STRATEGIC DEVELOPMENT PLAN AND ITS QUALITY 2023-2027

Introduction

European Christian Academy (ECA) is Academy of applied sciences, which is developing as a dynamic higher education institution of the common European higher education area. ECA is located in the city of Jūrmala, Latvia. ECA has been issuing bachelor’s and master’s diplomas since 1997, when it received international accreditation.

The objectives of European Christian Academy are:

• Work as a higher education and research institution that implements bachelor and master level educational programs in accordance with the national higher education standard and European Strategy and Guidelines for Higher Education institutions;
• While developing applied study research work, also develops lifelong learning programs that are in agreements with the labor market thus providing education for future needs;
• Complimentary with qualitative applied research, using innovative methodology of anthropology and theology integration, providing interdisciplinary knowledge in arts and social welfare, we want to stay with classical European values and providing knowledge modern European society.

Mentioned goals, acknowledged cooperation with international partner institutions is necessary, which is the core of the ECA internationalization process. Internationalization, through cooperation with social dialogue industries and trade unions promotes the transfer of innovations into practice. We are standing on 4 important points:

• Priority partnerships: these partnerships are of major importance for the entire Academy, and are the responsibility of the Academy management. They are established by the Senate and coordinated by the ECA International Support Council;
• ERASMUS partnerships: they focus on the exchange of students, teachers and non-academic Academy staff. European Christian Academy is a member of the ERASMUS Charter for Higher Education (ECHE);
• Individual partnerships: these include partnerships concluded on the initiatives of individual teachers and departments. Individual partnerships are established by the conclusion of formal cooperation agreements;
• International contacts of teaching staff: these connections mainly come about through contacts of individuals, and arise from academic networks.

The status of the partnerships is flexible. Therefore, individual partnerships can become priority partnerships at a later stage, or vice versa. However, partnership long-term cooperation is in close relation with strategic objectives of ECA.

Priority cooperation organizations that have a special importance in the strategic education and research work of the entire university:

• European Commission’s organization EZA – European Center for Workers’ Questions and Social Dialogue (DE).

It is a platform that unites European universities, cultural, social and research institutions, developing a well-functioning social dialogue, which is a key component for European social development and for the development of social work profession at macro level. EZA includes 68 organizations with which ECA is in interactive educational and applied research cooperation.

This platform is particularly important in the development of the ECA strategy, because the participation in the EZA organization since 2004 gives the university an accurate knowledge of the European political course of social welfare, promotes the connection of integrated social dialogue, equal opportunities and socio-ethical principles – solidarity, subsidiarity, sustainability – with the study process.

As we know, social dialogue is the basis for the development of democracy in the European Union, which promotes the productivity and competitiveness of applied education in the labor market. Issues such as human employment, green environment and digital transformation have become as important as the student-centered approach and the labor market in ECA. Annual conferences attended by ECA teaching staff and employers from all over Europe gives the study process a strategic, value-oriented, sustainable approach.

In its strategy, the Academy stands for human dignity, human rights, social responsibility, personal freedom as fundamental prerequisites for social justice and social cohesion in Europe. The concept of “Europe” in the globalized world means more to the ECA students and teachers more than mere geographical, institutional or financial unity. Above all, ECA concept of Europe reminds us of the common traditions and values ​​of Europe. In our study programs, the concept of “Europe” evokes anthropological depth and history of Judeo-Orthodox Christians, and makes us think about the roots of Europe, protecting them.

Europe, as an intellectual unity, a human-centered space, carries a special mission of peace. The European social policy agenda is integrated into all study programs as a strategic task. Precisely because of this strategic task, in the last week of May of every academic year, the European Commission’s EZA field seminar and conference is held, in which all teaching staff and students of the Academy, as well as employers and trade union representatives participate.

Students at the applied sciences university learn how to enter a safe European labor market, which is a decent salary, living and working conditions, equal opportunities in education and participation.

Thanks to such a strategic centering of European social welfare policy, students learn helping professions as a task to serve people and to understand that the European social doctrine develops the personality’s ability not to isolate itself from others, to act in the name of friendship, brotherhood, family and other forms of life. Subsidiarity as an important principle of responsibility that forces a person to self-organize, enter the labor market and help other people. Students learn subsidiarity as the opposite of the use of force, because subsidiarity cannot exist without democracy.

ECA works inclusively, respecting each of its members. Students learn solidarity as a social principle for compassionate cohesion, spreading good and just ideas.

Thanks to the participation in EZA, ECA as an applied university emphasizes the necessity of the labor market and understands work as a human activity supported by social relations in order to materially transform the environment. This practical approach recognizes that work is not just a paid activity, but includes a variety of opportunities to work, including volunteering, the ability to build good relationships with family and the surrounding community.

• IXE-GROUP (Initiatives of Christians for Europe) (FR)

ECA strategically sees itself as part of the Christian social movement in Europe, and for this reason is a partner in the European Commission, i.e. IXE-Group, which is a network organization from different European countries, uniting lay organizations, including educational organizations. The network aims to advance the social doctrine of the Church in order to achieve the goals of European social policy, using knowledge and understanding of today’s cultural differences and their historical foundations. The organization is linked to the Semaines Sociales de France (SSF) historically and today, and raises issues of social cohesion in society.

ECA in this network organization emphasizes the need for anthropological knowledge in the helping professions as a tool for understanding people and society and serving the common good.

The role of EZA and IXE-Group in the strategic unity of ECA with European social welfare policy, the current agenda of the European Commission is strategically important.

Taking into account the need for integrated knowledge of Judeo-Orthodox Christian anthropology in the helping professions, in addition to socio-political organizations, ECA cooperates with such European associations as:

• Embassy of Israel in Latvia,
• Israel’s prestigious research center – Israel Antiquities Authority (IL),
• Rockefeller Archeological Museum (IL),
• Ben-Gurion University in the Negev (IL),
• Jerusalem University (IL).

These organizations have been and still have a special meaning in the strategic development of the university. University teaching staff have long participated in international archaeological excavation expeditions organized by the Israel Antiquities Authority and the Rockefeller Museum, which bring together archaeologists, anthropologists, theologians, sociologists, and historians from various universities around the world.

It is the cooperation with Israel that has enriched the strategic concept of European Christian Academy with the necessity of Jewish and Patristic anthropological knowledge in the modern helping professions. Historically, anthropological guidelines from Near East textual heritage has brought intellectual brilliance not only to the Jewish culture, but also to the foundations of European values.

The strategic cooperation with the mentioned Israeli organizations advances the concept continuously and brings a lot of innovation to the common European higher education area.

It is because of the dissemination of these anthropological knowledge that the Academy has become a partner of several social work research and iconography organizations in Europe and Israel:

• Babes-Bolyai University, Faculty of Theology and Iconography (RO),
• The Council for Cooperation Between Specialists in Social Work (SDSSP) at the Ministry of Welfare of Republic of Latvia (LV).
• DIAK – Association of Diaconia Applied Universities in Finland,
• EASA (European Association of Social Anthropologists),
• EASSW (European Association of Schools of Social Work),
• ECAC (European Continental Art Centre) (NL),
• ESWRA (European Social Work Research Association),
• EUROMF (European Middle Field organization) (BE),
• Iconography workshops in Georgia,
• IDC (International Diaconate Center) (DE),
• International Social Academy (ISA) (LT),
• KatHO (Catholic University of Applied Sciences of North Rhine-Westphalia) (DE)
• Klaipeda University (LT),
• Moder Serbian Iconography (Žiča Monastery) (Serbia),
• Museum of Byzantine Culture, Thessaloniki (GR),
• Orthodox Academy of Crete (GR),
• Semmelweis University Institute of Mental Health (HU).

ECA FUTURE ORIENTED EDUCATION

The choice for a future-oriented teaching model based on activation and a matching structure of the academic year.

 Six goals

• Components to support and preconditions for active learning,
• A holistic approach to supporting students,
• Social engagement and broad education for all students,
• Curricula of the future,
• An integrated methodology approach to higher education,
• Appreciation of teaching commitments within sustainable study programmes.

Strategically important:

1. Studies for development

At ECA we are inspired by the latest historical values of Europe of anthropological background from Judeo-Orthodox Christian standpoint, applied research connected to European Social Agenda and trade unions. We prepare our students to take social and moral responsibility to train people in interdisciplinary and multidisciplinary ways for activities and knowledge beyond the boundaries of their field. 

Thus we stand for applied and academic knowledge with social evolution of personality. We pay attention to the content of traditional and  knowledge beyond the more traditional disciplines. Developments in iconography in modern post-secular setting go hand in hand with personalized approach to students employment. We connect theology which comes from the field of Humanities with Social Agenda approaches which is from the Social Sciences field. In this way our study programs respond  to the increasingly important multidisciplinarity.

2. Integral advises for our students

Personal development in their studies is an opportunity and also task to form integral approach that takes the students’ learning and everyday life into account. Attention to mental well-being of our students, the caritative cohesion and interaction between students and professors, employees, academic personalities and students are increased. We want to further evolve in a guidance model that suits our education and  stimulates positive learning climate. By shared ownership emphasis we place innovations together with together benefits academic progress. Well-being and resilience go hand in hand with motivated and deep learning. They reinforce each other. 

By integral advising both in living and learning makes our Academic approach students’ centralized in an  interdisciplinary way. In a sense of iconography itself and morning and evening prayers at the Chapel  We are building a support continuum for mental well-being, ranging from a preventative approach to therapeutic offerings of iconography and prayer in the Chapel are forming integral spiritual, intellectual and physical commitment.

Valorization

We plan always to look ahead focusing on the future vision. We regularly speak on State Radio and TV inviting new students, as well presenting our endeavor.

Participation in centralized data systems

All data regarding students can be found in in VIIS system (Valsts Augstākās Izglītības standards, State Standard for Higher Education) together with data from other universities.

All data regarding research is accessible in the NZDIS (Nacionālā Zinātniskās Darbības Informācijas Sistēma, National Information System of the Scientific Activity).

ECA starts Landmark Route

From 2024 the Academy wants to motivate students qualitative work from the very beginning of studies. This is why ECA is introducing the new system from 2023/24 academic year – the Landmark Route.

The goal of the new Landmark Route is to motivate students for students for regular fulfilling learning route. For different reasons especially from Covid-19 time students has academic debts which they want to pass in later years thus “falling out” from regular Route. That’s unfortunate for them and also for arrangement of studies.

Students reach the first Landmark if they pass the first program state at planned time. The second, third and fourth Landmark are the bachelor diploma and master diploma. The main concern is the first Landmark.

Academy teachers and administrative staff by this push forward student’s academic progress and motivate them to be more responsible for their first Landmark and to have bachelor degree in four years. We look at this innovation from the perspective of the weighted average grade which is important for assessment of the learning process of each student.

The courses are connected with each other and students receive the necessary advising and methodological support for healthy studies at all phases sof the study process.

By Landmarking we motivate students to arrange their studies in time. Experience shows that students who continue to retake courses in later years still have trouble passing them. It is also particularly difficult for students who fail to pass all courses of the first program stage within two years to obtain their diploma at the end of the program.

We will be going for quality of he Landmark Route regularly and importove the system.

Methodology for fulfillment of the Plan

In order to implement the strengths of the Strategic Development Plan, ECA uses the strategic foresight method, which responds to three challenges:

1. Speed ​​of changes: increased amount of social, technological, theological, anthropological, sociological and other knowledge, which acts as a promoter of innovation and adaptation processes, as well as shortens organizational, bureaucratic and administrative planning cycles,
2. Reduction of informative blindness: by analyzing data and filtering information to move forward according to our planned goals and execute existing plans,
3. Reducing inertia: in the Strategic Plan, the Academy focuses on current needs, effective actions, flexible knowledge that is used in harmony with the European social employment agenda.

As part of our strategic foresight, we are building networks to collaborate with other universities and researchers to improve the quality of academic outreach.

The Strategic Plan is flexible, corrections are made regularly in it, priorities are updated, and by joining forces for the main priorities of the given study year, e.g., Covid-19, we successfully continued social work education, adapting it to online learning opportunities.

The strategic foresight method assumes the ability to flexibly adapt to new information without discarding previously learned values. What is happening in society affects the university, so we bring changes to the Plan in order to work in harmony with what is important to society. Foresight and future competence are part of ECA’s decision-making process.

The strategic foresight method is based on the quality culture of the Academy. The quality culture focuses on:

• positive participation or shared ownership,
• the ability of every Academy teaching staff to act creatively, not formally, to be efficient and accessible,
• involve students;
• coordinate all interested stakeholders – teaching staff, students, graduates, employers – in the formation of education policy;
• and base quality culture management on 3 pillars:
  • sustainable, interdisciplinary research
  • internationalization, cooperating with social dialogue industries, promoting the involvement in labor market and transfer of innovations,
  • digital transformations related to the student-centered study process.

We are united by:

Shared ownership is an important requirement for monitoring and ensuring the quality of education; it means that ownership is realized by all parties involved at different levels, starting with individual teaching staff in the program components, up to the supervision realized by the International Support Council, the Senate and the Board. These levels support each other. Since 1993, our quality culture has been shaped by program review and evaluation meetings and other initiatives and formations, including the Student Council and employers.

Be creative, not formal, be efficient and accessible. The main strength of the quality culture is the many informal communication opportunities and shortcuts in the university, bypassing the administrative bureaucracy, as well as ensuring direct communication between all levels of the organization. This allows us to react quickly and always find innovative and most suitable solutions.

Active student involvement and suggestions. ECA students participate at all levels of the university – in the creation of an educational strategy, evaluation of the quality of programs, dialogue with teaching staff and the study department, sociological surveys.

Coordination with external stakeholders. ECA also attracts graduates, employers, partners, inter-university teaching staff, various academic networks for the evaluation and monitoring of the quality of study programs. External partners act as our antennae and shield – that’s why they play an important role: in the Senate’s activities, they share their vision in quality assurance, international coordination and many other important areas of activity for the Academy.

STRATEGIC DEVELOPMENT PLAN AND ITS QUALITY 2023-2027

Introduction

European Christian Academy (ECA) is Academy of applied sciences, which is developing as a dynamic higher education institution of the common European higher education area. ECA is located in the city of Jūrmala, Latvia. ECA has been issuing bachelor’s and master’s diplomas since 1997, when it received international accreditation.

The objectives of European Christian Academy are:

• Work as a higher education and research institution that implements bachelor and master level educational programs in accordance with the national higher education standard and European Strategy and Guidelines for Higher Education institutions;
• While developing applied study research work, also develops lifelong learning programs that are in agreements with the labor market thus providing education for future needs;
• Complimentary with qualitative applied research, using innovative methodology of anthropology and theology integration, providing interdisciplinary knowledge in arts and social welfare, we want to stay with classical European values and providing knowlewdge modern European society.

Mentioned goals, acknowldged cooperation with international partner institutions is necessary, which is the core of the ECA internationalization process. Internationalization, through cooperation with social dialogue industries and trade unions promotes the transfer of innovations into practice. We are standing on 4 important points:

• Priority partnerships: these partnerships are of major importance for the entire Academy, and are the responsibility of the Academy management. They are established by the Senate and coordinated by the ECA International Support Council;
• ERASMUS partnerships: they focus on the exchange of students, teachers and non-academic Academy staff. European Christian Academy is a member of the ERASMUS Charter for Higher Education (ECHE);
• Individual partnerships: these include partnerships concluded on the initiatives of individual teachers and departments. Individual partnerships are established by the conclusion of formal cooperation agreements;
• International contacts of teaching staff: these connections mainly come about through contacts of individuals, and arise from academic networks.

The status of the partnerships is flexible. Therefore, individual partnerships can become priority partnerships at a later stage, or vice versa. However, partnership long-term cooperation is in close relation with strategic objectives of ECA.

Priority cooperation organizations that have a special importance in the strategic education and research work of the entire university:

• European Commission’s organization EZA – European Center for Workers’ Questions and Social Dialogue (DE).

It is a platform that unites European universities, cultural, social and research institutions, developing a well-functioning social dialogue, which is a key component for European social development and for the development of social work profession at macro level. EZA includes 68 organizations with which ECA is in interactive educational and applied research cooperation.

This platform is particularly important in the development of the ECA strategy, because the participation in the EZA organization since 2004 gives the university an accurate knowledge of the European political course of social welfare, promotes the connection of integrated social dialogue, equal opportunities and socio-ethical principles – solidarity, subsidiarity, sustainability – with the study process.

As we know, social dialogue is the basis for the development of democracy in the European Union, which promotes the productivity and competitiveness of applied education in the labor market. Issues such as human employment, green environment and digital transformation have become as important as the student-centered approach and the labor market in ECA. Annual conferences attended by ECA teaching staff and employers from all over Europe gives the study process a strategic, value-oriented, sustainable approach.

In its strategy, the Academy stands for human dignity, human rights, social responsibility, personal freedom as fundamental prerequisites for social justice and social cohesion in Europe. The concept of “Europe” in the globalized world means more to the ECA students and teachers more than mere geographical, institutional or financial unity. Above all, ECA concept of Europe reminds us of the common traditions and values ​​of Europe. In our study programs, the concept of “Europe” evokes anthropological depth and history of Judeo-Orthodox Christians, and makes us think about the roots of Europe, protecting them.

Europe, as an intellectual unity, a human-centered space, carries a special mission of peace. The European social policy agenda is integrated into all study programs as a strategic task. Precisely because of this strategic task, in the last week of May of every academic year, the European Commission’s EZA field seminar and conference is held, in which all teaching staff and students of the Academy, as well as employers and trade union representatives participate.

Students at the applied sciences university learn how to enter a safe European labor market, which is a decent salary, living and working conditions, equal opportunities in education and participation.

Thanks to such a strategic centering of European social welfare policy, students learn helping professions as a task to serve people and to understand that the European social doctrine develops the personality’s ability not to isolate itself from others, to act in the name of friendship, brotherhood, family and other forms of life. Subsidiarity as an important principle of responsibility that forces a person to self-organize, enter the labor market and help other people. Students learn subsidiarity as the opposite of the use of force, because subsidiarity cannot exist without democracy.

ECA works inclusively, respecting each of its members. Students learn solidarity as a social principle for compassionate cohesion, spreading good and just ideas.

Thanks to the participation in EZA, ECA as an applied university emphasizes the necessity of the labor market and understands work as a human activity supported by social relations in order to materially transform the environment. This practical approach recognizes that work is not just a paid activity, but includes a variety of opportunities to work, including volunteering, the ability to build good relationships with family and the surrounding community.

• IXE-GROUP (Initiatives of Christians for Europe) (FR)

ECA strategically sees itself as part of the Christian social movement in Europe, and for this reason is a partner in the European Commission, i.e. IXE-Group, which is a network organization from different European countries, uniting lay organizations, including educational organizations. The network aims to advance the social doctrine of the Church in order to achieve the goals of European social policy, using knowledge and understanding of today’s cultural differences and their historical foundations. The organization is linked to the Semaines Sociales de France (SSF) historically and today, and raises issues of social cohesion in society.

ECA in this network organization emphasizes the need for anthropological knowledge in the helping professions as a tool for understanding people and society and serving the common good.

The role of EZA and IXE-Group in the strategic unity of ECA with European social welfare policy, the current agenda of the European Commission is strategically important.

Taking into account the need for integrated knowledge of Judeo-Orthodox Christian anthropology in the helping professions, in addition to socio-political organizations, ECA cooperates with such European associations as:

• Embassy of Israel in Latvia,
• Israel’s prestigious research center – Israel Antiquities Authority (IL),
• Rockefeller Archeological Museum (IL),
• Ben-Gurion University in the Negev (IL),
• Jerusalem University (IL).

These organizations have been and still have a special meaning in the strategic development of the university. University teaching staff have long participated in international archaeological excavation expeditions organized by the Israel Antiquities Authority and the Rockefeller Museum, which bring together archaeologists, anthropologists, theologians, sociologists, and historians from various universities around the world.

It is the cooperation with Israel that has enriched the strategic concept of European Christian Academy with the necessity of Jewish and Patristic anthropological knowledge in the modern helping professions. Historically, anthropological guidelines from Near East textual heritage has brought intellectual brilliance not only to the Jewish culture, but also to the foundations of European values.

The strategic cooperation with the mentioned Israeli organizations advances the concept continuously and brings a lot of innovation to the common European higher education area.

It is because of the dissemination of these anthropological knowledge that the Academy has become a partner of several social work research and iconography organizations in Europe and Israel:

• Babes-Bolyai University, Faculty of Theology and Iconography (RO),
• The Council for Cooperation Between Specialists in Social Work (SDSSP) at the Ministry of Welfare of Republic of Latvia (LV).
• DIAK – Association of Diaconia Applied Universities in Finland,
• EASA (European Association of Social Anthropologists),
• EASSW (European Association of Schools of Social Work),
• ECAC (European Continental Art Centre) (NL),
• ESWRA (European Social Work Research Association),
• EUROMF (European Middle Field organization) (BE),
• Iconography workshops in Georgia,
• IDC (International Diaconate Center) (DE),
• International Social Academy (ISA) (LT),
• KatHO (Catholic University of Applied Sciences of North Rhine-Westphalia) (DE)
• Klaipeda University (LT),
• Moder Serbian Iconogaphy (Žiča Monastery) (Serbia),
• Museum of Byantine Culture, Thessaloniki (GR),
• Orthodox Academy of Crete (GR),
• Semmelweis University Institute of Mental Health (HU).

 

ECA FUTURE ORIENTED EDUCATION

The choice for a future-oriented teaching model based on activation and a matching structure of the academic year.

 Six goals

• Components to support and preconditions for active learning,
• A holistic approach to supporting students,
• Social engagement and broad education for all students,
• Curricula of the future,
• An integrated methodology approach to higher education,
• Appreciation of teaching commitments within sustainable study programmes.

 

Strategically important:

1. Studies for development

At ECA we are inspired by the latest historical values of Europe of anthropological background from Judeo-Orthodox Christian standpoint, applied research connected to European Social Agenda and trade unions. We prepare our students to take social and moral responsibility to train people in interdisciplinary and multidisciplinary ways for acitivities and knowledge beyond the boundaries of their field. 

Thus we stand for applied and academic knowledge with social evolution of personality. We pay attention to the content of traditional and  knowledge beyond the more traditional disciplines. Developments in iconography in modern post-secular setting go hand in hand with personalised approach to students employment. We connect theology which comes from the field of Humanitaries with Social Agenda approaches which is from the Social Sciences field. In this way our study programs respond  to the increasingly important multidisciplinarity.

2. Integral advises for our students

Personal development in their studies is an opportunity and also task to form integral approach that takes the students’ learning and everyday life into account. Attention to mental well-being of our students, the caritative cohesion and interaction between students and professors, employees, academ,ic personalities and students are increased. We want to further evolve in a guidance model that suits our education and  stimulates positive learning climate. By shared ownership emphasis we place innovations together with together benefits academic progress. Well-being and resilience go hand in hand with motivated and deep learning. They reinforce each other. 

By integral adivising both in living and learning makes our Academic approach students’ centralized in an  interdisciplinary way. In a sense of iconography itself and morning and evening prayers at the Chapel  We are building a support continuum for mental well-being, ranging from a preventative approach to therapeutic offerings of iconography and prayer in the Chapel are forming integral spiritual, intellectual and physical commitment.

Valorization

We plan always to look ahead focusing on the future vision. We regularly speak on State Radio and TV inviting new students, as well presenting our endeavour.

Participation in centralized data systems

All data regarding students can be found in in VIIS system (Valsts Augstākās Izglītības standards, State Standard for Higher Education) together with data from other universities.

All data regarding research is accessible in the NZDIS (Nacionālā Zinātniskās Darbības Informācijas Sistēma, National Information System of the Scientific Activity).

 

ECA starts Landmark Route

From 2024 the Academy wants to motivate students qualitative work from the very begiining of studies. This is why ECA is introducing the new system from 2023/24 academic year – the Landmark Route.

The goal of the new Landmark Route is to motivate students for students for regular furfilling learning route. For different reasons especially from Covid-19 time students has academic debts which they want to pass in later years thus “falling out” from regular Route. That’s unfortunate for them and also for errangement of studies.

Students reach the first Landmark if they pass the first program state at planned time. The second, third and fourth Landmark are the bachelor diploma and master diploma. The main concern is the first Landmark.

Academy teachers and administrative staff by this push forward student’s academic progress and motivate them to be more responible for their first Landmark and to have bachelor degree in four years. We look at this innovation from the perspective of the weigthed average grade which is important for assessment of the learning process of each student.

The courses are connected with each other and students receive the necessary advicing and methodological support for healthy studies at all phases sof the study process.

By Landmarking we motivate students to arrange their studies in time. Experience shows that students who continue to retake courses in later years still have trouble passing them. It is also particularly difficult for students who fail to pass all courses of the first program stage within two years to obtain their diploma at the end of the program.

We will be going for quality of he Landmark Route regularly and importove the system.

 

Methodology for fulfillment of the Plan

In order to implement the strengths of the Strategic Development Plan, ECA uses the strategic foresight method, which responds to three challenges:

1. Speed ​​of changes: increased amount of social, technological, theological, anthropological, sociological and other knowledge, which acts as a promoter of innovation and adaptation processes, as well as shortens organizational, bureaucratic and administrative planning cycles,
2. Reduction of informative blindness: by analyzing data and filtering information to move forward according to our planned goals and execute existing plans,
3. Reducing inertia: in the Strategic Plan, the Academy focuses on current needs, effective actions, flexible knowledge that is used in harmony with the European social employment agenda.

As part of our strategic foresight, we are building networks to collaborate with other universities and researchers to improve the quality of academic outreach.

The Strategic Plan is flexible, corrections are made regularly in it, priorities are updated, and by joining forces for the main priorities of the given study year, e.g., Covid-19, we successfully continued social work education, adapting it to online learning opportunities.

The strategic foresight method assumes the ability to flexibly adapt to new information without discarding previously learned values. What is happening in society affects the university, so we bring changes to the Plan in order to work in harmony with what is important to society. Foresight and future competence are part of ECA’s decision-making process.

The strategic foresight method is based on the quality culture of the Academy. The quality culture focuses on:

• positive participation or shared ownership,
• the ability of every Academy teaching staff to act creatively, not formally, to be efficient and accessible,
• involve students;
• coordinate all interested stakeholders – teaching staff, students, graduates, employers – in the formation of education policy;
• and base quality culture management on 3 pillars:
  • sustainable, interdisciplinary research
  • internationalization, cooperating with social dialogue industries, promoting the involvement in labor market and transfer of innovations,
  • digital transformations related to the student-centered study process.

We are united by:

Shared ownership is an important requirement for monitoring and ensuring the quality of education; it means that ownership is realized by all parties involved at different levels, starting with individual teaching staff in the program components, up to the supervision realized by the International Support Council, the Senate and the Board. These levels support each other. Since 1993, our quality culture has been shaped by program review and evaluation meetings and other initiatives and formations, including the Student Council and employers.

Be creative, not formal, be efficient and accessible. The main strength of the quality culture is the many informal communication opportunities and shortcuts in the university, bypassing the administrative bureaucracy, as well as ensuring direct communication between all levels of the organization. This allows us to react quickly and always find innovative and most suitable solutions.

Active student involvement and suggestions. ECA students participate at all levels of the university – in the creation of an educational strategy, evaluation of the quality of programs, dialogue with teaching staff and the study department, sociological surveys.

Coordination with external stakeholders. ECA also attracts graduates, employers, partners, inter-university teaching staff, various academic networks for the evaluation and monitoring of the quality of study programs. External partners act as our antennae and shield – that’s why they play an important role: in the Senate’s activities, they share their vision in quality assurance, international coordination and many other important areas of activity for the university.