"Project ""Technology education in the digital era supported by the significant use of research results"" is an actual response for an insufficient use of research results, which are produced by higher education institutions, in teaching processes. Project is mainly focused on technology education in the area of mechanical engineering and construction/civil engineering and it enables international and interdisciplinary work. Nonetheless there in no restrictions on extension to the other range of disciplines. Program is also focused on different forms of training in which academics will participate in order to improve their competences regarding preparation of courses. They are planned to support the abovementioned use of research results in teaching contents. There is still a long way to widely employ research results in education, especially for international purposes. In addition, the dissemination of research results in education carried out by cooperation of universities and companies has not yet been thoroughly studied before. Therefore the strategic partnership of four higher education institutions (universities) and one company is formed in order to improve existing methodologies of each partner and work out an innovative teaching approaches including international collaboration in the area of teaching. Partners have decided to implement the results in two main disciplines such as mechanical engineering and civil engineering. Notwithstanding, dissemination of results and their further applications can be also concerned with other disciplines. The beneficiaries of proposed project are mainly master/doctoral students and academics involved in teaching process on that levels. Within the project partners would like to develop the following detailed outputs: 1. Guide for educators regarding the utilization of research results in technology education.Aspects of educational technologies in elaborating of educational processes seems to be fairly essential. Consequently, one of the main goal is to originally propose a complete and comprehensive guide for educators respecting the results obtained in analysed brand of science (e.g., mechanical engineering). At this stage of performance the comparative and qualitative analysis of existing practices, literature and student/teacher opinions might be quite crucial. One of the main feature of guidelines should be their general purpose.2. Development of the digital platform methodologies for utilization of research results in technology education.At this stage of work an existing digital platforms and possibilities of their adoptions for utilization of research results in technology educations are carefully studied. Furthermore, development and testing of a set of tools (e.g., templates, procedures, algorithms) of research results in digital platform is a significant factor of undertaken activities.3. Development of pilot lectures using EDURES methodologies.In output 3 the new lecture will be developed to support technology education in partner universities and share their knowledge and useful practices. The lectures will contain completely new data and teaching materials will be presented. The series of eight brand new lectures are planned to be initiated that will indicate how the teaching content (especially utilizing research results) should correctly defined.4. Digital platform with implemented EDURES teaching content.In this stage of work the results from three previous intellectual outputs will be implemented into the existing platforms and their efficiency among target groups of students and teachers will be tested. The unique (brand new) educational platform utilising research outcomes into technology education will be formulated..5. Report on the development of the set of tools and procedures for EDURES feedback and methods of continuous improvement.In this issue the potential collective advancements of the developed tools to utilize research results in technology education will be confidently expected. Feedback of the students towards the teachers along with feedback to those who applied and handle with digital platform will be urgently required. Constructive and valuable feedback are keenly awaited from other institutions. Moreover, strictly defined methods to make received data useful for improvements of the EDURES platform will be also one of the objective in the work undertaken. Likewise application of the feedback results into developed platform will be meticulously implemented. In the last stage of conceived venture the procedures developed for sustain and extend our work into the future are significantly found."

The impact of gender diversity on research productivity, quality and innovation is very unevenly evidenced. Incremental insights from gender studies, team science and research evaluation exercises do not transcend these separate areas and are therefore of restricted analytical value. This can be seen, for example, in the understanding of 'gender' as simply concerned with the numerical representation of the two sexes in most quantitative analyses. This not only factors out the gendered hierarchies and social processes that condition science in general and work group dynamics in particular, but severely hampers systematic comparisons of research performance impacts. Using innovative methods for the analysis of the diversity-research productivity relationship, Gedii will develop a reliable diversity measure that is sensitive to power, status and information sharing differentials within teams and across public & private organisations. This Gender-Diversity-Index (GDI) will thus provide a much more nuanced and realistic measure of the impact of gender diversity on research productivity, quality and innovation across countries and sectors. GDI scores will be explored in relation to a flexible set of performance indicators, including patent and bibliometric measures, combined with new indicators of social impact. Gedii's evaluation framework thus responds to the growing concern with responsible research and innovation. To address the social relevance and utility of our research, Gedii will engage stakeholders early and often: through advisory groups, virtual challenges, and theme-based innovation testimonials. By combining disparate conceptual approaches to gender diversity with an innovative assessment tool, Gedii will for the first time provide clear and comprehensive evidence for the link between gender diversity and research performance and enable research policy- and decision-makers to significantly enhance the capacity of European research.

More entrepreneurial life at European schools (MELES) project has been created as an answer to an educational challenge, which is lack of effective tools that could be used to increase the social and professional activity of young generation entering the labour market in order to make full use of their potential for the development of the economy. This challenge created an urgent need to improve the entrepreneurial skills of students in the fields of science and engineering at European universities.The main project objective was to prepare a comprehensive and coherent educational product which introduces the entrepreneurial-skills oriented courses to the curricula of the Institutions that, up to now, had no or small experience with entrepreneurship teaching.The MELES project allowed both students and teachers to develop skills that have so far been neglected in the curriculum. It also fostered cooperation between higher education institutions, representing different fields of study as well as introduced unconventional and innovative methods of teaching, displacing the traditional approach to the teaching process.The Entrepreneurship course shaped hard business skills such as recognizing the market, preparing a business model, product design, and services based on customer strategy development, attracting investors or protecting intellectual property. But it also shaped soft skills necessary for every entrepreneurial graduate, namely: cooperation in multi-disciplinary teams, leadership and presentation techniques. The curricula have been tested at each of the participating institutions during two summer schools organized within the project. In particular, the latter led to intensive work with students representing all the partner universities and from more than a dozen countries around the world. Conclusions and lessons learned in the testing phase were used to develop comprehensive teaching materials in the form of an e-book.The project was funded under Key Action 2 Strategic Partnerships. It focused on sharing, developing and transferring innovative practices between participating countries. By working together, involved organizations developed new approaches to youth work and encouraged cooperation over longer periods. Young people benefitting from the project learned about social entrepreneurship and were encouraged to take a more active role in their local economy and society.MELES followed the objectives of the Strategic Partnerships by1. Developing key competences including entrepreneurship, knowledge of languages, knowledge of information technology,2. Customizing the education and skills to labour market needs,3. Entrepreneurship education, active citizenship, better opportunities in the labour market.The project involved two types of partners: those which started with no experience in entrepreneurship teaching (BEGINNER Partners – Maritime University of Szczecin – consortium leader and University of Aveiro) and three faculties that have had already developed and introduced such courses but still wanted to make them more attractive (ADVANCED Partners – Białystok University of Technology, Leipzig University and University of the Aegean).Project descriptionMELES was the first project organized by the consortium and the first project in ERASMUS+ Programme for the partners. During the project, the institutions not only had a chance to create the Entrepreneurship course but also to know better each other, share their best experience and practices, show how they cooperate with their business environment. To find out more about activities carried out during the transnational project meetings please visit the project website http://meles-project.eu/index.phpProject phases:The project was divided into three phases, which were implemented in the following academic years:• Phase one – 2014/2015 – Preparation of Entrepreneurship course for the multidisciplinary group of students;• Phase two – 2015/2016 – Implementation of the Entrepreneurship course for the multidisciplinary group of students;• Phase three – 2016/2017 – Dissemination of the project results.The course developed in the project, which was implemented at all partners universities, was earlier tested during Summer Schools.The numbers describing them are impressive. More than 60 participants (six of them as volunteers) from 13 countries (Chile, Colombia, Costa Rica, Ecuador, Germany, Greece, Guatemala, Honduras, Mexico, Mozambique, Palestine, Portugal and Poland). More than 10 teachers from the partner universities and two visiting teachers (from University of Szczecin). More than 100 hours of classes, a lot of fun, a lot of work, 12 developed projects during more than 20 days. Among them, Welcome day, Team Building day, Leadership day, Creativity day, Value Proposition day, Business Model Canvas day, Learning from Entrepreneurs day, Presentation day, Coaching day and Final Pitches day.

Background: Health consumes ~10% of GDP in the OECD, and grows an unsustainable 7-11% per year, and is ~1% of GDP for intensive care alone, driven by chronic diseases and aging populations. Limited funding leads to an ‘equity gap’ in health funding, where more people go untreated, less treated (rationing), and/or rely on private insurance and care, creating and exacerbating inequality. Problem: This labor intensive sector has not made productivity gains, and increasing demographic demand for intensive care is multiplied by a growing need for personalized, precision solutions to care. Challenge: Reverse this trend by linking engineering, medicine, and industry to improve the quality, precision and productivity of intensive care, and create a template for other areas of care. Objectives: Use model-based methods and novel system identification technologies to create validated virtual patient models for use in personalizing care to enhance its quality and productivity. Proposed Solution: Tight collaboration between engineering research, clinical medicine, and industry to create, validate, and implement precision, intensive care medicine (DCPM) using in-silico virtual patients. The proposal authors are world-leaders in creating highly validated virtual patients, and translating them to clinical use to provide precision, next-generation productive, intensive care solutions. It will merge model-based methods in metabolic, cardiovascular and pulmonary systems – 3 leading causes of intensive care admission, mortality and cost - to create individual (and then combined) virtual intensive care patients to personalize care at the bedside. The consortia leverages significant research funding in 3rd country partners for model-based medical solutions. This proposed mobility optimizes this research for maximum social and economic impact in the EU and NZ – Doing medicine better via inter-disciplinary, in-silico solutions to productivity in intensive care.