With the flow of millions of Syrian refugees, Turkish higher education is facing the challenge of including ever growing numbers of refugee students to its system and preparing the system and institutions to their access, participation and inclusion. Although Turkey has taken crucial steps to provide refugees with access to higher education by revising and improving its legal framework, enrollment rates –which is above the world average of %1- are still low and needs further improvement along with the need to focus on their participation both educational and employment level. There is an apparent need to understand the multifaceted, complex needs of refugee students, and to assure their integration into the system. HEIs’ recognition and understanding of the refugee students, researchers would not only contribute to their access and participation to academy, job market, eventual success and empowerment but would further increase the awareness regarding their value and diversity in the society. Therefore. with the aim of increasing effective cooperation with science and society and pairing science with social awareness and responsibility the project oversees the inclusion and participation of refugee students and researchers to HES in Turkey through the piloting of specifically tailored support mechanisms, general staff trainings, good practice and knowledge sharing with increased communication and cooperation.

Intimate partner violence (IPV) is a prevalent problem with comparably more adverse effects on women. Therefore, the current action will aim to prepare an implement an intervention against IPV with an emphasis on women victims. Proximal antecedents to violent episodes have been shown to be the most significant predictor of IPV occurrence. Therefore, three intervention manuals will be prepared for victims, perpetrators, and couples focusing on proximal antecedents to violent episodes (Objective 1). These manuals will be tailored to the differential needs of victims concerning the findings of the inquiry of victim typologies (Objective 2), perpetrators concerning the existing perpetrator typologies and couples. Findings related to objectives 1 and 2 will be theoretically reviewed for suitability to adolescence during the secondment. Implementation of the manual for victims will be held during the (re)integration (Objective 3). Implementations for perpetrators and couples will take place following the end of the action due to time constraints. Research experience of the researcher with IPV victims will be transferred to the host organisation in return for research and practice experience of the host organisation with perpetrators and couples. This two-way transfer will support the independent future career of the researcher. The outputs of the action will be communicated with society starting with the implementation of the intervention for women victims. The host organisation, the secondment, and the beneficiary have a longstanding history of inclination towards participatory research supporting the communicability of the action. This successful history of experience will support the security and the applicability of the action against potential risks of feasibility.

<< Objectives >>The project’s objective is to upskill and support performers to leverage their opportunities of the digital supply chain, monetising the online content and protecting their intellectual property. It will be supported through (1)exchange of best practices and competences for gaining access to knowledge for improving the overall positioning of performers and (2)providing guidance for revenue opportunities for performing artists through the creation of a Competence center for digital transformation<< Implementation >>The project will have two main sets of activities:1. Research, analysis and Guidelines for support in using the existing standards, platforms, and legislation2. Creation of a forward-looking Competence center for digital transformation, and pilot trainingThere will also be three project meetings held during the project.<< Results >>Expected results:1. Researched existing technological and legal requirements for the performing online2. Report on the access to the automatic digital exchange standards3. Setting a virtual forward-looking Competence center for digital transformation4. Creating a virtual space and Publishing a Digital Knowledge Vault containing Guidelines and educational resources5. Hands-on training session walking the participants through key areas of the content6. Organisation of three project meeting

"The project established a virtual campus of three HEIs from Macedonia, Slovenia and Turkey that developed and implemented a joint Online Program for Professional Development in Innovative Management, Leadership and Strategic Communication - e-PROFMAN. Within the one-year extra-curricula programme, 100 young practitioners and bachelor students mastered leadership, business and communication skills for a competitive transnational environment.ContextThe European Communication Monitor 2014 reports that one of the most significant challenges for communication management is the merging of communication and business strategies in order to become a valuable part of the decision-making process of an organization. Interviewed professionals said that most important factors for career development are further education and networking among peers and colleagues. Furthermore, ""Opening up Education"" (2013) stimulates developing new business and educational models of curriculum development.Objectives1. Equipping the Programme`s participants with appropriate skills and abilities in achieving competitive advantage and effective leadership behavior in a transnational corporate environment;2. Providing interactive and flexible opportunities for students that exceed geographical, social and financial barriers by utilizing virtual classrooms and cutting-edge ICTs; 3. Providing newfound solutions and strategies through project-based and real-client courses and mentoring that students will apply in their workplaces and during organized internship in business and public sector; 4. Developing free online resources and learning materials relevant to the specific areas; 5. Acquiring international and intercultural experience via virtual mobility and establishing interaction and networking among peers from other European countries;6. Sharing of know-how between HEIs in online learning;Project partners- School of Journalism and Public Relations (Macedonia) (project leader) - a non-profit HEI with a mission to enhance the quality of education in the field of communication, PR, media and journalism, and promote regional cooperation among students and scholars. At the undergraduate level, the SJPR offers professional education in (i) Journalism and (ii) Corporate Communications and Public Relations, providing modernized and applied study programmes.- DOBA Faculty for Applied Business and Social Studies (Slovenia) - online business school dedicated to the development of innovative individuals and eLearning. It offers BA and MA programmes in the areas of Business & Management, Marketing, Social Services and Lifelong Learning. With an annual intake of about 1500 students DOBA is the largest online distance education provider in SEE.- Istanbul University’s Faculty of Communication (Turkey) - the oldest and longest established communication faculty in Turkey. Offering a theoretical and applied education, the faculty currently gives BA, MA and PhD education in three departments - Journalism, Public Relations, and Advertising and Radio/Television/Film. Having a dual education program, the faculty has also been providing distance education.Activities- Transnational Desk Research - provided initial understanding of the educational environment and policies, and market competition in Macedonia, Slovenia and Turkey, and collected and analyzed all the existing information about the educational programs in the fields of management and communication studies.- Joint Staff Training was organised for 34 HEIs representatives and mutual database for providing a coherent professional program was developed.- Curriculum, including syllabuses, learning materials and OER, was developed and 8 online courses were provided by the mixed teams of lecturers from different countries. Two blended learning events - Students Camp and Final Seminar, and traineeships for 5 students were organized.- The Learning Management System facilitated the management of the virtual classroom by tracking the students' progress.- The Regional Conference “e-PROFMAN Talks”, organised in Skopje in May 2018, discussed new content and media that path a way for effective communication in a VUCA world. Project`s results were presented in front of 100 participants.- The Evaluation Report presents the findings of internal and external evaluation of project implementation, and provides detail information about results and impact that were achieved. The report was included as a part of the international monograph ""Linking Business and Communications: From a Sparkle to a Flame"", published by the DOBA Business School (Slovenia).Impact and longer term benefits-Strengthening the skills of students for a transnational competitive environment;-Networking among professionals from different European countries;-Strengthening the capacities of the partner HEIs;-Raising awareness of young people on the importance of lifelong learning and new ICT for their career growth."

The unique chance of DIGICRIMJUS is to conduct very important interexchange between the best young law students, from undergraduate to doctoral, coming from three very different criminal legal systems: the Hungarian criminal law with a socialistic history, the Turkish criminal law with an Ottoman tradition and many influences from Italian, French, Swiss, German, and even other influences within the past century, and the very traditional German criminal law with a tradition in philosophical and dogmatical development. While the three different legal systems also share some similarities through their past, differences, especially within the culturally dependent criminal law, prevail. However, they all are challenged by digitalization in similar ways. Artificial intelligence is used anywhere to apply autonomic systems. Likewise, people are using different online systems and applications within the clear, the deep, and as well within its darknet. Some of the users are using the internet to their advantage in illegal ways. Yet criminal laws are not prepared for digital fraud, theft trespassing, and different kinds of digitally trafficking with illegal goods, be it drugs, guns, or child pornography. Last but not least, investigators need to investigate within the internet as well as using digital means. Hereto we need to develop new rules of evidence taking and presenting in court. It is our plan to also use that chance by developing the methods of comparative work and research when challenged by digitalization for future law professionals. We want to discuss these current challenges within three transnational training seminars together with students of our universities. We will by teaching and learning make those challenges transparent to the public and discuss the need for further research and adoptions of criminal laws in our countries. By comparing our legal systems, we will look out for best practices and the need for change. Secondly, we will develop different kinds of national, comparative, and transnational lectures from the core subjects of the three seminars, a full one-semester specified class on digital criminal law, including online teaching materials; concentrated short and informative video-lectures of different research subjects of the research and including specific challenges to all criminal laws, which are subject of our research; podcasts formats, which will base on deepened case studies and also attract next-generation students. The result will be a very unique, entirely new form of teaching and learning in a multilingual, international and professionally high-quality environment. We plan to set up a knowledge hub for related issues in collaboration with law students. With the three transnational seminars, we will reach out to at least 90 students (30 from each university within three years). However, with the different class formats developed through the research, in our universities directly and internationally “online” indirectly a large number of students will have the chance to participate in the future (outreach to high school students and students within all years of their law study; to students of other subjects, especially to those of computational science). By including the investigation teams within our states into the program, we will also reach out to different stakeholders, amongst those the International Police Agency INTERPOL. The program, all in all, functions as a start-up to deepen the relationship between our three universities. It is built on the yearlong relationship of its three leading partners, who since 2006 regularly teach, research, and train at each other’s university. In order to foster the interexchange, we plan to install a very unique Master program between our three universities on digital criminal law, and which will attract many students from all three states within the future.In total, that will include unique benefits in the long term for we will trigger the modernization of the criminal law curriculum: as part of studies through seminars and lectures and as part of masters with a digital criminal law master of law curriculum. Since our research will base on comparative approaches, it will help to develop a more positive attitude towards the European project and the EU values. Moreover, a comparative approach to digital challenges to criminal law allows facing the biggest challenge of different and conflicting criminal laws as such (mutual trust). Finally, intellectual outputs of the program address students of law, computational science, and other subjects, as well as the future generation and the interested public. The project will develop skills protecting from crimes like digital theft, computer fraud, or from being involved in illegally trafficking with goods in clear-, deep-, or darknet. In the very long run, this will strengthen (individual) digital human rights in the states, the European Union, and beyond.