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Country: Russian Federation


5 Projects, page 1 of 1
  • Funder: European Commission Project Code: 2020-1-PL01-KA203-081852
    Funder Contribution: 409,325 EUR

    According to Eurostat, in the EU-28, there were 4.4 million students in 2017 studying business, administration or law. The job market for that profile of graduates is very dynamic in EU: employers’ expectations are voluminous. At the same time in the recent literature (Finch&McIntyre, 2019 for example) shows that there still is a significant gap between graduates’ profiles and employers’ expectations. Moreover, Finch, Nadeau&O’Reilly (2013) explored this challenge exclusively in the marketing field. In their study, the authors found an important gap between the individual skills and knowledge areas defined as important by professionals and the corresponding performance of new graduates. Consequently, experts tend to agree that there should be a shift in focus, from knowledge generation to skill development (Rundle-Thiele, Bennett &Dann, 2005). This leads to the question about effective teaching methods and techniques in the field of management, in particular marketing. In recent years, much attention has been paid to experiential methods in teaching and learning. As J. Clawson from University of Virginia emphasis, experiential teaching methods are those that rely on data generated during the exercise/learning experience rather than on data prepared in advance as with lectures and cases. Experiential methods engage students in experiences that simulate social phenomena. They include games such as Starpower or Global Markets, and the Organization Game as well as computer simulations like Markstrat. Having that in mind, together with strong experience in simulation games, but also in EU projects, the members of European university network Dukenet decided to start working on the education experiential module that can be used in marketing education. Apart of creating the module that uses the game based experiential concept it was important to combine it with the idea of intensive programs. IP it is an international, intensive, one week-long, structured graduate course, that can be recognized within each partner university programme (4-6 ECTS). It can be use distantly too. BrandY- it's an experiential teaching module to train marketing students in European brand management and give them the possibility of better employability. The concept is based on one-week international intensive programmes tough outside home university. The specific goals of the project are to:•introduce the concept of game based experiential teaching module as a way to increase the competences of the students and for a better employability•improve the academics’ teaching skills and competences in experiential marketing•increase the knowledge of the students in are of international brand management but also intercultural management•integrate the SMEs to be part of university programme development•increase mobility of the students from the partner universities, both during the project but also due to dissemination the project outputs.•enlarge the international cooperation among the partner universities.Eleven universities will be involved in the project. Ten of them are members of Dukenet. University from Geneva has been invited to the project due to its extensive experience in application of experiential learning and teaching and also previous cooperation. The university were selected to the project due to its profile and experience both in teaching and research. There are five subgroups of the universities identified regarding its tasks in the project:1. Experiential teaching and learning experience: EE, USMB2. IT and interactive game experience: Howest, IEM, BUW3. International brand management and intercultural management experience: UEKat, UT, CEU, BBS, USMB, ULE4. IP organisation experience: CEU, BBS, UEKat, USMB5. Erasmus+ project management experience: UEKat, ULE 6. Dissemination and communication in the project: UoB, ULEEach of the partner universities has demonstrated extensive experience in assigned areas, at the same time due to joint, long-term cooperation and experience, it guaranties the successful implementation of the project goals.The main activities undertaken in the project are described according to 4 work packagesWP 1 Developing the teaching materials and content. WP 2 Learning Instrument Guidelines and ProceduresWP 3 IT platform and interactive game dashboardWP 4 Communication and DisseminationIn the project the PM² methodology will be used based on UE recommendation. It also uses IP as a main tool in project implementation.The result of the project will be the experiential based, interactive IP study module from the are of international brand management. It will use the game based scenario to increasing the effectiveness of teaching and involvement of the students. It will be available on internet platform together with the support. The teaching module BrandY will strongly impact the teaching of brand management strategies giving the students and teachers possibility to improve the skills.

  • Funder: European Commission Project Code: 598367-EPP-1-2018-1-SE-EPPKA2-CBHE-JP
    Funder Contribution: 926,229 EUR

    The wider project objective is to enhance the quality of STEM Teacher training at partner universities in line with Bologna provisions and needs of knowledge economy. The specific project objectives are: to develop STEM Teacher Training Master programs in line with the Bologna provisions; to set up STEM resource centres ; to train teachers in new skills. The main project outputs are: Project policies, National STEM policies& practices, Integrated Master curriculum, 30 new course including 6 courses in English, innovative T&A methods specific for each module, 6 accredited Master programs in STEM Teacher Training; 6 STEM resource centres, retrained teachers, STEM ambassadors, 90 enrolled students, mobility schemes tested between EU and partner universities, Engagement program aimed at raisinf students' interest to STEM subjects. The achievements of outputs is reached through the implementation of 6 work packages. During the preparation phase the main project policies and plans will be devised and analysis of key employers' needs conducted. During the development phase main outputs are to be produced. Training of teachers will be done through the cascade model: first, the train the trainer program will be introduced for a small number of qualified teachers; then the trained trainers will transfer the skills to a wider circle of STEM stakeholders. All project outputs will be internally and externally evaluated. The project consortium consists of 10 universities from 4 EU countries and 6 universities from Russia and Kazakhstan. The associated partners will be actively involved in training and disseminating activities.

  • Funder: European Commission Project Code: 618802-EPP-1-2020-1-DE-EPPKA2-CBHE-JP
    Funder Contribution: 869,195 EUR

    The project aims at rethinking education in humanities in Russia and Mongolia in line with EU standards, research and practices to catch up with the latest trends of the labour market and reinforce education in humanities by adopting digital methods of research and education. Proposal follows the idea that graduates with degrees in Arts and Humanities demonstrate high levels of soft skills development (demanded by potential employers), however, may lack digital skills traditionally associated with STEM programmes. Current state of affairs suggests the significance of harmonious development of both types of skills. Hence, the project is designed to achieve the following:1.Development of innovative education methodology based on research and education methods of humanities, digital humanities and STEM (compiled in online manual);2.Trainings to equip HEIs’ teachers with innovative methods of the EU countries and facilitate professional growth;3.Development, launch and piloting of multi-disciplinary Master degree programme with international student exchange opportunities;4.Creation of Digital Lab (virtual platform) which unites students, university teachers and researchers in international small-scale projects aimed at preserving and promoting cultural heritage;5.Promotion of innovations in education in humanities reinforced by STEM methods and tools via collaboration with cultural sector of labour market and joint small-scale projects of the Digital Lab.As a result, teachers will improve their professional skills and adopt new methods of teaching multidisciplinary courses. Students will get advantage of development of the EU framework competences and curriculum comprised of innovative courses that unite humanities and STEM for increasing their employability after graduation. External stakeholders (museums, galleries and other cultural institutions) will benefit from employees with high level of competences to meet the requirements of the digital age.

  • Funder: European Commission Project Code: 609952-EPP-1-2019-1-RS-EPPKA2-CBHE-JP
    Funder Contribution: 929,143 EUR

    The reason for the project is the multiple challenges faced by Russian and Kazakhstan university staff teaching vocational education. These include a lack of competencies and skills in TUNING Educational system and modern pedagogical teaching practices, the need to acquire key principles in vocational language teaching as well as the need to be an “integrated teacher” capable of combining both theoretical education and practical training, understanding quality assurance processes and mechanisms in vocational education, to secure opportunities to develop and retain practical skills of existing university vocational teacher staff. The main result after a Kick Off meeting with needs analysis, planning and QA training will be an initial EU training (after preparation) in English for Specific Purposes (terminology, soft skills, key writing) and general vocational pedagogical training with ECTS/ Tuning modular system inputs. Programme Countries then create a 10 module Pedagogical ECTS/ Tuning modular system which will be developed, piloted and integrated into existing university pedagogical vocational teacher training in each university. National Awareness Days explaining the objectives and status of the project will take place twice in each PC and promote dissemination and sustainability. Action Group will develop a ALLVET Strategic Plan ensuring post-project dissemination and sustainability. All modules will be downloadable on an online platform designed as not only a hub for academic activity but additionally for administration. We envisage very strong impacts as the Programme Country universities were selected for their interest in this project and based on EU partner experience a project like this will initiate key change.

  • Funder: European Commission Project Code: 574157-EPP-1-2016-1-IE-EPPKA2-CBHE-JP
    Funder Contribution: 964,379 EUR

    Reason for the Project: The DIREKT project aims to instill best Information Literacy (IL) practices in higher education systems in the Russian Federation, Kazakhstan & China. The project is much needed in order to up-skill library and academic staff specifically their transferable, pedagogical and lifelong learning skills in the Information Literacy field thereby developing capacity and affecting all stakeholders including students. The project aims for improved, more relevant University services in the Information Literacy area leading to better awareness, modernization and improvements in teaching and learning. Concise Description: Creation with Librarians and Faculty, of curriculum-integrated IL programs (embedded in the three cycle system (bachelor/master/doctorate), quality assurance and recognition of qualifications for the development of lifelong learning in higher education and in Society at large and incorporating appropriate electronic media. Development of training programmes supported by 7 ECTS modules- a DIREKT Curriculum for Information Literacy which will be embedded in curricula in PC universities and with involvement of external stakeholders to ensure maximum transfer effect to Society at large.Impact envisaged: As Information Literacy is a vital transferable skill for lifelong learning that transcends all academic disciplines what is truly special and unique about this project is that the results will benefit a huge learner group- all University staff, students and librarians and the effects will be felt in RF, KZ and Chinese Society through university links with external stakeholders.


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