DITEM – Digital Transformation of European Micro enterprises
Granted funding from Erasmus+. Project duration: 36 months (1 Sept 2016 – 31 Aug 2019)
Partners: Manchester Metropolitan University UK, Eurocrea Merchant Italy, Exponential Training and Assessment Ltd UK, BIC Innobridge Bulgaria, IT Forum Denmark, Turku University of Applied Sciences Finland, Crystal Clearsoft Greece
MOMU – Moving towards Multiprofessional Work
Granted funding from Erasmus+ Strategic Partnerships. Project duration: 36 months
The main objective of Moving towards Multiprofessional Work, MOMU, is to define and develop new multiprofessional working skills and environments for professionals in art and social work. These skills will respond to the needs of the European labour market in a rapidly changing society.
In order to be competent, educate professionals and answer the needs of working-life, the lecturers need to modify their traditional way of thinking about, for example, education aimed at one specific profession, while also acknowledging their role in building students’ multiprofessional competences.
The main activities of MOMU are
- Defining preconditions and existing promising practices for multiprofessional teamwork between professionals of art and social work;
- Planning and executing the MOMU Training Package of Multiprofessional Teaching and Learning in partner countries for HEI lecturers of art and social work;
- Documenting and evaluating both the training package for HEI lecturers, as well as the multiprofessional courses organised by the participating lecturers in their home institutions;
- Compiling and modifying the gained knowledge and materials from the organised training and multiprofessional courses into a comprehensive Handbook of Teaching and Learning of Multiprofessional Work; and 5) Disseminating the results and outcomes of the project through national dissemination seminars and articles written by the responsible organisers of the project activities.
Social work and art students in Britain, Estonia, Finland and Spain participate in the multiprofessionally organised training courses organised by the lecturers joining in the MOMU training. The work with the students forms the practical part of the training of the lecturers and will be both documented and evaluated. The students will work in multiprofessional teams to cooperate with the working-life implementing workshops or activities to groups of young people.
The project is coordinated by Turku University of Applied Sciences.
University of Tartu Viljandi Culture Academy (UT VCA)
University of Castilla La Mancha (UCLM)
Manchester Metropolitan University (MMU)
Contact: Ms Suvi Kivelä, Project Manager, firstname.lastname@example.org
Armenia, Georgia, Belarus and Kazakhstan are currently facing economical difficulties as consequences of economic policy, recent international financial crisis, collapse of world oil/gas prices and economcal slow down in China and other emerging countries. The situation causes an urgent need to implement structural economic reform to transform traditional economy to diversified, knowledge-based and innovation-driven economy. However, present higher education in these countries does not have a strong link to innovation and entrepreneurship. It has failed to become the drivning force to create new innovative enterprises which lead to new jobs and economic growth.
This project aims to enhance innovation competences and entrepreneurial skills in engineering education through university-business cooperation in order to support creation of new enterprises, new jobs and economic growth in the partner countries.
The specific objectives of the project are to:
– foster an innovation culture among partner university staff and students
– establish 8 innovation centers at partner countries
– provide training to 104 partner country staff on innovation and entrepreneurship
– introduce innovation pedagogy in teaching and learning
– define transversal innovation competences and develop tools to assess such competences
– introduce new courses on innovation and entrepreneurship to engineering students
– promote university-business cooperation
– provide business incubator and start-up accelerator services to staff and students to develop successful businesses
– organize an innovation competition to promote entrepreneurship
– disseminate project results to other universities in the partner countries
– help partner countriey to develop a national innovation strategy
The project is coordinated by Royal Institute of Technology (KTH) in Sweden, with 2 more EU universities, 8 partner country universities, 4 education ministries as well as 1 NGO and 3 small private enterprises.
Aims and objectives:
This project has the following concrete objectives:
(1) establish Centre for Innovation and Entrepreneurship at 8 partner country universities
(2) train 104 partner university staff on innovation and entrepreneurship through 1 study visit in Europe and 4 workshops
(3) introduce 2 master courses “Innovation systems and processes”, “entrepreneurship for engineers”
(4) introduce innovation pedagogy in learning and in curricular design
(5) define and assess innovation competences of engineering students
(6) start business mentoring services to students and staff to help them start innovation-based new enterprises
(7) organize an innovation competition
(8) disseminate the project results to all other universities in partner countries
(9) develop a business plan for innovation centres including recommendation for a national innovation strategy
Objective (1) will be basis of this project. All activities will be coordinated from the innovation centers.
Objective (2) and (3) will provide university staff and students necessary knowledge on innovation and entrepreneurship in order to foster an innovation culture in partner countries.
Objective (4) and (5) will help engineering students to become more creative and more innovative, by introducing active learning and other innovation pedagogy, and by helping students to identify and acquire generic, transversal, intellectural skills which are needed in order to be innovative.
Objective (6) and (7) will directly support staff and students to become entrepreneur, by helping them to turn ideas into business and by encouraging them to participate in innovation competition for best business idea.
Objective (8) aims to introduce innovation and entrepreneurship also to other universities in partner countries which are not partners in this project.
Objective (9) will make sure that work at the innovation centres started by this project will sustain after the project end. It will also disseminate the project results to a higher level, namely supporting each partner country to develop a natinal innovation strategy for long term economic growth.
Expected impact of the project:
At local level, university administrations, teachers and students in partner countries will directly benefit from the results and products from the project:
1) partner university students and staff will get help from innovation centres when they try to commercialise their knowledge and inventions.
2) students will benefit from the 2 master courses on innvation and entrepreneurship which give them useful skills to turn good ideas into succesful busines sideas and startups.
3) students have better opportunity to be more creative and innovative from the introduced innovation pedagy and innovation competence assessment tool.
4) university as a whole will benefit from the strengthened link and cooperation with industry partners established through the project. in the future they may be able to further develop such cooperation into successful partnerships, or technology parks or technology-based joint ventures
At national level, the innovation centres and the outcomes of the project may have the impact that innovation and entrepreneurship is raised to one of the national strategies for social economic development. Government may improve policies and legislature to facilitate an efficient national innovation system. More research and development funding can be made available, especially funding to support business startups and spin-offs from universitiies and research institutes.
At regional level, cooperation and integration in former Soviet republics can be strengthened through this Erasmus project to address common problems and challenges in social and economic spheres. university and industry interactions can cross the borders of these 4 partner countries.
At European level, experiences from this project may benefit also European partners as innovation and entrepreneurship is equally important for Europe’s industrial competitiveness and European citizens’ welfare. Innovation pedagogy and innovation competence assessment tools and practices experimented in this project can also be used in higher education institutions in Europe.
Partners and their expertises
This project has 3 EU partners. Each of them has specific competences. KTH has got long time management experiences as coordinator in 7 previous Tempus/Erasmus+ projects. KTH is conducting research on innovation and entrepreneurship. It is running a master program on “Economics of Innovation and Growth”. KTH Innovation Office actively supports researchers and students to develop start-ups and spin-offs. This makes KTH a good candidate as coordinator.
TUAS is one of a fewer European institutions specializing on innovation pedagogy. Currently, TUAS is coordinating a Erasmus+ Knowledge Alliance project on innovation. In this project, TUAS will lead WP 3 and 4 on innovation pedagogy and on innovation competence assessment.
The IDEAS Institute of UPV is famous for its work on promoting entrepreneurship within UPV and for providing mentoring and guide to staff and students, to start-ups and spin-offs. In 2009, the institute received the Entrepreneurship Promotion Award from European Commission. In this projetc, IDEAS will lead WP 5 on entrepreneurship and coordinate activities to 1) train entrepreneurship trainers, 2) develop business services, 3) organize innovation competition.
The project includes 8 technical universities in Armenia, Georgia, Belarus, Kazakhstan. They all conduct education/research in IT, telecom, biotechnology, etc, where start-ups, spin-offs and technology transfer are more common. Some partners (NPUA, NUACA, GTU, BSU_BY) participated in Tempus before, which will facilitate future project implementation. Other partners (BrSTU, TarSU, AUPET) are less active in Tempus. This project will give them opportunity to receive European support.
The above choice also considers that they all had close link with industry partners. This is important, because the project will directly support new start-ups and spin-offs and improve employability of students through university-industry cooperation.
Education ministries of 4 countries and 1 NGO are project partners. They will support the project to identify problems/needs in each country, ensure project’s consistency with national innovation strategies and most of all, disseminate results to other universities.
Finally, 3 small private enterprises are included. Nowadays, innovation, growth and job creations often occur in small and medium enterprises (SME). These partners will help to analyse problems and needs of SMEs and identify most suitable forms of university-business cooperation.
SAUNAC – Sustainability Alliance of Urban Networks in Asian Cities
Granted funding from Erasmus+. Project duration: 36 months
In the SAUNAC (Sustainability Alliance of Urban Networks in Asian Cities) project, European and Vietnamese higher education institutions build a teaching module in sustainable development for Vietnamese higher education institutions and develop teaching methods in cooperation. The study module especially addresses the environmental and social problems caused by urbanization.
The aim of the project is to modernize the teaching methods of Vietnamese higher education institutions and to promote the networking and cooperation of higher education institutions. Developing the teaching contents and methods aims at improving the abilities of graduating higher education students to compete in the changing labour market. This is also promote by working together with enterprises.
The multidisciplinary sustainable development study module SMART SUSTAINABLE VIETNAMESE CITIES utilizes new teaching methods, such as blended learning. Indicators will be developed to verify the sustainable development competence in urban areas.
Coordinated by Turku University of Applied Sciences. The project partners are:
1. HUCE – Hanoi University of Civil
2. DUT – Danang University of Sciences and Technology
3. HU – Haiphong University
4. HUS – Hue University of Sciences
5. HCMUNRE – Ho Chi Minh City University of Natural Resources and Environment
6. VNU-HUS – Vietnam National University Hanoi
7. HU – Utrecht
8. UPV – Valencia
9. MMU – Manchester
10. HAW – Hamburg
Contact: Ms Henna Knuutila, Senior Lecturer, Project Manager at TUAS, email@example.com
Innovative Social Investment: Strengthening communities in Europe (InnoSI)
Granted funding from the Horizon 2020 EURO-3-2014 Call. Project duration: 30 months
The case for Social Investment
European welfare states were designed to offer support against Twentieth Century social and economic risks. But European societies are changing in a number of interlinked areas including demography, globalisation, ecological sustainability, family structure, employment, poverty and social inclusion. The implications of these changes are profound. The effects of the 2008 financial of the crisis are not just economic. Uncertainty, austerity and the associated high levels of unemployment and reduction of wages have destabilised labour markets. European citizens demonstrate an increasing lack of trust, not only in relation to financial institutions, companies and the free market overall, but also in relation to democratic institutions and politics at European, national or local levels (Vandenbroucke et al. 2011, Hemerijck 2012). The economic crisis of 2008 and its aftermath have emphasized that EU Member States will have to adopt distinctive social welfare reforms to improve their resilience and prepare for future economic and social risks. In 2013 the European Commission adopted its ‘Social Investment Package’. It stresses that welfare systems fulfil three functions: social investment, social protection and economic stabilisation.
Social investment involves strengthening people’s current and future capacities…. In particular, social investment helps to “prepare” people to confront life’s risks, rather than simply “repairing” the consequences. (Bouget et al. 2015: 4)
In contrast to a straightforward redistributive approach to social policy, social investment considers welfare as entailing investments to improve prospects for future economic and social participation (Van Kersbergen and Hemerijck, 2012).
To date, implementation of social investment approaches has been uneven across Member States and much remains to be learned, especially with regard to the regional and local realities of social investment. Many models of social investment are possible depending upon how policy, social and managerial roles are distributed between the public, private and third sectors and the specific legal and financial frameworks that are used. However, new innovative policies also bring risks including, welfare chauvinism, nationalism and that social groups which do not contribute to economic growth as measured by GDP may be ignored.
INNOSI asks how we can design robust social investment strategies which can deal with emerging socio-economic challenges and the aftershocks of the 2008 economic crisis. Our overall approach is based on our distinct understanding of social investment which recognises:
• the importance of regional context in social investment policy;
• the role for social innovation in social investment;
• the need to recognise and measure social as well as economic value when evaluating policies; and
• how beneficiaries experiences of social investment policies play help shape civic identities in Europe.
The research will identify innovative approaches to social investment at national and regional levels across the 28 Member States with in-depth case study evaluations taking place in 10 Member States. Within the programme of research special attention is paid to the legal and regulatory frameworks required for innovation in social welfare policy and different approaches to funding social welfare policy including the potential role for third sector and private sector organisations. However, this is a not a traditional research project. Key to the project are community involvement and policy impact. We believe that to develop approaches that will support effective social reform for vulnerable groups it is essential to involve them in the research and the process of policy development and implementation. User involvement thus runs through the heart of our project, ensured through recruiting a minimum of 100 ‘community reporters’ and training them in core social media skills such as photography, podcasting and film making using ‘technology in the pocket’ devices. Approximately a third of the resource on this project is devoted to impact generation. Results from the research are assimilated in a foresight analysis where we consider options for social investment in the future. Our ‘impact partners’ (typically NGOs or representative bodies) will act as ‘knowledge brokers’ taking research findings from the case studies and foresight exercise, translating them into policy-relevant material with which to engage policy-makers. Their aim is to generate impact from the research during the lifetime of the project and lay foundations for ongoing impact from the body of work generated during the project.
About the team
The consortium is led by the Policy Evaluation and Research Unit (www.mmuperu.co.uk) based at Manchester Metropolitan University. They are joined by nine other universities from across Europe:
• HU University of Applied Sciences Utrecht (CARPE)
• Turku University of Applied Sciences (CARPE)
• Universitat Politècnica de València (CARPE)
• University of Debrecen (CARPE)
• Karslstads University
• Uniwersytet Wroclawski
• Westfälische Wilhelmsuniversität Münster
• University of Bologna
• Panteion University of Social and Political Sciences
A group of impact partners is led by the Euclid Network (www.euclidnetwork.eu).
For more information visit our website at http://innosi.eu
Contact person: Professor Christopher Fox, Professor of Evaluation Director of the Policy Evaluation and Research Unit, Manchester Metropolitan University E-mail: firstname.lastname@example.org
Project proposal submitted under Erasmus+ Key Action 2 – Strategic Partnerships Call 2015. Not awarded. Re-application 2016 in consideration.
Digitalisation has brought about many significant changes in the European media industry. Media products, distribution and channels have and are rapidly turning digital, which demands a new innovative and international approach in the field of media European wide. Digitalisation also provides new jobs for the media field. However, these job markets are open only for those with the right competences and skills. The key contributors to success and employment in the European media industry are customer oriented working methods, international networking, entrepreneurship and ability to master various digital tools.
Log in develops open cross-organisational learning and teaching possibilities while taking into account the various new digital tools used in the media industry. The project derives from the experiences and needs recognised by the participating HEIs and the industry. HEI education must implement new learning technologies, e-pedagogy and innovative frameworks for online cooperation to provide the students with the skills needed in the labour market.
The objectives of Log In are: 1. To strengthen media education to tackle the challenges and needs in the field of media industry: digital working methods, international cooperation and entrepreneurship skills. 2. To enhance cross-organisational and transnational flexibility in higher education: crossing borders among institutions, individuals and working life. 3. To discover and develop innovative ways for higher education to benefit from digital technologies. These approaches relate especially to the development of e-pedagogical skills, digital peer learning and the knowledge of existing online platforms and tools.
The significant outputs of Log In are:
1. Model for Cross-cultural Cloud Learning
2. Manual for Cloud Project Agency
3. Cloud Skills for Lecturers Workshop
Students (aim 1450) studying in the Log In Cloud will learn to utilise digital working tools in an innovative way, benefit from peer learning and gain transnational working skills. The lecturers (aim 30) will develop their skills in online education and digital media in order to answer to the rapid changes of digitalisation in both online education and the media industry. The associate partners (aim 15) from working life will mentor the international student teams by offering assignments and feedback. In return, the associate partners benefit from the innovative ways of cooperation with creative future professionals.
The long term goal of Log In is to facilitate cross-organisational cooperation regardless of the variety of used educational platforms in different HEIs. Log In will support partner organisations as well as other HEIs and their working life connections to cross the technical and cultural boundaries in order to implement new joint courses, study modules and projects in e-learning environments.
Project partners are: Turku University of Applied Sciences, Finland (co-ordinator); HU University of Applied Sciences Utrecht, The Netherlands; Universitat Politècnica de València, Spain; Tallinn University, Estonia; and Artesis Plantijn UAS Antwerp, Belgium.
Milla Järvipetäjä, Project Manager TUAS Arts Academy
Project proposal submitted under Erasmus+ Key Action 2 – Strategic Partnerships Call 2015
Summary will follow.
Project proposal submitted under Erasmus+ Key Action 2 – Strategic Partnerships Call 2015
The OBJECTIVE of the project is to develop and implement collaboration and innovative practises between Higher Education Institutes (HEI) and European Small and Medium Sized Enterprises (SME), in order to stimulate entrepreneurial behaviour and internationalisation of students, HEI staff and SMEs. This leads to increasing employability of HEI students and HEI university staff.
– Enterprise, industry and SMEs (incl. entrepreneurship)
The INTENSE project corresponds to the targets set in the “Agenda for the modernisation of Europe’s higher education systems”, by improving the quality and relevance of higher education, by promoting mobility and cross-border cooperation and by linking higher education, research and business.
SMEs, due to their limited resources, need support when starting to internationalise. According to the Entrepreneurship 2020 Action Plan one main pillar is entrepreneurial education and training. One of the flagship initiatives of boosting the smart growth of Europe is based on strengthening every link in the innovation chain. This project combines these needs of internationalising SMEs with the needs HEI students to gain international, entrepreneurial, and innovation competences.
For creating new innovations, as underlined in EU’s Innovation Union Initiative, individuals are needed that are capable to participate in diverse everyday innovation processes. Universities do not have proper tools to measure the development of the students’ innovation competencies during their studies and assess, which teaching and learning methods are effective. Also companies are lacking tools and knowledge to assess these competencies in recruitment processes and internal development activities – which causes great economic losses for employers. This project addresses this issue by developing an innovation competence measurement instrument.
– New innovative curricula/ educational methods/ development of training courses
The project furthermore corresponds to the goals set in the EU communication “Opening up Education”, as INTENSE stimulates innovative learning practices, combines face-to-face and online (blended learning) learning and improves technical skills and problem-solving abilities of students in real-life situations.
Not only at the European level, also at the national level innovative practises and entrepreneurship is an important priority. To give an example: Finland´s Ministry of Education published a report in 2009 about how to train entrepreneurship in higher education (Korkeakoulupohjaisen yrittäjyyden edistäminen, 50-51.). This report encourages working with interdisciplinary groups and modules to acquire new solutions. Also the other countries aim at establishing a strong entrepreneurial culture and life-long learning, with increased appreciation for entrepreneurship and a higher number of businesses by 2020. One promising combination to entrepreneurial learning is the recent effectual logic to entrepreneurial opportunity creation (Sarasvathy, 2008. Effectuation. Elements of Entrepreneurial Expertice. Edward Elgar, Cheltenham, U.K.) and the emerging innovation pedagogy approach (Kairisto-Mertanen, et al., 2012. Fostering Capabilities for continuous Innovation in University Education. Proceedings of 13th International CINet Conference 16-18 Sept 2012.) which emphasizes the multilevel innovation competences between individuals, groups and networks. Recently, learning goals are rather expressed in the form of competences, which should not only be repeated to existing knowledge but innovative and entrepreneurial (Kettunen,et al., 2013. Innovation pedagogy and desired learning outcomes in higher education. On The Horizon, Vol. 21 (4), 333–342.)
In some HEIs it is already recognized that the learning triangle with enterprises, students and teachers offers synergetic learning. This kind of learning should be fostered in the INTENSE project, and tools for the implementation should be developed to make it easier to move from traditional classroom teaching to combine the real life reality to learning to create a win-win situation for all parties.
– Entrepreneurial learning – entrepreneurship education
The project will contribute to fulfil the strategy EU2020 indicator of >82% of graduates being employed no more than 3 years after they have completed education, as INTENSE creates an international learning experiences and thereby increases entrepreneurial competences among students.
For a SME the cooperation with HEI means concrete actions done by students that complement the more common level advice offered by chambers of commerce and other public organisations. SMEs should internationalise both by existing resources but also hiring new coming professionals who are gained international business experience. INTENSE can act as a bridge to employment for the students to those SMEs, delivering entrepreneurial students to the general labour market, and encourage students to start their own business.
HAW Hamburg, Germany (coordinator); TUAS, Finland; HU, Netherlands; Katholieke Hogeschool Limburg VZW, Belgium; VEUCILISTE JOSIPA JURJA STROSSMAYERA U OSIJEKU EKONOMSKI FAKULTET U OSIJEKU, Croatia.
FINCODA – Framework for Innovation Competencies Development and Assessment
Granted funding in the Erasmus+ Call 2014 (Key Action 2 – Knowledge Alliances) – Project duration: 1 November 2014 – 31 October 2017
EU’s Innovation Union Initiative underlines the importance of innovations in all sectors of the economy. For creating new innovations we need individuals that are capable to participate in diverse everyday innovation processes.
One main problem is that universities don’t have proper tools to measure the development of the students’ innovation competencies during their studies. Therefore, we don’t actually know which teaching and learning methods are effective. Also companies are lacking tools and knowledge to assess these competencies in various settings: in recruitment processes and internal development activities. Unawareness of innovation competencies causes great economic losses for employers annually.
The FINCODA project, with a significant number of universities and innovation-intensive companies from 5 countries, aims at providing solutions for a solid path for forthcoming innovators from university to companies. We shall test new forms of enhancing innovation competencies in university-company cooperation. Real-life learning environments bring added value for all stakeholders and lower the students’ threshold to enter the working life.
As a main tangible output of the project we are creating and validating a Software Application tool for innovation competencies assessment. It will be available as an OER. We shall also illustrate that – especially when speaking about innovation competencies – well-organized and structured behaviour assessment can be at the same time cost-effective, reliable, valid and value adding, compared to traditional written tests.
European-wide challenges demand multinational solutions. Investments to innovation competencies development gain positive impacts to the competitiveness of European companies. Joint European processes in assessment of learning outcomes are also one key aspect in the creation of a well-functioning European Higher Education Area.
TUAS, Finland (coordinator), HAW, Germany, HU, Netherlands, MMU, United Kingdom, UPV, Spain, EENNW UK, United Kingdom, Elomatic ltd., Finland, HHLA, Germany, Lactoprot, Germany, ECDL Foundation, Netherlands, John Caunt Scientific Ltd.(JCS), United Kingdom, Carter & Corson Partnership Ltd, United Kingdom, Celestica Valenciana S.A, Spain, Schneider Electric España SA, Spain.
Mr. Harri Lappalainen
Manager, Senior Advisor
Turku University of Applied Sciences
Faculty of Technology, Environment and Business
CARPE-ESSENCE: European Sustainable Solutions for Existing and New City Environments
Granted funding in the Erasmus+ Call 2014 (Key Action 2 – Strategic Partnerships) – Project duration: 1 December 2014 – 31 August 2017
The development of integrated sustainable solutions for economic, social and environment challenges in urban areas is demanded. Over the last decades important geographical, demographical and environmental changes have taken place in the urban environment. The rate of urbanization increases rapidly, urban population is increasingly aging and environmental pressures in especially urban areas are growing. The need for a transition towards more sustainable cities requires a reinforcement of academic programs that educate professionals able to develop viable solutions for smart sustainable cities. The knowledge and expertise of HEI’s on societal challenges will improve the quality of possible solutions with impact on regional societies, as a result of the cooperation between universities and local municipalities. The need for these solutions are underlined by the local authorities of each of the partner’s regions, and by the European Commission: “Higher education is at the heart of Europe’s ambition to become a smart, sustainable and inclusive economy: it plays a crucial role in individual and societal advancement; and, with its impact on innovation and research, it provides the highly skilled human capital that knowledge-based economies need to generate growth and prosperity.”
In the context of urban-societal needs we will form an integral approach to obtain sustainable cities. Involved in this strategic partnership are the CARPE partners and municipal governments, whose important role in setting a vision for sustainable cities was appointed already in Rio 20+. The shared vision on sustainable cities between HEIs and regional authorities is essential in ESSENCE. The participating regions will learn from each other’s approaches and HEIs learn to work together on societal challenges with innovative approaches. We will apply innovative teaching and learning methods, such as creative- and blended learning. The didactic approach is well matched to the EU HEI Modernization Agenda. Special attention is paid to entrepreneurship and the encouragement to develop start-ups.
Previously the Sustainability network of CARPE joined forces in an Erasmus Intensive Programme on ‘Interdisciplinary Sustainable Architecture’.
The New Energy in the City research group, which is affiliated to the Smart Sustainable Cities Centre of Expertise, will coordinate the project. The contact for Essence at HU University of Applied Sciences Utrecht is Erlijn Eweg.
Project partners are HU, Netherlands (co-ordinator), TUAS, Finland, HAW Hamburg, Germany, MMU, United Kingdom, UPV, Spain and the municipalities of Utrecht, Alcoi and Turku.
More information about this project can be found on the ESSENCE website.
COMOVIWO – Communication in Mobile and Virtual Work
Granted funding from Erasmus+ Strategic Partnerships, 2014 – Project duration: 1 September 2014 – 31 August 2017
It is our job to prepare students for the challenges of an increasingly international working environment. This is why TUAS, MMU, UPV, ICC (International Certificate Conference) and Gdansk University of Technology will be conducting a project on the communication literacy needed by employees and managers to be successful in the virtual and mobile work environment at the European level. This innovative project seeks to define a new communication literacy in virtual and mobile work in a multicultural environment; to reflect shared communication literacy required from managers and employees; to integrate a comprehensive view of communication, cultures, new technology, as well as virtual and mobile work life; and to develop joint training modules for higher education students and business representatives. English and Spanish will be the languages used as a lingua franca in the modules.
Marjatta Rännäli, Turku University of Applied Sciences, email@example.com
Europe and Latin America Sustainable Innovation and Knowledge Academic Network (EuroInkaNet) – Erasmus Mundus action 2 Network for Latin America
Granted funding from Erasmus+ Key Action 1 mobility window Latin America
This project (EuroInkANet) aims to foster new partnerships, in particular those involving the least developed Latin American (LA) countries (Bolivia, Peru, Paraguay and Ecuador), and to reinforce existing collaborations developed through two previous Alfa Programmes: ALFA II- 0302A and ALFA I- 5-0326-2, lead by MMU.
The key objective of the EuroInkaNet consortium is to enhance capacity for international cooperation between universities in Latin America’s least developed countries and HEI in EU countries, by facilitating transfer of knowledge and best practice in training the next generation of researchers and academic staff. The consortium comprises 20 HEIs 7 from the EU and 13 from LA. On the European side, the applicant, MMU, and six other EU partners, from Spain (2), Sweden, Portugal, Finland and Hungary have accumulated a rich track record of experience of working in similar successful projects. From the 13 HEIs from Latin America, 7 are from the least developed countries in South America: Peru (3), Bolivia (2); Ecuador and Paraguay, and six from Argentina (2), Colombia, Brazil, Cuba and Mexico. Eight of the LA universities are situated in vulnerable areas in each of these countries, into which the project mobility of UG, PG students and training staff intends to make a big impact in the areas of Business Studies, Management, Science; Mathematics Informatics, Education, Teacher Training, Engineering, and Technology.
It is expected that 250 UG, PG, PhD, post-doc and academic staff from LA countries (195) and EU (55) will benefit from physical mobility through the EuroInkaNet project. It is also expected that over 800 people will benefit from this, and other countries of Latin America and EU countries through a Virtual Learning Platform (VLP) based e-Seminars, e-Workshops, e-Meetings and e-Conferences. In addition, future activities can continue through VLP, even after the fixed project duration, with the implementation of a digital library infrastructure.
Contact person: Professor Alberto Paucar-Caceres, PhD, Chair of Management Systems
Research Co-ordinator, Manchester Metropolitan University E-mail firstname.lastname@example.org
PLEEC – Planning for energy efficient cities
Awarded April 2013
Today climate change causes serious problems to the societies worldwide and Europe starts to feel its consequences. At the same time European community is facing economical problems. One of the main producers of greenhouse gases is the non sustainable energy production and use. Therefore there is an urgent need to reduce energy use in most cost effective way.
PLEEC will gather cities with innovative planning and ambitious energy saving goals. It will identify technology, citizens’behaviors and structure driven efficiency potentials within urban planning and key city aspects. PLEEC will assess the status of energy efficiency and energy flows in the participating European middle size cities. It will improve understanding of basic conditions for energy efficiency in the cities through joint activities between city planners and researchers on technology,citizens’ behavior and structures.
By finding the optimal mix of all energy efficiency measures the model for strategic sustainable planning will be created together with the action plans for implementation and management. The model and the action plans will address key aspects relevant for the whole city. They will be supported by the public authorities on the highest political levels. Analysis of time line, the costs and pay-back periods will be done based on different regulatory and market conditions of the participating cities. The model will guide the cities to find the most cost effective implementation of the EU SET-Plan goals to reduce energy use in EU by 20% till 2020.
TUAS’s biggest role is in the WP5. The main objective of WP5 is to identify potential of energy use reduction from behaviour driven perspective. It will be achieved by exploitation of Best Available Practices (BAP) related to behaviour driven potential in smart energy consumption. WP5 will give input to the synergy process so it will be possible to evaluate what are the most efficient BAPs to be implemented to get a good balance between technical, structural and behavior measures. HAW Hamburg and TUAS are the two CARPE-partners involved.
Started in August 2013
CARPE-partners involved: TUAS and HAW (representing also Hamburg Wasser and Senate Chancellery of Hamburg). Together with 13 other universities and institutes and University of Turku as coordinator.
Europe has taken action to improve freshwater ecosystem quality but achieving good ecological status by 2015 will require that synergies are found between nature conservation policies and sectoral policies, with special focus on restoring many water regimes. According to the Water Framework directive, EU member states need to go further in sharing information and establishing common methods. In the coming years member states will need to extend cooperation into new areas of water management. Based on this challenge, we have chosen water management as the thematic priority of the project.
Water management requires a lot of resources and public organizations don’t always have the necessary assets to sufficiently improve the conditions. This is why it is important that the private sector is involved with water management and that we try to develop business opportunities which would attract more private investors. The aim is to create a win-win-situation where private companies (or farmers) can make a contribution in the water management sector in a profitable and sustainable way.
The proposed BALTIC-FLOWS project concerns rainwater monitoring and management in Baltic Sea catchment areas. Rainwater forms streams and rivers. In urban environments, heavy rain can also amount to stormwater and floods. Over the years, much of this rainwater ends up in the sea. In Northern Europe, the Baltic Sea conceals a history of water quality from streams, rivers and urban runoff in catchment areas. Encircled by a mix of Nordic, Central and Eastern European countries, the Baltic Sea is at the mercy of a diversity of national pollution and water treatment policies.
Several initiatives and projects have studied the state of the Baltic Sea and aim at improving water quality via various preservation measures, such as the Baltic Sea Action Plan by the Helsinki Commission, Finland, and the European Union’s Baltic Sea Region Interreg programme.
HASIC – Healthy Ageing Supported by Internet and the Community
Awarded – implementation 1/2014 – 6/2016
The general objective of the HASIC project is to empower older people (65+) in Europe to adopt healthy lifestyles which include a healthy diet, physical activity, moderate alcohol consumption and social participation. Together with supporting older people on an individual level, HASIC aims to develop the quality and cost-effectiveness of services of older people by promoting cooperation of regional service providers and by producing policy recommendations concerning communal elderly services. Partner countries are Finland, Norway, Estonia, Germany, the Netherlands and Hungary.
Project budget: €600.000.
RESME – On the Borders between Child Residential Child Care and Mental Health Treatment in Europe
The main idea of the RESME project (2012-2015) is to improve welfare and mental health of the children who lives in the residential settings.
In project we research the current system of residential child care and mental health services as well as the practitioners’ professional competences.
Research aims to identify the interprofessional collaborative practices on the borderline between residential child care and mental health treatment. These research results are used in designing and piloting the interprofessional educational course (15 ECTS) for practitioners on the borderline work to increase the interprofessional collaboration between these two systems, residential child care and mental health services.
Project partners are from Finland, UK (Scotland), Germany, Spain, Denmark and Lithuania.
Sustainable utilization of waste and industrial non-core materials – SUSBIO
Project duration: 2010-2013
SUSBIO develops methods for reuse of biowaste and industrial by-products. Utilizing the non-core materials will effectively reduce the environmental biowaste load in the community. A reduced waste load also means reduced emissions in air and water. An improved material efficiency in the whole food value chain entails an added sustainability. This will be achieved by fractionating value-added components from edible materials and by utilizing all remains in biofuel production. This project is done in cooperation with Turku University of Applied Sciences (TUAS), Tallinn University of Technology and Hamburg University of Applied Sciences (HAW). HAW provides some outsourced services for the project.
More information can be found at the SUSBIO website.
Interdisciplinary Sustainable Architecture (ISA)
11 June – 29 June 2012
Students in this programme, which is conducted jointly by UPV, TUAS, HU and Oldenburg University, study sustainable urban planning and the design of technologies that foster sustainable development in all sectors of society.
In this video Javier Orozco reflects on the results of this Intensive Programme ISA.
Javier Orozco, Universitat Politècnica de València, email@example.com
TROPICAL, Erasmus Mundus Action 2 Network for Latin America
Working under the coordination of UPV, Manchester Metropolitan University and 14 other European and Latin American partners will bring together high-achieving exchange students funded by the European Commission (EACEA).
Javier Orozco, Unversidad Polytechnico de Valencia, firstname.lastname@example.org
1 October 2011 – 31 November 2013 funded by EC
The future will see a demand for professionals who are able to contribute to innovation and to turn innovative ideas into products and services. Unfortunately, there is only a limited amount of research-based information available on the competencies needed to educate students to be innovative. The INCODE project aims to develop solutions for assessing and improving the innovation competencies of higher education students. The deliverables of the project will be the Innovation Competencies Barometer (ICB) and the Research Hatchery Model (REHA). REHA will aim to help teachers make better use of research activities in learning and teaching.
1 October 2009 – 31 December 2011
The PAMPAL project has been brought to a successful conclusion. The PAMPAL Handbook is now in print, and recently the European Committee rated the project with an 8 out of 10, a pretty high rating for projects of this type. As work becomes more dynamic and decentralized, proactive behaviour and initiatives become even more critical determinants of organizational success in Europe. The consortium developped Core Curricula and offers a Teaching Module (24 ECTS) on proactive management and proactive law at the Master’s level. Students learn in interdisciplinary groups. Proactive Management and Proactive Business Law studies develops the participants’ practical skills in proactive thinking and, in turn, their willingness and capacity to take actions in order to change a situation to their advantage.
The book and other materials can be found at the PAMPAL website.
European Computer Science (ECS)
Co-operation Running since 2002
Partner universities in ECS network offer computer science students possibility to obtain a joint Bachelor of Science degree from two universities. Students can get this by spending first two years of study in home university and third at chosen network’s host university. In case of Finland and Spain fourth year of studies can be done either in home or a host university. The host university must have a different native language from home university. Home and host universities accept assessment at the other institution as being equivalent to their own assessment. This co-operation has been running for a decade and produced several graduated students in partner universities with double degrees.
Turku University of Applied Sciences, Faculty of Business, ICT and Chemical Engineering, Janne Roslöf, email@example.com