The Erasmus Mundus Design Measure BioMediPhy-GO launches the basis for a unique multidisciplinary programme designed to educate students coming from various disciplines in biomedical physics at Master level. This Joint Master Programme is conceived to provide, in the same curriculum, training in applied physics, biology, and medicine to bridge the gap between physicists and scientists working in the field of life-sciences. The relevance of the proposed master programme is justified by the increasing need of physical approaches spanning from radiophysics to photonics to investigate complex biological systems and to provide novel technological solutions for health care. In terms of both, diagnostics and therapeutic research, and organization of the care system and individual needs expectations and demands are high and the societal relevance is evident. The originality of the master program relies in merging classical medical physics education, based mainly on radio-physics with modern physics underlying highly innovative emerging technologies including microscopic techniques, laser optics, plasmonics and photonics. Although, various photonic tools are widely applied in biomedical research, there is a gap in the education of students in these fields. The planned European educational master program offering training in all these aspects aims at closing this gap with a programme that is currently unique in Erasmus Mundus. BioMediPhy-GO is based on programmes that are already established at the participating universities. By enhancing their capacities and joining resources an extended curriculum can be offered to the students. Close interaction between the partners and common quality assurance mechanisms will help to develop new modules and to improve already existing modules. Common efforts in accreditation and recognition of degrees and credits, and ideally, a joint European degree will contribute to the mobility of students and graduates inside the European Community.s

The PuRPOSE project’s main objective is to promote research attractiveness in the fields of entrepreneurship and management studies by developing new training approaches and tools in order to contribute to overcome obstacles such as lack of interest, network, knowledge and skills that prevent students from engaging in PhD studies. The private sector will be strongly involved in the project in order to increase relevance of activities, favor a practical approach and allow students to develop their network.The project will go through three phases:-A development phase during which the partners will carry out an inventory and analysis of existing good practices, define strategies and create the tools for increasing research attractiveness-A pilot phase where the tools and concept created will be tested on Master’s students during the learning teaching and training activities carried out.-An analysis of the tools and concept created following the experience of the pilot phaseThe first intended result is an analysis of good practices and obstacles in partner HEIs. This output will lead to the development of strategies and recommendations for fostering research attractiveness and to the refinement of the MiniLabs pilot concept.The second intended result is the “MiniLabs pilot concept”, a comprehensive Learning, Teaching and Training concept. This MiniLabs pilot concept will be based on a series of principles, tools and training methods with the aim of favoring research attractiveness for Master’s students. It will be conceived as an idea to help trainers provide an attractive and innovative pedagogical approach to give students the necessary skills, knowledge, interest and practical know-how to get involved in research/PhD studies after their master’s degree. The MiniLabs will include two main features: collaborative work by international student teams on research projects through online and face to face coaching, and an online training module in the form of a series of videos.The third intended result is the MiniLabs Guide for promoting research attractiveness. The analysis of the MiniLabs pilot concept will lead to the production of a guide for promoting research attractiveness that will be easily transferrable through the consortium’s networkIn terms of long term impact, the final expected results are the dissemination of the MiniLab's guide for research attractiveness, the replication of the MiniLabs concept and the creation of a European network working on themes revolving around research in entrepreneurship and attractiveness, exchange of good practices and encouraging research in management studies involving external actors.

<< Objectives >>Climate Change is the “Biggest Threat Modern Humans Have Ever Faced’ (UN, 2021). The European Commission calls to prioritise environmental sustainability in members’ education systems. Despite the urgency of the problem, effective programs on climate change are scant. The proposed project aims to develop an interactive digital educational programme, for higher education to promote pro-environmental behaviour and support EU’s Green Deal, as well as its objective to promote digital literacy.<< Implementation >>The project will develop an intelligent educational video selection and content creation algorithm to support the development of an interactive video-based educational platform (IEP), the BTheChange, on climate change. Educational content will be individualised and matched to user preferences resulting in a powerful, appealing and engaging learning experience for the higher education learner. Effective educational videos will be reinforced with impactful learning and behaviour change activities.<< Results >>The project will result in a digital and video-based educational platform delivering a course on climate change for higher education learners. It is expected to promote knowledge acquisition, reinforce pro-environmental attitudes and behaviours. It is also expected to promote participants’ responsible digital citizenship. BTheChange methodology is expected to result in a novel methodology for the development of impactful and thought-provoking digitally delivered educational content.

The CHARM European University (CHallenge-driven, Accessible, Research-based and Mobile) initiative represents a new alliance of five research-based universities, representing 3 European regions (912,913,914 EuroVoc), who have co-created a long-term joint strategy, mission and vision for a new transformative model of challenge-based, multi-lingual, mult-cultural education, aligned with the principles of the European Education Area and approved by their governing bodies and signed by their rectors. CHARM-EU aims to empower and inspire traditional/non traditional students and staff to become critical thinkers capable of confronting societal challenges linked with the theme of ‘reconciling humanity with the planet’ and the sustainable development goals. Committed to the challenge of the European University, during the 3 years CHARM-EU will produce:• An innovative interdisciplinary pedagogy and curriculum structure where students will create their own pathways but which are contextualized within the knowledge triangle• Far reaching Teaching and Learning Strategies backed by a Virtual Learning Environment• A Mobility matrix and inclusivity model, to support not only seamless movement between institutions but also breadth of social inclusion and diversity, • A clear developmental framework for the attainment of a financially sustainable model for a European higher education inter-University campus that is built upon an open access toolkit containing resources, blueprints and guidelines appropriate not only for the future of CHARM-EU but transferable for the wider European Universities community. The model and the toolkit will have been tested, iteratively refined and developed through a series of micro pilots and a pilot of a 90ECTS Masters in authentic environments which will also generate open educational resources and materials to support lifelong learners within the EU context.

<< Background >>Good oral health is an essential part of people’s general health and contributes to well-being and quality of life. Still oral diseases are a major health problem in Europe, especially for vulnerable patient groups, such as frail older people, people with severe mental illness, and people with an intellectual disability. These patient groups require special consideration when receiving oral care, such as specialized knowledge and skills, increased awareness and attention, adaptation, and accommodative measures beyond what is considered routine. Research shows that oral care professionals, nursing professionals and social work professionals are lacking the knowledge and skills needed to ensure good oral care for vulnerable patient groups. For oral care professionals, familiarity with the patients’ medical situation and behavioural components are essential to decrease the risk of aggravating a medical condition while rendering oral care. On the other hand, health care professionals (nurses, social workers) should be able to recognize oral diseases and limitations in self-care that form a risk for future oral diseases. The core of this problem can be found at the educational background of healthcare providers. The education is given in a mono-professional approach: oral health students learn about oral healthcare; nursing students learn about general health care provision; students of social work particularly focus on the promotion of psychosocial wellbeing.<< Objectives >>To improve oral healthcare for frail older people, people with severe mental illness and people with an intellectual disability, future oral care professionals and health care professionals need to collaborate more closely and exchange information on a patient’s health situation. In addition, both oral care professionals as well as health care professionals require knowledge and skills regarding medical and psychological conditions, oral health and behavioural aspects of the three vulnerable patient groups.<< Implementation >>The Oral Health Cooperation Partnership project aims to improve oral healthcare for vulnerable patient groups by educating students attending oral health, social work and nurse schools. This two-year project will focus on developing three interprofessional educational modules:1.a module for nursing and social work students on oral health care (2 ECTS);2.a module for oral health students on medical knowledge and mental health necessary to provide care for frail older people, people with severe mental illness, and people with an intellectual disability (2 ECTS);3.a module for oral health, social work and nurse students: students learn to collaborate and to promote oral health of frail older people, people with severe mental illness, and people with an intellectual disability (i.e. developing tailored health intervention and selecting adequate new technologies to foster the interprofessional communication) (4 ECTS).<< Results >>The project will lead to the following outcomes: 1.Inclusion of online interprofessional educational courses within the curricula of European higher educational institutions;2.Improvement of knowledge, skills, and attitude of oral health, nursing and social work students (and after the project duration, also of other health care professionals and family carers);3.Interprofessional and cross-border cooperation in the field of oral health;4.Improvement of oral health promotion among vulnerable patients with specific needs, focusing on prevention, diagnosis, and treatment of oral diseases. Including improvements in oral health behaviour and/or oral health of frail older people, people with severe mental illness, and people with an intellectual disability. 5.Improvement of students skills on applying adequate digital technologies to foster interprofessional collaboration and to promote oral health.