to functioning as it relates to the ICF is partici- pation or performance, which is “the ultimate goal of rehabilitation.” She suggested that advancing technologies such as the Metaverse could enable individuals to return to participation in new way (Calabrò et al., 2022). She concluded that “functioning really depends on the timing, on the context, on the place, and on everything that is around us.” Role of Functioning in Healthy Longevity Research Eleanor Simonsick, National Institute on Aging (United States), dis- cussed three areas of functioning in healthy longevity research: hands-on functional performance testing, functional assessment, and assessing age- appropriate metrics of success. She stated that functional performance 11 See Gutenbrunner et al., 2020. 12 See Zampolini et al., 2022. 13 The Scheda di Dimissione Ospedaliera in Riabilitazione is a tool for collecting informa- tion relating to each patient discharged from public and private hospitalization institutions throughout the national territory. In English, this is known as the “Hospital Discharge Form in Rehabilitation.” See https://www.salute.gov.it/portale/temi/p2_5.jsp?lingua=italiano&area= ricoveriOspedalieri&menu=rilevazione (accessed April 18, 2024). 14 The Standardized Assessment and Reporting System for functioning information is a methodology for developing an interval-scaled common metric system to apply the ICF in different settings to assess and report functioning information in a standardized manner. It builds upon the ICF framework. See Maritz et al., 2020; Prodinger et al., 2016; Prodinger et al., 2018. 15 The Model Disability Survey is a survey tool that provides comprehensive information about the levels of disability in a population. See https://www.who.int/news-room/questions- and-answers/item/model-disability-survey (accessed April 18, 2024). 16 The Clinical Functioning Information Tool (ClinFIT) is a tool developed under the aus- pices of International Society of Physical and Rehabilitation Medicine based on the 30 ICF categories of the ICF Generic-30. ClinFIT can be tailored and adapted for specific patient groups and settings. See Frontera et al., 2019. https://www.salute.gov.it/portale/temi/p2_5.jsp?lingua=italiano&area=ricoveriOspedalieri&menu=rilevazione https://www.salute.gov.it/portale/temi/p2_5.jsp?lingua=italiano&area=ricoveriOspedalieri&menu=rilevazione https://www.who.int/news-room/questions-and-answers/item/model-disability-survey https://www.who.int/news-room/questions-and-answers/item/model-disability-survey http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 19 PREPUBLICATION COPY—Uncorrected Proofs assessments are essential as many individuals are unaware of their capaci- ties and limitations; functional performance testing is just the beginning as the behaviors and health conditions that underly or contribute to defi- cient performance are vast; and functional performance testing should tap capacities as well as limitations, with evaluation criteria accounting for age, sex, and size. She explained that many people are unaware of their limitations or may underreport the severity of their impairments, so performance tests can provide a more accurate assessment of functioning. Simonsick described the Health, Aging and Body Composition Study,17 which evaluated older adults who reported no difficulty with walking a quarter mile (or 400 meters), climbing a flight of stairs or activities of daily living using an objec- tive walking test covering 400 meters. Participants were first assessed by phone, and eligible participants received a secondary assessment during a home visit. Following these two assessments, nearly 400 participants, or 12 percent, were excluded from the walking test due to health-related exclu- sion criteria (e.g., an electrocardiogram abnormality), and 356 participants could not complete the test because of an overly elevated heart rate, chest or leg pain, shortness of breath, or excessive fatigue. Stoppage or exclu- sion from the test predicted walking difficulty two and a half years later. Walking test performance also predicted cardiac outcomes and mortality (Newman et al., 2003). Next, Simonsick explained that functional assessment is like a cur- tained window to health and aging, in that while functional performance testing can reveal limitations, it does not necessarily reveal the underlying causes (i.e., what is on the other side of the window). The Lifestyle Inter- ventions and Independence for Elders Study sought to understand whether structured physical activity could delay onset of disability for people on the cusp of mobility disability and found statistically significant but nonetheless weak differences between the intervention and control groups.18 In addition to an overall weak impact of the mobility intervention, Simonsick noted that around 60 percent of the 800 total participants went on medical leave at least once, and 25 percent went on medical leave at least twice during the study period (Pahor et al., 2006). Simonsick also shared the study results within selected population subgroups, noting that the activity intervention was not successful in those with cardiovascular disease, as it did not address the likely underlying cause(s) or provide appropriate rehabilitation services. 17 The Health, Aging and Body Composition Study is an interdisciplinary study that began in 1997 and collected data for 17 years on a cohort of Black and White adults living in two U.S. cities. See https://www.nia.nih.gov/healthabc-study (accessed May 10, 2024). 18 The Lifestyle Interventions and Independence for Elders Study was a National Institute on Aging clinical trial that studied 1,600 sedentary older adults over a 2.7-year period. See https://www.clinicaltrials.gov/study/NCT01072500 (accessed April 18, 2024). https://www.clinicaltrials.gov/study/NCT01072500 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 20 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Likewise, individuals exhibiting mild cognitive impairment also did not derive benefit from the activity intervention as it did not target cognitive challenges. Simonsick concluded her presentation by discussing the “tyranny of low expectations” and stressed the importance of including age-appropriate metrics of success alongside indicators of failure. Simonsick illustrated this point by highlighting several longitudinal cohort studies on sarcopenia— age-related loss of muscle mass and strength, which has been evaluated using grip strength, chair stand performance, and gait speed (Cleveland Clinic, 2022). Simonsick used an article providing normative data from 12 studies of British participants to illustrate that men and women ages 60-65 with grip strength below the fifth, tenth, or fifteenth percentile for their sex and age group do not meet age-agnostic criteria for sarcopenia (Dodds et al., 2014), whereas high proportions of those older than 80 performing in the 75th percentile for their age would be deemed sarcopenic. Simonsick emphasized that in a resource-limited environment, young-old individuals performing well below their age-peers and just beginning to decline may derive more benefit from active rehabilitation than individuals in their nine- ties performing well relative to their peers. Monitoring Functioning for Health Systems: Lessons Learned Alan Jette, Boston University (United States), shared lessons he has learned when working with health systems in monitoring patients’ func- tioning throughout the episode of care. Jette reiterated the importance of conceptual clarity and said that monitoring functioning should be done at the level of an individual’s performance of activities, which can help researchers and clinicians describe, measure, and explain the interaction between an individual’s biological health and the environment. He argued that both capacity and actual daily life performance are important because they provide different information and emphasized that when discussing functioning, a focus on an individual’s behavior in an environmental con- text, not on body systems and organs, is necessary. Jette said a key lesson is being very selective in what health systems monitor, as too much detail may not be useful. Rather than a universal core set of functions, he said that health systems should focus on monitor- ing selective functions that reflect the system context for a specific purpose or application. Jette also emphasized the importance of collaborating with health systems, clinician and patient groups, and content and health system experts. Partnerships with these groups have changed the way functioning is monitored in health systems. The next lesson, Jette said, is accepting and adopting contemporary approaches and tools. Classically, monitoring function used a set of fixed http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 21 PREPUBLICATION COPY—Uncorrected Proofs items regardless of their appropriateness to a particular patient (e.g., the Functional Independence Measure). And while many instruments for mea- suring functioning are available and can be useful, most are setting-specific, generate different scores, cannot be compared easily, and need many items or instruments to cover all relevant functional outcomes, which can be burdensome. Newer approaches include the Item Response Theory,19 a group of measurement models where outcome scores are item-based rather than test-based and scored on probability models. This enables quantitative measuring of function and leaves behind traditional ordinal scores. Another innovation is computerized adaptive testing (CAT),20 which can integrate Item Response Theory efficiently on large scales using an algorithm that selects a functional item based on a patient’s previous response. Jette said his work using CAT in the Activity Measure for Post-acute Care21 can be completed by either clinicians or patients and is sensitive to clinically meaningful change. Finally, Jette said, functional monitoring needs to be adaptable and simple. For example, colleagues from the Cleveland Clinic asked for an adaptation of Activity Measure for Post-acute Care that did not include CAT, which was impractical for their health system. In simplifying the instrument, the team was able to use Item Response Theory to track selected items that improved decision making in referrals and discharge planning. Jette’s team also developed short-form tests without CAT technology, ver- sions of which are being used by more than 1,000 health care institutions in the United States. Panel Discussion In response to Jette’s call for conceptual clarity, John Beard suggested that there is a philosophical difference between the current approaches toward aging science and clinical rehabilitation. The latter tends to measure and restore significant losses, he said, whereas the field of aging science seeks to identify and prevent incremental changes early on. Gerold Stucki expressed his worry that different approaches to rehabilitation and aging may divide the world, commenting that rehabilitation is a health strategy for improvement in all settings, not just clinical. Jan Reinhardt noted that the environmental setting is important when considering measurement, as 19 Item response theory refers to models that explain the relationship between unobservable characteristics or attributes and their observed outcomes, responses, or performance. 20 Computerized adaptive testing is a type of computer-based testing that adapts and re- sponds to the test-taker’s ability level. 21 Activity measure for post-acute care (AM-PAC) is an instrument that assesses an indi- vidual’s execution of discrete daily tasks in their environment across major domains defined by the ICF. See Haley et al., 2004. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 22 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs capacity and performance may differ based on the presence of facilitators or supports. Jette responded that conceptually, the capacity to function is different than actual functional behavior or daily life performance. Fary Khan, University of Melbourne (Australia), mentioned that for older adults, it is often not a single impairment but cumulative and multiple deficits that lead to functional decline, citing research with individuals with multiple sclerosis. Reflections on Operationalizing Measurement of Functioning On the second day of the workshop, a breakout group composed of the first panel’s speakers and other workshop participants discussed how to advance functioning measurement.22 Chatterji reported on the group’s dis- cussion on two aspects of measurement: (1) monitoring population health using functioning, as well as whether health interventions are improv- ing population health and disease burden, and (2) creating measures that improve clinical management of patients, with implications for both clinical epidemiology and the impact of interventions. He highlighted the need for matching patients’ profiles with specific interventions to improve outcomes and co-effectiveness. In discussing future action, Chatterji stated that a clear research agenda identifying priorities and milestones for the next five years is needed. Additionally, referencing implementation of functioning measures within national health information systems would demonstrate proof of concept. Chatterji asserted that because burden of disease is important to the pub- lic health agenda, collaboration with those involved in measuring disease burden is critical, with the hope of potentially shifting their thinking as it relates to measurement. Collaboration is also needed, he said, with research funders, patient associations, and philanthropies. Other members of the breakout group discussed stratifying the popu- lation by risk and other factors to enable early identification and targeted interventions. The group also discussed how to study the two-way relation- ship between determinants of health and functioning; monitoring func- tioning over time to assess cohort effects, rates of decline, and impact of interventions; and examining factors that determine older adults’ functional capacities compared to actual functional performance. In response to Chatterji’s report on measuring functioning at the popu- lation level, Beard commented on the need for direct measures of func- tioning, stating that DALYs (see Figure 3) and healthy life expectancy are 22 This section describes the report-backs of discussions that occurred during a breakout session. Statements, recommendations, and opinions expressed are those of individual partici- pants and should not be construed as reflecting any group consensus. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 23 PREPUBLICATION COPY—Uncorrected Proofs indirect measures. He expressed concern that overlaying aging with func- tioning will promote ageism, sharing the example that measuring workforce participation does not apply equally to all. An impoverished older person who has lost significant capacity through years of heavy work may con- tinue to participate in the workforce out of necessity, not because they are healthy. Leonardi suggested that the five-year plan could call for studies on risk factors and determinants of health because these factors are modifiable. Chatterji replied that “we have to pick our battles here”; making the case that burden of disease is an inadequate measure and demonstrating the feasibility of direct measurement of functioning in the population would be immense progress, he asserted. Walter Frontera commented on the need to develop tools for collecting data and making the economic case for invest- ment in functioning and rehabilitation. Chatterji replied that numerous tools are available (e.g., ClinFIT and ICF Standardized Assessment and Report System), but domains need to be identified that span from patients in a clinical setting to healthy individuals in a community. MAKING A COMPELLING INVESTMENT CASE FOR OPTIMIZING FUNCTIONING Gerold Stucki moderated the second panel, on building the evidence base to make the economic case for investing in rehabilitation and function- ing. He mentioned that while expanding services and insurance coverage may be the first area to address, proactive, innovative solutions are needed to shift the focus from merely treating health conditions to a more compre- hensive approach to optimizing functioning. Measuring and Enhancing Functioning in Health Systems Paola Sillitti presented the importance of measuring what matters to people by gathering data on their health, well-being, and functioning, and on how to build the economic case for rehabilitation. In 2021 OECD countries spent an average of 15 percent of their budget on health (OECD, 2023).23 Investments in health typically focus on preventing and managing chronic conditions, Sillitti continued. The outcome of these expenditures is that people are living longer: in 2022 the average life expectancy in OECD countries was approximately 80 years, which is up from around 68 years in 1960 and 77 years at the turn of the century (OECD, 2023). Preliminary data from the OECD Patient-Reported Indicator Surveys also showed that 23 The OECD has 38 member countries. See https://www.oecd.org/about/members-and- partners/ (accessed April 18, 2024). https://www.oecd.org/about/members-and-partners/ https://www.oecd.org/about/members-and-partners/ http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 24 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs people’s rating of their health depended more on the number of chronic conditions they were facing than on their age (OECD, 2023). Historically, researchers first focused on measuring mortality and life expectancy, then moved toward understanding levels of disability and now toward measuring well-being. There is growing interest in measuring what really matters to people, though gathering such data is challenging, she explained. Since 2017 the Patient-Reported Indicator Surveys initiative has sought to center people’s needs and preferences in health systems perfor- mance assessment, which is at the core of OECD’s new framework (OECD, 2024; see Figure 5). FIGURE 5 Health system performance assessment framework by the Organisation for Economic Co-operation and Development. SOURCE: Presented by Paola Sillitti, February 16, 2024. OECD, 2024. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 25 PREPUBLICATION COPY—Uncorrected Proofs Sillitti continued by stating that investments in health are necessary for curative care, as well as preventing and managing chronic conditions and supporting functioning. Rehabilitation is an important component of these objectives, and rehabilitation services are available in 86 percent of OECD countries.24 She added that the evidence base is small but growing for demonstrating the effectiveness of rehabilitation. Some existing evidence shows that rehabilitation might provide both cost benefits and savings. Rehabilitation could also enable older adults to continue contributing to the “economy of well-being,” she said. When people contribute to society, they also contribute to economic advancement, leading to healthier popula- tions with higher levels of well-being. Additionally, rehabilitation supports older adults after they receive acute care, when they are more likely to have accidents and falls—thereby reducing the risk of receiving additional (and costly) acute care, according to some existing evidence. She added that investments are needed to establish a stronger evidence base to demonstrate these benefits of rehabilitation. She concluded her presentation by inviting those interested to review OECD’s work on the Patient-Reported Indicator Surveys initiative and other efforts, such as the Health at a Glance report (OECD, 2023).25 Building Evidence for an Investment Case Carl Willers discussed the investment case for optimizing functioning for healthy aging and longevity. Because resources are scarce and interven- tions are costly, defining the indicators for functioning is essential. Health indicators have historically focused on morbidity and mortality and most resources are concentrated on reducing those. But if these indicators are not sufficient to explain individuals’ degree of well-being and if efforts to address these do not correlate with well-being, then resources may be concentrated in areas that are not of the highest priority, he explained. He added that health-related quality of life is traditionally used to indicate the benefit of a given treatment but may differ from actual lived health without accounting for the contributions a person may make to society as a result of reducing burden of disease. Willers stated that building a case for optimizing functioning will require high-quality data to demonstrate the cost difference in outcomes with new versus old interventions (see Box 3). Additionally, data can show value based on outcomes from an intervention compared with the costs of that intervention. Worldwide, 2.4 billion people would benefit from 24 These are preliminary data from OECD. 25 See https://OECD.org/health (accessed May 10, 2024). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 26 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs rehabilitation services (Cieza et al., 2021).26 In the United States, the cost- effectiveness of rehabilitation interventions could save an estimated $15.5 billion annually (Neumann et al., 2014).27 Willers asserted that rehabilita- tion efforts are needed in many sectors in addition to health care, including the labor market, education, and social affairs and leisure. Panel Discussion In response to Willers’s comments on a multisector approach to reha- bilitation, Leonardi cautioned that defining functioning broadly may be “deresponsibilizing everyone,” implying inaction because no one in particu- lar bears responsibility to solve the problem. Willers agreed that the multi- sectoral approach risks diluting the value of rehabilitation and that the first step is building evidence for rehabilitation interventions within health care. However, he said, this does not contradict the need for continued data col- lection, research, and studies to show ministries of health that investment 26 The cumulative estimate of 2.4 billion people living with a disability equals about 310 million years lived with disability. Years of healthy life lost due to disability is defined as one full year of healthy life lost due to disability or illness. See https://www.who.int/data/gho/ indicator-metadata-registry/imr-details/160 (accessed May 10, 2024). 27 In U.S. cost-effectiveness studies, $50,000 is the most commonly cited cost-per-QALY threshold. See Grosse, 2008. BOX 3 Characteristics of Functioning and Cost Data Needed to Build an Investment Case Carl Willers presented characteristics of data needed to build a case for investing in functioning. Data should be: • Structured and standardized, applying the International Classification of Functioning, Disability and Health to enable comparison across condi- tions and contexts; • Granular in detailing both outcomes and costs; • Contextualized and based on individual preferences; • Routine-based for registration and reporting; • Accessible for continuous monitoring and research; • Complete, including both direct and indirect costs; and • Transparent about methods used (e.g., how expense categories were allocated, approach for quantifying indirect costs). SOURCE: Presented by Carl Willers, February 16, 2024. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 27 PREPUBLICATION COPY—Uncorrected Proofs should occur across all sectors. Sillitti brought up “health in all policies” as a precedent for this approach and said involving other sectors does not necessarily dilute efforts but makes them stronger with more support. Beard commented that the Global Burden of Disease does not account for the benefits of rehabilitation; people who are recovering from a disease would still be counted in prevalence data. Willers responded that the aim is to add a functioning perspective to a common unit of measure, such as DALYs. Jerome Bickenbach warned against mixing descriptions (e.g., does a person have deficits?) and assessments of functioning (e.g., do those deficits bother them?) and said that using a description such as DALYs as a proxy for assessment can be confusing. Sillitti replied that the two comple- ment rather than oppose one another, and Willers add that the maxim “don’t let the perfect become the enemy of the better” can be useful, as seeking a perfect indicator or measurement should not conflict with striv- ing for improved tools. Walter Frontera asked whether the rationale built on the OECD data can be applied to low- and middle-income countries (LMICs). Sillitti replied that OECD mainly comprises high- and middle- income countries, but the cost-effectiveness of rehabilitation should apply to LMICs as well. One workshop attendee asked about the bottleneck in data collec- tion. Willers said, “It’s at least partially a matter of comparability,” and said using the ICF would enable comparisons across diseases and in other contexts. Stucki agreed, noting that the data may be available and the ICF can be used as a reference system to map the data. Sillitti added that health care research is “data rich but information poor”—in other words, lots of data are available but the tools to interpret them properly are less so. Vanessa Seijas, University of Lucerne, said, “Some people could argue that we have been measuring functioning for a long time,” citing the 36-Item Short-Form Health Survey, used in the Nurse Health Survey since 1992, which asks questions such as how conditions limited a person’s ability to perform tasks in the last four weeks.28 She asked Willers to comment about the challenges seen so far. Willers responded that two obstacles are the subjectivity of patient-reported data (such as in the 36-Item Short-Form Health Survey) and the need for greater context specificity. Elias Mpofu, University of North Texas (United States), asked whether subjective costs are adequately measured when using cost-effectiveness and utility to dem- onstrate value. Willers agreed that suffering, pain, and other categories need to be acknowledged and included in the equation. 28 The 36-Item Short-Form Survey is a tool used to assess quality-of-life measures. See https://www.rand.org/health-care/surveys_tools/mos/36-item-short-form.html (accessed April 18, 2024). https://www.rand.org/health-care/surveys_tools/mos/36-item-short-form.html http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 28 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Reflections on Building the Economic Case for Functioning and Rehabilitation On the second day of the workshop, Sillitti reported back on the discus- sion from the breakout group on economics,29 which discussed developing policies that allow people to “live better, improve their well-being,” and that incorporate people’s health, social system, and environment. Because these policies must be evidence driven, the evidence itself needs to be devel- oped, ideally using a learning health system approach, she explained. Sil- litti emphasized that economic outcomes need to include affected people’s viewpoints, such as the importance of contributing within their workplace or living independently. Outcome measures need to account for both formal and informal costs, including long-term care and social services. Data col- lected need to be accessible and interoperable, and they need to reflect the continuum of care across the lifespan and across sectors. These qualities will address the issue of the health care sector being “data rich and informa- tion poor,” where data are available but not linked or comparable for use in a meaningful way, she explained. The participants in this breakout group said that the understanding of conceptual frameworks and measurement instruments for disability, functioning, and well-being need to be clarified as two distinct but comple- mentary things. Additionally, infrastructure needs to be developed to enable standardized reporting of functioning information. Making an investment case includes demonstrating opportunity costs, showing the cost of not investing in rehabilitation across sectors or having adequate access to ade- quate services, and aligning incentives for those who are financing services and those receiving positive spillovers from implementing services. Abderrazak Hajjioui commented that the field needs more studies about opportunity costs for LMICs specifically, because while governments in these countries do not need to be convinced that rehabilitation is important, they need to see that these investments affect the gross domestic product. Policymakers may be convinced, he continued, if they see that they are losing money by investing only in acute medicine, especially when patients go home to die of complications. Patricia Morsch, Pan American Health Organization (PAHO) (United States), agreed, saying that disaggregating information can demonstrate the benefits of rehabilitation on older adults because long-term care for these individuals is expensive for countries. Leonardi commented that instruments are needed for demonstrating that rehabilitation helps to maintain a level of functioning and that without it, functioning levels would worsen. Most measures are designed to show 29 This section describes the discussions that occurred during a breakout session. Statements, recommendations, and opinions expressed are those of individual participants and should not be construed as reflecting any group consensus. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 29 PREPUBLICATION COPY—Uncorrected Proofs improvement rather than maintaining the same function, she added. Diana Pacheco, University of Lucerne, responded that economists make the case for an intervention by comparing people who have a health condition with members of the general population who have similar characteristics but lack that health condition; this allows for measuring the benefits of main- taining functioning, even if the intervention does not improve functioning. Stucki brought up the need for functioning trajectories that demonstrate how a person’s functioning would be affected without an intervention (a counterfactual), which would enable cost analysis and evaluation of both overall effectiveness and cost-effectiveness. IMPROVING REHABILITATION IN HEALTH SERVICES DELIVERY AND CARE ACROSS THE LIFE COURSE NiCole Keith, Indiana University (United States), introduced the panel on health services delivery by emphasizing that rehabilitation is a public health strategy that extends beyond the health care sector. Referencing the billions of people who lack access to health care, she emphasized that if measurement is only occurring in health care settings, then “we’re missing a large percentage of the population.” Panelists described the implementa- tion of rehabilitation strategies in the health systems in various parts of the world, emphasizing the role of the community and environment in individual functioning. Rehabilitation as a Strategy for Promoting Healthy Aging Patricia Morsch presented on ways rehabilitation can serve as an inter- professional and transdisciplinary strategy to support healthy aging and healthy longevity. In PAHO countries, the gap between life expectancy and healthy life expectancy is 12 years (PAHO, n.d.).30 Functioning can be optimized in spite of diminished capacity through appropriate and timely interventions in the health system (e.g., rehabilitation), long-term care, and age-friendly environments (see Figure 6). Morsch added that rehabilitation needs are increasing with age and thus emphasized the importance of having rehabilitation services specifically for older adults, as well as preventive care. Morsch described PAHO’s ICOPE framework for implementing a strat- egy for promoting healthy aging (see Figure 7). These guidelines support health professionals at the micro, meso, and macro levels (see Meyer et al., 2014). ICOPE starts with a person’s intrinsic capacity and develops a more 30 Data for the widening gap between life expectancy and healthy life expectancy between 1990 to 2017 comes from the Global Burden of Disease Collaborative Network. See https:// vizhub.healthdata.org/gbd-results/ (accessed April 18, 2024). https://vizhub.healthdata.org/gbd-results/ https://vizhub.healthdata.org/gbd-results/ http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 30 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs FIGURE 6 Trajectories of healthy aging: Optimizing functional ability. SOURCES: Presented by Patricia Morsch, February 16, 2024. Adapted from WHO. 2021. Decade of healthy ageing: Baseline report. https://www.who.int/publications/i/ item/9789240017900 (accessed April 3, 2024). WHO is not responsible for the con- tent or accuracy of this adaption. in-depth, person-centered plan for evaluation and care, with an emphasis on community engagement. It also involves risk assessment to enable inter- ventions to begin before capacities are lost. With a focus on functioning, ICOPE can been adapted to the reali- ties of each PAHO country where it is implemented. The strategy aims to incorporate functioning in the practices already in place in each country, with a community worker or case manager to integrate the information and help the individual navigate referrals to community services, keeping the emphasis on what is important for each person. Morsch presented two examples of programs that PAHO has used to implement ICOPE and increase community engagement. The Com- munity Aging in Place Advancing Better Living for Elders program, which is being implemented in the United States, connects older adults with a repair worker, occupational therapist, and nurse to improve functioning.31 31 See https://nursing.jhu.edu/faculty-research/research/projects/capable/ (accessed April 12, 2024). 17 IN S IG H T S Functional ability Intrinsic capacity Supportive environments Functional ability Intrinsic capacity Supportive environments Functional ability Intrinsic capacity Supportive environments HEALTH SYSTEM LONG-TERM CARE ENVIRONMENTS Prevent and detect chronic conditions Reverse/slow declines Promote capacity- enhancing behaviours Change how we think, feel and act towards age and ageing Remove barriers to compensate for loss of capacity Ensure dignified late life Manage conditions HIGH AND STABLE CAPACITY DECLINING CAPACITY Support capacity-enhancing behaviours SIGNIFICANT LOSS OF CAPACITY Functional ability optimized due to supportive environments http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 31 PREPUBLICATION COPY—Uncorrected Proofs Through this program, a repair worker might provide adjustments to the patient’s home so that they can remain living there with improved function- ing. Initial evidence points to improvements in activities of daily living and reduction in depressive symptoms and home hazards (Szanton et al., 2016). Second, Vivifrail is a 12-week program that prescribes home-based exercise based on results of a functional test, with the goal of improving functional capacity.32 Participants receive a passport book with their exercises, and after 12 weeks, they receive a new passport of exercises tailored to their improvements through the program. Vivifrail is a unique intervention as it allows participants to complete exercises at home and does not require a health care provider or rehabilitation professional. Prehabilitation, Prevention, and Maintenance for Maximizing Functioning Fary Khan spoke about the clinician perspective in the Asia-Pacific region,33 and ongoing work on integrating prevention into rehabilitation (“prehabilitation”) and optimizing functioning in multiple programs. By 2050 an estimated 59 percent of the world’s population of those aged 80 32 See https://vivifrail.com/ (accessed May 10, 2024). 33 The Asia-Pacific region includes more than 53 member states. For a complete list of countries, see https://www.un.org/dgacm/en/content/regional-groups (accessed May 10, 2024). FIGURE 7 Integrated Care for Older People. NOTE: IC = intrinsic capacity; FA = functional ability. SOURCES: Presented by Patricia Morsch, February 16, 2024. Adapted from WHO. 2019. Handbook: Guidance on person-centered assessment and pathways in primary care. Integrated Care for Older People. https://iris.who.int/bitstream/ handle/10665/326843/WHO-FWC-ALC-19.1-eng.pdf (accessed April 3, 2024). IN EGRA ED CARE HO DOES ORK? Providing care at the communities, close to where people live1 Person centered assessment and care plan shared with everyone involved2 All professionals work together to maintain IC and FA3 Engaging communities and supporting family care givers 4 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 32 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs years and older will be living in the Asia-Pacific region (United Nations, 2022). In Australia, 4.4 million people (18 percent of the population) have a disability (Australian Institute of Health and Welfare, 2022). Rehabili- tation service delivery within the public hospital system in Melbourne aims to reduce variation in clinical practice by standardizing community care and reducing the incidence of people returning to the hospital. The health system operates with a hub-and-spoke model, where the rehabili- tation clinician connects patients with resources both inside and outside the health care system. She added that longer-term surveillance is critical. The Australian Rehab Outcome Center is the second-largest rehabilitation medicine registry in the world, Khan said, and recently began collecting data on ambulatory care. She shared that there are many opportunities to reduce variation and standardize the community care process, such as leveraging advocacy associations for diagnosed diseases (e.g., the Multiple Sclerosis Society) that develop clinical guidelines, building cohesive team structures and community supports, such as physiotherapists in local gyms who receive specific training for working with those recovering from spi- nal injuries, and generating timely accessible actional information through electronic medical record and patient journey boards. Community-based organizations provide wellness programming, she said, and options are expanding for integrating technology across the rehabilitation care contin- uum (e.g., wellness apps, cybernetics, artificial intelligence, and telehealth). Khan cited several studies demonstrating that prehabilitation can improve health outcomes for high-risk patients during post-operative recov- ery. Prehabilitation involves meeting with behavioral therapists, physio- therapists, occupational therapists, and others to prepare for recovery from treatments. This strategy provides preventive services for patients with high- level risk factors, such as major surgery or high-risk procedures for lung, colorectal, gastrointestinal cancers, and abdominal surgery (Assouline et al., 2021; Lambert et al., 2021; Rosero et al., 2019; Waterland et al., 2021). Rehabilitation as a Health Strategy for All Populations Elias Mpofu discussed how to reorient rehabilitation as a health strat- egy, and how to see capabilities as opportunities in people’s lives. Capabili- ties are a means for people to influence what happens in their lives, and by addressing capabilities, rehabilitation can be used as a health strategy to empower healthy aging. Reorienting approaches to rehabilitation must consider the context of people’s life situations, he explained (see Figure 8). Health systems often focus on symptom relief, or “ameliorative change” (the innermost ring in Figure 8), but that does not account for other domains of a person’s life that http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 33 PREPUBLICATION COPY—Uncorrected Proofs impact health status, such as work, family, and education, or their interac- tion with services. Mpofu also emphasized the impact of health disparities, and how people access and use health services. Preventive care can address not only people’s health conditions but also their life situations by help- ing them with personal goals and development. He advocated for a social justice approach, with the goal of influencing individuals, the role of social systems in their lives, and society at a broader level. Rehabilitation needs to be reimagined as oriented toward the whole life, with a health strategy that includes counseling, stewardship, advocacy, and more (see Figure 9). He referenced work by Stucki and colleagues on this topic (Stucki and Bickenbach, 2017, 2019; Stucki et al., 2019) and added that he believed community public health is the future of aging and functioning. Panel Discussion In discussion following the panelists’ presentations, Leonardi asked about the government or society’s responsibility when people may not have the strength to speak for themselves. Mpofu responded that guardianship issues vary by jurisdiction, and each panelist discussed the benefits of help- ing people plan ahead (e.g., using advanced care directives), especially when they receive a diagnosis that will likely lead to the inability to speak for themselves in the future. FIGURE 8 Life situations drive people’s health function. SOURCES: Presented by Elias Mpofu, February 16, 2024; Mpofu, 2024. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 34 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Keith asked panelists to address the social determinants of physical functioning. Mpofu urged a holistic approach, and not partitioning people according to medical specialties. Morsch said that all stakeholders should be included and that a multisectoral approach will be very helpful. Khan said she’s observed areas with limited economic resources produce “really good outcomes,” and that “it’s really about how you tailor your service delivery to match the needs of the person in the community.” Roxanne Maritz, University of Lucerne, described cutoffs in rehabilitation services in many health systems for those who pass a working age. Given that context, she asked Khan how to sustain rehabilitation services for the aging population. Khan identified that cutting off services in this way is a form of ageism but stated that some health systems, such as Melbourne’s, have rehabilitation services for adults of all ages. Carla Sabariego, University of Lucerne, asked why the term rehabilitation is not included in the ICOPE description or featured in PAHO’s implementation strategies. Morsch replied that reha- bilitation is considered part of integrated care. Khan added that “you can’t just box rehabilitation into a tiny area. It’s huge . . . the preventative, the health promotion elements, the prehabilitation elements in the community right through to triaging in the community.” Mpofu agreed, adding that a broader view of rehabilitation is more sustainable and allows for greater empowerment. FIGURE 9 Reimagined whole-life-oriented rehabilitation strategy. SOURCES: Presented by Elias Mpofu, February 16, 2024. Mpofu, 2024. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 35 PREPUBLICATION COPY—Uncorrected Proofs Reflections on Developing Health Services for Rehabilitation and Functioning On the second day of the workshop, Keith presented on the points discussed by the health services breakout group.34 She explained that two major themes emerged from this discussion: (1) physical functioning main- tenance and care within the health system and community settings, and (2) early screening assessments for older adults who appear to be functioning normally. Older adults who are functioning normally are not typically screened for changes in functioning or fall risks, but this monitoring is an important opportunity to intervene before extensive health care services are necessary, she explained. Participants in the breakout group discussed promising areas for the future, including assessment instruments that are consistent across care and community settings, and expanding the availability of prehabilitation and rehabilitation in primary and long-term care, Keith said. Rehabilitation professionals need to be part of an integrated health care team, including in underserved areas, and rehabilitation needs to be person-centered and account for the specific needs of the patient’s physical and social environ- ment, including whether or not they have pre-existing conditions. She added that assistive technologies should also fit the needs of the person. Marija Glisic, Swiss Paraplegic Research (Switzerland), asked how to address cultural considerations, as decline and death in the older popula- tion are to be expected and even doctors have low expectations in some countries. Keith referred to Eleanor Simonsick’s phrase, the “tyranny of low expectations,” and said that “we have to call out [ageism] when we see this in social media and other kinds of popular media, when we hear people dis- paraging themselves because they’re older adults. That has to all change.” Seijas agreed that ageism is an issue in the criteria clinicians use to determine whether “a person is worth the effort” of receiving rehabilitation, and said this bias can appear in many areas, including insurance policies. Keith responded that a trio of challenges relate to ageism in rehabilitation: beliefs about whether the patient can do the rehabilitation, beliefs about whether the patient will do the rehabilitation, and the question of whether providers trust facilities enough to refer their patients to them. Frontera mentioned that almost all of those who would benefit from rehabilitation live at home in their communities, not in rehabilitation units or acute care hospitals. Given this, Leonardi and Keith discussed how to delineate rehabilitation services. Leonardi said that payment systems need 34 This section describes the discussions that occurred during a breakout session. Statements, recommendations, and opinions expressed are those of individual participants and should not be construed as reflecting any group consensus. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 36 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs to identify which professionals are providing rehabilitation, and Keith emphasized that rehabilitation affects “a multitude of health outcomes, not just body function.” FUNCTIONING AS THE FOUNDATION FOR HEALTHY LONGEVITY RESEARCH Julia Patrick Engkasan, Universiti Malaya (Malaysia), moderated the workshop’s fourth panel on how measuring functioning can form a foun- dation for healthy longevity research. Engkasan described the challenge of designing and executing research that “captures the full lived experience of health.” She added that the research ecosystem needs to be “prepared and primed” to undertake the multifaceted concept of functioning. Harmonizing Research Addressing Functioning Jonathan Bean, Harvard Medical School (United States), presented on how the aging and geriatrics field responded to the ICF framework, impor- tant initiatives in aging and rehabilitation, and ways to harmonize strategies moving forward. The ICF framework was initially met with debate and hesitancy to adopt the model fully in the field of geriatrics and gerontol- ogy (Guralnik and Ferrucci, 2009), especially in countries like the United States (Jette, 2009). The primary concerns were that ICF was redefining the concept of disability and that there was a lack of clarity about the border between activities and participation (Freedman, 2009). This ambivalence and sometimes ignorance around applying ICF continues today, said Bean, which is why communicating in a common language is key. Frailty, defined as a “state of increased vulnerability to stressors caused by decreased physiologic reserves” (Fried et al., 2004, p. 256), is a powerful tool for stratifying older adults and adverse health outcomes. It is relevant for rehabilitation as it addresses the ability to withstand and recover from stress. Bean explained that despite much debate (Costenoble et al., 2021), frailty can be a useful concept for approaches and discussions related to function and disability (Fried et al., 2001; Rockwood et al., 2005). Bean described two ongoing initiatives to support aging and rehabilita- tion. The Age-Friendly Health Care Systems Initiative recognizes that given the growing aging population, there are not enough geriatricians to go around.35 The initiative seeks to help non-geriatricians to think like geri- atricians and uses the 4Ms Framework to teach best practices for care of older adults in a patient-centered care approach (see Figure 10). 35 See https://ihi.org/agefriendly (accessed May 10, 2024). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 37 PREPUBLICATION COPY—Uncorrected Proofs The Research Treatment Specification System,36 a theoretical frame- work that can improve research intervention reporting (Van Stan et al., 2019), recognizes the problem of lacking standardization in rehabilitation research. Sometimes referred to as a “black box of rehabilitation,” a lack of standardization in research methods can mean the active ingredients that make an intervention work remain unknown.37 It is important to operationally define the contents of care, Bean continued, so clinicians can understand which approach may be best for their patients. This helps them avoid a “machine gun” approach, where the clinician tries to treat all the different deficits at once, he explained. The Research Treatment Specifica- tion System treatment theory focuses on what clinicians can do to support functional change and how they can include the active ingredients needed for rehabilitation treatments to expand the evidence base for those treat- ments. Treatment theory defines a mechanism of action and the outcomes 36 See https://acrm.org/acrm-communities/rehabilitation-treatment-specification/manual-for- rehabilitation-treatment-specification/ (accessed May 20, 2024). 37 As defined by the Research Treatment Specification System, “active ingredients” are the attributes of a treatment selected or delivered by a clinician that are hypothesized to exert the treatment’s effect on a patient. For more on this system, see https://acrm.org/acrm-commu- nities/rehabilitation-treatment-specification/manual-for-rehabilitation-treatment-specification/ (accessed May 10, 2024). FIGURE 10 The 4Ms Framework. SOURCE: Presented by Jonathan Bean, February 16, 2024; Institute for Health Improvement, n.d. https://acrm.org/acrm-communities/rehabilitation-treatment-specification/manual-for-rehabilitation-treatment-specification/ https://acrm.org/acrm-communities/rehabilitation-treatment-specification/manual-for-rehabilitation-treatment-specification/ http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 38 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs that are directly linked to that mechanism, which reflects the ICF model, he explained. Bean concluded by saying we need to harmonize concepts and to iden- tify ways to bridge concepts on functioning and rehabilitation that advance research, so as not to repeat the miscommunications and misunderstand- ings in geriatrics and gerontology that occurred when the ICF was initially introduced. Standardized Collection of Functioning Information Birgit Prodinger, University of Augsburg (Germany), discussed the challenges and opportunities in the standardized collection of function- ing information for research in rehabilitation and healthy longevity. She explained that functioning information is collected using various tools and at various levels, including micro (patient and provider interaction), meso (service provision and payment), and macro (planning, implementing, and evaluating policies and programs) levels and available through clinical, cohort, and population studies, as well as administrative and clinical data. A challenge in data collection is the comparability of the data. While some measurements of body function and structure can be converted easily (e.g., feet to centimeters), information collected about activity and participation are more complex to translate, which challenges comparability. Prodinger described three instruments for assessing mobility that address similar concepts from different perspectives: Can you walk 500 meters on a flat surface without an aid or assistance? Are you able to walk outdoors on flat ground? How well are you able to get around, and how satisfied are you with your ability to perform your daily activities? The first question centers on intrinsic capacity, the second addresses a person’s actual daily life performance, which may include the use of assistive devices, and the third is a subjective appraisal of the person’s own ability to do the activity and their satisfaction regarding the activity. Not only is conceptual equivalence (i.e., that instruments or items are measuring the same concept) needed for comparability but there also needs to be metric equivalence (i.e., that numerical measures or scoring align), she explained. For example, a 3 on the WHO Disability Assessment Schedule indicates moderate problems,38 but a 3 on the 36-Item Short-Form Health Survey indicates severe problems. Solutions for comparability challenges, she said, include standardizing data collection as well as reporting. Stan- 38 World Health Organization Disability Assessment Schedule is a generic assessment instru- ment to provide a standardized method for measuring health and disability across cultures. See https://www.who.int/publications/i/item/measuring-health-and-disability-manual-for-who- disability-assessment-schedule-(-whodas-2.0) (accessed May 10, 2024). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 39 PREPUBLICATION COPY—Uncorrected Proofs dardizing data collection requires changing practices, which may result in losing comparability with previously collected data. Unifying report- ing requires agreeing on standards for reporting functioning information, including developing a conversion factor. A benefit to this approach is that it allows researchers to continue using existing data collection tools, which enables comparability over time, she added. However, she advocated for using both approaches, and mentioned ClinFIT as an example for standard- izing data collection and the ICF Standardized Assessment and Reporting System for standardizing reporting. Prodinger outlined three characteristics of functioning that are of value in rehabilitation but also present challenges for researchers. (1) Functioning is multidimensional, and all dimensions need to be assessed. She noted that ICF core sets can guide researchers in thinking about all dimensions when collecting information. To illustrate the importance of assessing all the dimensions, Prodinger expanded on a study that sought to expand docu- mentation on spinal cord injury which found that in the acute phase the focus is on body functions and structures, with limited focus on activities and participation or environmental factors, whereas in the early long-term setting, body functions are the least important (Pongpipatpaiboon et al., 2020). (2) Functioning is interactive, and lived health is an outcome of the interaction between a person’s capacity and the environment in which they live. Thus, it is necessary to collect the information on the environmental factors to understand disablement and enablement processes. (3) Func- tioning is continuous, and changes in functioning need to be interpreted throughout the rehabilitation process, as people enter rehabilitation at dif- ferent levels of functioning and their functioning changes over time. More research is needed to understand the minimal clinically important difference of such changes, or the smallest change or improvement in a treatment outcome that a patient would identify as important, because that informa- tion can inform interpretability to inform regulatory and financing decision making, she explained. Prodinger concluded by saying that functioning, as the main outcome of rehabilitation, uniquely positions rehabilitation as a health strategy at the intersection of various disciplines. But we need to have the information about people’s functioning in order to support reha- bilitation as a viable health strategy. Using Functioning Data for 360-Degree Research Jan Reinhardt illustrated how to operationalize functional data and research in an ongoing trial in China. He explained that many OECD coun- tries face growing health care spending with only marginal improvements in outcomes (OECD, 2023; World Bank and WHO, 2019). China is establish- ing new payment models similar to those of the United States wherein cost http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 40 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs estimates are independent of improved health. In a health system, reduced costs up front may lead to greater costs elsewhere (e.g., follow-up treatment episodes) because lower-cost care does not necessarily yield better health outcomes. He explained that a better approach is to integrate functioning as a core indicator in the payment system for baseline health, treatment target- ing, and outcomes, which enables a payment system that improves health. Reinhardt and his colleagues are seeking to develop a performance- oriented payment system for rehabilitation. Using data from a multicenter cohort study at 11 hospitals in China and an ICF-based metric from the rehabilitation set, they found that only 615 of the 2,020 patients improved meaningfully39, which affects estimated costs for the population as total inpatient rehabilitations costs increase for patients who experience no improvement or worsening outcomes Then, they used a cluster-based approach based on 17 ICF categories to stratify the population into three groups, whereby costs for improvement aligned with baseline functional status at entry: mild, moderate, and severe40. Using a machine learning approach, the team identified a support vector machine model that can predict average costs and is now considering how to use this model to develop performance-oriented payment algorithms and incentives for patient improvement. Although the study’s analysis remains preliminary, he drew several conclusions: meaningful improvement of functioning will require more investment than the current average; baseline functioning is an important predictor of costs within a diagnostic group; key performance indicators drawn from functioning information can be used for benchmark- ing and performance-oriented payment components; and using functioning as a core indicator enables payment systems to offer rewards for improving health. Panel Discussion During the discussion, a participant asked how to advocate for func- tioning as a priority when some members of a health team may not think of themselves as part of a rehabilitation team. Bean replied that the age- friendly health systems have it right because functioning is shown in research to usually be the primary concern for individuals seeking care; providers may need to be educated about how to measure functioning and how it is 39 Meaningful improvement was measured by whether patients scored above the minimal important difference, which is the smallest change or improvement in a treatment outcome that a patient would identify as important. 40 The ICF classification system uses qualifiers to assess the extent of functioning or disability and using a scale determines how much a factor is a barrier or facilitator, e.g., 0—no barrier; 1—mild barrier; 2—moderate barrier; 3—severe barrier; 4—complete barrier. See https://www. cdc.gov/nchs/data/icd/icfoverview_finalforwho10sept.pdf http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 41 PREPUBLICATION COPY—Uncorrected Proofs conceptualized. He reiterated that work is needed to communicate about ICF outside its field. Prodinger noted that using the ICF as a frame of refer- ence to link existing clinical research data conceptually and metrically could be a good approach, though access to the data may be a mitigating factor. A workshop participant asked how to bridge the gap between research and practice. Bean brought up the opportunity to work with implementa- tion researchers under the health services umbrella and said implementation research can shed light on how interventions should be packaged and which ones are truly effective. Glisic asked about the dichotomy between the need for standardized rehabilitation interventions to improve “the black box of rehabilitation” and the emerging development of personalized rehabilita- tion strategies, such as assistive devices. Bean replied that in order to show the efficacy of a treatment, it is critical “that we understand what the con- tents of that treatment are.” Reinhardt countered that the black box may serve to return decision-making power to clinicians. Simonsick restated her concerns about the “tyranny of low expecta- tions,” pointing out that rehabilitation is expected to raise patients’ abili- ties to a level that most people would still consider disability and called for developing a way to “capture function that isn’t about loss or incapacity, but also considers levels of actual capacity.” Bean agreed and said that we need measurements that reflect a broad range of capacity, especially for the aging population. He added that basic continuous measures, such as gait speed, are a powerful predictor even among younger people, though context is important. Reflections on Developing a Research Agenda for Functioning On the second day of the workshop, Engkasan shared the discussion of the breakout group on research.41 She presented the idea of establishing human functioning sciences as a new field, using the examples of bioinfor- matics, digital health, and evidence-based medicine as precedent. Creating a distinct discipline would facilitate broader participation from stakeholders outside the rehabilitation field, such as universities, hospitals, professional rehabilitation organizations, and those developing assistive technology, she asserted. Participants in the breakout group also discussed using ICF as a refer- ence system for developing standardized reporting and assessment tools but stated that curriculum and education on operationalizing ICF is needed because many methods currently in use lead to low-quality evidence. Rein- 41 This section describes the discussions that occurred during a breakout session. Statements, recommendations, and opinions expressed are those of individual participants and should not be construed as reflecting any group consensus. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 42 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs hardt added that education and training are also needed on best practices for human functioning research. Engkasan reported that the group lacked sufficient time to discuss how to ensure that all the building blocks of the health system (see Figure 2) are researched appropriately. Keith asked how to get health systems to cooperate with researchers by sharing data when they are disincentivized to do so because of competi- tion among themselves. Reinhardt said that observing how health systems research is implemented in other countries may help, and some international groups have ongoing work to discuss how payment systems work in differ- ent countries. Additionally, he cited work on indicators for implementing the United Nations Convention on the Rights of Persons with Disabilities. Hajjioui asked how research can be translated into health policy, guid- ing advocacy groups, educators, and policymakers. Engkasan responded that the research breakout group discussed collaborating with existing organizations to disseminate research findings and emphasized training researchers on moving beyond publication to disseminate their findings by becoming visible in the media and writing policy briefs. ADVOCATING FOR POLICIES THAT SUPPORT HEALTHY LONGEVITY Leonardi introduced the final panel, citing Nietzsche’s idea that vigor- ous health can only be properly understood from the viewpoint of fragile health. She added that the aftermath of the COVID-19 pandemic—a time of global fragile health—has enabled people to appreciate vigorous health as a common good. Furthermore, building “collective intelligence” about functioning provides an opportunity to contribute to the common good. Panelists presented on advocacy efforts and tools for bringing research find- ings to policymakers and others. Advocating for Functioning as the Third Indicator of Health Dorothy Boggs, London School of Hygiene and Tropical Medicine (United Kingdom), presented on challenges and opportunities of advocating for functioning as the third indicator of health and focused on population- level functioning, rehabilitation, and assistive products (e.g., hearing aids, glasses, walking aids). Boggs noted that approaches for measuring function- ing need to include both self-reporting and clinical assessments, which will require simplified messaging and explanations using ICF. She identified a research gap for a multidomain survey assessment tool that combines both self-report and clinical assessments, including functional assessments, to measure functioning and the need for rehabilitation and assistive products (Boggs et al., 2021a). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 43 PREPUBLICATION COPY—Uncorrected Proofs Hybrid tools can use technologies, such as artificial intelligence, to shorten assessment times and incorporate all six ICF components (see Fig- ure 2). An example of a hybrid multidomain tool is the Functional Needs Assessment Tool (FNAT), developed in collaboration with the Assistive Technology 2030 research consortium.42 FNAT is a population survey method for identifying needs for services, such as rehabilitation, and assis- tive products, such as glasses and hearing aids as it is estimated that 2.5 billion people worldwide would benefit from assistive products (WHO, 2022c). FNAT uses a mobile app and is built using existing survey tools, such as the Washington Group Extended Set on Functioning43 and rapid survey methodology developed by the London School of Hygiene and Tropical Medicine for vision, hearing (Bright et al., 2019), and mobility (original tool, Atijosan et al., 2007; updated in Boggs et al., 2021b).44 The tool was field tested in Kalugu, Uganda, in 2023. Boggs asserted that tools such as FNAT are needed to improve the met- rics available for planning rehabilitation, assistive products, and more, and these data can help build the economic case for functioning. The economic case can also reassess how to value health and well-being, including the cost of inaction. For rehabilitation, more economic research is available from high-income countries than from low-income countries, and that research typically focuses on cost benefits and cost-effectiveness related to specific conditions (e.g., cost benefits of rehabilitation from a stroke) (Mills et al., 2017). For disability, existing research tends to focus on the harms and costs of disability, but shifting to a positive focus could include looking at the cost benefits of social assistance programs that help people with disabili- ties return to work, she explained. For assistive technology, Boggs used the example of the Global Partnership for Assistive Technology ATscale case study, which demonstrated a nine-to-one return on investment, identifying four assistive products as priorities: hearing aids, prosthetics, eyeglasses, and wheelchairs. ATscale presents benefits in different sectors, including the economic, social, and education sectors, and at user, family, and society levels (ATscale, 2020; see Figure 9). 42 See Global Disability Innovation Hub, AT 2030: Life Changing Assistive Technology for All, https://www.disabilityinnovation.com/at-2030 (accessed May 10, 2024). 43 The Washington Group Extended Set on Functioning is a series of questions developed by the Washington Group on Disability Statistics intended for use in population-based health surveys and surveys on disability. It obtains information on difficulties a person may have in basic functioning activities. See https://www.washingtongroup-disability.com/fileadmin/ uploads/wg/Washington_Group_Questionnaire__2_-_WG_Extended_Set_on_Functioning__ October_2022_.pdf (accessed May 10, 2024). 44 See International Centre for Evidence in Disability and PEEK, Rapid Assessment of Avoid- able Blindness (RAAB), https://www.raab.world (accessed May 10, 2024). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 44 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Boggs discussed challenges and opportunities for building the economic case for functioning, including lack of economic data and limited return- on-investment research, for targeting multisectoral and interdisciplinary approaches, and for focusing on populations with the most need, such as the aging population. Boggs concluded by proposing next steps to achieve “functioning for all,” including decreasing measurement gaps by strength- ening survey measurement tools and economic research. These need to include user-led groups, such as organizations for disabled or older adults, as well as case studies. Raising Awareness: The Policy Advocate Perspective Ruth Katz, Association of Jewish Aging Services (United States), dis- cussed the importance of ensuring people’s goals are integrated into pro- grams, provided examples of how programs should incorporate functioning, and explained how different programs are financed. Many policies are not informed by evidence despite the existing data, she explained, and policies for health care and rehabilitation in the older population are often do not match their needs and preferences. Maintaining quality of life matters to people, said Katz, and among older adults, mobility, independence, and FIGURE 11 Assistive technology demonstrates a nine-to-one return on investment. NOTE: CRPD = United Nations Convention on the Rights of People with Dis- abilities; GDP = gross domestic product; LMIC = low- or middle-income countries; QALY = quality-adjusted life-year. SOURCE: Presented by Dorothy Boggs, February 16, 2024; ATscale, 2020. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 45 PREPUBLICATION COPY—Uncorrected Proofs mental health are high priorities. Adults older than 65 are a heterogenous group and may have different goals, but they typically end up in the same financing programs, where all receive the same services. Katz also said that for different populations, rehabilitation can serve different purposes, such as restoring functioning and independence or improving a person’s functioning so that they can return to work. Care planning for older adults includes diagnosis and functional assess- ment, and it is supposed to be based on the individual’s preferences or goals. Although these goals vary among individuals, older adults tend to receive therapies or programs based on broad groupings. Programs are sometimes based on irrelevant or ill-fitting policies, she explained. Adult day service programs in the United States, for example, must follow specific guidelines (such as supporting people at their highest level of functioning) to receive Medicaid funding and might include career services or interactive outings.45 These programs might benefit people who are still actively seeking work but are not well suited to the needs or abilities of older adults with dementia. Katz concluded by discussing how policy programs are often disconnected from each other and said that financing for long-term care is especially lack- ing in the United States for people with middle-level incomes. New Directions for Health and Disability Abderrazak Hajjioui presented on how different approaches to advo- cacy efforts to improve functioning and overall health. Defining the con- cepts of health, rehabilitation, and functioning in a straightforward manner is key with policymakers and stakeholders, and he emphasized how pre- vention and emergency response can be avenues for advocacy. The WHO defines health as a holistic state of well-being, not just the absence of disease, and includes other factors such as access, support for education, and improved environmental conditions.46 Hajjioui said the goal of health interventions is improving function. The COVID-19 pandemic, which sig- nificantly increased mortality and restricted participation and function- ing, required government response and mass health interventions in both prevention and treatment. He added that framing functioning in terms of acute medicine and return to work has been a successful strategy when communicating with policymakers. 45 Medicaid is a U.S.-funded program that provides free or low-cost health care to low-in- come people, families and children, pregnant persons, older adults, and people with disabilities. 46 The WHO defines health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” The WHO constitution includes several of principles of increased and sustained access and health promotion. See https://www.who. int/about/accountability/governance/constitution (accessed May 10, 2024). http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 46 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Hajjioui said there are different entry points for advocacy and asserted that advocacy starts with education “because the students of today will be the leaders and policymakers of tomorrow.” Advocacy approaches need to consider stakeholders’ contexts and perspectives. Governments need to know about human rights approaches, wherein the objectives are dignity and autonomy and increased access. Private institutions want to understand the economic impacts, such as cost-effectiveness and workforce productiv- ity. Consumer organizations respond well to a person-centered approach, with holistic care, empowerment, and engagement, while academic insti- tutions tend to prefer public health approaches, such as prevention and community-based programs. He noted that DALYs can be used to show the value of rehabilitation in improving years lived with disability (see Figure 3). Within the rehabilitation field, advocates should consider prevention (e.g., preventing falls and risk for chronic illnesses), primary prevention through treatment (i.e., beginning rehabilitation at the time of diagnosis), and secondary and tertiary prevention through improving people’s environ- ments and removing barriers to care. He concluded by emphasizing the importance of communicating with policymakers that “it’s time to end the global neglect of rehabilitation.” Panel Discussion Keith, asked who, in addition to health economists and policymak- ers, should be part of an advocacy team. Katz replied that such teams can include family members, individuals who use care services, students, advocacy organizations, and boards of organizations. Boggs reiterated that user-led organizations such as those for people with disabilities or for older adults are important. A workshop participant asked about the gap between aging and reha- bilitation in developing countries, stating that one cannot assume the asso- ciation between the two is automatic, and asked what steps could be taken from an advocacy perspective. Hajjioui agreed that this is a problem in low- and middle-income countries, and that work is needed to educate professionals in the acute medicine workforce (e.g., internal medicine, geri- atrics, neurology). Boggs responded that her LMICs research has revealed that older adults have a higher prevalence of need, and more data will help demonstrate this. Pacheco emphasized the need for data to show the economic value of rehabilitation. Gimigliano added that it is important to advocate for rehabilitation as an investment to improve functioning rather than another health expense. Sara Rubinelli, University of Lucerne, stated that although some sug- gest that functioning and rehabilitation are fuzzy concepts, clearer defini- tions are now available. Boggs responded that while the concepts are clear http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 47 PREPUBLICATION COPY—Uncorrected Proofs to those in the room, they can be overwhelming for audiences unfamiliar with frameworks such as the ICF. Boggs added that case studies are key to communicating effectively, recalling Hajjioui’s example of a well-known athlete’s injury, subsequent rehabilitation, and improved performance. In fact, she said, in discussions over lunch during the workshop, participants quickly resorted to tangible examples from their own families, reinforcing the utility of case studies as communication strategies. Hajjioui added that advocacy for functioning is challenging because of the low levels of knowl- edge and education about the concept, so education is a critical component. Reflections on Promoting Advocacy for Functioning and Rehabilitation Leonardi said that her breakout group discussed how, for many coun- tries, rehabilitation is not embedded in the health care system as well as other strategies such as prevention, promotion, diagnosis, and palliative care.47 Raising awareness is needed first, she said; the issue of rehabilitation and functioning needs to be clear at all levels of policy, and case studies and identifying clear problems and solutions will help. She underlined the term biopsychosocial model as part of communications around functioning, which she said has “a bit disappeared.” Leonardi said that functioning implies coordination between services along a continuum of care across the lifespan. However, most of the strate- gies for noncommunicable diseases don’t include strategies about rehabilita- tion or functioning. Participants from the breakout session also discussed opportunities for collaboration. Some suggested that WHO should embed functioning and rehabilitation in all its programs and argued that the World Rehabilitation Alliance should consider supporting the concept of function- ing, not only address deficits and impairments. Leonardi stated that the United Nations Convention on the Rights of People with Disability, which she described as a “Trojan horse,” has been endorsed by 192 countries, and its Article 26 could be used to support the introduction of rehabilitation. Chatterji suggested that advocacy might best be accomplished by com- municating the instrumental value of functioning insofar as it enables people to do what they want to do and thereby enhances well-being, rather than discussing intrinsic value alone. Leonardi agreed but also mentioned that different countries value the aging population and people with dis- abilities in different ways. 47 This section describes the discussions that occurred during a breakout session. Statements, recommendations, and opinions expressed are those of individual participants and should not be construed as reflecting any group consensus. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 48 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs WRAP-UP The last session of the workshop featured the three keynote speakers, who contributed final remarks and reflections on the panel and break- out discussions. Jerome Bickenbach reiterated the importance of concep- tual clarity. He stated that conceptual clarity is foundational for avoiding “agreement by misunderstanding” and is needed because of how the mean- ing of functioning and rehabilitation are used different based on their con- text. Conceptual clarity is not just semantics, he asserted; in fact, he said, “semantics is all we have.” Somnath Chatterji warned against conflating description, which is value-neutral, and appraisal, which describes societal value. In order to disentangle improving capacity versus performance, he said, an outcome of interest must be identified, which may be considered improving well-being. Bickenbach addressed barriers for implementation and scaling up inter- ventions. Some challenges include what he described as “proxy fetishiza- tion”—proxies merely approximate phenomena, but the actual thing being measured gets lost. He gave the example of quality of life, which he described as a collection of unrelated and random items with no concrete content. These challenges aside, he said, direct measurement is possible. A second barrier for implementation is institutional inertia, wherein institu- tions have vested economic and other interests that need to be accounted for. These paradigms are not easy to move, and implementation will not likely go smoothly. Bickenbach supported the need for involving multiple sectors, as stated by several panelists. While functioning is always considered in the context of a health condition, approaches to optimizing functioning (e.g., putting in a ramp) will involve other sectors. Proof-of-concept demonstrations will also move the field forward. Bickenbach raised the issue of whether it is possible to create trajectories over the life course to optimize capacity and performance using environmental improvements, and whether the focus should be on increasing interventions across the lifespan to address capac- ity or on the “huge repertoire” for improving performance (e.g., antidis- crimination laws, ramps). Ultimately, he asserted, the question for the field will be which is more achievable: a healthy aging agenda or on making the world more accessible and a better place to live. John Beard reiterated Bickenbach’s point about relying too heavily on proxies and said that while social determinants of health often arise in discussion on noncommunicable diseases, there are social determinants of performance as well. He also said that while the ICF is valuable as a clas- sification system, the field lacks “plug-and-play” tools at both the popula- tion and clinical levels. He added that tools need to be developed with the http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PROCEEDINGS OF A WORKSHOP 49 PREPUBLICATION COPY—Uncorrected Proofs changing world in mind, such as for health information technology and using smartphones to determine gait speed. Beard raised two ways capacity and rehabilitation might be deployed in practice: there is an ICD code—age-related declines in intrinsic capac- ity—that can be used for measurement and to drive research. Additionally, rehabilitation is embedded into the ICOPE model, which could be used as a platform in the future. Beard next addressed the idea of creating a specific discipline for human functioning sciences. He stated that it is time to be assertive and take advocacy to the next level, looking at the world not only through the lens of disease. Alarcos Cieza described the tension between functioning as a public health agenda and rehabilitation as clinical care, as they are currently considered separate agendas. Public health is about the whole population, while rehabilitation is about clinical care for people who have reduced func- tioning, she said. Rehabilitation can have public health relevance, because of the 2.4 billion people who could benefit from it. But, she said, it is bet- ter to see these as separate agendas. Moving back and forth between the two reduces conceptual clarity and forward movement, she stated, adding that people promoting healthy aging do not want to be cornered with the rehabilitation sector: “Don’t put me into that clinical box.” Cieza added that human functioning sciences should be the top level, and rehabilitation can contribute to that agenda. She asked how to incorporate functioning in a post–Sustainable Development Goals agenda and emphasized the impor- tance of cross-sectoral collaborations. Beard agreed with Cieza that the relationship between rehabilitation and functioning relate needs to be defined and emphasized that now is the time to reframe competing agendas. Beard also mentioned that human ability is changing with advances in science. Stucki remarked that it is time to seize the moment to establish functioning as a core concept relevant to population health, aging, and rehabilitation. Frontera encouraged thinking outside the box—or expanding the box. Not everyone is comfortable with change, he said. He closed with a quote by Albert Einstein: “The measure- ment of intelligence is the ability to change.” REFERENCES Arokiasamy, P., U. Uttamacharya, K. Jain, R. B. Biritwum, A. E. Yawson, F. Wu, Y. Guo, T. Maximova, B. M. Espinoza, A. Salinas Rodríguez, S. Afshar, S. Pati, G. Ice, S. Banerjee, M. A. Liebert, J. J. 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The individual rehabilitation project as the core of person-centered rehabilitation: The physical and rehabilitation medicine section and board of the european union of medical specialists framework for rehabilitation in europe. Eur J Phys Rehabil Med 58(4):503-510. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Appendix A Statement of Task A planning committee of the National Academies of Sciences, Engi- neering, and Medicine will organize and host a one-and-a-half-day public workshop that will facilitate a discussion focused on the World Health Organization’s concept of functioning and its role in rethinking the concept of health, with a focus on healthy aging and the future of rehabilitation as a health strategy. The workshop will include presentations on: challenges in operationalizing function as a measure in health policy, rethinking dis- ability as a universal human experience, and discussing a feasible public health agenda that addresses the increasing relevance of rehabilitation for the 21st century. The workshop will feature invited presentations and panel discussions on topics such as: • The World Health Organization’s concept of functioning in the International Classification of Functioning, Disability and Health (ICF); • Moving beyond traditional health outcome measures and opera- tionalizing functioning as a measure of health; • Standardizing and routinely collecting functioning data in health information systems; • Ways to integrate functioning into public health strategies for healthy aging and healthy longevity; • Disability from the perspective of functioning: a universal human experience as well as a discrete social group seeking equity; 55 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 56 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs • Epidemiology of functioning: the consequences of using functioning as the third health indicator augmenting mortality and morbidity; • How demographic and epidemiological projections are shaping the future of public health in the context of functioning; • Conceptualizing and operationalizing rehabilitation as the health strategy that aims to optimize functioning, which could serve as the basis for scaling rehabilitation in the 21st century; • Functioning and person-centered care: the lived experience of health; • Functioning and value-based health care. The planning committee will develop the agenda for the workshop ses- sions, select and invite speakers and discussants, and moderate the discus- sions. A proceeding of the presentations and discussions at the workshop shall be prepared by a designated rapporteur in accordance with institu- tional guidelines. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs 16–17 FEBRUARY 2024 LECTURE HALL 1 UNIVERSITY OF LUCERNE LUCERNE, SWITZERLAND FRIDAY, 16 FEBRUARY 2024 – DAY 1 8:30 Welcome and Workshop Overview Walter Frontera, Chair, Planning Committee University of Puerto Rico School of Medicine Welcome by the U.S. National Academies of Sciences, Engineering, and Medicine Victor Dzau U.S. National Academy of Medicine Welcome by the University of Lucerne and the Swiss Academy of Medical Sciences Gerold Stucki University of Lucerne Appendix B Workshop Agenda 57 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 58 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Bruno Staffelbach University of Lucerne Henri Bounameaux Swiss Academy of Medical Sciences 9:00 Keynote: The Functioning Revolution Jerome Bickenbach University of Lucerne 9:30 Keynote: Healthy Longevity John Beard Columbia University 10:00 Keynote: World Health Organization’s Perspective on Rehabilitation Alarcos Cieza World Health Organization 10:30 BREAK 10:45 Panel 1: Functioning and the Realization of Healthy Longevity through Rehabilitation Moderator: Somnath Chatterji, World Health Organization, Emeritus, Planning Committee Member Operationalization of Functioning for Population Health Francesca Gimigliano University of Campania “Luigi Vanvitelli” The Role of Functioning in Healthy Longevity Research Eleanor Simonsick National Institute on Aging Implications of Tracking Functioning for Health Systems and Health Care Alan Jette Boston University 11:45 LUNCH http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX B 59 12:45 Panel 2: Functioning and the Investment Case for the Role of Rehabilitation in Healthy Longevity Moderator: Gerold Stucki, University of Lucerne, Planning Committee Member Measuring and Enhancing Functioning in Health Systems Paola Sillitti Organisation for Economic Co-operation and Development Making a Compelling Investment Case for Optimizing Functioning for Healthy Longevity Carl Willers Karolinska Institutet 13:45 Panel 3: The Foundation for Improving Rehabilitation Service Delivery and Care across the Life Course: Continuity and Person-Centered Care and the Lived Experience of Health Moderator: NiCole R. Keith, Indiana University, Planning Committee Member Rehabilitation as an Interprofessional and Transdisciplinary Health Strategy for Healthy Aging Patricia Morsch Pan American Health Organization Integrating Prehabilitation, Prevention, and Maintenance to Maximize Functioning Fary Khan University of Melbourne Reorienting Rehabilitation as a Health Strategy for All Populations in the Community Elias Mpofu University of North Texas, University of Syndey 14:45 BREAK http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 60 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs 15:00 Panel 4: Functioning as the Key to a Comprehensive 360-Degree Life Course Foundation for Healthy Longevity Research Moderator: Julia Patrick Engkasan, Universiti Malaya, Planning Committee Member Harmonizing Research Addressing Functioning within Aging and Rehabilitation Ecosystems Jonathan Bean Harvard Medical School, VA Boston Health Care System, Spaulding Rehabilitation Hospital, Massachusetts General Hospital Challenges and Opportunities in the Standardized Collection of Functioning Information for Research in Rehabilitation and Healthy Longevity Birgit Prodinger University of Augsburg Utilizing Functioning Data for 360 Degree Research: Using the Example of Prospective Budgeting and Performance-Oriented Incentive Mechanism for Insurance Payment for Rehabilitation Episodes based on WHO’s International Classification of Functioning, Disability and Health Jan Reinhardt Sichuan University, Jiangsu Province Hospital, Univer- sity of Lucerne 16:00 Panel 5: Advocating for Health and Social Policy in Support of Healthy Longevity: Functioning as the Third Indicator of Health Moderator: Matilde Leonardi IRCCS Foundation “Carlo Besta” Neurological Insti- tute, Planning Committee Member The Challenges and Opportunities of Advocating for Functioning as the Third Indicator of Health Dorothy Boggs London School of Hygiene and Tropical Medicine http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX B 61 The Policy Advocate Perspective: Raising Policy Awareness and Championing Communications related to Functioning Ruth Katz Association of Jewish Aging Services New Directions on Health and Disability Abderrazak Hajjioui Sidi Mohamed Ben Abdellah University 17:00 ADJOURN DAY 1 SATURDAY, 17 FEBRUARY 2024 – DAY 2 8:30 Welcome to Day 2 of the Workshop Walter Frontera, Chair, Planning Committee 8:35 Facilitated Breakout Sessions FUNCTIONING Facilitator: Somnath Chatterji, World Health Organization, Emeritus, Planning Committee Member Supporting Scientist: Nicola Diviani, Swiss Paraplegic Research ECONOMICS Facilitator: Gerold Stucki, University of Lucerne, Planning Committee Member Supporting Scientist: Diana Pacheco, University of Lucerne HEALTH SERVICES Facilitator: NiCole R. Keith, Indiana University, Planning Committee Member Supporting Scientist: Carla Sabariego, University of Lucerne RESEARCH Facilitator: Julia Patrick Engkasan, Universiti Malaya, Planning Committee Member Supporting Scientist: Marija Glisic, Swiss Paraplegic Research ADVOCACY Facilitator: Matilde Leonardi, IRCCS Foundation Carlo Besta Neurological Institute, Planning Committee Member http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 62 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Supporting Scientist: Sara Rubinelli, University of Lucerne 9:30 BREAK 9:45 Report-Backs from Facilitated Discussions and Workshop Reflections Moderator: Walter Frontera, Planning Committee Chair Somnath Chatterji World Health Organization, Emeritus Gerold Stucki University of Lucerne NiCole R. Keith Indiana University Julia Patrick Engkasan Universiti Malaya Mattilde Leonardi IRCCS Foundation Carlo Besta Neurological Institute 11:00 BREAK 11:30 Next Steps for the Way Forward: Fireside Conversation with Discussants Co-moderators: Walter Frontera, Planning Committee Chair, and Gerold Stucki, Planning Committee Member John Beard Columbia University Jerome Bickenbach University of Lucerne Alarcos Cieza World Health Organization 12:50 Closing Remarks Walter Frontera, Chair, Planning Committee 13:00 MEETING ADJOURNS http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Appendix C Concept Notes FUNCTIONING AND THE REALIZATION OF HEALTHY LONGEVITY THROUGH REHABILITATION Concept Note, Panel 1 Context The aim of this Workshop is to facilitate a discussion of the World Health Organization’s concept of functioning as introduced in its Interna- tional Classification of Functioning, Disability and Health (ICF), and to explore its role in rethinking the operationalization of health and its appli- cation to healthy longevity and the increasing relevance of rehabilitation as a key health strategy for the twenty-first century. In the ICF, functioning includes the functions and structures of the body that constitute the intrinsic health capacity of a person as well as the actual performance of simple and complex activities in interaction with the per- son’s physical and social environment. Conceptually, functioning comprises the domains of both biological health and lived health, where lived health is fully contextualized as an outcome of interactions between a person’s intrinsic health capacity and features of their environment. Across the lifespan, all of us may experience pain, anxiety, fatigue and weakness, tight joints, skin sores, and other sensory, mobility, and cognitive impairments. When these impairments affect our lives—when we cannot climb stairs painlessly, walk as far as we used to, clean or dress ourselves, read a book, make and keep friends, do all the homework we need to do, 63 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 64 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs or perform our jobs—these concrete, real-life difficulties shape our lived experience of health. And this lived experience is what matters to us about our health; it’s why we seek out health care in the first place. When we do not experience these difficulties, we are well advised to invest in health promotion activities to make us more resilient in functioning. In short, the notion of functioning creates a more meaningful operationalization of what health means to us. WHO’s concept of human functioning constitutes a new understanding and conceptualization of health with wide-ranging consequences, for aging and rehabilitation research, practice and policy. Functioning constitutes a third indicator of health, augmenting the traditional indicators of mortality and morbidity. As the third indicator, functioning completes our intuitive sense of why health matters: avoiding premature mortality and controlling morbidity are clearly important to us, both individually and as members of society at large. But there is a third dimension that is missing to this picture, our everyday functioning and lived experience of our state of health. This is most clear in the case of population aging. As improved health care and other social improvements continues to add more years to our lives, it becomes equally important to add more life to our years. As well as population aging, the increased prevalence of noncommuni- cable diseases—whose impact is primarily assessed in terms of changes in functioning—is a substantial public health concern, warranting increased investment in rehabilitation which aims to optimize functioning. These trends point to the need to prepare our health care systems by reorienting their focus to optimizing functioning through strengthening rehabilitation. The operationalization of health as functioning helps to explain the contribution the health care system can make to individual well-being and societal welfare, providing as well a more robust foundation for our under- standing of disability, as a decrement of functioning, and how we for health and social purposes assess disability. Objective of the Panel The objective of this panel is to prepare the ground for the Workshop by scrutinizing WHO’s notion of functioning. The focus is conceptual and includes A. The role of functioning as the third indicator of health in the operationalization of health for aging and rehabilitation research, practice, and policy. B. Functioning as a robust and sound basis for the healthy longevity agenda, especially in ensuring that rehabilitation—the health strat- http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 65 egy whose primary aim is to optimize functioning—can contribute to these goals. C. The potential of functioning to capture what the health care system can contribute to individual well-being and societal welfare, in light of population aging. D. The role of functioning for reorienting the notion of disability, especially for standardized, transparent and fair assessment for health and social benefits. Questions for Discussion 1) What is the role of functioning in operationalizing health for mea- surement, the health sciences, practice, and policy—how can func- tioning as the third indicator of health be concretely implemented? 2) How can functioning in practice provide a robust and sound basis for the healthy longevity agenda, especially in ensuring that reha- bilitation—the health strategy whose primary aim is to optimize functioning—can contribute to those goals? 3) How can functioning directly contribute to the explanation of the health care system’s role in individual well-being and societal welfare? 4) How can functioning reorient our understanding of disability, espe- cially for to achieve standardized, transparent and fair assessment of disability for health and social benefits? References Chatterji, S., J. Byles, D. Cutler, T. Seeman, and E. Verdes. 2015. Health, functioning, and dis- ability in older adults--present status and future implications. Lancet 385(9967):563–575. Daniels, N. 2007. Just health: Meeting health needs fairly. Cambridge: Cambridge University Press. Meyer, T., C. Gutenbrunner, C. Kiekens, D. Skempes, J. L. Melvin, K. Schedler, M. Imamura, and G. Stucki. 2014. ISPRM discussion paper: Proposing a conceptual description of health-related rehabilitation services. J Rehabil Med 46(1):1–6. Stucki, G., and J. Bickenbach. 2017. Functioning: The third health indicator in the health system and the key indicator for rehabilitation. Eur J Phys Rehabil Med 53(1):134–138. Stucki, G., and J. Bickenbach. 2019. Health, functioning, and well-being: Individual and societal. Arch Phys Med Rehabil 100(9):1788–1792. Stucki, G., J. Bickenbach, and W. Frontera. 2019. Why rehabilitation should be included in international healthy ageing agendas. Am J Phys Med Rehabil 98(4):251–252. —Drafted by Jerome Bickenbach http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 66 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs FUNCTIONING AND THE INVESTMENT CASE FOR THE ROLE OF REHABILITATION IN HEALTHY LONGEVITY Concept Note, Panel 2 Context This panel will show how expanding the focus on human functioning can bring enormous economic gains both to individuals and society at large. The focus on functioning emphasizes that people care about their health not just because of the stock of health they can accumulate but because of what they can do when healthy, that is, their functioning. In general, people with a wider range and more robust functioning are more independent and more able to actively participate in society, which has important implica- tions for the financial stability of families, the economy, and health and social systems. People are living longer—the product of the great success of medicine and technology—but they are also more likely to face chronic health condi- tions that limit their everyday lives. Increasing prevalence of chronic health conditions means more disability, which in turn creates economic chal- lenges both for the individual and the rest of society. Not only do people facing disability require more care, support, and accommodation, but many must also limit their labor market participation. As these epidemiological and social trends continue, the increasing dependency and accommodation levels will bring significant financial constraints for individuals, their fami- lies, and the economy in general, with important effects on how our health and social systems are organized. While expanding services and insurance coverage may be the first solution to cope with the changing needs of the population, the increas- ing health and social care costs will constrain the growth possibilities of societies. Therefore, a more proactive solution will be to fundamentally shift the policy focus from a limited one of treating health conditions to a more comprehensive measure of functioning. If successful, we will achieve a more productive and effective societal structure, more financially stable individuals and families, more dynamic economies, and more sustainable health and social systems. Objective of the Panel This panel discusses how recentering the focus of health and social sys- tems to people’s functioning can bring significant economic gains to society. This panel will take a societal perspective and will consider whether http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 67 A. Targeting functioning translates into more active and participating citizens in the labor market, and the potential economic gains: this shift directly affects the labor supply, which is limited in industrial- ized economies. B. Targeting functioning translates into a more independent popula- tion that relies less on the support, care, and accommodation from others: this shift will have important implications for the financial situation of individuals and their families. C. Targeting functioning will result in healthier and more active peo- ple and contain the increasing health and social care expenditure: this shift will impact health and social cost and the sustainability of health and social systems in the long term. Questions for Discussion 1) Demographic dynamics put disability at the center of public health. Therefore, how can we show health and social systems that what matters for society is functioning and not only health? 2) One of the main challenges for health and social systems is cop- ing with the increasing needs of care in the population. Currently, long-term care is extremely expensive and available to only a small part of the population. How can we shift the focus of health and social systems toward functioning and not only expanding care services? 3) While health is important, what matters at the social level is that people be independent. Therefore, how can we incentivize the active measurement of other relevant outcomes, such as working status, in health and social care systems? 4) How can we expand the focus toward a more comprehensive understanding of human health in terms of functioning within the existing structure of health and social systems? Do health and social services need to adapt their information systems and their reimbursement and other financial arrangements in order to include indicators that allow us to measure functioning? References Bickenbach, J., C. Sabariego, and G. Stucki. 2021. Beneficiaries of rehabilitation. Arch Phys Med Rehabil 102(3):543–548. Bickenbach, J., S. Rubinelli, C. Baffone, and G. Stucki. 2023. The human functioning revolu- tion: implications for health systems and sciences. Front Sci 1:1118512. Börsch-Supan, A. 2003. Labor market effects of population aging. Labour 17(s1):5–44. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 68 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Chetty, R, M. Stepner, S. Abraham, S. Lin, B. Scuderi, N. Turner, et al. 2016. The asso- ciation between income and life expectancy in the United States, 2001–2014. JAMA 315(16):1750–1766. Colombo, F. 2023. Human functioning: realizing the value of health. Front Sci 1. Directorate-General for Employment, Social Affairs and Inclusion (European Commission). 2021. Long-term care report: Trends, challenges and opportunities in an ageing society. Luxembourg: Publications Office of the European Union. Grosse, S. D., J. Pike, R. Soelaeman, and J. M. Tilford. 2019. Quantifying family spillover effects in economic evaluations: Measurement and valuation of informal care time. Phar- macoeconomics 37(4):461–473. Halla, M., and M. Zweimüller. 2013. The effect of health on earnings: Quasi-experimental evidence from commuting accidents. Labour Econ 24:23–38. Iezzoni, L. I., S. G. Kurtz, and S. R. Rao. 2014. Trends in U.S. adult chronic disability rates over time. Disabil Health J 7(4):402–412. Mathers, C. D., G. A. Stevens, T. Boerma, R. A. White, and M. I. Tobias. 2015. Causes of international increases in older age life expectancy. Lancet 385(9967):540–548. Mudrazija S. 2019. Work-related opportunity costs of providing unpaid family care in 2013 And 2050. Health Aff (Millwood) 38(6):1003–1010. Muurinen, J. M. 1986. The economics of informal care: Labor market effects in the National Hospice Study. Med Care 24(11):1007–1017. Peng, W., S. Chen, X. Chen, Y. Ma, T. Wang, X. Sun, et al. 2023. Trends in major noncommu- nicable diseases and related risk factors in China, 2002–2019: An analysis of nationally representative survey data. Lancet Reg Health West Pac 43:100809. —Drafted by Diana Pacheco THE FOUNDATION FOR IMPROVING REHABILITATION SERVICE DELIVERY AND CARE ACROSS THE LIFE COURSE: PERSON-CENTERED CARE, INTEGRATED CARE PRINCIPLES AND THE LIVED EXPERIENCE OF HEALTH Concept Note, Panel 3 Context The overall aim of this workshop is to facilitate a discussion on how rehabilitation services, focusing on effective, accessible, integrated and per- son-centered care, can contribute to achieving the goals of the UN Decade of Healthy Ageing. As the main goal of rehabilitation is to optimize func- tioning, the concept of functioning provides the basis for achieving this goal and fully realizing the healthy longevity agenda. Rehabilitation is recognized by WHO as one of its five health strategies in the Astana Declaration, in which member states committed to “meet the health needs of all people across the life course through comprehensive preventive, promotive, curative, rehabilitative and palliative care.” Due to its importance in a world increasingly characterized by aging societ- http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 69 ies and epidemic noncommunicable diseases, in 2017 WHO launched a specific agenda—WHO Rehabilitation 2030—calling on member states to strengthen health systems to provide rehabilitation to all people in need, including people with health conditions, the aging population and people with disabilities. Finally, access to rehabilitation is a human rights issue. The Convention on the Rights of Persons with Disabilities (CRPD) devotes Article 26 to rehabilitation, stressing the need to strengthen services and programs and access to assistive technology. The global need for rehabilitation is profound. In 2019 a landmark article in The Lancet using data from the Global Burden of Disease showed that 2.41 billion people have health conditions that would benefit from rehabilitation. This represents one in three people worldwide, many of whom are older adults. The main health conditions associated with the needs of people over 65 are musculoskeletal disorders, neurological disor- ders, sensory disorders (hearing, vision), and chronic respiratory diseases. A Resolution on Rehabilitation was adopted by the World Health Assem- bly in 2023, emphasizing the need to strengthen rehabilitation into health systems worldwide. The importance of giving rehabilitation a more prominent role in healthy longevity agendas has been well justified, especially to improve health and social support services and assistive technologies for the aging population. At the European level, scoping reviews and online consultations currently being performed under the auspices of WHO EURO will lead to an expert consultation on priority setting for strengthening rehabilitation services for healthy aging in Europe and a WHO EURO Regional Summit for National Policy Experts on Healthy Ageing in Lisbon in October 2023 focused on the United Nations goals as part of the Decade on Healthy Ageing. All these initiatives to strengthen rehabilitation, however, depend on concerted efforts to ensure changes and reforms to health systems to support rehabilitation and international aging agendas. Objective of the Panel The objective of this panel is to interrogate health systems in light of international healthy aging agendas and in particular the essential role that rehabilitation, as the health strategy whose aim is to optimize functioning, plays in healthy longevity and aging. The panel focuses on A. the role of rehabilitation service delivery and care across the life course; B. rehabilitation as a key WHO health strategy to achieve healthy aging; http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 70 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs C. the potential of health systems reforms to ensure that rehabilitation contributes to individual well-being and societal welfare, in light of population aging; D. rehabilitation as a health strategy to all people in need, including people with health conditions, the aging population and people with disabilities. Questions for Discussion 1) What is the role of rehabilitation service delivery and care across the life course for the health sciences, practice, and policy? How can rehabilitation as a health strategy be concretely strengthened in health systems? 2) How can rehabilitation as a key health strategy contribute to achieve a healthy longevity of populations worldwide? 3) What is the potential of rehabilitation to contribute to individual well-being and societal welfare in light of population aging, and how this should be communicated to policy makers? 4) How can we reorient our understanding of rehabilitation from a service exclusive to specific groups to a health strategy relevant to all people in need, including people with health conditions, the aging population, and people with disabilities? References Cieza, A., K. Causey, K. Kamenov, S. W. Hanson, S. Chatterji, and T. Vos. 2021. Global estimates of the need for rehabilitation based on the Global Burden of Disease study 2019: a systematic analysis for the Decade of Healthy Ageing: 2021–2030, Divi- sion for Inclusive Social Development Global Burden of Disease Study 2019. Lancet 396(10267):2006–2017. Lorenz, V., V. Seijas, H. Gattinger, C. Gabriel, M. Langins, S. Mishra, et al. 2023. The role of nurses in rehabilitation interventions to the ageing population in primary health care: A secondary analysis as a scoping review (preprint). Research Square. Seijas, V., C. Kiekens, and F. Gimigliano. 2023. Advancing the World Health Assembly’s landmark Resolution on Strengthening Rehabilitation in Health Systems: Unlocking the Future of rehabilitation. Eur J Phys Rehabil Med 59(4):447–451. Seijas, V., M. Roxanne, P. Fernandes, R. M. Benard, L. H. Lugo, J. Bickenbach, et al. 2023. Rehabilitation delivery models to foster healthy ageing—a scoping review (preprint). Research Square. Seijas, V., M. Roxanne, S. Mishra, R. M. Bernard, P. Fernandes, V. Lorenz, et al. 2023. Re- habilitation in primary health care for the ageing population: A secondary analysis from a scoping review of rehabilitation models for the ageing population (preprint). Research Square. Stucki, G., J. Bickenbach, and W. Frontera. 2019. Why rehabilitation should be included in international healthy ageing agendas. Am J Phys Med Rehabil 98(4):251–252. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 71 Welch, V., C. M. Mathew, P. Babelmorad, Y. Li, E. T. Ghogomu, J. Borg, et al. 2021. Health, social care and technological interventions to improve functional ability of older adults living at home: An evidence and gap map. Campbell Syst Rev 17(3):e1175. World Health Organization. 2023. Landmark resolution on strengthening rehabilitation in health systems. https://www.who.int/news/item/27-05-2023-landmark-resolution-on- strengthening-rehabilitation-in-health-systems (accessed May 10, 2024). World Health Organizatino. 2023. Regional summit on policy innovation for healthy age- ing in the WHO European region. https://www.who.int/europe/news-room/events/ item/2023/10/10/default-calendar/regional-summit-on-policy-innovation-for-healthy- ageing-in-the-who-european-region (accessed May 10, 2024). World Health Organization. 2019. Rehabilitation in health systems: Guide for action. https:// www.who.int/publications/i/item/9789241515986 (accessed May 10, 2024). —Drafted by Carla Sabariego FUNCTIONING AS THE KEY TO A COMPREHENSIVE 360-DEGREE LIFE COURSE FOUNDATION FOR HEALTHY LONGEVITY RESEARCH Concept Note, Panel 4 Context As functioning is a multifaceted concept, when used as the foundation for research into the lived experience of health, it is a challenge to capture in study design its complexity integrating different methodologies, measures, and perspectives that represent the biomedical, psychological, and social dimensions of functioning. This is not merely a matter of collaboration across disciplines, but also collecting comparable functioning informa- tion. While the International Classification of Functioning, Disability and Health (ICF) provides the framework for describing and organizing com- parable functioning information, considerable work remains to develop standardized assessment and statistical analysis of functioning information, including harmonization across different data sources, clinical, cohort and population studies, and administrative data. Particularly challenging, given that functioning changes over time and across different environmental contexts, is assessing change longitudinally. This is especially important for aging studies when life events and the aging process itself influence trajectories of functioning. Rehabilitation involves diverse populations with different health condi- tions, impairments, and health and health-related needs. This heterogeneity can make it difficult to generalize findings and develop universally appli- cable interventions. Because functioning is influenced by diverse contextual factors—from climate to interpersonal relations and attitudes to social and https://www.who.int/publications/i/item/9789241515986 https://www.who.int/publications/i/item/9789241515986 https://www.who.int/europe/news-room/events/item/2023/10/10/default-calendar/regional-summit-on-policy-innovation-for-healthy-ageing-in-the-who-european-region http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 72 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs economic structures—researchers are challenged to ensure that findings are applicable across diverse populations and settings. Statistical analysis of heterogeneous samples requires large sample sizes, which are often difficult to achieve in rehabilitation settings. Finally, as with all health research that aims to capture the full experi- ence of health, functioning research that a 360-degree perspective faces con- siderable practical challenges. Investigating rehabilitation interventions can be resource-intensive, and economic constraints may limit the scope and scale of these studies, which in turn affects researchers’ ability to address all aspects of functioning. It is also challenging to ensure that functioning research addresses issues that are aligned with individuals’ priorities and values and to achieve meaningful patient participation in the research pro- cess. Disparities in access to rehabilitation services, particularly in under- served communities or low-income populations, pose challenges for study recruitment, may introduce selection bias, and compromise the external validity of studies. More generally, rehabilitation and healthy longevity research is underfunded, making it difficult to conduct high-quality research and to recruit and retain talented researchers. There is, as well, a need to train health scientists in functioning and to build academic capacity for a new generation of health researchers. Finally, functioning research results must be translated into practice and inform policy, which will require new strategies of implementation. Objective of the Panel The notion of functioning opens up the possibility for innovative research in health sciences, and rehabilitation and health longevity spe- cifically, but capturing the full 360-degree view of the lived experience of health requires a range of scientific perspectives, including the biomedical, clinical, epidemiological, psychosocial, and socio-humanistic. The goals of this workshop is to explore this potential and opportunities of functioning- based health research and to identify key challenges in research on function- ing for rehabilitation and healthy longevity. Questions for Discussion 1) Does reorienting health sciences around the concept of functioning augment our understanding of the lived experience of health, and if so in which ways? 2) How can functioning as a framework for 360-degree research on the lived experience of health conditions be used fully in service of the scientific advancement of rehabilitation and the healthy longev- ity agenda? http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 73 3) How can functioning within rehabilitation and healthy longevity research have maximum impact and recognition, given the need to emphasis multidisciplinary collaboration rather than prioritizing specific scientific disciplines or methodological approaches? 4) Do we need tailored scientific research careers in rehabilitation and healthy longevity to address challenges and enhance efforts to study functioning? What would ideal research curriculum look like in detail? 5) Are there unique and uniquely challenging issues in bridging the gap between functioning-based rehabilitation and healthy longev- ity research findings and practice and policy? Is novel translational research required to ensure that evidence-based interventions and policies are effectively implemented? References Bickenbach, J., S. Rubinelli, C. Baffone, and G. Stucki. 2023. The human functioning revolu- tion: Implications for health systems and sciences. Front Sci 1:1118512. Stucki, G., and G. Grimby. 2007. Organizing human functioning and rehabilitation research into distinct scientific fields. Part I: Developing a comprehensive structure from the cell to society. J Rehabil Med 39(4):293–298. Stucki, G., and J. Bickenbach. 2021. Editorial. Spinal Cord 59(4):361–362. Stucki, G., J. Bickenbach, and W. Frontera. 2019. Why rehabilitation should be included in international healthy ageing agendas. Am J Phys Med Rehabil 98(4):251–252. —Drafted by Armin Gemperli ADVOCACY FOR HEALTH AND SOCIAL POLICY IN SUPPORT OF HEALTHY LONGEVITY: FUNCTIONING AS THE THIRD INDICATOR OF HEALTH Concept Note, Panel 5 Context This panel will highlight the crucial role of advocacy in bringing aware- ness of the importance of the World Health Organization’s concept of functioning from the International Classification of Functioning, Disability, and Health (ICF) as a fundamental pillar in reimagining health operation- alization, and specifically the potential for rehabilitation being the health strategy of the twenty-first century. Advocacy, at its heart, is the act of promoting and championing a particular cause or policy. In the realm of health and health care, advocacy http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 74 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs takes on a pivotal role, serving as the bridge between innovative concepts and their acceptance in broader society. The revolutionary concept of functioning in particular, while ground- breaking, is not immediately grasped or universally understood. The depth of its meaning, interlinking biological health factors with lived experiences, often clashes with prevalent, more monolithic interpretations of health. Addressing these misconceptions and the variety of interpretations requires targeted, informed advocacy. Functioning melds the biological dimension of health with real-world lived experiences. These experiences, reflecting the dynamic between indi- vidual health states and their environment, shape our perceptions and understanding of health and what it means for us in our daily lives. Yet, this very depth and intricacy make it susceptible to misinterpretation or oversimplification. For functioning to truly reshape how we perceive health and rehabilitation, especially in the context of healthy longevity, strong advocacy initiatives are required to elucidate its nuances and significance. Introducing functioning as the third health indicator, augmenting tra- ditional indicators of mortality and morbidity, demands a shift in societal perspective, especially as the world contends with challenges like an aging population and the rise of noncommunicable diseases. These challenges underscore the need not just for quantitative longevity but also ensuring quality and purpose in those added years. Advocacy, then, becomes the key to stressing this nuance and urging the health care system to reorient its priorities toward optimizing functioning and recognizing the central role of rehabilitation. In this light, the concept of functioning not only transforms our under- standing of health but also refines our perspective on disability, framing it as a decrement in functioning. However, for this concept to take root, and to influence policies and public opinion, focused advocacy efforts are essential. This panel seeks to emphasize the paramount importance of advocacy in solidifying the place of functioning within our health care discourse. It will explore the challenges and strategies in promoting this nuanced concept, and how, through informed and evidence-based advocacy, we can pave the way for a more comprehensive and effective approach to rehabilitation. Objective of the Panel The objective of this panel is to highlight the vital role of advocacy in advancing the understanding and integration of the World Health Orga- nization’s functioning concept within the broader health care and societal http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX C 75 discourse, thereby paving the way for a central role of rehabilitation in health systems. A. Awareness and clarification: to illuminate the depth and intricacies of the functioning concept, identifying what is difficult to commu- nicate about it. B. Strategizing advocacy: to discuss effective advocacy strategies that can resonate with diverse stakeholders—from health care profes- sionals and policymakers to the general public. C. Case studies and challenges: To share instances where advocacy for functioning faced hurdles, providing insights on overcoming these barriers and the lessons learned from these experiences. D. Interdisciplinary collaboration: to underscore the importance of multidisciplinary collaboration in advocacy, bringing together voices from health care, policy, academia, and patient advocacy to create a unified and compelling narrative. E. Futurescape: to envision the potential impact on health care and society should the advocacy for functioning succeed, emphasizing the transformations in policy, practice, and public perception. Questions for Discussion 1) What are the most common misconceptions and challenges in com- municating and speaking about functioning, and how can we more effectively explain its depth and nuances to varied audiences? 2) What best practices or innovative approaches can be adopted to ensure that advocacy strategies for the concept of functioning to resonate not only with medical professionals but also with policy- makers and the general public? 3) How can we foster a more collaborative advocacy approach that integrates perspectives from health care, policy, academia, and patient advocacy to present a cohesive and impactful message about the concept of functioning? 4) Looking ahead, if our advocacy efforts concerning the concept of functioning are successful, what transformative changes can we anticipate in health care policies, practices, and public perceptions in the coming years? References Al-Qudah, R. A., M. M. Barakat, and Y. S. Batarseh. 2020. Public health advocacy. In Ency- clopedia of Evidence in Pharmaceutical Public Health and Health Services Research in Pharmacy, p. 1–10. Cham: Springer International. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 76 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs American Public Health Association. 1999. APHA legislative advocacy handbook: A guide for effective public health advocacy. Washington, DC: APHA. Chapman, S. 2001. Advocacy in public health: Roles and challenges. Int J Epidemiol 30(6):1226–1232. Daly, J. A. 2012. Advocacy: Championing ideas and influencing others. New Haven: Yale University Press. Franklin, H. 2001. Advocating for the public’s health: A training manual. Association of North Carolina Boards of Health and NCPH. World Health Organization. 1992. Advocacy strategies for health and development: develop- ment communication in action. Geneva: World Health Organization. World Health Organization. 2006. Stop the global epidemic of chronic disease: a practical guide to successful advocacy. Geneva: World Health Organization. —Drafted by Sara Rubinelli http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs Appendix D Participant Biographical Sketches Jonathan F. Bean, M.D., M.S., M.P.H., is a professor in the Department of Physical Medicine and Rehabilitation at Harvard Medical School. Bean is an internationally recognized expert in geriatric rehabilitation. The goal of his work is to foster the development of new models of care that optimize the functioning of older adults. This includes an emphasis on principles that are prioritized within age-friendly health care systems. These overarch- ing goals are addressed through his leadership of the based New England Geriatric Research, Education and Clinical Center (GRECC), one of the 20 congressionally mandated VA GRECCS. Bean is the first physiatrist to ever lead a VA GRECC. He is also a staff physician at Spaulding Rehabilitation Hospital. His own research program focuses on developing new models of care that position rehabilitation as the center piece of secondary prevention of functional decline and adverse health outcomes among older adults. He leads a strong federally funded (NIH and VA) research training program for trainees of all levels desiring to pursue a career in patient-oriented research. John Beard, Ph.D., M.B.B.S., is Irene Diamond Professor and director of the International Longevity Center USA at Columbia University, New York. He was previously director of ageing and life course with WHO in Geneva. While at WHO he led multiple large international initiatives including the 2015 World Report on Ageing and Health, the Integrated Care for Older People program, and the Global Network of Age-Friendly Cities and Communities, which now covers more than 300 million people. He has worked extensively with the World Economic Forum and was a commissioner with the recent U.S. National Academy of Medicine Commission on Healthy Longevity. 77 http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 78 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Jerome Bickenbach, Ph.D., LL.B., is a permanent visiting professor at the Faculty of Health Sciences and Medicine at the University of Lucerne and professor emeritus in the Department of Philosophy and Faculties of Law and Medicine at Queen’s University. Since 1995 he has been a consultant with the WHO working on the revision of the International Classification of Impairments, Disabilities, and Handicaps to the final draft leading to the ICF. Bickenbach has participated in nearly all revision activities and continues to consult with WHO on ICF dissemination and international disability social policy. His research is in disability studies, using qualitative and quantitative research techniques within the paradigm of participatory action research. Most recently his research includes disability quality of life and the disability critique, disability epidemiology, universal design and inclusion, modeling disability statistics for population health surveys, the relationship between disability and well-being, disability and aging issues and the application of ICF to monitoring the implementation of the UN Convention on the Rights of Persons with Disabilities. As a lawyer, Bick- enbach was a human rights litigator, specializing in antidiscrimination for persons with intellectual impairments and mental illness. Since 2007 he has led the Disability Policy Unit at Swiss Paraplegic Research in Nottwil. He is the author of Physical Disability and Social Policy (1993) and the coeditor of Introduction to Disability (1998), Disability and Culture: Universalism and Diversity (2000), A Seat at the Table: Persons with Disabilities and Policy Making (2001), Quality of Life and Human Difference (2003), and numerous articles and chapters in disability studies. Dorothy Boggs, Ph.D., O.T.R./L., M.Sc.P.H., F.H.E.A., is a mixed meth- ods researcher at the London School of Hygiene and Tropical Medicine (LSHTM) who works with the International Centre for Evidence on Dis- ability. She is a U.S. occupational therapist who received her bachelors in occupational therapy at Boston University and both her master’s in public health and her Ph.D. in clinical research at LSHTM. She worked for Humanity & Inclusionfor almost seven years before joining LSHTM as a researcher in 2016. Boggs’s work focuses primarily on health, function- ing, and disability metrics and measurement approaches and global access to rehabilitation and assistive technology. She has published more than 25 peer-reviewed publications, in addition to a variety of gray literature publications and international conference presentations. She has more than 15 years’ experience in rehabilitation, disability, inclusion, and maternal, newborn, and child health in low- and middle-income countries. Henri Bounameaux, M.D., is an honorary professor and emeritus dean of the Faculty of Medicine of the University of Geneva. He was active for 40 years at the University Hospitals of Geneva as chief of the Division of http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 79 Angiology and Hemostasis, chair of the Department of Internal Medicine, and director of education and research. His research topics dealt with all aspects of venous thromboembolic disease, mainly pulmonary embolism. Since 2020 he is the President of the Swiss Academy of Medical Sciences. Somnath Chatterji, M.D., worked with WHO for more than 20 years, most recently as the outgoing director of the department of Data and Analyt- ics. He trained as a medical doctor and specialized in psychiatry. He has coordinated several large international projects, including the development of the International Classification of Functioning, Disability and Health, the revision of the International Classification of Diseases and Related Health Problems, the World Health Surveys, WHO’s Study on Global Age- ing and Adult Health, the World Mental Health surveys, and several other large international projects funded by the National Institute on Aging, the National Institute of Mental Health, National Institute of Alcohol and Alcoholism, National Institute of Drug Abuse, the European Commission, and other funding agencies. He has participated as a speaker at several National Academies of Sciences meetings on subjective well-being, aging, and healthy longevity. He has a published track record of estimating the impact of health conditions and their burden globally, including books on the burden of mental disorders and on the cross-cultural study of disabil- ity. He has been listed by the Web of Science as being among the world’s most cited researchers (h-index 102) and has more than 200 publications in prestigious peer-reviewed journals. Alarcos Cieza, Ph.D., M.P.H., M.Sc., is head of the Integrated Service Delivery Unit and the Sensory Functions, Disability and Rehabilitation Unit at the WHO Department of Noncommunicable Diseases. In this role, she provides strategic leadership, management support and overall direction to WHO’s work on integrated service delivery with a focus on noncom- municable diseases, eye and hearing care, rehabilitation, and disability. Before joining WHO in September 2014, she served as chair and professor of medical psychology at the Faculty of Social and Human Sciences at the University of Southampton in the United Kingdom and led a research unit for more than 10 years at the Department of Physical Medicine and Reha- bilitation and then at the Pettenkofer School of Public Health at Ludwig- Maximilians-University, Munich, Germany. Nicola Diviani, Ph.D., serves as a senior research associate at Swiss Paraple- gic Research within the Person-Centered Health Care and Health Commu- nication Group. He is also a lecturer at the University of Lucerne’s Faculty of Health Sciences and Medicine. He is leading a pivotal four-year proj- ect focusing on the existential aspects of self-management for individuals http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 80 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs recently diagnosed with spinal cord injuries, generously supported by the Swiss National Science Foundation. His involvement extends to numer- ous projects exploring health behavior and related factors. Diviani is an active member of the University of Lucerne’s Center for Rehabilitation in Global Health Systems and has offered his expertise as a consultant to the World Health Organization’s Make Listening Safe program and the World Rehabilitation Alliance. Furthermore, from 2016 to 2022 he represented Switzerland on the advisory committee of the International Association for Communication in Healthcare. Holding a PhD in communication sciences from the University of Lugano, Diviani’s research primarily explores health behavior, literacy, self-management, health information seeking (both online and offline), health empowerment, eHealth, and mHealth. His work critically examines the challenges individuals face in leveraging new com- munication technologies for health-related purposes, such as cancer preven- tion, vaccination, or self-management, aiming to identify effective solutions to these issues. Over the years, Diviani has conducted extensive research at the Institute of Communication and Health at the University of Lugano, as well as at the Harvard School of Public Health and the Amsterdam School of Communication Research, contributing significantly to the field. Victor J. Dzau, M.D., is president of the U.S. National Academy of Medi- cine and serves as vice chair of the U.S. National Research Council. He is chancellor emeritus and James B. Duke Professor at Duke University and past CEO of the Duke Health System. Previously, he was professor and chair of medicine at Harvard and Stanford Universities. He is an inter- nationally acclaimed leader and physician-scientist whose research laid the foundation for development of the class of lifesaving drugs known as ACE inhibitors, used globally to treat high blood pressure and congestive heart failure. Dzau serves as the inaugural president of the NAM, where he leads a strategy of innovation, action, and equity. The launch of the NAM Healthy Longevity Global Grand Challenge represents Dzau’s vision to inspire across disciplines and sectors to coalesce around a shared priority and audacious goal to advance health. The Grand Challenge consists of the Global Roadmap for Healthy Longevity and the Global Competition. Among Dzau’s many honors and recognitions are the Gustav Nylin Medal from the Swedish Royal College of Medicine and the Poulzer Prize of the European Academy of Sciences and Arts. He is a member of the American Academy of Arts and Sciences, the Royal Society of Medicine, and the European Academy of Sciences and Arts. Dzau has received 18 honorary doctorates. Julia Patrick Engkasan, Ph.D., M.B.B.S., is an associate professor at the Department of Rehabilitation Medicine, Universiti Malaya. Her primary http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 81 research area is in spinal cord injury rehabilitation, but she is also lead- ing research in pulmonary and geriatric rehabilitation. She has performed collaborative research within different disciplines in Universiti Malaya, Malaysia, and internationally. She is the chair of International Society of Physical and Rehabilitation Medicine–WHO Subcommittee and is a committee member of the International Classification of Functioning, Dis- ability and Health Taskforce. She sits on the editorial boards of Spinal Cord journal, Journal of Rehabilitation Medicine, and ASEAN Journal of Rehabilitation Medicine. She graduated from the Universiti Malaya with a master’s of rehabilitation medicine degree in 2006 and with a Ph.D. in shared decision making in 2017. Walter R. Frontera, M.D., Ph.D., F.R.C.P., is a professor of physical medi- cine and rehabilitation at the University of Puerto Rico School of Medi- cine. He formerly served as the inaugural chair and professor of physical medicine and rehabilitation at Harvard Medical School and Vanderbilt University School of Medicine. Frontera’s main research interest is study of the mechanisms underlying muscle atrophy and weakness in older people and the development of rehabilitative interventions for sarcopenia. He is editor in chief of the American Journal of Physical Medicine and Reha- bilitation and the immediate past president of the International Society of Physical and Rehabilitation Medicine. He received his medical degree from the University of Puerto Rico School of Medicine and a Ph.D. in applied anatomy and physiology from Boston University. Frontera is a member of the National Academy of Medicine and has served on numerous National Academies’ committees, including the Standing Committee of Medical and Vocational Experts for the Social Security Administration’s Disability Pro- grams and the Committee on the Use of Selected Assistive Products and Technologies in Eliminating or Reducing the Effects of Impairments. He is also a fellow of the Royal College of Physicians (London). Francesca Gimigliano, M.D., Ph.D., is professor of physical and rehabilita- tion medicine, chair of the Clinical Unit of General and Specialist Reha- bilitation Medicine, coordinator of the PhD National Program in Public Administration and Innovation for Disability and Social Inclusion, and president of the Bachelor Program of Speech and Language Therapy in the Department of Mental and Physical Health and Preventive Medicine at the University of Campania “Luigi Vanvitelli.” Gimigliano is also the president of the International Society of Physical and Rehabilitation Medicine. Marija Glisic, M.D., Ph.D., P.D., is a medical doctor with a master’s degree in health sciences and a PhD in clinical epidemiology from Erasmus Uni- versity Rotterdam Medical Center, the Netherlands. She has completed http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 82 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs a postdoctoral qualification (habilitation) in clinical epidemiology at the University of Bern, Switzerland. Glisic is leading a research group at the Institute for Social and Preventative Medicine, University of Bern, that focuses on cardiometabolic disease and spinal cord injury. She also works at the Swiss Paraplegic Research in Campus Nottwil, Switzerland, where she co-leads the Cardiometabolic and Respiratory Research group. Glisic’s research aims to understand the determinants of cardiometabolic disease risk in individuals with neurotrauma. Additionally, she seeks to support the development and implementation of cost-effective personalized interven- tions to reduce disease burden and improve the lived experience of people with injuries. Her research has a special focus on sex/gender differences, women’s health, and lifestyle. Abderrazak Hajjioui, M.D., M.P.M., Ph.D., has specialized in physical and rehabilitation medicine since 2009 and in pain medicine since 2011. Cur- rently serving as a full professor at the Faculty of Medicine and Pharmacy, University Abdelmalek Essaâdi of Tangier, Morocco, he holds a Euro- pean master’s degree in physical and rehabilitation medicine and earned a master’s degree in public management in 2014. In 2017 he was awarded the national prize for research and innovation in disability. His extensive contributions include the publication of numerous articles and books. As an international expert in rehabilitation in health systems, he serves as the cochair of the workforce workstream of the World Rehabilitation Alliance and is a member of the International Society of Physical and Rehabilita- tion Medicine ClinFIT Committee and the Task Force on Physical Activity for People with Disabilities, and the International Society of Physical and Rehabilitation Medicine–WHO Liaison Committee. Additionally, he is president of the Moroccan Association for the Promotion of Rehabilitation Sciences and Prevention of Disability, vice president of the Middle Eastern and North African network, and a member of the African SCI Network. Alan M. Jette, Ph.D., is emeritus professor and dean at Boston Univer- sity’s Sargent College of Health and Rehabilitation Sciences and served as professor of health policy and management at the Boston University School of Public Health from 2005 to 2017. He also served as professor of rehabilitation sciences at the Massachusetts General Hospital Institute of Health Professions from 2012 to 2021. He is an international expert on rehabilitation and a leader in developing patient-centered rehabilitation outcome measures in a range of challenging clinical areas such as work disability, post-acute care, spinal cord injury, and neurological, orthopedic, and geriatric conditions. He has authored more than 250 publications in the rehabilitation sciences field and served as a principal investigator for http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 83 numerous studies funded by the National Institutes for Health, the National Institute on Disability, Independent Living, and Rehabilitation Research, the Agency for Healthcare Quality and Research, and several foundations. He has served as a member of more than a dozen National Academy of Sciences, Engineering, and Medicine boards and committees. He chaired the Institute of Medicine committee that authored the 2007 report The Future of Disability in America. In addition to cochairing the Forum on Aging, Disability, and Independence, he was chair of the Committee on the Use of Selected Assistive Products and Technologies in Eliminating or Reducing the Effects of Impairments. He was elected to the National Academy of Medicine in 2013. He earned a bachelor’s degree in physical therapy from the State University of New York at Buffalo and a master’s degree and Ph.D. in public health from the University of Michigan. Ruth Katz, M.Ed., is the incoming president and CEO of Association of Jewish Aging Services in late February 2024. From 2018 to 2024 she served as senior vice president for policy and advocacy at LeadingAge. Both the Association of Jewish Aging Services and LeadingAge are membership organizations of nonprofit providers of aging services across the continuum of care, including nursing homes, assisted living, home care, hospice, low- income senior housing, and independent living services. At LeadingAge she led the Public Policy and Advocacy team, developing, leading, and oversee- ing the successful execution of LeadingAge’s public policy agenda, includ- ing legislation and regulation. Based on the board-approved public policy agenda and in collaboration with state partners, Katz oversaw the develop- ment of LeadingAge’s public policy positions and employed strategies to advance its policy agenda through Congress and the executive branch. She ensured thoughtful analysis of policy options and direction and activated the membership to achieve the LeadingAge agenda through engagement and grassroots efforts. Katz is a principal spokesperson for the association’s public policy positions and the primary representative of the policy agenda to other organizations and coalitions concerned with policy issues affecting LeadingAge membership. Before joining LeadingAge, Ruth was a longtime executive at the U.S. Department of Health and Human Services, with a focus on development and execution of policy research and analysis for programs in aging, long-term care and disability. Ruth built her career at the Health and Human Services office of the assistant secretary for planning and evaluation and the office of disability, aging and long-term care policy. In her dual roles as the associate deputy assistant secretary and director of the division of aging and disability, she led, directed, and coordinated policy and research regarding the Health and Human Services disability, aging, Medicare, and long-term care policy agenda. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 84 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs NiCole R. Keith, Ph.D., M.S., is dedicated to research and programming that increases physical activity participation, improves fitness, and posi- tively influences health outcomes while addressing health equity. She has served on the Indiana University Bloomington faculty since 2023. She also is a research scientist at the Center for Aging Research in the Indiana Uni- versity School of Medicine and a Regenstrief Institute investigator. Keith was the 2020–2021 American College of Sports Medicine vice president of membership, communication, education, and policy as well as its 2020–21 president, and she serves on several other national committees for the orga- nization. A fellow of the National Academy of Kinesiology, Keith serves on the academy’s Justice, Equity, Diversity, and Inclusion Presidential Com- mittee, the membership committee, and the editorial board. She is currently the chair of the National Physical Activity Plan and serves on the Physical Activity Alliance Advisory Committee. Keith earned a B.S. degree in physi- cal education from Howard University in 1992, an M.S. degree in exercise science from the University of Rhode Island in 1994, a Ph.D. degree in exer- cise physiology from the University of Connecticut in 1999, and an M.S. degree in clinical research from Indiana University in 2011. She is trained in physical activity, community, and clinical research. Fary Khan, M.D., A.M., M.B.B.S., F.A.F.R.M., is a specialist in rehabilita- tion and physical medicine and a fellow of the Royal Australasian College of Physicians. She is director of rehabilitation services at Royal Melbourne Hospital, clinical director at Australian Rehabilitation Research Centre, and clinical professor in the Department of Medicine at University of Melbourne, the Nossal Institute of Global Health, and the Peter MacCallum Cancer Cen- tre. She is an elected international member for the U.S. National Academy of Medicine and was awarded the Member for the Order of Australia (2022) for her contribution to rehabilitation medicine and research. She is the inaugural academic fellow to the Royal Australasian College of Physicians’ Board of the Australasian Faculty of Rehabilitation Medicine and elected board member of the Rehabilitation Medicine Society of Australia and New Zealand. She has 20 years of experience in neurological, cancer, and trauma rehabilitation. She set up evidence-based specialized rehabilitation programs for specific conditions such as multiple sclerosis, Guillain-Barre Syndrome, stroke, oncology, musculoskeletal injuries, and disaster manage- ment. She is chair of the Disaster Rehabilitation Committee, International Society of Physical and Rehabilitation Medicine, and Disaster Rehabilitation Special Interest Group, Rehabilitation Medicine Society of Australia and New Zealand. She holds more than 20 national and international executive positions and more than 15 international academic appointments at various universities. She is an executive member of International Society of Physical and Rehabilitation Medicine Women’s Taskforce and Cancer Rehabilitation http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 85 Working Group. She has an interest in refugee health and disability. She works with the executive for the UN International Council for Caring Com- munities and WHO–International Society of Physical and Rehabilitation Medicine Liaison Committee representing medical disability. She leads the Global Rehabilitation Flying Faculty (endorsed by the Australasian Faculty of Rehabilitation Medicine, Royal Australasian College of Physicians, and International Society of Physical and Rehabilitation Medicine), established to support capacity-building activities in Rehabilitation Medicine, with edu- cational training programs in more than 15 countries. Khan has a leadership role in rehabilitative care in Australia with more than 20 years of experience in health outcomes and health services research. She has published more than 500 scientific papers in peer-reviewed academic journals (including 14 Cochrane reviews and 20 book chapters). Matilde Leonardi, M.D., is the director of the Neurology, Public Health, and Disability Unit and Coma Research Centre, and is director Italian of the WHO Collaborating Centre Research Branch, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy. Leonardi is a neurologist, pediatrician, neonatologist, and child neurologist and specializes in bioeth- ics. Leonardi is also a World Federation for NeuroRehabilitation Presidium member, Flying Faculty, and board member of advocacy; One Neurology ambassador; communication committee chair, board member, and FEAN Fellow of the European Academy of Neurology; European Federation Research in Rehabilitation board member; WHO expert on disability and neurology; cochair of the WHO NeuroCovid Forum essential neurological services group; and member of the Neuro Covid Global Research Coalition. Leonardi is a corresponding member of the Pontificia Academia Pro Vita and sits on the board of directors of the Bioethics Centdre at the Catholic University of Milan. Leonardi was nominated by Italian government to be a member of the National Bioethics Committee in 2022, was an elected board member of the National Neurology Society in October 2023, and was elected to the European Federation for Rehabilitation Research in November 2023. Patricia Morsch, Ph.D., M.A., P.T., is a physical therapist and has more than 18 years of combined experience in clinical physical therapy and research on aging, older adults’ health, and public health. She holds a graduate cer- tificate in public health, a master of arts in gerontology from the University of North Carolina at Charlotte, and a PhD in biomedical gerontology from the Pontifical Catholic University of de Rio Grande do Sul, Brazil. Morsch works as the healthy aging advisor in the Department of Health Systems and Services at the Pan American Health Organization headquarters in the Washington, DC, regional WHO office for the Americas. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 86 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Elias Mpofu, Ph.D., D.Ed., is a professor of aging and rehabilitation sci- ences at the University of North Texas and honorary professor of health sciences at the University of Sydney. His aging and rehabilitation sciences research focuses on the development, implementation, and evaluation of resilience, social supports, and other health promotive relationships of older adults aging with or into disability. It frames aging and disability questions on the World Health Organization’s International Classifica- tion of Disability, Health, and Functioning, an integrative approach for biological, psychological, and behavioral data. This provides for a holistic person–environment interaction perspective in which contextual factors are moderators between health and well-being components (body function and structure, activity limitations, and participation restrictions) and with feedback pathways among the components. His research advances the design of person-centric approaches for the successful community living and participation of older adults, supporting their empowered aging. Diana Pacheco, Ph.D., is professor in the Faculty of Health Sciences and Medicine, University of Lucerne, and group leader of the Health Economics Group at Swiss Paraplegic Research. She earned a Ph.D. in economics from the University of Neuchatel, Switzerland, in 2013 and a M.Sc. in econom- ics from the University of Lausanne, Switzerland, in 2008. Between 2015 and 2020, she was a postdoctoral fellow at Swiss Paraplegic Research in the Rehabilitation Services, Economics and Statistics Group. Since obtain- ing her Ph.D., Pacheco has taught several courses, including social policy, health systems and services, applied economics, and social impact of health. Her research interests include health economics, applied economics, and social policy. Birgit Prodinger, Ph.D., M.Sc., M.Sc., is chair and professor of inclusive health care at the Faculty of Medicine at the University of Augsburg, Germany. Prodinger is a health and rehabilitation scientist with extensive experience in studying and teaching functioning. Her research focuses on describing and understanding the lived experience of people with disability and how health systems respond to their needs. By using the International Classification of Functioning, Disability and Health as a reference, she has contributed considerably to establishing methods for the standard- ized reporting of routinely collected functioning data in clinical practice. Prodinger is a member of the Centre for Rehabilitation in Global Health Systems, a Collaborating Centre of the WHO, at the University of Lucerne. Prodinger was trained as an occupational therapist in Salzburg, Austria, completed then the European master of science in occupational therapy program, a joint program of the Hogeschool van Amsterdam, Karolinska Institute, CVU Sud, and the University of Brighton. She completed her http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 87 Ph.D. in health and rehabilitation sciences at Western University, Ontario, and received the Venia Legendi in Health Sciences from the University of Lucerne. Prodinger also holds a master of science in health informatics from University College London. Prodinger led a research group at Swiss Paraplegic Research focusing on describing and understanding the lived experience of health using the ICF as a reference system. Her research was conducted in close collaboration with the WHO, among other national and international stakeholders. Jan D. Reinhardt, Ph.D., is an epidemiologist and rehabilitation researcher. He is currently employed as full professor and director of health sciences at the Institute for Disaster Management and Reconstruction of Sichuan University and Hong Kong Polytechnic University, China. In addition, Reinhardt is visiting professor at Jiangsu Province Hospital/Nanjing Medi- cal University First Affiliated Hospital, China, and lecturing professor at the Department of Health Sciences and Medicine of the University of Lucerne, Switzerland. He is a Ph.D. supervisor at the West China School of Public Health and School of Nursing, Sichuan University, and at the Department of Health Sciences and Medicine, University of Lucerne. He is a former chair of the Disaster Rehabilitation Committee of the International Society of Physical and Rehabilitation Medicine and current chair of the Disaster Special Interest Group of the Asia-Oceania Society of Physical and Reha- bilitation Medicine. Reinhardt is associate editor of the International Jour- nal of Public Health. He has authored more than 150 original articles in international journals listed in science citation index with more than 3,700 citations and an h-index of 37. His research interests include rehabilita- tion research; International Classification of Functioning, Disability, and Health; epidemiology of functioning and disability; theory, measurement, and models of environmental factors and their relation to human health; labor market participation of persons with health conditions; effectiveness of clinical and health services interventions; international NGOs in dis- ability and rehabilitation; health and rehabilitation after natural disaster; clinical trial design and research methodology; and prediction models for health care demand and payment. Sara Rubinelli, Ph.D., holds a degree in classics and philosophy from the Catholic University of Milan and a Ph.D. from the University of Leeds in the areas of argumentation theory, persuasion, and rhetoric. She is professor in health communication at the Faculty of Health Sciences and Medicine of the University of Lucerne, and vice dean of health sciences. Since September 2009 she has led the Person-Centered Healthcare/Health Communication Group at Swiss Paraplegic Research. Since 2017 she has been a scientific advisor for the World Health Organization. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. 88 AGING, FUNCTIONING, AND REHABILITATION PREPUBLICATION COPY—Uncorrected Proofs Carla Sabariego, Ph.D., M.P.H., is a clinical psychologist and holds a master’s degree in public health and epidemiology from the Ludwig-Maxi- milians-Universität in Munich, Germany. She completed her Ph.D. in 2011 with a focus on cost-effectiveness evaluations of rehabilitation programs. Her habilitation, finished in 2016, focused on the implementation of the WHO ICF as a conceptual framework in clinical rehabilitation and public health. She pursued both her Ph.D. and habilitation at the Medical Faculty of Ludwig-Maximilians-Universität Munich, where she worked for 15 years as a senior researcher and lecturer at the Institute of Public Health and Health Services Research. From 2011 to 2018, she was a consultant to the WHO in the area of functioning and disability measurement; she mainly contributed to the development, pilot testing and implementation of the WHO Model Disability Survey—a dedicated functioning and disability survey—in several countries. From May 2017 to July 2018, she worked in the WHO’s Disability and Rehabilitation Programme in the Department of Noncommunicable Diseases, Disability, Violence and Injury Preven- tion in Geneva. In January 2021 she was appointed assistant professor (tenure track) for rehabilitation and healthy aging at the Faculty of Health Sciences and Medicine, University of Lucerne, and is currently vice dean of the Department of Rehabilitation and Functioning Sciences. Together with Gerold Stucki, she heads the faculty’s Centre for Rehabilitation in Global Health Systems, which has been a WHO Collaborating Centre since 2018. Through her bridge professorship, she leads the Ageing, Functioning Epidemiology and Implementation working group, together with Jerome Bickenbach, at Swiss Paraplegic Research in Nottwil. Paola Sillitti, M.Sc., is a research officer in the Health Division at the Orga- nization for Economic Co-operation and Development. Her work covers mainly the topics of end-of-life care, long-term care, and integrated care. She holds a master of science in economics and management and a bach- elor of science in economics from Bocconi University, Milan. She has also studied economics at the Faculty of Business and Economics, University of Lausanne, and International Affairs at Sciences Po Paris. Eleanor Simonsick, Ph.D., is an epidemiologist in the Longitudinal Stud- ies Section of the Translational Gerontology Branch within the Intramural Research Program of the National Institute on Aging, where she serves as co-director of the Baltimore Longitudinal Study of Aging and Federal Proj- ect Officer of the Health, Aging and Body Composition study. For more than 35 years she has conducted aging-related research within the context of longitudinal observational studies focused on assessment of higher-order physical function and evaluating the behavioral, psychological, biomechani- http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs APPENDIX D 89 cal, and physiologic factors and conditions that impact maintenance and decline in function and the overall aging process. Bruno Staffelbach, Ph.D., is a professor for business administration, direc- tor of the Center for Human Resource Management, and president of the University of Lucerne. Staffelbach is an honorary member of the Interna- tional Committee of the Red Cross and is a former brigadier general and commander of an infantry brigade of the Swiss Armed Forces. Gerold Stucki, M.D., M.S., is a professor in the Faculty of Health Sci- ences and Medicine and director of the Center for Rehabilitation in Global Health Systems, a WHO Collaborating Center, at the University of Lucerne. He is also director of Swiss Paraplegic Research and the ICF Research Branch, Switzerland. A physician with clinical training in physical and rehabilitation medicine and rheumatology, Stucki holds a master of science in health policy and management from the Harvard School of Public Health and a diploma in biostatistics and epidemiology from McGill University, Montreal. He has been a member of the National Academy of Medicine since 2012. Carl Willers, M.D., Ph.D., holds a Ph.D. in public health and epidemiol- ogy from Karolinska Institutet, where he is a postdoctoral researcher at the Department of Neurobiology, Care Sciences and Society. He is a member of a multidisciplinary research group focusing on rehabilitation, collaboration, and aging and has taught at various courses on the subjects of health equity and registry data studies. Ongoing research projects include health eco- nomic analysis of health care and social care for the Swedish geriatric popu- lation, evaluation of existing models for discharge from geriatric inpatient care, and development of new ways of working to optimize care transitions. He is employed as an intern physician at the Karolinska University hospital and is an affiliated researcher at the Research and Development Center for the Elderly, an initiative for enhancing operationalization of research for older adults, run by the Stockholm Region Council and its municipalities. He also holds a degree in economics from the Stockholm School of Eco- nomics and worked in management consultancy (McKinsey & Company) and health economics (i3, United Health Group) before entering academia. http://nap.nationalacademies.org/27763 Aging, Functioning, and Rehabilitation: Proceedings of a Workshop Copyright National Academy of Sciences. All rights reserved. PREPUBLICATION COPY—Uncorrected Proofs http://nap.nationalacademies.org/27763 FrontMatter Reviewers Acknowledgments Contents Boxes and Figures Acronyms and Abbreviations Proceedings of a Workshop Appendix A: Statement of Task Appendix B: Workshop Agenda Appendix C: Concept Notes Appendix D: Participant Biographical Sketches

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