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This paper explores the profound philosophical and conceptual foundations that underpin comparative international education research, particularly concerning the evolving roles of universities and colleges that transcend mere skills training or human capital development in contemporary times. Universities and colleges have predominantly focused on measuring their success through criteria such as research excellence and their ability to adapt to the ever-evolving demands of the job market. It is imperative to recognize that the diversity of postsecondary institutions is not only providers of human capital with curriculum shaped by labor market needs; rather, they should be recognized as institutions dedicated to human development, community anchors, the promotion of the public good, democratic education, the cultivation of civil society, and global citizenship. Relying on an extensive review of selected literature pertaining to the mission, goals, aims, and roles of the postsecondary sector in three regions (East Asia, Germanic Europe, and North America), this paper considers the question, “How do different approaches and traditions in different social contexts contribute to our understanding of the civic roles of postsecondary education institutions in shaping future global citizens, transcending the confines of national boundaries?” Throughout the paper, the unique contexts and traditions of these regions are meticulously examined alongside thematic discussions, culminating in comprehensive analyses on what factors are considered as the civic roles of institutions and what challenges are there for them to realize their goals.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Given their capacity to generate knowledge, universities can be the primary external source of knowledge and innovation for companies. Despite studies on the potential drivers of open innovation, the actors involved in these projects beyond academics and the most effective practices that universities follow for successful university–industry collaborations remain unclear. This study aims to identify the enablers and best practices universities follow to contribute to successful university–industry open innovation results, providing a conceptual framework for the management of such initiatives.

Articles from peer-reviewed academic journals identified in the Scopus and Web of Science databases were researched in this scoping review. The review used descriptive and thematic analyses and focused on 93 articles published between 2013 and 2023 that analysed universities’ enablers and practices for knowledge transfer to the industry.

Organisational factors, stakeholder attitudes, infrastructure, and external factors facilitate knowledge transfer from universities to companies. The most effective practices for promoting innovation are related to project management, policies and incentives and are relational and educational. Performance results can be evaluated through quantitative and qualitative indicators, measured at the different phases of the innovation process, considering the impacts achieved.

Previous reviews have focused on barriers, researchers’ motivations or specific enablers. The enablers and practices identified were analysed with a systemic vision, considering the university as a unit of analysis. This study suggests a comprehensive conceptual framework for the successful management of university–industry open innovation.