This project aims to improve internationalization at universities in Europe through professional development of academics. We will design two courses to help participants to teach international students more effectively and to improve academic writing skills. As a result, participant teachers will devise new curricula of undergraduate and graduate courses for international students, prepare effective academic writing assignments for students and enhance own publication record through publishing in impacted journals and/or with reputed academic publishers. We will undertake pilot testing of both courses with at least 75 academics from two universities. Another project outcome will be a dedicated web portal with freely accessible materials for teachers in social sciences and humanities that will allow them to use innovative teaching methods and approaches and network with colleagues from other institutions. We will evaluate the course impact in at least two studies focusing particularly on the potential of reflective teaching and on the role of trust while facilitating changes in teaching and wider academic practice. Finally, under this project we will compile a plan for professionalizing higher education teaching in the region. The outcomes of our project will be disseminated to a number of institutions beyond the project consortium to increase internationalization and quality of education in Europe in general.To conclude, please allow us to summarize the main strengths of our project as we can see them. This project builds upon a survey of needs undertaken at two project partners for which the new curricula will be designed and where they will be tested before offering them to other beneficiaries teams up institutions that are leaders in internationalization with those committed to increase internationalization and quality of learning in order to allow tangible synergic effects from cooperation produces high-quality outcomes: curricula of two courses, a dedicated portal with teaching and learning materials and a cooperation plan that can be accessed easily and for free by a variety of users including university teachers, students, university managers, educational developers, learning technologists, etc.encourages symbiosis between research (including that from cognitive sciences) and teaching, which are two key responsibilities of academics, yet too often considered separatelyincludes two reputed associated partners outside the project consortium. Each of them has a number of institutional members that can directly benefit from this projectfocuses on areas that can be directly linked to enhanced student and staff mobility evaluates its outcomes using scientific methods of data collection, data analysis and presentation, similarly as it has been done in impacted peer reviewed publications innovates for a wide circle of European institutions of higher education based on the latest findings from pedagogical research.References Adamová, Ľ, Muráriková, P, eds. (2013) Innovating Teaching and Learning. Reports from University Lecturers. Budrich UnipressErasmus+ in numbers 2016. European Comm, 2017 http://ec.europa.eu/programmes/erasmus-plus/about/statistics_en,Handal, G (1999) Consultation Using Critical Friends. New Directions for Teaching and Learning 79, 59-70Knight, P T, Trowler, P R (2000) Department-level cultures and the improvement of learning and teaching. Studies in HE, 25(1) 69-83Kreber, C (2004) An analysis of two models of reflection and their implications for educational development. International Journal for Academic Development 9(1) 29-51Lave, J, Wenger, E (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of CambridgeMezirow, J (1999) Transformative Dimensions of Adult Learning. San Francisco: Josey-BassPleschová, G, McAlpine, L (2016) Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation 48,1-9Pleschová, G. Simon, A, eds. (2018) Early Career Academics Reflections on Learning to Teach in Central Europe. Staff and Educational Development AssociationRoxå, T,Mårtensson, K (2009) Significant conversations and significant networks -exploring the backstage of the teaching arena. Studies in HE 34(5) 547-559, (2014) Higher education commons – a framework for comparison of midlevel units in higher education organizations, European Journal of HE 4(4) 303-316Schön, D A (1983) The Reflective Practitioner. How Professionals Think In Action. Basic Books.Šeďová, K, Švaříček, R, Sedláčková, J, Čejková, I, Šmardová, A, Novotný, P, Zounek, J (2016) Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception. Studia Paedagogica, 21(1) 9-34Van Waes, S, Van Bossche, P, Moolenaar, N, Stes, A, Petegem, P (2015) Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in EduE 46,11-28

The Plant Hormones (PHs) influence the plant growth, seed germination, fruit maturation, and fruit ripening, hence they play significant roles in the production of food crops. The detection of PHs is thus of great importance for the plant physiology studies and for research and applications in agriculture. The conventional PHs detection techniques employ mainly high-performance liquid and gas chromatography (HPLC, GC) and their combination with mass spectrometry. These techniques are reliable and sensitive; however, time demanding and require complex sample preparation methods. The Ion Mobility Spectrometry (IMS) has the potential to be developed as a fast and sensitive detection method for PHs. The objective of this project is to apply the IMS technique for PHs detection. Within the project, we plan to optimize operation parameters of IMS to improve the sensitivity and selectivity, and also to develop suitable sampling methods and methodology for detection of the PHs from plants and for online monitoring. The host institution (HI) offers an excellent multidisciplinary research environment and enables the fellow access to their unique experimental techniques in the field of IMS instrumentation including IMS-Time of Flight Mass Spectrometry (IMS-TOFMS). In addition, HI will provide expertise in the field of ion chemistry, plasma physics, access to available analytical methods, and interdisciplinary collaboration in the field of plant physiology. The fellow will contribute with her unique experience in the application of IMS in analytical sciences, to develop the sampling methods and methodology of IMS measurements of PHs. The project will boost the fellow’s research skills, enables her to gain experience in interdisciplinary research, and start an independent researcher career.

The Teachers of English for Future Europe (TEFE): EU mobility and employability project brings together 6 partners to examine how they prepare pre-service and newly qualified teachers of English for employability and trans-mobility across the EU. A Strategic Partnership (SP) has been established through which the 6 institutions wish to collaborate in the development of the TEFE vision. They will focus on the Internationalisation of the Teaching Practice element of teacher education and by doing so promote the idea of mobility and employability across the EU. The project aims to create the framework and tools through which the partner institutions can initially implement the TEFE vision and then begin to build an EU wide TEFE community. TEFE objectives: ●The Internationalisation of Teaching Practice for future teachers of English ●To develop the methodology and processes required by the 6 SP institutions to deliver high quality teaching practice opportunities that encourage students to experience the idea of mobility, employment and internationalisation of their teaching profession across the EU●To understand and define the skills and knowledge Student Teachers of English (STEs) and Newly Qualified Teachers of English (NQTEs) need to enable them to work internationally trans EU●To create and test the resources, including the use of ICT, and approaches to manage the Internationalisation of English language teacher training work placements and disseminate these across HE institutions in the EU Target groups:1.University educators in teacher education/training programmes 2.Student Teachers of English (STEs) and Newly Qualified Teachers of English (NQTEs)3.Teacher mentors and placement hostsThe project will focus on 3 key groups and develop two core strands of activity. The first core will centre on the teaching institutions and on the innovation of their teaching practice programmes to develop key employability and trans-mobility skills. The second core strand will focus on the experiences of young people – both existing graduates and those still learning to become teachers of English – and will encourage them to be active members of the project in sharing their experiences and attitudes to working trans EU.The project methodology is one of experiential learning in undertaking visits to project partners institutions to experience first-hand what internationalisation and mobility mean in the context of the host institution and in the Intensive Study Programmes to observe the delivery of how Teaching Practice is delivered in local schools. 3 Intensive Staff Training events will offer a total of 54 opportunities to educators over the 3 years of the project and also 3 Intensive Study Programmes offering a total of 75 opportunities to students and 36 to educators.A TEFE conference inviting 180 delegates to share the work of the project.In addition, all participants will have the opportunity to input to, review and comment on the development of the intellectual outputs and their associated resources maintaining an action learning cycle of create-test-review-revise and in doing so become active members of the TEFE community.The planned results of the project are:●Internationalisation of Teaching Practice FrameworkA document and resources setting out the key actions that institutions need to adopt in order to internationalise their teaching practice●Employability Skills FrameworkA document and resources setting out the key actions institutions and learners need to put in place on the journey towards employment mobility of future teachers of English●Online Centre of Evaluation & Diagnostic ToolsA toolbox of resources for both educators, teaching practitioners and students which they can use when assessing internationalisation and mobility or self-reflecting on the experiences undertaken ●Communications Strategy and TEFE COIL PlatformThe outwards facing element of the project to facilitate communication at a Local, Regional, National and EU wide level. The web-based platform will curate all of the project resources, outputs and impacts and be a key dissemination tool. The web portal will also facilitate the peer-to-peer communications of the TEFE community and assist in the creation and sustaining of a network of professional educators.The envisioned project impacts:•Creation of an ongoing SP to continue to advocate the TEFE vision•Encouraging new STEs to experience both internationalisation and employment mobility first-hand by undertaking part of their Teaching Practice at one of the partner institutions•Stimulating institutions across the EU to use the materials at a curriculum or local level to promote internationalisation and employment mobility•Facilitating via the portal the continuance and growth of the TEFE communityOverall, the TEFE Project taps into the need to transform and modernise Initial Teacher Education and contributes to the advancement of EHEA 2025.

"Entrepreneurship is a key for the EU 2020 strategy objective, which is the smart, sustainable, inclusive growth. In higher education institutions (HEIs), entrepreneurship starts in classrooms and is largely determined by the development of entrepreneurial skills of university students and staff. A significant shortcoming for entrepreneurship promotion in the EU is the gap between high education (HE) and entrepreneurship practice. While most high education institutions (HEIs) offer entrepreneurship courses, seldom HEIs have concrete support systems to nurture students’ entrepreneurship. Even when those systems are in place, apart from few exceptions, support is either confined to specific sectors (e.g. ICT) or inefficient. The 2014 European Court of Auditors' Special Report No. 7 stresses how “incubation programmes were of a basic nature” and “provision of incubation services was rather limited”. The Report “deplores disappointing results delivered by the audited incubators” and recommends that “it is important to establish and share good practices” and that “incubators should be created in close cooperation with the educational system”. The European Council calls on European Commission and member states to “promote and support student ventures by providing sound guidance and make available coaching and incubators for aspiring entrepreneurs” (Conclusions on Entrepreneurship in Education, Dec. 2014). The European Commission also states that ""efforts across Member States to support and promote entrepreneurship in education are fragmented and lack coherence"" (Working Group on Entrepreneurship Education, 2014). There is an immediate need to overcome the fragmentation at EU level, which currently affects entrepreneurship promotion.In this context SUPER aimed to bridge the gap between education and entrepreneurship with concrete tools and training resources for both HEIs and students, addressing immediate needs and shortcomings identified at project preparation and corroborated by EU policy papers. The objective was to promote entrepreneurship already at HE level by empowering HEIs to establish suitable and effective entrepreneurship support systems.The partnership has brought together 6 partners from 6 countries (Belgium, Czech Rep., Italy, Slovakia, Spain, UK) representing the various dimensions of entrepreneurship in HE: HEIs, entrepreneurship facilitators and enterprises. The partnership has pooled public, private and NGO sectors and built on partners’ complementary skills, expertise, and capacities. This composition has ensured geographical coverage as well as project’s outcomes dissemination and valorisation across the EU.Partners have carried out the following activities::1. Development and maintenance of the multilingual SUPER OER Platform2. Identification of Critical Success & Failure Factors of business incubation and support in HEI3. Development of SUPER Incubation Toolkit comprising guidelines, Best Practices, checklists, etc.4. Development of training materials and courses in multilingual versions on entrepreneurship and business creation to be delivered to HE students, including an online business planning tool5. Pilot usage of the SUPER Toolkit with HEIs and courses with the goal to validate their relevance and accuracy6. Development of guidelines for uptake and implementation of the SUPER model, toolkit, and courses.SUPER generates immediate impact and long-term benefits to HE and entrepreneurship promotion throughout EU. The SUPER toolkit empowers HEIs to develop and embed efficient entrepreneurship support systems based on concrete evidence-based solutions and knowledge. SUPER OER becomes a platform not only for knowledge generation and sharing, but also as a focal point for HEIs and students to nurture entrepreneurship. All results and resources in multilingual versions are freely available to all interested parties through the platform without restrictions. Project partners committed to maintain the OER platform for at least two years after the end of EU co-financing. Open access as well as effective dissemination is the basis for future use of project results in EU in long-term manner.SUPER is fully in line with the horizontal and sectoral priorities of the Erasmus+ Programme: 1) Developing basic and transversal skills (such as entrepreneurship) in all fields of education, 2) Supporting the implementation of reforms in line with the 2011 EU Modernisation Agenda's priority areas, 3) Promoting entrepreneurship education and social entrepreneurship among young people."