Eduworks summer school 2014, detailed programme

Summer School 2014
Programme
Sopron, Hungary

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This project has been funded with support from the European Commission. This communication reflects
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made of the information contained therein.
2
Preface
In the Summer of 2013 the great news was received that our EDUWORKS proposal for the
European Marie Curie grants was funded. One year later, I am proud to announce the first EDUWORKS
Summer School, to be held in Sopron, Hungary, between 13th and 20th of July. The Summer School will
challenge the aims of the EDUWORKS project, “Crossing borders in the comprehensive investigation of
labour market matching processes: An EU-wide, trans-disciplinary, multilevel and science-practice-
bridging training network”.
The objective of EDUWORKS is to train talented early-stage researchers in the socio-economic
and psychological dynamics of labour supply and demand matching processes at aggregated and
disaggregated levels. Recent technological innovations have challenged the research of matching processes
and have opened totally new perspectives regarding data collection and analysis. Semantic matching
technologies combined with widely available information about vacancies, cv’s, task descriptions, job
requirements, and alike indicate that the project is on the edge of new developments. The first Summer
School will play a major role in coping with these challenges and so will the Summer Schools in the coming
years.
The six partners in EDUWORKS are the Central European University, Corvinno Technology
Transfer Center, Trinity College of Dublin, University of Amsterdam, University of Salamanca, and
University of Siegen. The job advertisements for young researchers in these universities and centers
attracted a lot of attention from the community and high quality submissions from inside and outside Europe
were received. At the time of writing, the selection processes had resulted in a marvelous team of 14 young
researchers. These researchers and their supervisors will attend the Summer School, and I hope that all will
find the School interesting and fun. I also hope that the School will create such a fruitful academic
atmosphere that in the years to come, EDUWORKS will become a platform for dialogue and interaction on
new concepts and applications for labour market matching.
The organisation of the Summer School was a team effort of all EDUWORKS partners. Yet, I
would like to thank particularly my colleagues in the Board of Management, Dr. Stefan Mol, Dr. Gábor
Kismihók, Gergely Wischy and Ad Gielen, who worked extremely hard to get things done on time.
Dr. Kea Tijdens
Coordinator of EDUWORKS

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Programme Overview
Time Sunday Monday Tuesday Wednesday
9:00:00
Arrival
Keynote Lecture
Industry Ericsson
Workshop on research
philosophy and ethics /
Supervisory board
meeting
Academic writing
workshop, Directing
your Research
9:30:00
10:00:00 Break
10:30:00 5 Plenary Individual
Project
presentations 15
min + 10 min
feedback
Break Break
11:00:00 Workshop on research
philosophy and ethics /
Supervisory board
meeting
Academic writing
workshop, Introductions
to Research Articles
11:30:00
12:00:00
12:30:00
Lunch Lunch Lunch
13:00:00
Project
presentations 15
min + 10 min
feedback
What is being a PhD
student? Managing
emotions and
expectations.
Academic writing
workshop, Literature
Reviews
14:00:00
14:30:00
15:00:00 Break
15:30:00 Break Break Academic writing
workshop, Macro-Micro
Level Argumentation
Project
presentations 15
min + 10 min
feedback
What is being a PhD
student? Managing
emotions and
expectations.
16:30:00
17:00:00 Introduction to
EDUWORKS and to
the summer school
(meet and greet)
Wrap-up the day,
Individual/group
preparation for the next
day
17:30:00
18:00:00 Wrap-up the day Wrap-up the day
18:30:00
Welcome Dinner in
the Hotel / Watching
the Soccer World
Cup Final together
Guided Tour in
Sopron, Dinner
Wine tasting, Dinner Dinner in the Hotel
19:00:00
19:30:00
20:00:00
20:30:00
21:00:00
21:30:00
22:00:00
22:30:00
23:00:00

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Programme Overview
Time Thursday Friday Saturday
9:00:00
Academic writing
workshop, Conclusions
Author Seminar by
Elsevier
Communication skills
training9:30:00
10:00:00
10:30:00 Break Break Break
11:00:00
Academic writing
workshop, Peer review
What are the key
factors of quality
publications? (panel
discussion)
training
11:30:00
12:00:00
12:30:00
Lunch Lunch Lunch
13:00:00
13:30:00
Social Event - Tour
around Sopron (Fertőd,
Pan-European pic-nic),
Dinner in Castle
Röjtökmuzsaj
Researcher
Dashboard
Workshop
training
14:00:00
14:30:00
15:00:00
15:30:00 Break Break
16:00:00
Researcher
Dashboard
Workshop
training
16:30:00
17:00:00
17:30:00
18:00:00 Wrap-up the day Wrap-up the day
18:30:00
Farewell dinner,
closing remarks
Dinner in the Hotel
19:00:00
19:30:00
20:00:00
20:30:00
21:00:00
21:30:00
22:00:00
22:30:00
23:00:00

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5
Location Information
Summer School Venue: Hotel Fagus, Sopron, Hungary
Address: 9400 Sopron, Ojtózi fasor 3.
Phone: +36 99 515 000
E-mail: reservation@fagushotelsopron.hu
GPS: 47.666890; 16.580297
www.fagushotelsopron.hu
About Sopron:
http://en.wikipedia.org/wiki/Sopron

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6
13th
July, Sunday
17:00 - 18:30
Introduction to EDUWORKS and to the summer school
(meet & greet)
During this session Summer School participants will introduce themselves, their research groups
and also the logistics of the week will be discussed. This introduction will be followed by an
interactive presentation by Gábor, who will point out the targets and the challenges the Eduworks
consortium has to face during the lifetime of the project.
Dr. Gábor Kismihók obtained a summa cum laude PhD in
management sciences from the Corvinus University of Budapest
in 2012. As co-founder of the Center of Job Knowledge Research
in the Amsterdam Business School, University of Amsterdam,
he supervises 4 PhD students in the fields of HRM – data science
and learning analytics. He has been managing large scale
innovation networks (e.g. www.eduworks-network.eu) with a
budget of 3,7M EUR (working staff of 25-30 people) and smaller
scale innovation projects (e.g. www.ontohr.eu) with a budget of
500K EUR (working staff of 10-15 people). He has also been
busy with writing successful research project proposals (FP7,
FP7 MC ITN, EU LLP, TAMOP). He published his research in
various peer-reviewed international journals and book chapters in the fields of knowledge
management and education (e.g.: British Educational Research Journal, European Journal of
Education, International Journal of Knowledge and Learning, International Journal of Mobile and
Blended Learning).
18:30 - Welcome Dinner / Soccer World Cup 2014 Final
In the evening of the arrival we will dine together in the hotel, after that we will watch the 2014
FIFA World Cup final.

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7
14th
July, Monday
9:00 – 10:00
Facing the labour challenges in Europe; the need for a
communal language to compare skills
Abstract: Europe undoubtedly faces a number of labour challenges the coming decades. The
demographics of an aging population and a lower birth-rate in most European countries, means
that fewer have to provide for more. Due to a longer life-expectancy, the retirement age is
increasing and employees will have to perform well in a job for a longer period of time. Fewer
able and skilled employees and disparities in unemployment figures throughout Europe, combined
with open labour markets, will most certainly initiate labour migrations whereby skilled workers
who cannot be found within some countries will migrate from countries with a surplus. The war
on talent in one country will cause a brain-drain in another. In order to determine the skills of the
migrating worker the mere comparison of educational level is not enough. Is the doctor educated
in Italy as good as his colleague in Denmark? Perhaps so, but what about the civil engineer, or the
IT-specialist? In the corporate world competency management has long been seen a solution to
this problem, but in practice it has drawbacks. What then can be used as a communal language to
compare skills? Work-roles? Job knowledge? If so, where do we stand and how can they help us
in achieving this quest.
Alec W. Serlie is assistant professor at the department of Work &
Organizational Psychology at Erasmus University Rotterdam. He is also
Research Director at GITP, one of the largest HRM-consultancy firms
of the Netherlands. Educated as a cognitive and medical psychologist,
he has extensive experience both in psychological and organizational
consultancy. His work is mainly focused on developing new practical
tools, for recruitment, selection and training purposes. This is achieved
not only by applying traditional psychometric measures, such as
questionnaires, but also by using modern methods, such as SJT’s and
serious games. His recent research focusses on the notion of Corporate
Personality and the fit between individuals and the organization which
they work in. Furthermore, his line of research is focused on the use of
Social Media in selection-setting. Previous research, together with fellow-researchers, has been on
a general personality factor, validity of new selection methods, video resumes and the Dark Side
of Psychology.

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10:30 – 12:30 Individual Project Presentations
Raquel Sebastian Lago (University of Salamanca): Skills-wage mismatch at the
occupational level in Spain and the UK: the impact of the crisis
Abstract: To evaluate, from an occupational perspective, the impact of the economic crisis in
the match between education and wages in Spain and the UK. Secondary objectives:
To compare the occupational approach to skills-wage mismatch to other approaches
To evaluate the impact of the crisis in the gender mismatch gap
To evaluate the differential impact of the crisis for different age profiles
Despite having suffered a similar economic blow with the 2008 crisis (similar impact on GDP,
similar inflated construction sector, etc.), the employment effects of the crisis in Spain and the
UK have been radically different, with massive employment destruction in Spain and hardly any
employment effect in the UK. This makes them very interesting cases for a comparative analysis
of the impact of the crisis on skills mismatch. A secondary objective of the paper will be to
explore the impact of the different policy trajectories (looser monetary policy in UK, drastic
initial devaluation, monetary sovereignty, etc.) on skills mismatch and human capital
underutilization.
Raquel Sebastián Lago, a Spanish citizen, holds a double
bachelor degree in Economics and Journalism from Carlos III
University and a Master Research in Business and Quantitative
Methods from Carlos III University, where she specialised in
personnel economics. During her studies, she spent a semester
at TEC de Monterrey (Mexico). She is currently pursuing a PhD
in Labour Economics at Salamanca University, as Marie Curie
ITN fellow. Before joining EDUWORKS, Raquel worked as
Research Assistant in the Policy and Programme Support Unit
(PPSU) of the International Organization for Migration (IOM)
in Brussels. She also has worked for the Human Resource Unit
of DG ECFIN (European Commission), Junior Internal Controller at Banco Santander in Turin
(Italy), and Magdala Foundation, a microcredit company in Dar el Salaam (Tanzania), where
she was Research Assistant. During her studies, she also worked as a Teaching Assistant at
Carlos III University in Madrid.

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Sudipa Sarkar (University of Salamanca): The Determinants of Skills-Occupation
Mismatch in Europe: A Job Level Approach
Abstract: The objective of this study is to evaluate the skills-occupation mismatch primarily in
European labour market. Over a considerable time, various issues related to measuring skills-
occupation mismatch have been given importance in the literature. This study discusses the
methodological difficulties involved in measuring mismatch and looking at the factors causing
the mismatch. Then the analysis is carried out at the job level, i.e., instead of taking individual
as a unit of analysis, job will be considered as a unit. The datasets I propose to use in this study
come from European Labour Force Survey and Structure of Earnings Survey. In the first step of
analysis I calculate mismatch for each job (combination of sector and occupation) using two
approaches – job analysis (JA) approach and realized matching (RM) approach. In JA approach,
each ISCO one digit occupation category is assigned a particular education level as the required
level of education to perform the job. However, according to RM approach the required level of
education is determined statistically by the mode level of education within a job. The difference
between required and actual level of education defines mismatch in both the cases.
Sudipa Sarkar is a PhD student in Labour Economics at the
Department of Applied Economics, University of Salamanca. She
has joined the PhD programme as a Marie Curie ITN Fellow under
the Eduworks project. She has an MA in Economics from Rabindra
Bharati University, India. Previously, Sudipa has worked at several
research organisations like Young Lives (an international research
study led by a department in University of Oxford), Indian
Statistical Institute, and Institute of Rural Management Anand. Her
research areas have been related to economics of education,
occupational changes, returns to education and informal
employment, and multidimensional childhood deprivation.

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Mariano Mamertino (Central European University): Micro phenomena and macro
trends: Evidence from a firm-level analysis of skill shortages across U.K.’s local labor
markets
Abstract: Although many European countries are facing severe unemployment today, many
companies complain vigorously that they cannot get hold of people with the right skills. We
want to further explore this divergence by studying local labor markets in the UK using data
from the UKCES Employer Skills Surveys. First, we observe that local labor markets appear to
be heterogeneous in terms of ‘tightness’ (i.e. the vacancy-unemployment ratio) and that the
degree of heterogeneity (i.e. dispersion of the v-u ratio) has increased in the last decade.
Traditional search and matching models predict that the job filling rate (JFR) depends upon
tightness and that tight markets (high v/u) show lower JFRs. Our very preliminary analysis
linking overall local labor market conditions with firm’s self-reported difficulty of filling
vacancies shows two interesting phenomena: (i) tight labor markets coexisting with low hard-
to-fill vacancies (HTFVs) incidence and (ii) slack labor markets (low v/u) coexisting with high
HTFVs incidence. At first glance, this might seem at odds with the predictions of traditional
macro models, as long as we assume that self-reported HTFVs incidence is an unbiased proxy
of the JFR in a local labor market. It may also represent a first piece of evidence pointing to
other factors mediating the relationship between tightness and the JFR. In the last years little
attention has been given to the processes through which firms come to experience long-term
unfilled or hard-to-fill vacancies, in different local labor markets. This has opened a gap in our
understanding of how local labor demand and supply factors relate to firm-level indicators of
mismatch, once firm heterogeneity and exogenous aggregate economic conditions are controlled
for.
Mariano Mamertino, an Italian citizen, holds a B.Sc. of
Economics and a M.Sc. in Economic and Social Sciences from
Bocconi University. During his studies he also spent two
semesters abroad at Boston University (USA) and University of
Victoria (Canada). He is currently pursuing a PhD in Public
Policy at Central European University, in Budapest, as a Marie
Curie ITN Fellow. Before joining CEU and EDUWORKS, he
worked as a junior research officer in the Research Department
of the International Labour Organization in Geneva. His
previous professional experiences also include working as a
market analyst at GfK in Milan and as a research intern in the Trade Policy Section of the United
Nations ESCAP in Bangkok. During his studies, he also worked as a research assistant at
Bocconi University in Milan.

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Magdalena M. Ulceluse (Central European University): Workers' responsiveness to
labor market shortages: gender, age and ethnicity
Abstract: High and persistent skills mismatch is costly for employers, workers and society at
large. It is estimated that the average incidence of overqualification in a sample of European
economies in 2010 was 10.1 per cent, while underqualification averaged 28.1 per cent. Because
the allocation of workers across jobs is rarely optimal due to labour market failures and imperfect
information, workers will adjust to the new conditions by altering their job-seeking behaviour.
Understanding how they react to the various labor shortages becomes thus an essential stage in
the process of producing sound policies that will reduce labour market inefficiencies.
Magdalena M. Ulceluse is a Phd candidate in Labour
Economics and Policy at the Doctoral School of Political
Science, Public Policy, and International Relations, Central
European University. She finished her B.Sc. in Economics from
the Faculty of Economics and Business Administration in
Timisoara, Romania and went on to gain a M. Sc. in Public
Policy and Human Development from the Maastricht Graduate
School of Governance in the Netherlands. She has previously
worked on projects for the Dutch Ministry of Foreign Affairs,
the European Commission, CEDEFOP and ISFOL, among
others.

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Stefano Visintin (University of Amsterdam - Amsterdam Institute for Advanced
Labour Studies): A brief overview of Stefano Visintin's research
Abstract: This talk presents (i) my research background and (ii) my current and future
research being developed within the Eduworks project framework. I am an applied economist
with a degree in International Economics and a PhD in Applied Economics. My past research
was focused around the internationalisation processes of services activities. I than moved my
attention toward labour market issues, since I studied the characteristics of some specific
health-related occupations workers. The aspect that brings together these different research
fields is my passion for data analysis which is also at the base of my present and future
research agenda. It revolves around the empirical analysis of different aspects of the labour
demand and supply matching. As examples I present some insights on a recent study on the
skill mismatch the affects the migrant population and a research project focusing on the work
tasks implemented in different occupations. The data source of my present and future research
is the web-survey linked to the WageIndicator web page.
Stefano Visintin is a post-doc Marie Curie Fellow at AIAS,
Amsterdam Institute for Advanced Labour Studies, University of
Amsterdam. Before joining AIAS he had been working as
researcher at IESE Business School and as associate professor at
Nebrija University, both in Madrid. He holds a PhD in Applied
Economics awarded by the Universidad de Alcalá, Spian and a BA
in Economics from the Università degli Studi di Trieste, Italy. He
is an applied economist who enjoys large dataset analysis and has
a great interested for all tools that make these sort of analysis
possible. In particular, he presently researches the dynamics of the
labour supply and demand matching processes starting from survey
data. In the past he conducted research in international trade and on
the internationalisation processes of services activities.

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13:30 – 15:30 Individual Project Presentations
Sofija Pajic (University of Amsterdam – Amsterdam Business School): Leveraging the
potential of job knowledge to fit individuals to jobs: Studies in training
Abstract: The overall objective of this project is to generate support for the widely held but
seldom investigated belief that job knowledge based training contributes to job knowledge
development and therewith to job performance, forging a link between educational institutions
and the labour market. Job knowledge refers to the set of facts, concepts, principles and other
types of information (Dye, Reck & McDaniel, 1993) that have been recognized as crucial in
order to perform successfully in a particular job (Schmidt, Hunter & Outerbridge, 1986; Hunter,
1986). Our prime concern would be to look into the conditions under which job knowledge
based training leads to increase in job knowledge and in consequence, to better job performance.
In line with that, we would investigate if job knowledge training leads not only to job knowledge
acquisition but to its application in organizational context (training transfer). The special focus
would be on contextual factors, namely job and organization related, which either stimulate or
inhibit training transfer. Due to the changing nature of work, growing diversity, complexity and
complicatedness of the tasks that are embedded in one’s job, investigating processes involved
in workplace learning and knowledge development, as well as providing applicative insights for
training customizations becomes important. In order to empirically investigate the process of
assessment and development of job knowledge requested to fit into certain job position, specific
e-learning, ontology based platforms will be applied and evaluated. The research would
encompass several empirical studies, combining both quantitative and qualitative
methodological approaches with special attention being put to the application of big data and
experimental investigation.
Sofija Pajic is a PhD Candidate within the group of Human
Resources Management and Organizational Behaviour in
the Faculty of Economics and Business, University of
Amsterdam. She started her appointment at UvA as a Marie Curie
ITN fellow within EDUWORKS project. She graduated in Work,
Organizational and Personnel psychology at University of
Bologna and University of Coimbra. Before that, she received
degree in psychology from University of Belgrade. Her research
interests are mainly in investigating the potential of job
knowledge for stimulating person-job fit, especially in the area
of training and development.

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Eloisa Federici (University of Amsterdam – Amsterdam Business School): The
Importance of Individual Differences in Job Knowledge and Job Performance: A
Longitudinal Perspective on Training Related Cognitive and Motivational Mechanisms
Abstract: Over the past two decades researchers and practitioners have been stressing the
importance of investigating individual differences as significant predictors of learning and
training outcomes in order to increase organizational competitiveness through the growth of the
knowledge, skills and performance of its workforce (Salas & Cannon-Bowers, 2001). Several
individual’s dispositional characteristics have shown to be closely related to- and predictive for
training effectiveness via the acquisition of job related knowledge and the subsequent transfer
on job performance, for instance: general cognitive ability, self-efficacy, personality traits, and
locus of control, job/career attitudes and goal orientation. The motivation to transfer (i.e.
“trainees’ desire to use the knowledge and skills mastered in the training program on the job”,
Noe, 1986) has been studied extensively across many disciplinary fields by stressing the
importance of factors that might support or hinder it. Recently, however, new trends in the
changing nature of work and work-force composition, have considerably broadened the field,
by stimulating new interest in how motivation and learning in training affect work behaviors,
work attitudes, job performance and career success. The aim of this project is to better
understand when, how and why the job related training and the acquisition of job knowledge are
likely to be effective on the workers’ job performance, thereby providing added value to the
organizations. The adopted research approach fulfills the need to investigate the learning
processes on a micro-level: many years of scientific contributions support the belief that it is
clearly critical to examine individual differences in developing, designing and implementing
any training process or educational system. As Gully and Chen (2009, p.49) mention:
“Individual differences matter and they interact with training features and the broader
environment to affect outcomes. (…) People are complex, and training is made more complex
by virtue of their involvement. Our theories and practices should reflect this reality”.
Eloisa Federici is a PhD Candidate at the Human Resource
Management and Organizational Behavior group of the Faculty
of Economics and Business of the Universiteit van Amsterdam.
Her PhD project is part of the broader EU Eduworks Project and
aims to investigate the role of job knowledge in fitting
individuals to jobs, both in training and personnel selection
context. She obtained her Bachelor degree in Communication
and Marketing Psychology and her Master degree in Work and
Organizational Psychology at the Sapienza University of Rome,
where she also worked as a trainee in the laboratory of
Psychometry.

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15
Hannah Berkers (University of Amsterdam – Amsterdam Business School): Big data based
job analysis to meet the demands of the changing workplace
Abstract: Job analysis is placed at the foundation of Eduworks’ aim to improve the match between
individuals, education, and job requirements, because before matching can that place an
understanding of jobs is crucial. This is what job analysis is all about: gaining understanding of
the activities and requirements that comprise a work assignment. With its origins in the Industrial
Revolution, changes in the nature of work have made the underlying assumptions of job analysis
obsolete. Jobs cannot be considered static entities anymore with the observations that individuals
find themselves in constantly evolving jobs and are actively crafting their own jobs. Contemporary
jobs are organized around teamwork and are far from standardized with computerization
emphasizing on performing social and creative tasks in idiosyncratic ways. However, job analysis
has not become redundant. It is critical for many human resource practices and with the rise of
evidence-based management the need for accurate job information is bigger than ever. So far there
have been some answers to the call for change with the developments of strategic job analysis,
work analysis, and competency modelling. These innovations, however, have been criticized for
their less rigorous methods; measuring accuracy instead of inferential quality, using holistic
instead of decomposed ratings, and focusing on less specific and observable job descriptors. A
possibility to address these shortcomings has occurred with the rise of big data. While technology
has made collecting, storing, and maintaining large amounts of data easier and big data offers a
vast amount of untapped rich sources of job data, the job analysis methods have remained
untouched by modern technology. In order to change this, I aim to provide the theoretical
underpinnings and methods for advancements in the field of job analysis with the use of big data.
The design includes four studies: 1) Literature study to create a taxonomy and evaluate the
different job information types in order to provide an appropriate language for job analysis 2)
Empirical study in which big data is applied to job analysis combined with validation studies 3)
Empirical study to assess the language people use to talk about jobs and how this is impacted by
the changing nature of work 4) Empirical study to show how job analysis information can be
applied to bridge the work-education gap.
Hannah Berkers has a degree in Business Studies with a
specialization in Human Resource Management and Organizational
Behavior from the University of Amsterdam. Here, she also
received her degree in Economics and Business. She is currently
working at the Amsterdam Business School as a PhD candidate and
is part of the OntoTech project of the Center of Job Knowledge
Research. She has done research in knowledge sharing and
leadership in project-based organizations and is now focusing on
job analysis and the role of job knowledge in this process. She is
interested in linking these results to the educational system in order
to ensure a better fit with the job market. Before working as a PhD
candidate, she was a lecturer at the Nyenrode New Business School and the University of
Amsterdam.

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16
Claudia Orellana-Rodriguez (Trinity College Dublin): Identification and Mapping of the
Lifelong Learning Transitions of Mobile Learners: from Trajectories to Pathways
Abstract: Lifelong learning can be defined as an individual's voluntary, self-directed and
unrestricted pursuit of knowledge throughout different contexts. Nowadays, people carry mobile
devices with them most of the time and learning can happen at hours and in places that were not
conceived for this aim. Learners are now able to set up their own learning environments and
embed them into their day-to-day activities. This paradigm of almost ubiquitous learning
presents both opportunities and challenges. On the one hand, learners outside the classroom can
take full advantage of a far wider range of digital resources and ways of learning. On the other
hand, without the structure provided in traditional learning settings, it becomes increasingly
difficult to understand the learners trajectories and to ensure that their educational journeys are
properly supported. In this talk, I will present our initial plan for identifying the learning
transitions that occur when mobile learners travel along and across different dimensions of
mobility and for understanding how these transitions are supported by technology.
Claudia Orellana-Rodriguez is a Ph.D. student at Trinity College
Dublin. She holds a M.Sc. in Internet Technologies and Information
Systems from the Leibniz Universität Hannover, Germany. She has
worked as a research assistant at the L3S Research Center in
Hannover, where she was involved in the European projects
LivingKnowledge, Cubrik, and EUMSSI. Her research interests
include technology-enhanced learning (TEL), social media
analytics, sentiment analysis, opinion mining and information and
multimedia retrieval.

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17
Sean Dowling (Trinity College Dublin): An analysis of lifelong learning transitions of
mobile learners: implications and principles for the design of technologies to support and
facilitate lifelong learning transitions
Abstract: Mobility and transition are key features in our everyday lives. At a macro level, we
transition between education and work, single to married status and from work to retirement. At
the micro level, transitions are less well-defined: we are transitioning between home, work and
other places, social groups, electronic device usage and activities. But at each point of transition,
there are new opportunities for learning (Evans, Schoon & Weale, 2013). In the case of macro-
level transitions, this learning is easier to track; however, at the micro level, tracking these
lifelong learning opportunities is more difficult. This research project aims to collect and analyse
data from technology usage of lifelong learners at the micro level, to identify patterns of lifelong
learning and to develop a set of lifelong learning transition metrics based on these patterns. It is
hoped that these metrics can then be used to inform the development of technologies and
applications that support transitions in lifelong learning.
Sean Dowling has worked as both an educational technologist
and EFL teacher over the last 15 years in Asia and the Middle
East. He has a B.Sc. in Computer Science from University
College Dublin and an M.A. in TESOL from the Institute of
Education, London. Sean has published widely in both EFL and
educational technology publications over the last few years and
is currently the series editor for the HCT Educational Technology
Series and a member of the editorial board of the UAE Journal of
Educational Technology. His main research interests are mobile
learning and lifelong learning.

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18
16:00 – 18:00 Individual Project presentations
Soledad Castellano-Vizcaino (Trinity College Dublin): Identifying patterns of mobile
learners
Abstract: The incorporation of mobile technologies has fostered the flexibility and the nomadic
characteristic of human beings, enabling people to access information anytime and anywhere.
Learning has been influenced by this phenomenon. Mobile learning places the learner as the
target and recognizes students’ mobility along different dimensions. Moreover, mobile learning
enhances the value of informal and self-directed learning as it is recognized mainly outside the
classroom and when students have no intention for learning. However these experiences are still
connected to formal or non-formal settings, consolidating learning experiences across different
settings and connecting different dimensions of mobility. This situation incorporates new
learning patterns among students considered lifelong learners. This research project attempts to
analyze those patterns in order to provide appropriate learning contexts for lifelong learners in
the mobile age.
Soledad Castellano-Vizcaino is a PhD Student at Trinity
College Dublin. She holds a M.Ed. in eLearning and a M.A. in
Leadership and Management in Education from the University
of Seville, Spain. During her studies, she has participated in a
number of research projects as a research assistant. She also
worked as a lecturer at the University of Seville. Her research
interests include technology-enhanced learning, lifelong
learning, mobile learning, innovation in learning.

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Sisay Chala (University of Siegen): Developing a Web-based Multi-country Occupational
Information System
Abstract: Emergence of Information Technology resulted in generation and storage of huge
amount of data every second. This overwhelmingly large data contains hidden knowledge that
can be useful for improving organizational strategies. Thus, the need for big data analytics will
be of paramount importance. Applications of knowledge discovery techniques allow us to
systematically analyze the data and find out hidden relationships among the data.
This research which is within the framework of the EDUWORKS project (http://www.uni-
siegen.de/ws/projekte/eduworks/index.html?lang=en) has the following broad objectives:
investigating the user interface related improvements, investigating data storage related
improvements, investigating data and execution related improvements
In the envisaged system, data shall be imported from the database of the industry partners of
EDUWORKS project in such a way that it suits the implementation of the data warehouse. The
data warehouse is the basis for the algorithms to implement extraction of knowledge. The
outcomes will be shown on the dashboard and used by researchers and partners.
Sisay Adugna Chala is a PhD candidate in the Institute of KBS
& KM, University of Siegen. He holds M.Sc. in Information
Science and B.Sc. in Information Systems from Addis Ababa
University, Ethiopia. Before joining the EDUWORKS, he
worked as a lecturer, ICT Director and System Administrator in
Haramaya University, Ethiopia. He also worked on research on
Statistical Machine Translation at German Research Center for
Artificial Intelligence (DFKI). His research interests include
machine translation, knowledge management, data mining,
information retrieval, and application of ICT in various areas.

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Vladimer Kobayashi (University of Amsterdam – Amsterdam Business School):
Improving education outcomes through integration of labour market information.
Abstract: The primary objective of this study is to explore dimensions and relationships in
educational-labour market linkage through a data-driven approach. The study will start by
determining educational dimensions that predict education outcomes. It will also examine labour
market aspects such as analyses of jobs, job demands, and employment information. Finally we
hope to link the two analyses (education and labour market) to influence education outcomes
that would increase job-person fit and influence the preference of individuals to work
continuously. A way by which we can influence education outcomes is to improve curricular of
higher education and to create tools that will further enhance the person employability and desire
to be employed.
Vladimer Kobayashi has a degree in Applied Mathematics (major
in operations research) and Data Mining. He has done research in the
application of multivariate statistics, signal processing, and
development and design of kernel functions. He received training in
database management and took courses in advanced database and
data warehousing. His main strength is in statistical modeling and
data mining and complex system modeling

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Truong Huong May (Corvinno Technology Transfer Center): Learning analytics
Abstract: This presentation will provide an overview of my research project which focuses on
learning styles of students in Higher Education. The project aims to develop a real time system
to track students’ learning styles through their online learning behaviour. This will be followed
by a study on the complex relationship between learning styles, learning supports and learning
outcomes. Based on the results, meaningful recommendations can be made to a wide range
stakeholders of the education system. The presentation includes an introduction to learning
styles research area, the motivation behind the project, the problem statement as well as an
update on my current research progress.
Truong Huong May received her BSc in Business and
Management from Aston University, United Kingdom, in 2012.
After her graduation from The University of Edinburgh with a
Distinction in MSc Operational Research in 2013, she joined the
PhD training programme at Corvinno Technology Transfer Center,
Eduworks ITN. From 2008 to 2013, she has also participated in
several research projects as Analyst at Socio-Economic
Development Centre, Vietnam. Currently, she is working on the
thesis: "Employment Data Management by Matching Job roles to
Educational Competencies", which looks into the multidimensional
analysis of the labour markets' demand compared to the supply
provided by different levels of educational/training services.

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Christian Weber (Corvinno Technology Transfer Center): New visions on adaptive
testing for a human centred education
Abstract: Education is build upon testing. Only if a person knows his level and gaps of
knowledge in education domains, learning could become efficient. Modern computerized tests
become increasingly adaptive and efficient, yet they are centering solely on to performance of
the learner. The next step of an adaptive testing is to connect further to the personal background
of the learner and the learning domain. Here the learner's knowledge and skills are captured in
a process of exploration, using the test feedback to navigate on the educational domains and
gradually completing a picture of the learner's profile, thus putting the human into the center of
his education.
Christian Weber is a PhD student at the Corvinno Technology
Transfer Center. He holds a M.Sc. in Computer Science in Electrical
Engineering Application and graduated from the University of
Siegen, Germany, where he worked for the Institute of Knowledge
Based Systems and Knowledge Management. He contributed to
industry and research cooperations on national and European level
and worked for the IT branch of the Elmos Semiconductor AG. He
is a member of the organizing committee of the International
Conference on Integrated Systems, Design and Technology.
19:00 – Guided Tour in Sopron
After the long day we will take a guided tour in Sopron. After the
tour we are going to have dinner in one of the most famous
restaurant in the city center of Sopron, Jégverem.
Sopron has a long history with some walls and foundations dating
back to Roman times. A wealth of Medieval, Renaissance and
Baroque buildings lend Sopron its charming, small-town look. The
main square with the Fire Watch Tower dating back to the 12th
century is definitely worth a visit. The city received its nickname as
‘The most loyal town’ when after WWI the locals voted for Sopron
to remain a part of Hungary instead of becoming a part of Austria.

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15th
July, Tuesday
9:00 – 12:30 Workshop on research philosophy and ethics
Research ethics has become its own domain within the broader field of Ethics; some ethicists
focusing on research ethics specifically. UNESCO and other international organisations have
identified a set of ethical principles to follow in all research involving human participants.
International law has established ‘charters’ – specifically the Declaration of Helsinki – that most
countries have signed up to. Most research ethics guidance has developed from medical ethics.
This session will be workshop style, participants will consider what being ethical really means
and explore what pragmatically happens in implementation of ethics from what has been
observed across European states and organisations. Both the latter activities will contribute to
an understanding of contexts/environments in which research ethics actually operate. Touching
on international relations between organisations when trying to adhere to the same charter.
While most researchers see applying for ethical approval for their research as an extra burden
this course will highlight the value of doing so. Key issues under each of the guiding principles
will be presented and discussed.
Dr. Peter Cudd is a Senior Researcher in the School of Health and
Related Research, University of Sheffield. He is multi-
disciplinarian. After completing his doctorate in high frequency
Electrical Engineering he has more than 20 years research
experience in health and related research – particularly relating to
the user specification and evaluation of electronic technologies in
health and social care contexts. His research in this field has for
most of that time taken into account the service context – i.e.
expertise, roles and behaviours of the people (staff) who typically
would have to deliver the new services using the innovations. He
has experience of working within the NHS and University settings.
He supervises Doctoral and Masters degree students.

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13:30 – 18:30
What is being a PhD student? Managing emotions and
expectations.
This workshop will focus on the expectations and challenges PG study presents for students.
Through experiential and didactic teaching, participants will be helped to reflect on their current
wellbeing and identify any personal/academic/ mental health challenges they may have.
The roles of supervisor and supervisee will be explored and ways to maximise this relationship
will be developed.
The workshop will also offer some skills eg Stress management and resources-to support the
students personally through their academic experience.
Yvonne Tone‘s professional background is Nursing. She is an
accredited cognitive behavioural psychotherapist/counsellor with
extensive experience in mental health and wellbeing. She is employed
as a Student Counsellor with the Student Counselling Service Trinity
College Dublin since 2007. She completed her MSc in Cognitive
Behavioural Psychotherapy from Trinity College Dublin in 1999. She
enjoys great satisfaction from working with both undergraduate and
post graduate students of TCD, seeking support through the service.
She is also involved in lecturing and supervision of trainees on the
CBT Diploma course TCD and is an accredited practitioner with the
Irish Council for Psychotherapy and BABCP.She is co-author of
‘Overcoming Obstacles in CBT’ (2012) Chigwedere, Tone,
Fitzmaurice, Mc Donough -Sage publication

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19:00 - Wine tasting
In the evening we will take part in a wine tasting and a dinner in
Gangl winery, one of the most beautiful cellar of the region. 8 of
the regions’ best wines will be served.
Sopron is one of the most ancient wine regions of Hungary, lies
on the foothills of the Alps in the north-western corner of the
country. For centuries, the city of Sopron itself enjoyed thriving
trade and, surprisingly, until the 18th century Sopron was
reputedly the largest wine trading center in central Europe.
Sopron is a fine wine region, where the Kékfrankos grape is most
famous. Although essentially a red wine region, Sopron does also
produce some interesting whites.

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16th
July, Wednesday
9:00 – 18:30 Short Academic Writing course on “Writing for Publication”
Aim: This short, 6-session course, intends to visit the research article, considering
issues before writing and how these elements are then reflected in actual
published research articles in your discipline. You will be asked to apply these
considerations to your own proposed thesis and research articles.
Materials: You need to select a journal article of your choice that you consider to be well
written and which is relevant to your research. You will also need to bring the
proposal you were asked to write for this course to the sessions as we will reflect
on the issues discussed in the journal articles and then in your own proposal.
Outcome: You will be more aware of the expectations that research publication demands
and will be able to identify more precisely how writers approach and deal with
those expectations.
1 Directing Your Research:
We look at issues concerned with ‘Contrastive Rhetoric’, how other languages and English
approaches to academic writing differ, the characteristics of 'Good' research and what
readers are looking for in journal articles. We will discuss why papers are rejected by
journals, considerations in targeting a journal etc. and looking for what journals want as
expressed in journal guidelines to writers etc.
2. Introductions to Research Articles:
We analyse the structure/s of the introduction to journal articles, discuss readers'
expectations, and look at how contribution and originality is identified, and justified and
what that involves, and how disciplines differ within their approaches to ‘Introductions’.
3. Literature Reviews:
We discuss the effective use of sources, and why we use them, how to make one’s own
opinion heard, reviewing the literature and its purposes, differences between disciplines
and issues involved with citing and referencing.
4. Macro and Micro-level Argumentation:

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We discuss argumentation, structuring a paper or thesis, presenting and highlighting ones
argument within a paper, metadiscourse – and the importance of making the text reader
friendly
Robin Bellers has been teaching academic writing for graduate
students at CEU since 1999, and also taught undergraduate
academic writing at Corvinus University, Budapest, until 2013.
Prior to coming to Budapest, he lived and worked in Spain,
Portugal, Hong Kong, and Colombia. At CEU Robin works with
the Public Policy, Legal Studies, IRES and History departments.
He has also been working with Legal Studies PhD students.
Robin has delivered outreach courses on academic writing for
masters, PhD students or professional researchers at various
institutions such as the Hungarian Central Bank, and Hungarian
Academy of Sciences and in other countries such as Lithuania, Estonia, Holland, and training for
junior faculty and PhD students in Russia and FR of Yugoslavia. His interests, apart from academic
writing, is teacher training. His hobbies include sports and games of all types but he now has two
young children and that keeps him busy!

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17th
July, Thursday
9:00 – 12:30 Short Academic Writing course on “Writing for Publication”
5. Concluding:
We consider the characteristics of the conclusion, structuring it, writing abstracts (journal
article and conference abstracts), and dealing with other issues that arose during the 5
sessions thus far.
6. Peer Review:
This session will give you the chance to become clearer about your peers’ proposed
research and how this is presented in their proposal. This session gives you the chance to
discuss the strengths and weaknesses in others’ work, and to talk about how you plan to
overcome any concerns identified by your readers with regard to your proposed research.
14:00 – Trip around Sopron
After the lunch a bus will take us to see some famous location of the region. We will visit Pan-
European Picnic monument, take a tour in Eszterházy Palace and have a dinner at Castle Szidónia.
The Pan-European Picnic was a peace demonstration held on the
Austrian-Hungarian border near the town of Sopron, Hungary on
19 August 1989, an important event during the Revolutions of
1989 that led to the fall of the Iron Curtain and the reunification
of Germany. It was organised by the Pan-European Union and the
Hungarian opposition Hungarian Democratic Forum under the
protection of Otto von Habsburg and Imre Pozsgay.
Eszterházy palace in the centre of Fertőd. The magnificent
Baroque castle, also known as 'the Hungarian Versailles', was
built by Miklós Eszterházy the 'Glorious' between 1763 and 1766.
He and his high-spirited wife, Countess Margit Cziráky, rebuilt
the 20-room hunting lodge of József Eszterházy, transforming it
into the family's favourite residence. This was the golden age of
the building, between 1768 and 1790. After the owner’s death, it
lost its prominent role and it perished during World War II.

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The visitors of Castle Hotel Szidónia may encounter a mysterious
world from a period, which is slowly fading into oblivion. In the
"corners" of romantic Castle Hotel in Röjtökmuzsaj you can feel
the atmosphere of old times, but you can also take full advantage
of the comfort of today. At the present, we offer our honored
visitors, cleansing of body, spirit and soul, refreshing, divine food
and a special aura of peace and pampering.

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18th
July, Friday
9:00 – 10:30 Author Seminar by Elsevier
Good research deserves to be published, to be widely read, and to be
recognized by fellow researchers and the community. The current research
(and funding) climate makes it absolutely necessary that you are successful
in being published: "Publish or Perish". This raises the question, how can
you achieve that goal? Success essentially depends on three components:
1) The ability to determine the best possible publication strategy for your
research findings.
2) The best possible way to write your article.
3) The most effective interaction with editors. Key to success in this context is your ability to put
yourself in the position of readers, reviewers and editors.
Important considerations in journal selection are a realistic assessment of the quality of the
research and of the audience you intend to reach.
The art of manuscript writing is not just applying one "golden tip". It is essentially "telling your
story" to your readers in an engaging way, and avoiding common mistakes and deficiencies
including poor language. Avoidable mistakes can lead to unnecessary rejection of your
manuscript.
Finally, it is your open, non-defensive attitude towards the editors and the reviewer comments,
that will not only increase the likelihood of getting your manuscript accepted for publication, it is
also likely that your published paper has improved thanks to their comments.
By consistently applying these principles, and by understanding the publishing process and the
editors' and reviewers' expectations, you are likely to become a more successful author.
Elsevier invites you to an Author Seminar at the summer school in Sopron, Hungary. At the end
of this Author Seminar you should master the essentials of good manuscript writing.

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11:00 – 12:30
What are the key factors of quality publications? (panel
discussion)
Discussion with Eduworks Supervisors and the speaker from Elsevier about publishing
Lei Zhang is academic publisher in Elsevier and responsible for sixteen
journals in the field of Economics and Finance. Lei holds a PhD degree
in Development Economics from Wageningen University, The
Netherlands.
13:30 – 18:30 Researcher Dashboard Workshop
The EDUWORKS project aims to provide insight into person-education-job matching in the
labour market at different levels of aggregation. The project is aimed at studying three levels, i.e.
micro, meso and macro, and applying a complex data repository with an intelligent interface
entitled as EDUWORKS Researcher Dashboard (EDUBOARD). The dashboard allows us to
interconnect the levels and herewith facilitate collaboration among the various researchers, using
a multidisciplinary and cross-linikng approach of HRM, Lifelong Learning, Sociology of Work
and Occupations, Labour Economics and Knowledge Management. The EDUWORKS project
provides relevant information on empirically grounded matching processes in the labour market,
i.e. person, organization and nation related perspectives. EDUBOARD, therefore, is an integral
part of the research dealing with data warehousing, integration, reporting, and analysis. The
primary objectives of the EDUBOARD are:
 Providing access or interfaces (linking) to large-scale data provided by the partners,
associated partners and other organizations interested in EDUWORKS.
 Integration of the data sources corresponding to the three levels of study to provide insight
in the job-person-education matching.
 Offering data in a (unified) format that data analytical software can understand and deploy
it with a potential for applying knowledge discovery methods.
 Deploying emerging technologies for data-warehousing and analysis to sustain the
usability of the end-product in a long run.

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EDUBOARD is a central project in the frame of the EDUWORKS, which on the one hand supports
all fellows and on the other demands the contribution of all partners in technical and end-user
perspectives.
In the summer school, we commence the first step for „Brainstorming” and „Requirements
elicitation”.
The schematic overview of the system in Figure 1 shows that the system is divided into three layers
– Data Layer, Logic Layer and User Interface Layer – each of which interacts with eachother. The
system will be developed through the continuous interaction between the the end-users and the
project team, using the best infrastructure available and within the framework of the protocols.
Taking into account the multidisciplinary approach of the project, we need to discuss three major
issues for initiating the EDUBOARD, as follows:
 End-user perspectives on data (existing and potential data sources)
o What is „data” in each discipline of EDUWORKS? i.e., what is the unit of
analysis and where are the variables.
o Types of data (structured or unstructured)
o Specification of the existing data-sources
 Process to gather data
o How to initiate the process?
o What are the legal issues and ethical concerns? What procedures need to be
implemented to ensure strict legal and ethical compliance (in terms of access
right, privacy, need for replication and so forth)
o What are the technological and non-technological risks?
 Data suppliers
 Language issue.
 Underlying technology
 End-user perspective on researcher dashboard
o How do you picture a kind of interface for data-analysis?
o How to deal with the accumulated data? (i.e. Data-analysis in micro, meso and
macro levels.)

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Agenda of the workshop
Time Subject Responsible/ Contributors
13:30-14:00 Introduction to EDUBOARD
 Concept
 Objectives
USIEGEN
14:00-14:30 Current state of Code Book UvA + USIEGEN
14:30-15:00 Break
15:00-17:00 End-user perspectives on EDUBOARD (From code
book to data capture)
 What are the important features?
 What are the examples of data?
USIEGEN
(Roundtable - each partner
has 10-15 minutes )
 UvA – AIAS
 UvA – ABS
 CEU
 US
 TCD
 Corvinno
17:00-18:00 Review and validation of the work-plan
 Project management
 Work-break down
USIEGEN
Fazel Ansari is a researcher and member of the Institute of Knowledge Based
Systems and Knowledge Management (KBS & KM) at the University of
Siegen, Germany. Fazel received the B.Sc. degree in mechanical engineering
from the School of Mechanical Engineering, University of Tehran, and the
M.Sc. degree in mechatronics from the Department of Electrical Engineering
and Computer Science, University of Siegen. His research interest is on
applied knowledge management with a focus on meta-analysis of knowledge
assets and evidence-based reasoning, particularly in maintenance and quality
engineering. Fazel received the graduate scholar award from the 12th
International Conference on Knowledge, Culture and Change Management
(Chicago, USA, 2012), for his article on developing a mathematical meta-
analysis of maintenance's knowledge assets. He holds experience in set-up and management of
European projects such as Med-Assess (www.med-assess.eu) and ComProFITS
(www.comprofits.eu). Fazel is the member of local project management team of Eduworks at the
University of Siegen.

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Sisay Adugna Chala is a PhD candidate in the Institute of KBS &
KM, University of Siegen. He holds M.Sc. in Information Science
and B.Sc. in Information Systems from Addis Ababa University,
Ethiopia. Before joining the EDUWORKS, he worked as a
lecturer, ICT Director and System Administrator in Haramaya
University, Ethiopia. He also worked on research on Statistical
Machine Translation at German Research Center for Artificial
Intelligence (DFKI). His research interests include machine
translation, knowledge management, data mining, information
retrieval, and application of ICT in various areas.
19:00 – Farewell dinner - Pig roasting
Since a lot of us is leaving next day, we will hold the farewell
dinner in Friday evening. On this occasion we go restaurant Tercia
Hubertus, where they are going to roast a pig for us.

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19th
July, Saturday
9:00 – 18:30 Communication skills training
This one day course is specifically designed for those with high levels of information who want to
successfully present their methodology and concepts to non-academic and /or commercial
audiences. Often great ideas can not be communicated because of poor content structure, lack of
confidence and weak vocal delivery. Packed with techniques and practical exercises based on the
very latest developments from Psychology of Communication, Vocal Performance, Linguistic &
Emotional Intelligence and Successful Influence Strategies, this training ensures that the presenter
has all the tools required to deliver their message with credibility, persuasiveness and impact.
Instructions for Participants
1. Please ensure that you wear comfortable clothes. This is an interactive session which will
involve being taught some breathing, relaxation, voice and physical exercises. Please wear flat
shoes.
2. Please think about, and expect to talk about, something that interests you that is not connected
to your work. In other words something that you enjoy doing - e.g. cinema, sport, hobbies, cooking,
travelling, painting, charity volunteer, hiking, …etc This is not going to be a ‘presentation', it is
just something to think about and talk about.
3. Relating to your research / development of product, in your opinion what is the one most
impressive benefit that your research / product will provide. Please be able to express this in less
than 8 words.
Poll Moussoulides is one of Europe’s most sought after communication
coaches. He has trained thousands around the world including Senior
Executives in Global Organisation, several Oscar winning Actors, Legal
Teams, Government Ministers, National Team Sports Coaches, TV
Presenters, Entrepreneurs, Thought Leaders and Innovators to get results
whenever they speak.

Eduworks summer school 2014, detailed programme

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