We are living in a rapidly changing world which brings new challenges to our society. The world now is facing complex societal challenges that need a collective response, which requires people to break down their silos and start to collaborate across disciplines. This calls for interdisciplinary approach to foster innovation towards sustainable solutions for societal challenges. Food waste is one of the key societal challenges in Indonesia, the fourth largest populous country and the second largest food waster in the world. One intervention to resolve this societal challenge is through collaboration across disciplines by implementing an interdisciplinary approach to foster collaborative innovation in food waste management. The higher education curriculum in Indonesia calls for modernization in various facets, including integrating interdisciplinary and 21st century skills learning to enhance its students and teaching staff’s competitive advantage. It is also crucial to raise their awareness on the societal challenges and involve them to take part and contribute in societal problem solving. This capacity building project, IN2FOOD, is driven by a wide national concern on food waste and a need of interdisciplinary in higher education curriculum in Indonesia. Through this project, we aim to modernize the curriculum in 5 higher education institutions in Indonesia to deal with food waste management as a societal challenge in Indonesia and implement an interdisciplinary approach to foster collaborative innovation. Through interdisciplinary collaboration and knowledge transfer from 3 EU higher education institutions, Indonesian partners are expected to develop interdisciplinary courses including innovative learning and teaching tools, facilitate interdisciplinary co-curricular activities, establish an interdisciplinary research center focusing on innovation for societal challenges, and provide an interdisciplinary master level curriculum design in food waste management.

Indonesia, the main target area of this project, is a rapidly growing economy with an annual growth rate of around 6% in the last years. The Government of Indonesia sees the development of the country in the processing of natural resources and has called in international companies to help to industrialize the country. Industrialization can show success within a few years only with special commitment from the education sector.Based on the needs analysis made in Indonesia by INDOPED project partners, a number of challenges related to higher education have been identified. In most universities teaching still seems to be based on a teacher-centered approach. Students don’t get enough contacts with companies during their studies. Therefore there is a great need to modernize Indonesian pedagogical practices to meet the requirements of working life.The overall aim of the INDOPED project is to raise the teaching capacity of Indonesian University teachers that they will be enabled to bring the Higher Education to the European standard. Teachers should be able to compete in the league of World Class Universities, as Indonesian University rectors have written in their objective agreements with the Indonesian Ministry of HE. The quality of teaching is considered the major factor towards modern and competitive higher education. We see that teachers role should be more like a mentor and facilitator of learning, not a teacher in the traditional meaning. We strongly believe that active University-enterprise cooperation, which gives students more possibilities to enhance their competencies in real working life situations, is a key for more efficient as well as cost-effective higher education. During the INDOPED project we shall test and adjust European active learning practices and embed the most valuable ones into the structures of Indonesian partner universities. Effective dissemination will make the results available for Universities ASEAN wide.

The BEEHIVE project aims at building sustainable university-based entrepreneurial ecosystems in HEIs in ID and PH to enhance students’ and graduates’ entrepreneurial and innovation skills and their ability to create jobs. The project’s chief goal is to support the PC HEIs’ transformation into entrepreneurial universities, which in the long run will contribute to the development of knowledge-based societies/economies in ID and PH.The consortium combines the expertise of 4 EU HEIs in BG, GR, IS and IT and a Business and Innovation Center in IR, as well as 2 HEIs in ID, 3 HEIs and a Foundation in PH. The following key results will be achieved:1. Entrepreneurship for All MOOC to disseminate up-to-date training and knowledge in the field of entrepreneurship across the PC HEIs’ campuses and to build students’ entrepreneurial skills. At least 1000 PC HEIs students and graduates will benefit from the MOOC delivered in English through the project website.2. BEEHIVE Accelerator Programme induced at the PC HEIs to improve PC HEIs’ student and graduate employability and to create entrepreneurship-based self-employment opportunities through streamlined business start-up support in the framework of designated seed accelerators. At least 10 business start-ups will be created through the BEEHIVE programme.3. BEEHIVE Label designed to provide certification of PC HEI entrepreneurial ecosystems’ excellence and to stimulate PC HEIs’ gradual evolvement into entrepreneurial universities. At least 3 PC HEIs will be certified and awarded a BEEHIVE Label over the course of the project.The project introduces the novel holistic approach of entrepreneurial ecosystems that sees entrepreneurship not merely as individual efforts but as a process of networking and creating synergies between different stakeholders. Thus, through BEEHIVE PC HEIs will engage with a broad range of external stakeholders including business partners, investors, venture capitalists, social entrepreneurs, policymakers

GLOBE will approach the issues identified in the call focusing on global problems, which has been defined as strategic priorities in the 2016 EU Global Strategy: trade and development, security and the politics of climate change. We will include also the challenges of migration and global finance as additional areas, which go even beyond the call. The strength of our consortium lies in first-class academic expertise, as composed by top-level European and international scholars, which guarantees not only high-level analysis of the past and present problems of global governance but also contributes to determining solid forward-looking trends and scenarios. We will include participants from all over the EU as well as Argentina, Indonesia, and China. Regarding each of the global problems selected, we will identify the major roadblocks for effective and coherent global governance, by multiple stakeholders, and in a multi-polar world. GLOBE will be based on 11 workpackages, which will be divided into two clusters. While the first cluster will focus on these problems one by one, the second cluster will move to a more general and prospective level and will elaborate more on risks and drivers for the transformation of current global regimes in the domains examined. While the first cluster will provide policy-makers, academics and the general public with an analytical grip on the state of play in global governance, supported by new theoretical and methodological approaches, the second cluster will equip national and European policy-makers with tools to identify constraints and possibilities in several global governance scenarios in the years 2030 and 2050. Taking into account these alternative scenarios, we will recommend strategies on how the EU might promote enhanced global governance and deal with their future challenges and gridlocks.

Teacher-centred teaching and learning has strong roots in Indonesian education and conventional learning methods are still prevalent in most of Indonesian Universities. In Thailand, higher education organizations can’t attract new students in proportion to their existing structures and resources. Higher education is the efficiency enhancer and acknowledged prerequisite for the economic success of a country. Therefore, it is obvious that Indonesian and Thai higher education should meet better the international standards and needs of the society.In modern business-to-business (B2B) environment, companies are not competing against each other’s but instead the competition is done in between of different supply chains and value networks. Higher education graduates can’t rely on old business models; they must be armed with the mindset and competences needed in modern international businesses. B2B sales is a growth accelerator but it has not been given the appreciation it deserves as a profession, neither a stable position as in higher education.The main aim of the SEASAC project is to strengthen South-East Asian Universities’ capability to provide highly skilled B2B Sales professionals for the emerging international markets. In the project, we will utilize existing European knowledge and experiences in developing a pedagogically rich concept for the cooperation of Universities and companies in the sales education. Best practices from Europe will be matched with Asian sales cultures.A concrete tangible output will be a South-East Asian Sales Competition concept, consisting of International B2B Sales Course and South-East Asian Sales Competition Finals event. These novelties engage companies to the University level Sales education in its all phases: planning, implementation and assessment of students’ performance. In addition to core partner countries, concept will attract Universities from other South-East Asian countries during the implementation of the project.