One of the indicators of progress in the evolving field of transportation & logistics is a 7% growth in the number of logistics lease transactions recorded on the European market in 2015 [http://www.cushmanwakefield.pl,2017]). To be able to flourish, the industry requires innovative solutions which enhance flexibility and competitiveness. The research shows that companies attaching great importance to innovation see the highest increases in turnover (Innobarometer, 2015). According to the report of the European Innovation Scoreboard (EIS) 2016 on innovation performance of EU Member States, Poland is much below the EU average and is ranked among the performers with an innovation index at 0.29 (the leader is Sweden with an index score of 0.7). The index score of the project partner Italy is at 0.43. Both the countries grapple with problems which prevent them from becoming pioneers and leaders in developing and introducing state-of-the-art solutions. The next project partner is based in Austria, ranked by EIS as a strong innovator with the performance at 0.59 which has been declining since 2014. This project will bridge a gap in the need for transport & logistics workforce equipped with innovation skills and knowledge. The purpose of the project is to improve innovation performance in the logistics industry through: • Raising awareness of the need for implementing innovative solutions among transportation & logistics employees and trainees • Creating and applying in practice the tools to identify the participants' predispositions and competencies for developing innovative solutions as Innovation Designers (IDs) and Innovation Executors (IEs) • Improving innovative solution developing skills in logistics • Gaining more insight into the potential for implementing innovative solutions in logistics companies • Bridging the gaps in the skills demonstrated by transportation & logistics employees and trainees • Developing e-learning courses with individual learning paths which provide their participants with innovation knowledge and increase their capabilities • Affording the project participant countries an opportunity to catch up with European leaders in innovation performance (Sweden, Denmark) • Changing the attitude of transportation & logistics employees and trainees from reactive to pro- active The project consists in building an innovative e-learning platform offering access to courses which boost creativity and innovation skills among transport & logistics employees, students and trainees. In the first place the platform members will be asked to complete a set of tests which identify creative competency and the level of knowledge on introducing and commercialising innovation. The diagnosis results will provide the grounds for allocating the participant to one of two groups: passive IE or active ID. This will enable proposing an individual learning path, designed specifically to close the gaps in areas of knowledge and skills as identified in competency tests. A new tool to use will be Assessment Center (AC) as a part of the SCRUM logic where test users verify the test based on which participants are classified as ID/IE. The subject matter of tests will be subject to control. The tools intended for final users will be amended in line with the test recommendations. The project will involves creating: - a tool to test and dividing users of the platform on two groups: “innovation designers” and “innovation executors” of the innovative solutions in logistics - Developing an online tool to diagnose the TSL employee creativity level and to specify the role of the tool in an innovative logistic organisation - the function of a designer or a conscious innovation recipient- executor - a tool to identify competence gaps related to the knowledge about tools and methods to implement innovative ideas in 4 language versions - Developing an online tool to diagnose gaps in 3 competences needed in the innovative organisation: a. Knowledge about the necessary tools and methods to implement innovative ideas in the organisation (e.g. design thinking), b. Knowledge about innovative solutions in logistics (e.g. Logistics 4.0. solutions) c. Innovation absorption. - e-learning courses in 4 languages The project's originality lies in adapting the course to individual requirements of the participant and offering him or her a custom learning path based on identified competency gaps. A new development will be an intelligent platform with e-learning courses which will automatically adapt and assign training modules to the user based upon the previous verification of his or her knowledge and skills. The project's target group include transportation & logistics employees and students. In the long run, an employee able to think laterally, be focused on the problem, familiar with creative thinking and unconventional idea implementation methods will prepare the ground for the next revolution.

<< Objectives >>The first goal of the project relates to the examination of the needs in terms of skills, as well as competences in the field of using analytics for the implementation of logistics processes. Another goal is to develop a training program in the scope of Business Intelligence in logistics. Next goal is to conduct four separate pilots dedicated for students and academic teachers. The last project goal is to organize a competition among students from the Project Partner countries.<< Implementation >>Five work packages have been distinguished in the project.WP1 Project management:WP2 Competnece needs analysisWP3 Courses programs & materials developmentWP4 Piloting & testingWP5 Dissemination of a projectAll defined activities are aimed at achieving the project goal.<< Results >>The material results:- a report on the results of research on the needs of competences and gaps in the existing education programs- 2 publications in peer-reviewed - study programs of 3 courses- teaching materials for 3 courses- websiteIntangible results:- research conducted and pilots - case study solving- conferences- newsletters - at least 10 dissemination meetings - communication through social media.

The 'Logistics Language Open Training' - LLOT project was carried out in 2015-2018 by a consortium whose leader was the Higher School of Logistics based in Poznań.The aim of the LLOT project was to provide tools for the improvement of language competences among people working in the logistics sector or studying to work in logstics sector.The LLOT consortium was consist of four partners:- speakeasy Berlin GmbH - Language school from Berlin (Germany) specializing in teaching foreign languages including German with special emphasis on specialist language (eg for industry). In the project responsible for the development of the German language course and the location of the contents of the logistics courses;- Globalnet sp. O.o. - language school from Poznan (Poland) specializing in teaching foreign languages and creating interactive language courses. Responsible in the project for devloping the Polish and English language courses and coordinating the development of e-learning language courses;- CIS SCUOLA PER LA GESTIONE D'IMPRESA SOCIETA CONSORTILE A RESPONSABILITA LIMITATA - a training organization (offering training for industry and logistics) from Reggio Emilia (Italy). CIS has a language school in organizational structure. In the LLOT project responsible for the development of the Italian language course, creating an e-learning platform and location of the content of logistics courses;- Jamieson-Ball Ltd - language school from London (Great Britain) responsible in the LLOT project for methodological supervision over the development of the English language course.The consortium leader was Poznan School of Logistics, responsible not only for the coordination of project activities but also for the development of logistics courses (content and implementation).The project mainly focused on:- developing of intellectual outputs,- dissemination of the project outcomes,- project management.The SCRUM methodology was used to develop the results of intellectual outputs. The SCRUM methodology allows incremental development of solutions. In the case of LLOT, it consisted in creating a part of the course content, developing graphic parts of this course, creating e-learning lessons and testing.In the field of dissemination, the partners reported to the coordinator: the concept of organizing dissemination evnts, channels used to disseminate project outcomes and the effects of dissemination meetings.Project management tools such as milestones, Gant's charts, cost-rising curves, and quality reports were used in project management. The project management has three management areas: project quality management, time management and financial management.The LLOT project was innovative due to the set of didactic methods used and the definition and two-stage implementation of the CLIL method for the purpose of training language competences in logistics. CLIL in the LLOT project is teaching English on the basis of logistic texts. It was assumed that language courses (for PL, EN, DE, IT languages) would prepare for B2 language level.The LLOT project has 6 results:- O1 - content of the e-learning language course (PL, EN, DE, IT)- O2 - e-learning language course (PL, EN, DE, IT)- O3 - e-learning logistics course: Transport management (PL, EN, DE, IT)- O4 - e-learning logistics course: Supply chain management (PL, EN, DE, IT)- O5 - e-learning logistics course: Warehouse management (PL, EN, DE, IT)- O6 - e-learning platform (PL, EN, DE, IT)The language course consists of four language courses: English, German, Polish and Italian. Language courses have been developed based on logistic vocabulary. Logistics courses (in each language version) consist of 30 lessons (each lesson corresponds to 2 hours in contact classes). Each course is divided into four modules. Each module ended with a testing test.The e-learning platform has three roles:- informing about the LLOT project,- a platform that allows you to manage language courses,- a platform that allows you to manage the content of logistics courses.All results of the LLOT project are one integral educational tool specialized in language skills development for the logistics industry.The project and its outputs have helped to improve language skills among employees of the logistics sector and people educating in this area. Knowledge of foreign languages is particularly important in the logistics industry, which is caused by the globalization of the economy and the need to move goods.From the beginning of the project, the llot.eu platform has recorded a total of over 2,284,000 views with over 187,000 session (data from Google Analitics).As at 31/08/2018, the number of registered users on the platform llot.eu amounted to 1624 users and was still growing.In total, on the platform llot.eu 938 users passed the final tests of logistics and business courses in a language other than the language given as their native language.

It is forced by the fourth industrial revolution (Industry 4.0) to introduce changes to logistic systems and the supply chain functioning (Logistics 4.0). It is implied by the report of the Future Jobs Employment, Skills and the Workforce Strategy for the Fourth Industrial Revolution World Economic Forum 2016 (http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf) that the Big Data analysis, the Internet of Things and autonomous transport will be key technological factors of industrial changes from 2018 to 2025. The factors will also influence enterprises’ business activities. It is also implied by the report analysis that Transport and Logistics (annual increase by more than 3%) is one of prospective areas in which employers will search for employees in 2012 and in the consecutive years. C0. The main project objective is to develop an innovative and certified programme of an educational module within logistics and complete teaching materials based on contemporary educational methods which are absolutely necessary to perform this programme. The educational module were defined as a group of minimum 5 specialist subjects that totally include 30 ECTS points. In the project one defined 4 detailed objectives: C1: To make the developed programme of the educational module within logistics undergo the certification process in terms of its conformity to the level 6 standards (European Senior Logistician) developed by the European Logistic Association (http://www.elalog.eu/concept-ela-certification). C2: To develop teaching materials that make it possible to absorb the educational effects within the developed programme of the educational module within logistics. - academic course books as e-books available for each student during the educational process in second-cycle studies, - class materials with the use of blended learning, i.e. multimedia presentations, exercise sheets with lectures and practical exercises and e-learning courses, task materials. -managerial simulation game intended to improve the ability to make fast and accurate managerial decisions. C3: To make the process of educating certified logisticians international at the level of second-cycle studies. C4: To increase the number of certified Logistics as M.A. study graduates in central Europe and the Balkan Peninsula. As part of the project the consortium developed 10 intellectual work results, including: - four study programmes, which include module plan of educating logisticians were acrediatated by ELA at the European Senior Logistician (06) level (01), -a managerial simulation game available via the Internet which is intended to develop the students’ managerial and business skills (02), - 4 course ebooks (one in two issues) that cover 4 ELA-defined competence areas: - Business Principles (O3) - Supply Chain and Logistics Design (O4) - Supply Chain and Logistics Planning (O5) - Supply Chain and Logistics Execution (O6) - 4 sets of teaching materials in the form of blended learning (multimedia presentations, task materials, e-learning lessons) that cover 4 ELA-defined competence areas - Business Principles (O7) - Supply Chain and Logistics Design (O8) - Supply Chain and Logistics Planning (O9) - Supply Chain and Logistics Execution (O10) All the above products were developed in 6 language versions: English, Polish, Hungarian, Croatian, Czech and Slovenian. Such a developed educational module is supported by course books and teaching materials and became an open standard to be used by other users. The module universality is also confirmed by its ELA certification at the European Senior Logistician level. This make it possible to make the educational process of certified logisticians international at the level of master studies. A target group is bachelor/engineering study graduates who want to continue their education in second-cycle studies and obtain the qualifications supported by the professional European Certificate within logistics. The competences make it feasible for the graduates to take up work in the position of a manager within logistics. A special place has been booked for experts in the project. The experts supported the project consortium in forming high quality results and came from 2 groups. In the first group there were experts from the European Logistics Association (ELA). The second group included business practitioners, representatives of enterprises in cooperation with the project partners. The task of these people or the body of persons were to give opinions on the educational module curriculum and syllabi content of each subject defined in the module.

THE CONTEXT:The global logistics market is rapidly progressing to digital, intelligent and sustainable solutions, amounting to more than 1000 billion EUR by 2025 (Transport Systems Catapult, 2016). Digital, intelligent and sustainable logistics (DISL) is important in order to increase safety and tackle Europe's growing emissions and congestion problems; make processes within supply chains more efficient and sustainable; enable the proper integration of nowadays society in the next-generation Industry 4.0 context.THE PROBLEM:Higher education institutions (HEIs) do not have the accurate means to tackle the existing need as the current curricula focus more on general logistics and supply chain management rather than specific DISL related issues. In addition, the Logistics Performance Index (LPI) classifies Poland (31th), Slovenia (39th) and Greece (44th) among 167 evaluated countries (https://lpi.worldbank.org/). The biggest identified shortcoming is lack of holistic approach to the field of logistics, especially when considering the incorporation of intelligent and sustainable aspects into SCM. Weakness is also effectiveness of the implementation of these approaches in practice. In particular, there is a need to transfer contemporary concepts into business to further enhance the effectiveness of the SCM. The latter especially emphasizes the role of HEIs in the field of SCM.TRANSNATIONAL SOLUTION & METHOD:To this end, NEXTLOG responds to the above need by aiming to develop an innovative, transnational framework that will improve the knowledge and skills of academic institutions to produce more market/oriented DISL curricula, reducing the barriers in this field. The project consortium comprises key academics, industry related associations, public organisations and companies from diversified sectors who will co-create the envisaged DISL curriculum and will pilot it through an open innovation and co-creation virtual learning environment (VLE). This outcome is directly pertinent to quadruple helix-academia cooperation for innovation and best practices with respect to DISL, and can also support policy reform in this area, leading to more prepared graduates ready for the labour market. NEXTLOG also follows up the recent plans of the EU to promote improved, efficient and clean operations by 2050 and is also relevant to the EU2020 targets for R&D, climate change, energy efficiency, entrepreneurship and social cohesion. This makes NEXTLOG directly relevant to the current objectives of the participating organisations. The need for a transnational pan-EU approach on this matter is critical in order to overcome the pan-EU skill gaps and confirmed by: EU Commission’ report on Intelligent Transportation Roadmap (2016); EU Commissions New Skill Agenda for Europe (2016); WEF Report on Graduate Skills (2016); CEDEFOP’s report on Environmental & Digital Skill Promotion (2016); EU Commission’s JRC Report on 2035 Sustainable Economy (2015); EU’s EPALE platform report on Sustainable Business Skills (2017).AIM:NEXTLOG responds to this need by aiming to develop an innovative, evidence-based transnational framework that will markedly improve the knowledge and skills of HEIs to produce more labour market oriented DISL curricula, reducing the barriers in this field by:• Establishing a transnational collaboration (via open innovation and co-creation) across EU in order to address (at a large scale) existing training needs in DISL• Co-creating DISL curricula (with ECTS accreditation)• Developing an innovative, evidence-based virtual learning environment (VLE) with a built-in decision support system (supporting economic, environmental and social modelling of DISL)• Organising three transnational mobility sessions with DISL quadruple helix stakeholdersIMPACT:NEXTLOG enhances providers’ & quadruple helix stakeholders' capacity to produce more market oriented DISL curricula. This outcome is pertinent to co-operation for innovation and best practices with respect to DISL, and can support policy reform in this area, leading to more prepared workforce for the DISL market.Also, NEXTLOG enables transnational DISL skill development/ learning mobility leading to DISL homogeneity in EU. Overall, NEXTLOG supports: EU Transport (2050); EU2020 targets for R&D, climate change and energy efficiency, E+ priorities by offering internationalized life-long-learning, quality education through industrial engagement, and promoting creative thinking via the proposed DISL curriculum with ECTS accreditation. Key quantitative measurements include: 50 staff involved in mobility events; 350 users of the VLE, 350 registered users on the DISL e-learning courses, 170 participants in the multiplier evens, 30 000 people reached overall by the project dissemination.