1) Project backgroundEducation and businesses, whether for-profit and non-profit, are facing change like never before. Numerous driving forces to this change include rapidly expanding marketplace (globalization), and increasing competition, diversity among consumers, and availability of new forms of teaching technology, methodology and approaches. In this environment, competitiveness at company level depends crucially on the speed with which new products can be brought to the market and new cost-saving improvements made. Innovation - the ability to reap the rewards of scientific achievement - requires much more than the ability to turn a new idea into a working product. It requires the systematic and holistic approach of innovation management. From another point of view, education is on the dynamic path of change and modernisation. New innovative cross-functional and cross-disciplinary approach, engaging business, external stakeholders, the public, researchers and other third parties is essential. The Europe 2020 strategy, its Flagship Initiatives and the Modernisation Agenda of European universities put knowledge at the heart of the Union’s efforts for achieving smart, sustainable and inclusive growth. Including practical experience in courses can help attune curricula to current and emerging labour market needs and foster employability and entrepreneurship (Agenda for the modernisation of Europe's higher education systems, 2011 ). 2) Main aims and objectives of the project• To provide pedagogical methodology and course plan for obtaining competences, skills and knowledge in IM.• To provide European HEIs, researchers, experts and SME managers with fully documented training materials and tools in innovation management.• To increase the competitiveness and the innovation capacity by providing SMEs with the necessary IM tools and practices for their everyday activities. • To increase the European business and training community awareness and to cultivate a common consciousness about innovation management.• To increase the intensity and quality of business-academia collaboration by providing a ready-to-implement model.3) Number and profile of participantsThe APInno proposal has a balanced partnership structure and includes two HEIs, two SMEs, one Research Centre and one NGO active in HEI-business collaboration and adult training. Four different countries were involved: Bulgaria, Italy, Spain, UK.4) Project activities• Cross-Country Needs Analysis of SMEs managers and HEIs' stuff from the partner countries on the topic of IM• The merged results of the study are basis for development of IM methodology • Development of IM course• Development and testing of training materials for students, trainers, SME managers • Development of project web portal• Upgrading the project deliverables based on the feedback gathered from all involved parties (participants, trainers, experts etc) and elaborated final version• Final conference in Bulgaria3) Project Methodology - The APInno applyed a university-industry collaboration methodology through repeated cycles and in smaller portions at a time (incremental), allowing precise quality control for the results.4) Results and impact - The main outputs of the APInno project are the Innovation Management methodology, the IM course, Three sets of training materials, Guide for business-academia collaboration. These products will help both HEIs and SMEs to develop new practices to systematically manage their potential for innovation. Managers of SMEs and other organizations will be able to identify, value, select the best means to develop, trigger and share their most valuable asset: creativity. HEIs have a model for experiential learning approach in IM. Despite the widespread recognition of the need of innovation, practical guidance and systematic approaches to managing innovation were not available in an integrated training framework. This was exactly the overall aim of the APInno project: to transfer, adapt and develop an integrated training package (materials, tools and methodology) for Innovation management to benefit from this knowledge and use it in a practical manner in their everyday activities. All outputs are available on the web portal of APInno.5) Long-term benefits- Direct replication of the Guide for collaboration and APInno experiential model.- If appropriately connected with the industry, academia will be able to impact society, through their advanced identification of upcoming innovation management developments and challenges. Based on their future experience with APInno and the case studies of the work with SMEs academic institutions and researchers will be able to build models and identify upcoming challenges in the field and/or provide ready solutions.- SMEs will gain higher awareness of the benefits and role of IM.

The ThinkFilM project is a Youth Initiatives project organised by the „NaFilM“ group, which was founded by students within the Masters program at the Department of Film Studies in Charles University in Prague. The initiators of the project have engaged in the research of film education and the public presentation of national film heritage for the past five years. The ThinkFilM project builds on a previous project entitled „Czech Film Museum“ and extends it to the international level with the participation of project partners from Germany, Poland and Great Britain. The Czech Republic is one of the few countries within Europe whose national film heritage is not publicly accessible. The uniqueness of the project lies both in its output, the conception of the form of the non-existent Czech Film Museum, and in the international outreach that adds value and outside expertise to the final concept.The aim of the project was to map the existing procedures used in film education for youth and in the public presentation of cinematographic heritage and then use the acquired knowledge for finding innovative practices that improved upon the established practices. A major benefit of each of the project partners was the creation of their own filmic-education project for youth, which will correspond to the specific needs of the country (exhibition, VR interactive installation, publication, symposium). These works were subsequently interconnected in project‘s output – in the concept of the Czech Film Museum, an institution that will provide informal film education and public presentation of the national cultural heritage in the Czech Republic.The project partners involved students and academics from foreign universities and these experts and practitioners were invited for consultation. Each of the project partners created a project group and have chose two to three members to coordinate the project in each of the partner countries. During the first year of a larger research project they have created a complete team comprising different numbers of students. Together they established cooperation with relevant institutions in their own country. The partners communicated with each other through internet channels. Project group meetings took place within each group and at the international level as well. At the same time, the results of the project were consulted with representatives of film institutions. We also organised meetings with the main target group representatives, which allowed us to verify the created procedures and obtain feedback.The impact of the project lies firstly in the field of film education for youth, in which the project sought to improve the quality and innovation of established practices, and secondly in the presentation of film heritage, in which we were seeking for ways to modernise the presentation of relevant filmic culture to the general public.In the long run, the project primarily succeeded in the establishment of creative and intensive cooperation between the partner universities and institutions involved. Together we not only achieved the main aims of the project, but we will keep on improving the quality of film education within our following activities in the future. Equally important was the impact of the project on the personal and professional development of the participants. We plan to continue our collaboration and by doing so to make film education more accessible to young people as well as to make national cultural heritage publicly available at the national and international level.

"The use of simulation in teaching and learning in nurse education is gaining momentum, as a result of a growing body of evidence which notes its efficiency and effectiveness. The objectives of this project were to address the lack of universal simulation resources particularly in relation to community care. This project sought to develop a simulation kit - comprising three simulation resources- which could be used across different countries. All the ten partners listed in section 2.1 below, participated in the planning, development, and evaluation of a simulation kit named NURSKit, which is now freely accessible for the next two years through the University of Malta website: https://www.um.edu.mt/projects/ispad/about-us-2/. The NURSKit includes three different scenarios. Each scenario comes with a kit for the facilitator who will be guiding the students during this scenario, pre-scenario resources to prepare the students for the activity and post-scenario resources to enable the carrying out of the student debriefing session. Scenario 1 focuses on a person living in the community without established chronic disease, but with multiple risk factors. This scenario was developed by Lahti University of Applied Sciences, SAMK University , University College Dublin ( leader) Scenario 2 includes a person living with diabetes and experiencing psychosocial issues as a consequence of his chronic condition. This scenario was developed by Molise University, Turku University, Cardiff University ( Leader). Scenario 3 focuses on end of life care. This scenario was developed by Middlesex University, Oslomet University , JAMK ( Leader). The University of Malta was responsible for overseeing the development of all three scenarios. Three experts, all authorities in the field of nurse education, from three different continents - Australia (Professor Simon Cooper from the School of Nursing, Midwifery and Healthcare, Federation University Australia), Africa (Professor Abeer Saad Eswi, Cairo University, Egypt), Asia- (Professor Cho Eun-Jung, Yeungnam University College, South Korea) contributed to the project as consultant/ advisors, thus enabling a wide comprehensive universal relevance of the simulation kit. The second objective of the project was to develop and deliver an innovative training programme to two individuals from each of the ten participating universities, with the aim of them becoming ""Simulation Champions"", at their own respective partner institution and championing the development of simulation. This training programme was developed by the University of Lahti and the University of Malta. The programme was delivered jointly by the two universities in 2017. Twenty participants successfully completed the training programme. These participants were academics from each of the 10 participating orgnisations (section 2.1). Two academics from each of the universities were trained in the use of simulation. This training programme entitled ""Simulation In Nurse Education"" (SINE) Champion Award Certificate"" included 5 ECTS at EQF level 6. The training programme and simulation kit were both evaluated. The training programme was evaluated through the use of focus groups with the participation of the trainers who delivered the programme and the students who took part in the programme. The feedback on the training programme was very positive and this programme is now available for delivery by other institutions who may wish to run this programme within their own entity. The NURSKit was evaluated through the use of an online survey which was designed to measure students' knowledge and self-reported competence before and after following the simulation exercise. The students were also included in a number of focus groups to identify their experience in participating in the project. The feedback on the NURSkit was also very positive. The research study indicated that students improved in terms of knowledge and perceived competence with the use of all three scenarios. This suggests that this NURSkit is a useful tool for the teaching and learning of community related nursing. The long term benefits are that both the NURSKit and the training programme which have been developed are available for the use of other Universities via the University of Malta website and can be applied on a universal scale."

Five leading European supercomputing centres are committed to develop, within their respective national programs and service portfolios, a set of services that will be federated across a consortium. The work will be undertaken by the following supercomputing centres, which form the High Performance Analytics and Computing (HPAC) Platform of the Human Brain Project (HBP): ▪ Barcelona Supercomputing Centre (BSC) in Spain, ▪ The Italian supercomputing centre CINECA, ▪ The Swiss National Supercomputing Centre CSCS, ▪ The Jülich Supercomputing Centre in Germany, and ▪ Commissariat à l'énergie atomique et aux énergies alternatives (CEA), France (joining in April 2018). The new consortium will be called Fenix and it aims at providing scalable compute and data services in a federated manner. The neuroscience community is of particular interest in this context and the HBP represents a prioritised driver for the Fenix infrastructure design and implementation. The Interactive Computing E-Infrastructure for the HBP (ICEI) project will realise key elements of this Fenix infrastructure that are targeted to meet the needs of the neuroscience community. The participating sites plan for cloud-like services that are compatible with the work cultures of scientific computing and data science. Specifically, this entails developing interactive supercomputing capabilities on the available extreme computing and data systems. Key features of the ICEI infrastructure are: ▪ Scalable compute resources; ▪ A federated data infrastructure; and ▪ Interactive Compute Services providing access to the federated data infrastructure as well as elastic access to the scalable compute resources. The ICEI e-infrastructure will be realised through a coordinated procurement of equipment and R&D services. Furthermore, significant additional parts of the infrastructure and R&D services will be realised within the ICEI project through in-kind contributions from the participating supercomputing centres.

The PENS project seeks to build capacities to develop a new curricula in enterprise systems engineering as a new undergraduate program, using a student-centred adaptive learning approach based on the bologna processes. The project will develop 8 courses in total and four tutorials. Also it promote entrepreneurship education. These new Pathway in Enterprise systems engineering will be deployed at the four participating partner universities, two in Palestine (P4: AQU, P5:BZU) and two in Tunisia (P7:US, P8:UM). The uniqueness of this approach, that to meet the multidisciplinary needs of the two domains (engineering and system thinking), it will develop an innovative user-centred adaptive learning to create a new curricula and enable the four universities to implement developed program within their degrees addressing variations, yet meeting their own specified key learning outcomes. The importance of enterprise systems engineering to be part of the undergraduate training as integral part of their educational skills, is critical to advance the ICT sector towards evidence-based practices, in the region, which is currently developing. These skills are essential to solidify the deeper understanding of the value and importance of enterprise engineering not only to their specialty, but also their profession, work and practice. They will promote the uptake and implementation of enterprise system engineering to become essential part of their profession as enabling mechanisms to improve the quality of ICT. Thus one key objective of PENS is to develop capacity of members of faculty in enterprise systems engineeing and create undergraduate program to ensure sustainability and lasting impact.