In nowadays world the human capital became the most important factor of the level of development of countries, regions and companies which reasons the efforts put in the raising the quality of human capital by the education. In EU strategy Europa 2020 education is one of the five aims of European strategy.According to the experience of teachers and research results the problem with education is not just the question of the content of learning but also the question of the most effective learning/ teaching methods. During the GAMES project we worked on the development and introduction of virtual games in higher education as innovative education method. The use the games is education (also called as edutainment) combines education and fun, involves students in education and allows to experiment with different aspects of eduction. One of the area where games are used is business education. A business game is a simulation or model of either the whole or a part of a business organization. Simulations and games are experimental training activities which incorporate and utilize the different mental abilities of the students. The students as players put themselves in the position of business managers in various aspects of company management. During the game, their task is to make decisions within their area of competence, and the quality of those decisions has an impact on the virtual company's performance. Business games force the participants to take a sequence of managerial decisions and later the players receive feedback regarding the consequences of those decisions. Business games are considered as a trial-and-error method which permits a deeper insight into business management problems. Simulations increase the level of organizational reality during training and provide the trainees with an opportunity for unstructured learning. Moreover, the simulation games let to introduce the constructivism approach towards education, as it requares the learner center and active learning attitudes. Teachers become the facilitator of education process while the most important are students who use their prio-knowledge, thanks to getting new experience and reflective experinants they develop their skills and competences. All of these advantages of virtual games as teaching methods reasoned the application for the project.In the GAMES project we reached the following objectives:- we trained teachers from partner organizations to teach with virtual games and to prepare own game scenarios (2 workshops for teachers, 13 teachers trained),- we developed the software (engine) of game produced in previous project by implementing new business logic to the software; in our previous project the logic of production companies was introduced, now the service provider as the framework of the game is introduced,- we developed own new scenarios of virtual games (4 scenarios), possible to use in business, social and social care education- we tested the scenarios with students at partner organizations (158 students) and conducted a survey among them about their perception on the virtual games as teaching tool (118 responders)- we organized the conference and seminars to disseminate the GAMES project results and to make edutainment better known to the audience (together 109 national and 98 international participants)- we published a textbook on using virtual games in higher education (150 pages, 300 hard copies, 22 authors).There were 4 partners in the GAMES project from different part of European Union (Finland, Estonia, Poland, Spain). This geographical and economic diversification of partners assured the better effects of the GAMES project in the field of contribution and dissemination. Partner organizations represent different teaching areas (management, social care, labour market, statistics).We used the following method in the GAMES project:1. Workshop for teachers to introduce the virtual games as education tool, teachers were put at the position of students and played a virtual game by themselves, we conducted the lectures and open discussion how to teach with virtual games nad we discussed how to prepare the own scenarios.2. After the first workshop, there was own work of teachers (home based) on the preparation of data for scenarios (all partners), on improvement of the engine and setting up the parameters of scenarios into the software (partner from Poznan University of Economics). 3. Having this done, the second workshop for teachers was organized. On one hand, teachers played their own scenarios to understand it better and to get the experience with. On the other hand, practical discussion and lectures on preparing and conducting education process with games were part of the workshop.4. Finally, to assess the quality of own virtual game scenarios, we tested them with students and gothered their opinions.We also prepared and published 2 additional papers on games in education as the results of the project.

Multiphoton microscopy is a benchmark tool in biomedical research, used for the fluorescence imaging in cellular environments. This has important implications for disease diagnosis and the monitoring of therapy response. In conventional two-photon microscopy the fluorescence intensity of the employed molecular probe is proportional to the square of the excitation light intensity, implying that the fluorescence from the sample is confined around the focal point, yielding good spatial resolution. The spatial resolution can be dramatically improved by drawing on higher-order processes such as four-photon absorption. However, its practical implementation imposes major technical challenges, such as extreme laser intensities in the deep NIR. For this reason four-photon microscopy has so far attracted academic interest only. The present proposal addresses this issue and provides a multidisciplinary answer to the question: Can we develop a technique that offers spatial resolution of four-photon microscopy, but relies on two-photon absorption? This would combine the upsides of two-photon microscopy (low excitation energies provided by standard lasers at around 800 nm, high penetration depth in tissue) with the superior spatial resolution of four-photon microscopy. The result would be nothing less than a true paradigm shift in multiphoton microscopy. The key to tackle this highly ambitious task lies in the design of molecules that combine two mechanistically entangled two-photon processes (4for2) for the generation of a fluorescence output. This is possible by merging two-photon absorption, two-photon FRET-induced photoisomerization, and negative photochromism. Purposefully designed switchable fluorophores, that unify these photophysical assets, will be developed and their performance will be critically validated in a multi-angle spectroscopic work-flow, including the demonstration in application-relevant biological environments.

At the early stage of the Bologna Process, European leaders made an unprecedented political affirmation of the importance of student participation in the governance of higher education systems and institutions. The enhanced engagement of students became one of the principles of the European Higher Education Area (EHEA) and has been perceived as a political objective, substantial value and procedural principle at the same time. This idea was reflected in the Prague (2001), London (2007), and Yerevan (2015) Communiqués, among others.Even so, student participation is currently far from the desired standards both in terms of quantity and quality, and the engagement of underrepresented and disadvantaged groups of students is almost non-existent. In order to promote good governance and inclusion, these challenges need to be addressed forthwith at the institutional, national and European level.Thus, the general objective of the project Student Participation Without Borders (STUPS) is to lay the foundations of a European network focusing on the development of new practices to promote student participation, with the aim of finding genuine solutions to one of the most pressing challenges of higher education. To complete this goal, the specific objectives of the project seek to increase and improve the knowledge of, cooperation in, training on and awareness of student participation, which is an invaluable source of social innovation. This is key to establish efficient governance and a more inclusive higher education system.The target groups of STUPS are students, student leaders and students from underrepresented and disadvantaged backgrounds. Likewise, the project pays special attention to university managers with competence over student participation, inclusion and equality to engage in dialogue and raise awareness of the benefits of cooperation.The STUPS consortium consists of five members and is led by the University of Huelva (Spain). Other partners are the University of Évora (Portugal), the University of Applied Sciences of Upper Austria (Austria), the European Students' Union (Belgium) and the Directorate of Evaluation and Accreditation of the Junta de Andalucía (Spain). Thus, a well-balanced and complementary team has been created, which includes three higher education institutions, a public agency for evaluation and accreditation of university activities, and the most representative student organisation in Europe with members from 39 countries of the EHEA. The expected intellectual results are the following:- Comparative Study of Student Participation in the European Union (O1);- Student rights charters (O2);- Student participation indexes (O3);- Guide to new student participation methodologies (O4);- Two MOOCs on student participation and improving soft skills for effective and efficient participation (O5 and O6);- Integral plans to encourage student participation (O7).The various activities to be carried out during the project seek to promote a high level of participation and its mainstreaming, as well as to ensure the excellent quality of the results and achieve substantial impact. To this end, three groups of learning, teaching and training activities will be organized: 1) A pilot test of student participation indexes; 2) A simulation of MOOCs on student participation and soft skills; 3) A workshop to stimulate participatory processes and integrated management.Likewise, two major international multiplier events will be held to familiarize higher education stakeholders with the intellectual outputs in an open and interactive format. The first will take place in Brussels, and disseminate O1, O2, O3 and O4. Subsequently, another event will be held in Huelva to present O5, O6 and O7, as well as the evolution of O2 and O3.The work method will be participatory, open and transparent, based on horizontal and multidirectional cooperation. Depending on the activity, a wide range of methodologies, like gamification, design thinking, role play and directed learning will be used.The expected results are directly and indirectly related to each other, and can be classified according to the priorities they address:a) Governance: Improved democratic functioning and the modernisation of management are expected as a result of enhanced student participation.b) More inclusive education systems through increased participation of underrepresented and disadvantaged groups in students’ decision-making processes.c) Social inclusion as a result of a more equitable and egalitarian culture of participation of local communities in line with the concept of social osmosis.In the long term, the project is expected to contribute to the increased awareness of students, managers and policy makers. In addition, the standardisation of a common analysis model of student participation and enhanced inclusion are anticipated thanks to the increased number of social leaders coming from disadvantaged backgrounds.

In this project, the participating organisations aimed to implement AlmaLaurea (AL) system (http://www.almalaurea.it/en) in Turkey. AL is a nonprofit interuniversity system designed and developed in Italy used by 65 member universities and the Italian Ministry of Education, University and Research. AL keeps track of students and plays a major role in matching university graduates and employers. Unlike commercial solutions through which employers and employees can match, AL system offers a more comprehensive solution both for the job matching process and for the enhancement of the education quality. AL system provides annual reports containing a detailed data analysis of graduates’ information (academic background certified by the university, satisfaction with the education received and with the university overall, geographical, social and economic background, work and internship experiences, future plans, and the sectors in which graduates work) to universities and participating organizations. It can be understand that the aim was to adapt the system according to the needs of the labor market and the higher education in Turkey. There were three participating universities from Turkey: Izmir University (which was closed due to statutory decree in July 2016), the coordinator, Ege University, and Sinop University.