<< Objectives >>The project provides HEI leadership and professional staff with tools for driving cultural change amongst academics to create a supportive environment towards external engagement and entrepreneurial activities. It examines how cultural change can be best enabled in academia through identifying specific needs of the target groups and creating good practices for cultural change, to design a toolkit for HEIs, to support their efforts to become more engaged and entrepreneurial institutions.<< Implementation >>The project will conduct research on cultural change towards engagement and entrepreneurial activities in HEIs, by examining academics’ perceptions and needs as well as current good practice examples. Based on investigation, it will develop a toolkit for cultural change addressing the needs for awareness raising, enhancing internal & external communication, incentivisation & rewards, navigating the support environment. The toolkit will be validated through focus groups and widely disseminated.<< Results >>The main project results include the investigation report – a synthesis of all learnings and findings from the investigation phase; the collection of 40 cultural change case studies; as well as the designed and validated toolkit containing 40 change management tools (interventions, nudges and templates for cultural change) and 4 designed strategy guides for awareness raising, enhancing communication, incentivisation & rewards as well as navigating support environment.

One of the biggest challenges in many kinds of educational contexts is the handling of IT tools within the area of applied science. The implementation of tools, both software and hardware, as part of the curriculum is an ongoing discussion at universities: is important theory supposed to give space for hands on exercises with new tools? The industry expects young candidates to be able to handle necessary tools while also having a deep understanding of the theories behind to be able to assess results coming from computational software.The reason why this situation is surfacing as an increasing issue these years is simply because the problem has worsened year after year without any solution or improvement in sight. The amount of theory and production of new knowledge and methods is increasing continuously. The complexity of the professional software packages is increasing accordingly on a highly competitive market. The trend in the industry towards a completely digitalised value chain is supposed to be reflected in the curriculum at the universities albeit we here experience cuts in basic fundings and reduction in teaching resources.The construction sector has been identified for several years as having a huge unfulfilled potential in economical growth due to a lack of adoption of standardisation and digital tools. The area of Infrastructure compared to the built environment, which is characterised as by being financed almost entirely by public money, is where the attention and demand for more effective design and construction methods is evident. This Erasmus+ project wishes to develop new ways of teaching and looking at new ways of introducing professional tools in the study environment with a strong focus on exercises close to real life situations (problem based learning) without reducing the necessary underlying theoretical understanding. The changing demands are a global phenomena although the Scandinavian countries, especially Norway and Finland, are moving ahead compared to many other countries. In this Erasmus+ project we want to assemble the strongest possible team to develop a forward-looking way to develop a curriculum that faces the challenges described and can become a role model and motivating factor for other educational institutes. We need a curriculum that is flexible and sustainable in an accelerating digitalisation context, addresses global challenges both economical and environmental, and prepares our students to handle changes which are coming with an ever-increasing speed. Building Information Modelling (BIM), Concurrent Engineering (CE), Integrated Project Delivery (IPD) and Machine Control Systems (MCS) are all new concepts which originate from the digitalisation of data. New tools like laser and radar scanning technologies, drones, Virtual and Augmented Reality etc. all add new possibilities which we somehow need to address in our curriculum. We expect these new areas to be introduced as natural elements in a real case work environment carried out as a one week intensive study course where students from 4 different countries work together, solving problems together.The Erasmus+ project delivers in three areas. First, developing a new curriculum and didactic methods which are aimed at teaching our students to be open minded, tolerant and seeking for solutions within a compromise. At the same time they must learn about new work methods following the logic of the digital mindset, using digital tools being able to help each other, learning and teaching each other new things every day, and at the same time achieving a common goal.The second delivery of the project is the development of new assessments methods for all parts of the project both for our own course development to be able to improve from workshop to workshop, but also to measure the impact on the students and also the professional domain.The final delivery is our goal of disseminating our results. The outcome of the project both the developed curriculum and didactics, and also the evaluated results will be presented locally, regional, national and not the least in other European countries and will be made available for free on a webpage. We want to influence a new way of thinking when it comes to teaching engineering into a new digital age where the dependencies on digital tools for design and communication in a global context is getting inevitable.

<< Background >>We have applied for this project since we are on daily basis witnessing the challenges family business succession isfacing, e.g. successor has a lack of business knowledge and limited time to acquire needed knowledge for successfultransfer of business.Namely in partner countries, family businesses have been an important part of any economy for decades, especially indeveloped countries with a long tradition of entrepreneurship and private ownership. In developed countries, thepercentage of family entrepreneurship ranges from 50% up to 90%. For example, in Germany, 90% of all Germancompanies are family-controlled companies and in Italy, family businesses represent around 60% of the Italianshareholding market.On 8 September 2015, the European Parliament adopted a resolution on family businesses in Europe, emphasizing theimportance of family businesses, their role in the economic growth and social development of the European Union, andthe reduction of unemployment and investment in human capital. According to the data stated in the resolution, in 2014,85% of all European companies are family businesses, which are in charge of 60% of all jobs in the private sector. Mostfamily businesses are small and medium-sized enterprises, which generate a significant share of the total incomegenerated by all enterprises and thus significantly contribute to employment and economic growth, and success of aparticular country.The countries of Southeast Europe are specific because most small and medium-sized family businesses were created inthe 90s. As is the case in Croatia where about 76% of companies were founded between 1990 and 1994 and now, aftermore than 30 years the largest transfer is happening from the 1st to 2nd generation of family businesses.Inheritance is an extremely important but also challenging topic, especially in the countries of East and Southeast Europewhere the processes of inheritance are still being prepared or taking place. About 150,000 small and medium-sizedenterprises a year have difficulty in overcoming the business transfer process, compared to the estimated 600,000 thatpass through the process each year, thus endangering about 600,000 jobs. In order to further update the issue ofbusiness transfer, in 2000 the European Commission formed a group of business transfer experts to monitor theimplementation of the 1994 recommendations in EU member states. The final report of this group of experts again showsthat the 1994 recommendations are being adopted too slowly. They further estimate that, on average, 25-40% of allcompanies in the European Union will undergo business transfers in the next 10 years, putting 610,000 companies with2.4 million jobs at risk.One of the key challenges is to raise their own competencies and knowledge -as taking over the family business due tothe efficiency of business meant that young heirs had to return to work, not to education. The first generation (owners)through their schooling are not educated on how and in what ways to transfer family businesses. In addition to the alreadymentioned challenge, young people have more and more pressure from taking over the family business, and when theydo, they do not have time to further their education.Because of these challenges and the needs that family businesses have in their succession, we decided to apply for aproject in which we will develop a tailor-made program to help family businesses do the best and most successful transferof ownership and management.<< Objectives >>The project „Small steps to bigger success – developing knowledge/capacity building program for entrepreneurs to foster– through microlearning - better and more successful succession in the family business (SiFB)“ is an Erasmus+ projectaddressing KA2 Collaboration partnership in vocational education and training. This project is contributing to this priority is Contributing to innovation in VET– where we want to encourage innovative learning and teaching practices, develop the student-centered program, and achieve better alignment with the needs of family businesses. Also, the aim is todevelop a flexible way of learning and modular course design for young entrepreneurs by using the micro-learningmethodology. They will adjust the learning at their own pace using digital new methods and advancing digital skills.Besides the above-mentioned priority that our project results will contribute the most, this project is also contributing toother priorities:1) Increasing the flexibility of opportunities in VET – by developing a completely digital, online Program, theproject is supporting these additional priorities, with the aim is to become more interconnected, flexible, innovative, and digital. The partnershave innovative ecosystems in the area of the family business and through this project, we will strengthen the linkbetween education and innovation–related to the business community. By developing the digital content, we will guide the creation based on the Europeanframework on the digital competencies of educators and organizations.To sum up, this project brings innovation through digitalization, new digital accessible programs, and innovative techniques, like micro-learning for family businesses, through digital capabilities and knowledge of the higher educationpartners.The main objective of the SiFB project is to prepare and develop the program and offer it to the owners (1st generation)and next-generation (2nd or 3rd generation) to perform a more efficient and successful transfer of family business bycreating a tailor-made, modular online learning program (further referred to as Program) with a specific focus on familybusiness needs and challenges. With Program accompanied with short but focused videos/stories, we want to addressthe challenges typically associated with succession and show the best practices on other successfully transferredbusinesses, enriched with gamification elements and applied micro-learning methodology, and offered as an onlineeducational platform on the SiFB learning platform/website.To achieve these goals, the specific objectives of the SiFB project are:1) to determine what type of challenges exist and what knowledge and information the target group (family businessmembers) need by conducting and analyzing results of research on family business succession/challenges inLuxembourg, Croatia, Germany, Sweden, and France2) to create a tailor-made, modular program on succession in family businesses for all relevant members of familybusinesses3) to transform the previous objective into a tailor-made Program in microlearning units on succession for familybusinesses4) to develop/improve learning space/website.<< Implementation >>First, we will conduct activities related to the primary research and find out what are the need and challenges of the familybusinesses in the process of succession. The research finding will be compared and enriched with the Erasmus+SUFABU project - they are exploring the current state of the succession in family businesses in 6 countries(www.sufabu.eu). After the conducted primary research in every partner country, we will analyze gathered data andbased on the data create a report which will be the basis of creating the tailor-made Program. Activity that follows is thedecomposition of the Program into small educational microlearning units, after which each partner institution will prepareand record specific microlearning units, based on the succession topics/phases (lecturers and examples of the bestpractices). ZSEM will gather all prepared recorded content and do post-production - in this way all the units will have thesame standardized quality and design. The activity that follows is to build the learning space/website after which ZSEMwill upload the prepared content by each partner institution and meet the requirements for a tailor-made Program tobecome visible and available to target groups. In parallel though put the whole project, project partners will use everyopportunity to disseminate the project and make it visible to a wide audience. As well they will use the opportunity topresent the Program and project on specialized family business events (e.g. events organized by the National Chamber ofCommerce in partner countries) whenever possible.Main dissemination will be multiplier events in each partner country.<< Results >>The first result is a research paper on family business challenges from each partner country (Luxembourg, Croatia,Germany, Italy, France and Sweden). These survey results will be a very important input in the process of designingProgram and micro-units for family businesses. Academic experts in the family business, in cooperation with all partnerinstitutions (WHU, EDHEC, JU, ZSEM, LSB), will develop a second result - a tailored-made Program onsuccession in the family business. This Program and accompanying educational material will provide an added value forfurther education both in Partners’ countries and the wider EU level.The aim of this Program is to strengthen the knowledge, skills, and competencies of family business members (owners,next-generation etc.) in the succession, in order to better prepare them for the challenges of the succession process. Alack of theoretical and practical knowledge in the means of best practices in the area of succession is often presentamong family businesses. Due to mentioned reason, provided educational material will be adapted to the needs of familybusinesses (with appropriate theoretical and best practice examples). Also, a tailor-made Program will be adopted to afamily business phase of succession.The family business (owners, next-generation, members) will have the possibility to navigate their own educationaljourney by choosing the tailor-made modules, which will be generated based on their needs and challenges they are in.The selected approach for phases of succession is that each phase is different and unique, for example, the planningphase is - start thinking about the succession process, finding who will be the right person and how the family businesswill approach that phase - in the means of knowledge, skills, and competences. Then the phase of training anddevelopment for succession and then the transfer of power and ownership according to the recommendation of the articleToward an Integrative Model of Effective FOB Succession. In each phase, the preparation in knowledge, skills, andcompetencies is very important.Academic experts (WHU, ZSEM, LSB, EDHEC, and JU) will produce the third result– record lectures and thebest practices (family businesses that successfully transfer the business to the next generation), stories how other familybusinesses succeed or fail in transferring the business. Members from the academic partner institutions, incollaboration with website development experts, will create a fourth result – a learning space/website for uploading the video stories and examples (lectures) to the learning management system. Mentioned materials will be available for both Consortium partners and the wider, on EU level (free access for everyone).

"Among the six priorities of the European Commission for 2019-2024, is that of ""A Europe fit for the digital age"" which, in turn, promotes the strategies of ""A European Strategy for Data"" and ""Big Data Value Public -Private Partnership ”. These actions, among many other issues, aim for the European Union (EU) to become an ecosystem that offers value through Big Data to generate innovative educational, business and public service models that directly benefit companies, universities, researchers, public administrations and European citizens (as a whole).To achieve this, it is essential to strengthen the knowledge, capacities and competencies of European universities (teachers and students) and companies (managers and staff) in relation to Statistics and Big Data so that both are capable of producing , analyse, use and/or create value from the data.From this context, the #BigDataForAll initiative was born with the following primary objectives:1. Update professors/professionals competences on how to design, implement and evaluate gamification processes for teaching (in general), especially Statistics and Big Data (in particular) through a MOOC.2. Connect Universities with SMEs/NGOs that require personnel with knowledge and skills in Statistics and Big Data, so that between these actors they jointly develop an educational itinerary through a gamification process (digital game) that responds to this need.3. Update Statistics and Big Data competences to students/youth through the previous gamification process (digital game), so that they increase their chances of insertion into the labour market (connecting them with SMEs/NGOs that require personnel with these knowledge / skills)."

This project globally aims at promoting a more inclusive training model for social workers within the European Union. “Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people (definition of social work approved by the general Assembly of the IASSW in 2014). This definition can also apply to future social workers, during their education time. Indeed, future social workers' education is based on an alternation of theory and practice and seems to be particularly prone to innovations facilitating social inclusion, and this for the following reasons :-As a result of their close relationship with professionals of the field and research activity, training institutions for social work represent real laboratories to experiment innovative practices. These institutions already deal with the topic of service users’ participation at the European level. -Innovative practices implemented in social workers' education have large and long-term consequences on social issues. In effect, actions taken with various groups have a major impact in terms of their social inclusion, including those involving future students.Even if an international definition of social work exists (see above), social work refers to a wide range of practices and theoretical backgrounds at a European level. Social workers’ education is also specific to each country, although it is being harmonised as part of the Bologna process. However, educational institutions that train social workers within the EU are facing common issues, particularly those related to service users’ participation within their training curriculum.By service users, we mean people who are using, who want to use, or who have used services or facilities in the social sector (for instance : people who live in residences, people with disabilities, migrant people, etc.…). The challenge is about taking into account their knowledge, based on their experience of social vulnerability and social services and include it in social workers’ training programmes. The potential benefits of such an approach are identified : -For students : They gain better knowledge and understanding of social issues from the service users’ perspective and thus, transform their own representations of these service users. -For service users : Opportunity to take a step back from their experience, acknowledgement of their expertise, new skills.All partners in this project educate/train future social workers in 3 different EU countries. They have already experimented programmes including service users’ participation. Thanks to these experiences, they have identified the benefits (see above) and some limits to these new developments. The most common being that : -Up until now, many such initiatives remain quite isolated, individually based and their sustainability is therefore not guaranteed. -Most of these initiatives are currently based on service users’ testimonies, which remains quite a narrow approach to participation. -Participation is still considered as a one-way process, reflected in the idea that service users are generally invited to take part in the students’ educational programs and still very rarely the other way round. When students have the opportunity to take part in activities beyond the walls of their educational institutions, participation is still very rarely mentioned.In order to lift these constraints, this project aims at : -Improving knowledge and visibility on the current experiments developed in the three partner countries (France, Sweden, Belgium) in order to spread them around other educational institutions;-Extending and diversify the pedagogical approaches related to service users’ participation in the education of future social workers, by enhancing teachers’ expertise and developing new learning tools ;-Considering participation as a permanent educational process, including field experiences when students explore service users’ environments.This project aims at designing 3 intellectual outputs intended for social work teachers and social work students, in order to support service users' involvement in social workers' education : 1. Mapping of experiences on services users' participation2. Creation of a Service users’ participation toolkit3. Designing of a training scheme : European week on participation