The EDUcardS strategic partnership in higher education is presented by the EDUC alliance, which is constituted of five Higher Education Institutions (HEIs) from four countries: The Czech Republic, France, Germany and Italy. The objective is to set up, in the mobility space that the EDUC alliance offers, the European Student Card (ESC) and to test a methodological framework for its deployment during an experimental phase, to identify any potential difficulty and to come up with solutions to overcome potential problems. Beyond its implementation in an alliance with a total of 160,000 students, the use of the ESC will be evaluated, experienced and will encompass the provision of several related services such as access to libraries, restaurants, housing and public transport provided by university cities.At the end of this project, four intellectual outputs will be delivered, one inventory, two guidebooks and one report will be made available to all HEIs throughout the EU, whether they are partners are not. Training activities will took place so that staff members from partner HEIs can trade best practices, feed their own reflection, and therefore find innovative solutions. A dissemination event will be organised to give a multiplier effect to the EDUcardS project. These deliverables will contribute to the implementation of the ESC and support the EDUC alliance’s use of the Erasmus Without Paper (EWP) project.

"The aim of the INTERPRO project is to create a module to train social workers in working more effectively and more humanely in interprofessionality. Indeed, those actors coming from different backgrounds and sectors such as social, health, education and others ... are brought to support people in difficulty with looks and reference skills sometimes very different. This does not always help them to understand each other and be coherent with each other. Which sometimes brings disorder and contradictions in their modes of intervention.Example: a child has behavior problems in school that are due to a complicated family experience developing a lot of worry and agitation in him. How does the school teacher, the social worker or accompanying educator, the doctor who hesitates to prescribe Rilatine, the sports facilitator, the family mediator and the psychologist ... be able to agree on a way -coherent and beneficial for the youth- to accompany and hold him in this difficult phase?Social work is made up of multiple tensions: economic, political, training, demographic, complexity of demands, etc. which obliges its practitioners to rethink their action and to call on new ways of conceiving the intervention. In the words of Castel (1998) we have to do with a metamorphosis of the social question that questions the social relations and thus the bonds of solidarity but also the way of doing society.Ultimately our project wants to describe for the professions of social, educational, medical ... and others potentially involved in working with young people, the types of collaborations in action on the ground. It will explore the techniques and tools used in this interprofessional collaboration, in order to define the logic of action and determine their efficiency in the daily work.The INTERPRO training module will be the result of this reflection. It will be integrated in a spirit of sustainable social development at a time when ""climate, energy, food, health and education of human beings are questionable"" (Agten & Gillet Ensact 2011). It will be built on local social development using the resources of interprofessionality where they are, starting from what they are and giving them a new impetus through this new formation.The project will consist of three phases:Phase 1 ( 11-2019 to 09-2020): survey and observation on the way in which interprofessionality is lived and taught in each partner country.Phase 2 (09-2020 to 11-2021): experimentation of the INTERPRO module successively in four of the five partner countries of the project: Bulgaria, France, Portugal and Belgium, this under the supervision of our fifth partner from Quebec (Canada) with a recognized expertise on this issue. This phase will involve a total of a hundred or so people, students, professionals and trainers involved.Phase 3: (12-2021 to 08-2022): methodology of implementation in existing training courses. This will therefore concern several cohorts of students in training in partner universities as well as several groups of professionals in continuing education from the last year of the project.The expected INTERPRO impact of this project is important. Knowing that interprofessionality is a bit of a gray zone between professions in the social, educational and health sectors, there is great expectation in the various partner countries to see this training module for interprofessional skills being built. The regional and national impact will initially be mainly related to the different partner universities and associated institutions. This represents in each country several cohorts of students and professionals over several years.At the European level, the expected impact is to benefit from the contributions of each participating country through the best cross-fertilization of knowledge and thanks to the cooperation in the different phases of experimentation. At the international level, the contribution of Université de Sherbrooke's expertise is a plus that will benefit Europe and which will also bring Canada's openness to the European realities of interprofessionality."

CONTEXTThe wider context for this project is determined by:a) The unbalanced application of Digital Humanities to education in comparison to its growth as a research field, which is changing perspectives on the history of literature. The application of DH to the teaching of literature has a great potential to understand discourses in context, cultural connections through intertextualities and flow of topics across the time.b) The necessity to further develop distant learning didactics due to growing numbers of working students, the unavailability of specialists in certain areas in all the universities, and the perspectives of future lockdown situations.c) The restriction of syllabi in Hispanic Studies around the world to studies on Spain and Latin America, leaving behind other historical Spanish speaking communities around the world (including the Philippines, Marianas, Western Sahara, Morocco, the US, Sephardic communities and Equatorial Guinea) and thus ignoring transnational and transcultural connections beyond national borders.MAIN OBJECTIVESThis project focuses on the improvement of methods for teaching literature and covering a gap in syllabi in Hispanic Studies around the world. In this way, we intend to narrow the gap between research trends and educational practices in the Humanities. In particular, its main objectives are (1) facilitating the incorporation of Digital Humanities methods and resources to the teaching of Literature in Higher Education, (2) enabling the study of Philippine Literature in Spanish despite the lack of specialists in most of the universities in Europe and (3) improving the didactics of distance learning to get the students to acquire skills and practice them instead of being recipients of the information. RESULTS1) Compile, examine and compare the syllabi and methodologies in literature teaching in different European countries identifying good practice in successful collaboration across borders.2) Analyse the different types and resources of distance learning that involved universities are engaged in and identifying areas for development and improvement.3) Contribute to the debate on transnationalism and on the importance of literature teaching by focusing on the interdisciplinarity of the chosen topic (Philippine Literature in Spanish), which helps to understand trends in History, Sociology, Anthropology, Art, English Studies, Asian Studies, Language evolution and Languages in contact.4) Design guidelines and tools for the development and running of courses on Literature using Digital Humanities, on Distant Learning and on Philippine Literature in Spanish which can be used by any European university.6) Contribute to the training of docents in methodologies of distance learning that allow an optimization of the efficiency to get closer to the actual classroom experience, and promoting open education.PARTNERSThe transnational context in which this project is set is that of a network of 5 young universities from 3 different European countries: Universiteit Antwerpen (Belgium), Universidad Rey Juan Carlos (Spain), UNED (Spain), Université Paris Nanterre (France) and Université Clermont-Auvergne (France). We work in collaboration with an extensive network of colleagues around the world including two associate partners: Universidad Ateneo de Manila (Philippines) and HSE University (Russian Federation). All of them have specialists either in distance learning, in Digital Humanities or/and in Philippine Literature and cultural relations East-West. METHODOLOGYThe methodology applied involves:(i) an assessment of the tasks required to complete a project(ii) a detailed breakdown of the process to monitor their completion.Intellectual outputs and activities have been carefully designed. Every partner has a key role in the project and will be responsible for the coordination of one or more work package(s). Leadership and effective communication are key to the successful management of the project.IMPACTWe plan for extensive and sustainable impact at the institutional level, to enhance the professional development of project members and the opportunities for learners.At the European level, the project paves the way for diversifying the syllabi in Literature and the Humanities, the revalorization of literature te as well as narrowing the gap between research and education. It reaches well beyond the consortium, to have a strong impact on institutions that have expressed an interest in the project as can be in the annexes. It will be ensured with a range of multiplier events.In the short-term, the outputs of this project should provide institutions in Europe with the necessary tools and resources to incorporate Digital Humanities and Philippine Literature to their teaching. Sustainability of the project is guaranteed by the use of both, universities’ and European platforms to publish the expected intellectual outputs (guidelines, teaching materials, and MOOCs).

European Digital UniverCity (EDUC) is an alliance of six universities – University of Cagliari (Italy), Masaryk University (Czech Republic), University of Pécs (Hungary), University of Potsdam (Germany), University of Rennes 1 (France) and University Paris Nanterre (France) –, that pledges to build an innovative form of academic community (or “UniverCity”) within the European Higher Education Area. EDUC aims at the deepening of the Bologna process and the creation of a common space where students, teachers and staff can collaborate without administrative, cultural, or social boundaries. EDUC will strengthen the European identification process by enhancing knowledge creation and by putting forward European skills acquisition through digitally supported cross-campus and cross-disciplinary teaching activities as well as various learning opportunities. New pedagogies with a strong digital component will allow our students to benefit from tailor-made curricula and will significantly raise and simplify their international mobility. EDUC will establish an inclusive, integrated and efficient governance that will build on the mutual trust between our six universities in all areas, from bottom to top. By 2025, EDUC’s objectives and actions will have paved the way for a new university, more inclusive in geographical and sociological terms, academically innovative, connected to its ecosystems, and with the full capacity to meet all of society’s contemporary challenges.

The “EDUCating for Positive Management” project was designed by the six members of the EDUC European University selected by Erasmus+ in 2019. They all share an interest in developing new learning materials to promote more responsible management approaches, including entrepreneurship. Each partner has key expertise related to the project topic: the University of Paris Nanterre with responsible strategies and business models, the University of Potsdam with entrepreneurship, information system and public information, the Masaryk University and the University of Cagliari with stakeholder management and governance, the University of Pécs with marketing approaches and the University of Rennes1 with ethical human management.In the context of international engagements on social, environmental and economic issues (UN Sustainable Development Goals, EU Agenda 2030, European Green Deal, “Accord de Paris”, …) and of the digital revolution, universities in management have a great role to play in the environmental and social transition by providing and teaching new economic tools that could help to face 21st century challenges. It could also be very consistent with needed new management solutions to face the post-COVID 19 crisis.The general objective of our project is to tackle the gap of existing management fundamentals and teaching by proposing alternative contents, new tools and pedagogical models. We aim to produce and experiment with innovative pedagogical methods, tested in interdisciplinary and intercultural environments with digital, blended and face-to-face approaches. A programme of four courses for the master’s degree programme will be produced: an online course about “Management for the Digital Age”, a Positive Business game, a blended learning course about “Innovation in Positive Management” and a Positive Manager study programme.Around 400 master degree students of the EDUC partners will experiment with these innovative management programmes to integrate this new way of managing business. As future business managers, they will be equipped with innovative and sustainable business models, which will increase their employability. After finishing their studies, they will start their careers with a mind-set of positive management priorities and realize their role in achieving a more sustainable world.All these new approaches will help all our management curricula to be more responsible. As a result, our professors will improve competencies and networks in positive business approaches and strengthen their focus on management as being essential to face social and environmental issues. We plan that the project will involve around 60 professors.The six universities involved in the project will build a closer relationship that can be broadened later to other flourishing fields to develop other projects. The idea of labelling EDUC courses as European modules will make the universities involved in the project more attractive for students.A possible issue of the project is a future development of the Erasmus Jean Monnet module to underline the importance of positive business as an important European political issue to help the preservation of the humans and the planet. This project could also identify “European expertise centres” which can help the dissemination of business good practises teaching through, for example, a European summer school. A joint master’s programme between each EDUC partner could also be developed. Therefore, the results of the project will be used and exploited within the scope of the EDUC alliance in the long term, of course, and far beyond if the approach arouses interest among other teachers, students, universities and companies.As this project wins wide publicity it will become a benchmark for other universities as the impact goes beyond the university boundaries. It also affects the economic, ecological, social, technological, environmental, political and ethical environments of the regions.Thanks to the project, companies may change their perspective towards management, considering it as being crucial to facing environmental, climate and social issues. The joint collaboration movement might change the mind-set of managers of multinational corporations and their global consumers in a way that positive business operations and management are above the traditional management perspectives.Policy makers will recognise the opportunities and the importance of positive management perspective at both the European and International levels. In the long term, they might implement changes in the regulations as well and be able to enact better opportunities for developing business.