<< Background >>Sustainable transportation is required to support the European Green Deal and the related targets for CO2 emission reduction. In the transportation sector, this means the development of the automotive power train, hybrid electric and full electric cars. Other alternative energy sources, such as hydrogen-powered cars, are being tested.Automotive industry has increased the level of automation in the cars considerably. Despite this, the current cars are only at the level of 2 within SAE classified autonomous driving categories (1-5). The technology to achieve higher categories are much more complicated than e.g. tranditional steering mechanisms in the cars. Changing technology is leading to a wider range of skills requirements from the automotive engineers and other personnel working on the automotive sector. Therefore, the objectives of the project are to •develop Bachelor level training in Sustainable Transportation to match the requirements of today’s and tomorrow’s automotive industry and CO2 reduction targets. •practice design science approach in developing new curricula, course modules and learning environments. •build the capacity of teachers in both, automotive technology and also in utilizing the novel teaching methodology and technology. •internationalize collaboration at department level at the partner HEIs.<< Objectives >>The project is aimed update and internationalize the automotive sector teaching, first in the partner HEIs and later (after the project) on larger network of educational institutions. The reform in the automotive technology is challenging the sector’s personnel education. New competencies are required from the auto sector personnel in order to successfully navigate through the reform. This forms the basis for the need for the Sustainable transportation -project. Simultaneously, new teaching technologies enable deeper international cooperation in developing and updating teaching. In the project, new curriculum and training material is developed for sustainable transportation matching the current and future needs of the autoindustry requirements.Co-developed curriculum and teaching as a whole also play a major role in the adoption of new teaching methods. All parties have access to online teaching tools, but seldomly used for virtual student exchange, for example. The opportunities for utilizing e-learning in a virtual international environment are great. With the project, online-mediated teaching collaboration will grow significantly. This serves all parties involved in the project. This benefits both the students and the teachers.The main target group of the project are the students of automotive sector from all participating universities. The project is particularly useful for students' skills. With the project, the teaching of automotive technology will be modernized and a continuous updating process will be created for it as well. Thus, from the perspective of automotive engineering teaching, the project changes the operating culture. The project will provide students with a significant improvement on their current teaching.<< Implementation >>The above objectives will be achieved by•co-designing, co-developing and updating the curricula with three new course modules at EQF level 6, each course equivalent to 5 ECTS. •developing new training materials for the course modules on Sustainable vehicle design and supply chain management (Skoda and OTH), Sustainable use, energy sources and intelligent driving (Thomas More); and Sustainable aftersales – maintenance, repair and circular economy (SeAMK). •setting up a joint training platform for the future joint hybrid training, knowledge and information sharing, and using a collaborative VR environment (e.g. Altspace VR) which enables collaborative working regardless of location in the same time. •training 11 teachers and 100 students in 3 intensive programmes and 6 online courses<< Results >>The outcomes of the project include joint study courses development and partially joint delivery of the teaching. Additionally, the similar courses in each institutions enable easier student and teacher exchanges in the future. The project will also increase the teachers capacity to utilize novel teaching technologies and methods. Results and Outcomes summary: i) 11 teachers and 100 students trained in 3 intensive programmes and 6 online courses; ii) 11 teachers build up their capacity in designing courses and course materials by using design science paradigm methodology; iii) online platform for material and teaching experience sharing for teachers. The project will produce a 15 ECTS study module, which will be the most significant output of the project. The study module consists of six courses, which are implemented on an online learning platform. With the project, renewed learning materials will be formed for these courses and the competences that a future automotive engineer will have to master will be drawn up. A significant output of the project is also the digital learning environment for automotive technology, which will be built together. The learning environment will utilize new and modern teaching technology. Thus, with the project, teaching will be comprehensively reformed, and in connection with the reform, international aspects will also be naturally taken into account.

1.CONTEXT AND BACKGROUND The IACOBUS + Culture, Heritage and Integration project has been a teaching experience, in an international university environment, for students of the Bachelor and Master levels in architecture. It is built on the previous experience of IACOBUS, a collaboration agreement that, since 1995, has brought together almost 1,000 students, professors and experts from the ETSA of the University of A Coruña, the ENSA of Clermont-Ferrand and the OTH of Regensburg. It consisted on an invitation to work on a series of awareness-raising and intervention projects on buildings and environments of patrimonial interest, at risk or threat of disappearance due to the lack of legal protection mechanisms, abandonment, ruin or urban pressure. The aim was to provide the buildings with new uses and revitalize their surroundings, as part of a collective exercise of architecture and research, with a high impact on the communities in which it operates. A rotating methodology was defined, in such a way that each year the work was focused on a study case located in the hometown of each of the participant institutions.2.OBJECTIVES The IACOBUS + Culture, Heritage and Integration project has been carried out over the last three academic years 2018-2020, with a triple objective: 1 – To provide specialized training for students in a context of collective work forming international groups, under real premises and hypotheses, in such a way that their work, beyond the academic, has an important social impact. For them, it is a training opportunity in the field of intervention in heritage, but also an experience of exchanging knowledge and work and training methodologies. 2 – To invite citizens and authorities to reflect on the possibilities of providing new uses to old industrial, educational, religious, civil facilities, etc., understanding the recovery of these buildings as a cultural value, as well as a commitment to sustainability and with social responsibility towards the less favored communities. 3- To contribute to the construction of European citizenship through awareness of history and common cultural heritage. To create personal and professional links between participating students through collaborative work and the exchange of experiences, experiences and reflections. 3.PARTICIPANTS 226 students, 24 professors and more than 20 external experts and collaborators from the partner institutions have participated in the project. 4.ACTIVITIES3 case studies were proposed, one for each year of the project, in addition to 2 workshops in Armenia in 2018 and 2019. The case studies generated a lot of documents as a result of both research and analysis, and the proposals made by student groups, continuously directed and supervised by teachers in a collaborative context. The most intense phases of the project were coincident with the moments of meeting of the students, around the workshops and seminars organized in Regensburg (March 2018), A Coruña (March 2019) and, online in March 2020, in line with the respective proposals, in the presentations of the works, carried out in A Coruña (June 2018), Clermont-Ferrand (May 2019), and online throughout the months of May and June 2020, and in the workshops held in Yerevan (Armenia), in April 2018 and April 2019. The activities planned for 2020 had to be carried out on an online basis due to the restrictions imposed by the pandemic situation.5. RESULTS AND IMPACT The tangible results and objectives of the project are reflected in the documents, works, studies, reviews and proposals made during the term of the project. Apart from these, three levels of impact can be considered, achieved throughout the project period (2017-2020): 1-Impact on the participants. At an academic level, specialized training has been obtained for students in the disciplinary axis of intervention in architectural heritage, developing skills to work in an international environment and improving their language skills. 2-Impact on host communities. The participation of non-formal partners in the proposal and definition of the different case studies has stimulated the appearance of useful and viable proposals, made from the pause, reflection and collaborative work. 3- Impact on partner institutions. A collaboration between the partners has been consolidated with guarantees of continuity. In the longer term, it is planned to implement the program by opening it up to new interested institutions, for which contacts have been maintained with schools of architecture in Liege, Milan, Venice, Ljubljana, Barcelona, Porto, Bucharest, Sarajevo and Las Palmas.

Arterial hypertension (HT) is one of the major risk factors for cardiovascular disease and has an important cost for society. Pathogenic mechanisms underlying HT are complex and include genetic and environmental, vascular and hormonal factors. Detection of secondary forms of HT is particularly important since it allows for the targeted management of the underlying disease. Primary aldosteronism (PA) is the most common form of endocrine hypertension. Different adrenal diseases are responsible for PA: i) aldosterone-producing adenoma (APA or Conn's adenoma, ~50% of cases); ii) idiopathic hyperaldosteronism or bilateral adrenal hyperplasia (BAH, 30-40%); iii) unilateral primary adrenal hyperplasia (documented unilateral aldosterone secretion without detectable adenoma, 5-10%) and iv) aldosterone producing adrenal carcinoma in rare cases. Once the diagnosis of PA has been made, it is important to identify its etiology, in order to distinguish between surgically correctable forms (APA and unilateral primary adrenal hyperplasia) and forms to be treated pharmacologically (BAH). Patients with PA exhibit more severe left ventricular hypertrophy and diastolic dysfunction than patients with essential hypertension and a high prevalence of myocardial infarction, stroke and atrial fibrillation. Moreover, among unilateral forms of PA, hypertension is cured after surgery in less than 50% of patients. The understanding of the pathogenic mechanisms underlying PA is then essential to allow for the development of new diagnostic tools and biomarkers and for the identification of new therapeutic targets, concerning up to 10% of the hypertensive population. Increasing evidence shows the relevance of local mechanisms regulating aldosterone production in the adrenal, as opposed to cardiovascular regulation by the renin-angiotensin system. Our research project aims to investigate pivotal aspects of the mechanisms implicated in local control of aldosterone secretion in the adrenal through a strategy that integrates functional genomics, mouse models and clinical studies, with the aim to better understand the physiopathology of PA for improved therapeutic intervention in hypertensive patients. The three French partners and the German partner implicated in the project have a long-lasting and very productive collaboration record in the field of the study of the physiopathology of aldosterone production. In the framework of their previous studies, critical advances have been made in the understanding of the physiopathology of PA, with the characterization of the in vivo role of potassium channels in the regulation of aldosterone secretion by the adrenal cortex and the identification of somatic mutations driving APA phenotype. The first part of our project will focus on the identification of new genes involved in the pathogenesis of APA using the unique model of the Kcnk3 null mice previously characterized by our consortium, which present sex- and sexual hormone-dependent PA, and that allowed to identify a restricted set of genes with a potential role in the regulation of aldosterone secretion in the adrenal. Using a strategy that will integrate genetic, cell and animal studies, we will identify those genes that are relevant for aldosterone secretion in vivo and are associated to PA. In the second part of our project we will tackle the problem of the dissociation of hypersecretion and neoplastic nodule formation in pathological adrenals that overproduce aldosterone. We will produce the first mouse models with an altered function in genes whose homologs are implicated in APA and by genomic analysis we will identify genetic abnormalities in multinodular adrenals whose role in the nodulation process will be validated by producing ad hoc mouse models. We are confident that the results of our project will shed new light on the pathogenetic mechanisms of PA and allow to design new targeted therapies for this disease.

Social, political and economic demand for sustainable solutions forces organizations to balance the impact of their activities on environment and to develop sustainable strategies for their product and service offerings, supply chains, manufacturing and transport, among other business related issues. The project Green Solutions for Business and Industry aims at sharing good practices in Green Business educational process with close connection to industrial enterprises. The project focuses in particular on Sustainable Solutions in Green Logistics and Transportation. This includes everything related to the forward and reverse flow of products, information and services between the point of origin and the point of consumption, business process scenarios in sales and distribution, core business processes, business objects and organizational units, as well as new approaches in new product development, shipping, billing, customer service, sales support and market research with the help of the most sophisticated technologies.Searching for green future solutions is a topic solved by not only business organisations. Specialists are also needed in many other areas across the economy. Therefore, the participating higher education institutions are ready to satisfy demand for newly educated employees, technicians, candidates for management, knowledgeable economists or lawmakers, those educated in the area of green and sustainable business. One of the key objectives of the project is to assist participating higher education institutions to refine and develop curricula, which address the issue.The partners of the projects are ŠKODA AUTO VYSOKÁ ŠKOLA, o.p.s, Czech Republic.; OSTBAYERISCHE TECHNISCHE HOCHSCHULE REGENSBURG, Germany; ŽILINSKÁ UNIVERZITA v ŽILINĚ, Slovakia; SEINAJOEN AMMATTIKORKEAKOULU OY, Finland; HOCHSCHULE FUER TECHNIK AND WIRTSCHAFT DRESDEN, Germany; WYZSZA SZKOLA BANKOWA we WROCLAWU, Poland. The participants, students and academia alike, work in the international environment, cooperate with industrial companies and businesses, apply and further develop their theoretical knowledge, together with language skills and multicultural awareness.The project is focused on 1) innovations in course syllabi and developing new updated educational material to be used across the partner institutions; 2) developing new green solutions supported by academia and, more importantly, in cooperation with professionals and experts from businesses.Undertaken main activities are 1) Six transnational meetings, two per year, to communicate directly within the realisation team, set the tasks, work on collaborative assignments, plan ahead and prepare the intensive programmes for students; 2) Intensive Programmes for students – summer/winter schools each year of the project – where students, academia and professionals work together on case studies and practical issues; test and refine new educational sources; suggest discuss and test green solutions; 3) Collaborative work of the academia on intellectual outputs, in particular the monograph but not only; 4) International Conference held during the final part of the project; 5) Dissemination activities to promote the project, introduce the project´s result, involve other parties into the project on local, national and international levels. The project helps participants to understand and deal with company values using the balance of economic and environmental efficiency. The intellectual outcomes was presented during the planned international conference in which all participants will demonstrate and share common results and benefits of the project work. Planned intellectual outputs were accomplished successfully; what is more, planned reader (a textbook) is presented in the form of scientific publication, a monograph. Encouragement and promotion of green and sustainable business education and application of green solutions represent the contribution and added value of the project. From the long-term perspective the project is sustainable and will continue through future cooperation of partners´ institutions, companies and also other subject that acquainted with the project and its results during the international conference and other events in which the academia participated.

<< Background >>Work Based Learning (WBL) is an educational model that is deeply rooted in some European countries and has been moving forward with greater intensity in the last few decades, although unevenly in different countries. The concept of WBL has traditionally been associated with Vocational Education and Training (VET) and plays an important role in many european educational systems, where it has been used extensively. In the last few years the concept of WBL has also been related to Higher Education (HE), it appears as a model of professionalization as it strongly links the socioeconomic fabric with the academic offer. The need to create specific training adapted to the requirements of the environment and also the problem of youth unemployment, has placed this option as a new model to be developed. Together, we will jointly identify the needs of the current tutoring systems and improve them.The fast changes and increased complexity of today’s world bring new challenges and demands to our education systems, this includes multilingual competences, entrepreneurial mind-set, critical thinking, but also social and learning to learn competences. Within this project, we will provide qualitative and quantitative improvements and benefits for the different actors involved: students, companies and HE centres.<< Objectives >>Between the different participants of this Cooperation partnership, we have identified poor training for both academic and company facilitators and also a lack of commitment, not giving the training the importance it should have.The aim of i-WOBAL (International Work Based Learning in HE) is to build up an international WBL model through an online training for the academic and company facilitators for the development of an innovative and more effective teaching-learning process that will revert to the improvement of student employability and will adjust it to what companies need, training students specifically on market`s demand.We want to actively involve all parties (companies, HE centres and students) showing them the importance of proper training and how it can revert positively for each one of them.The project will also achieve fast adaptability to the different trends in the labour market, as the produced results will be a versatile product susceptible to change.<< Implementation >>4 Universities and 3 VET Centres will make up the consortium:- 4 Universities: University of Deusto (Spain), OTH Regensburg (Germany), Donau Universitat Krems (Austria) and Icam(France).- 3 VET Centres: ENAIP Veneto (Italy), Centro San Viator (Spain) and Egibide (Spain)The project will be subdivided in different activities that at the same time will be determined by 5 target groups: Adult learning, People with disabilities, Bachelor Degrees, Master's Degrees and NEETs. The tasks will be:- Development and preparation of an individual report, according to their target group and their country, both at HE level and company level (e.g., policies and regulations for WBL, application and assessment periods for WBL, methods of training for facilitators and evaluation methods). Each partner will focus on the field where they have the most expertise and background knowledge.- Collection, analysis and evaluation of the recovered information: Once these reports are prepared we will share this information among the partners and establish a Didactical common guide among all parties to successfully develop the Online School of Facilitators.- Development of the Online School of Facilitators: taking the guide as a starting point, we will generate a course that will be hosted on an online learning platform (LMS - Learning management system). This will be the main unit of the project activity and it will involve research, production, testing and evaluation - all of them implemented by the partners- Online School of Facilitators training: this training course will deal with aspects and contents related to the technical and personal skills for facilitation in WBL processes. Course participants will learn how to be a facilitator for WBL and what are the benefits that companies, HE centres and students will get from it. The mission will be to train all the agents involved in the WBL ecosystem to generate meaningful and transformative learning processes in cooperation.All the materials will be available, open and free, on the i-WOBAL website and other public repositories in English.<< Results >>We have defined two Project Results. Our aim is to build up an international WBL model through a didactical guide and an online training for the academic and company facilitators.Through this Cooperation Partnership we want to develop a Didactical Guide that will help both company and academic facilitators to provide students the best possible training, adapted to the different needs, skills and competences required by the current labour market. Within this Guide, we will also launch the Online School of Facilitators to put it into practice. Implementing this project internationally will allow us to share the different approaches of WBL of the participating countries (Austria, France, Germany, Italy and Spain), based on different target groups (Adult learning, People with disabilities, Bachelor Degrees, Master's Degrees and NEETs) and adapt it to the particular needs of each one of us. The international dimension of the project will help all the partners to co-create and co-design models and guidelines to upgrade the cooperation between HE centres and companies. Together we will build up a model that can be easily adapted to each one's individual needs.i-WOBAL project will have a positive and long lasting impact on participants, organisations, associated partners and people involved in the actions and different target groups.It will boost international WBL at all levels, including innovation in education, encouraging cooperation and mutual learning, internationalisation, linking and collaboration between HE Centres and companies. The project will have direct impact on the partners of the consortium but it will also have an indirect impact on people and other important stakeholders reached by the multiplier events and other dissemination actions.This strategic partnership will benefit everyone, students, HE Centres, companies, and the society as a whole.