<< Background >>This project aims at merging two key topics in Europe: Preparing entrepreneurial graduates to work for and develop sustainable businesses and reinforcing university-SME collaboration in teaching, learning and training to this effect. To create green jobs, Europe has to invest in a regenerative approach which contrasts with the traditional linear economy. According to the European Green Deal, there is a need to boost the efficient use of resources by moving to a clean, circular economy. Reducing waste and leakage in our current production and consumption and business models conserves resources and helps to reduce environmental pollution. START CIRCULAR is premised on the fact that this transition is dependent on robust higher education systems that generate leaders and entrepreneurs in this field, in collaboration with industry and NGOs. The project specifically responds to the European Circular Economy Action Plan (CEAP 2021), the EU’s recent plan for transition to circular economy which highlights the creation of sustainable growth and jobs. It is particularly pertinent at a time when a) European universities have been challenged to cooperate in new and innovative ways and redefine teaching and learning across borders (see the EU Communication on the European Education Area) and b) policy makers are confronted with a health and economic crisis of astronomical scale (COVID 19), which is impacting dramatically how we work, teach and learn and live. What is evidently clear is that Europe’s economic recovery and eventual growth depends on its ability to generate innovative and sustainable responses to economic challenges. Entrepreneurship and sustainability-focused business models are thus essential. The Commission’s objective is to encourage people to set up and grow their businesses (Entrepreneurship 2020 Action Plan). At the same time, consumer pressure for sustainable development is increasing, as well as is the interest in reducing the environmental impact of SMEs. Decreasing environmental footprint can also be seen as an important business opportunity for SMEs; however, they are often faced with a limitations in improving their environmental performance, such as size-related obstacles, financial limitations, skill deficits and knowledge constraints. What is more, as the present economic slow-down has been contracted due to the pandemic, policy makers and businesses are under pressure to re-launch economic activity at any cost. This may put at risk the previous advances that have been made in generating green jobs. Generating innovative graduates committed to sustainability in business development is hence critical. While a number of universities in Europe have demonstrated innovation in entrepreneurial teaching and capacity to teach sustainable and circular business principles, Europe needs more strategic, interdisciplinary, cross-border and applied approaches and resources to tackle these fields, maintaining circular economy in the foreground. An ‘Integrated entrepreneurship management model for circular economy” for universities and SMEs, one of the primary results of this project, will tackle this, as will the training to implement it and the Sustainability Labs, to which all partners share a commitment.<< Objectives >>START CIRCULAR is timely. It advocates a more integrated approach to the management of university industry relations, support services and teaching for entrepreneurship and sustainability, focusing on how principles of circular economy should underpin this. Engaging urban and regional universities of different capacities, SMEs and NGOs, it will serve as a platform for practice sharing in training young ‘green’ entrepreneurs and leaders. The Project Objectives are the following: 5.To develop an integrated Entrepreneurship Management Model that is premised on circular economy, implemented by universities and SMEs in partnership, so as to enhance skill development and job creation related to circular economy principles. 6.To apply this model in universities of diverse capacities and needs in Europe, as a means to increase the number of graduates that are prepared to become entrepreneurs or future leaders in circular economy. 7.As part of its application, to train both university teaching and admin staff and SME staff on the co-development of study programmes and Work-Integrated Learning approaches related to circular economy. 8.To set-up, connect and internationalise Sustainability Labs at the partner universities, to help/train students and young graduates in developing businesses that integrate circular economy and co-responsibility.<< Implementation >>The Start Circular project is divided into 5 PHASES:Phase 1: M1-2 – Preparation: Consolidation of working methods and operational planPhase 2: M3 – M10. – Developing and implementing the integrated entrepreneurship management Model for circular economyPhase 3: M10 – M20 Staff training: Universities and SMEs in partnership to implement the Model M20 – 28 - Sustainable Growth LabsPhase 5: M28-M36 – Consolidation and sustainability: A platform for connecting Sustainable Growth LabsThe Phases which build upon one another. Phase 1 is essential for agreeing to the Operational Plan, Evaluation Plan and for consolidating working relationships and building trust. This includes a KOM and a training on the Evaluation Plan. Phase 2 will be dedicated to the development of the Entrepreneurship Management Model for Circular Economy (PR1). It will entail focus groups that are conducted across the partnership, in each partner country/region examining: 1) university teaching for entrepreneurship in circular economy, 2) experiences with existing innovation labs, incubators and similar structures and 3) employer expectations and perceptions. In addition, a Study Visit will to UBI will be organised for the Partnership, where the concepts related to the Model will be studied in more depth and an example of an innovation Lab will be studied. An outreach meetings will be held with SMEs, in conjunction with the study visit, so as to broaden the pool of SME participation and feedback. To transform this information into a workable Model, a task force (RENCIS, ULPCG, Renteh and ELUM) will produce a scoping report that cross-assesses and analyses the results of the focus groups and the study visit and proposes a draft Model, which will be peer-reviewed and final endorsed by the PMG. Then, each partner university will assess which elements of the Model they are already have in place and which elements still need to be developed or articulated. Each partner university will then produce an ‘Implementation Plan’, where immediate and long-term actions will be outlined. Phase 3 entails a comprehensive training package that targets university teaching and admin staff as well as middle management at SME. It is designed to equip university and SME staff with the tools needed to implement the Model’s various components: collaborative, transdisciplinary teaching, student services for entrepreneurship and Sustainability Labs. A Training Committee will design a programme comprised of 3 virtual and 1 physical workshops (blended approach). Selected staff from the university partners and SMEs will complete Learning Plans. A dynamic Training Portal will be launched, based in an advanced conference software, which will be a means to encourage communication and resource sharing.In Phase 4, partners will implement one aspect of the Model: The Sustainability Lab (PR3). This will help them to support their graduates with practical business tools for sustainable economy. Over the course of one semester, selected students will be coached on building a business concept or project, which they will have the opportunity to present at a multiplier event, where they will interact with SMEs. At the end of the pilot semester, an assessment will be conducted of what the students have learned, the extent to which they have generated viable business plans, and the perspective for the Lab Platform. Finally, the project will also provide a platform through which the Sustainability Lab will be connected (PR4). This will be a means to share resources and allow students and SMEs in one country or regional to share ideas and even co-develop with those participating in a Lab in another region. This will internationalise the Labs and also provide a platform for continued collaboration and connectivity.<< Results >>The project will produce four inter-connected outcomes:1)An Integrated Entrepreneurship Management Model for Circular Economy, applied by universities in cooperation with industry partners. 2)A comprehensive training programme targeting university academic and admin staff as well as middle management at SMEs, which will provide the partners with human resource development oriented towards the implementation of the Model. 3)The development and piloting of Sustainability Lab, an element of the Model and an important means for students to developed practical skills,

Inspired by the EU funded network of ‘Higher Education Reform Experts’ (HERE), the South African Association of Technical Universities (SATN) and 6 of its members, in cooperation with European partners, is launching and piloting a similar network in SA, comprised of two academic leaders from each partner university. The ‘HERE SA’ are strategically selected given their roles in overseeing and guiding teaching and learning strategies and with potential to be catalysts for change in the HE sector. The HERESA project will train and capacitate these individuals, enabling them to train other peers at the management level and to contribute to holistic higher education development to meet labour market and societal needs. The network will be instrumental, in the first instance, in supporting the SATN members to refine and revise their institutional strategies for teaching and learning. These key areas are: 1) strengthening governance and university leadership, particularly related to teaching and learning, 2) innovative curricula development, oriented towards the fourth industrial revolution (4IR), competence-based learning (CBL) and work integrated learning (WIL), and 3) entrepreneurship education in collaboration with industry partners. Technical assistance will be provided by EU partners from Italy, France, Sweden, Finland, Spain and Ireland, to support the SA partner universities to implement these strategies and train staff. In addition to facilitating cooperation, exchange of practice and training around these issues and advancing strategy development, the SA HERE network will be expanded at the end of the project and become an important dialogue partner with the Council for Higher Education (CHE) and a means to connect policy and practice more pragmatically and systematically in South Africa.

MIMIr- ANDINO is primarly designed to aid, assist and soccour partner universities in Latin America to understand the status quo of their innovation and research management systems, performance, efficacy, and practices and devise pathways to overcome impediments, hindrances, fiascos and pitfalls that prevent them from achieving recognised stature in the international landscape. The core tread to accomplish this goal is to measure existing innovation and research activities, to gauge regulatory framework management, administration and tools, and to scope opportunities for overcoming bureaucratic obstacles, stimulating conditions and elevate mindsets. Coupled to provision of comparative analysis to European processes, practices and state-of-the-art, the consortium will identify areas for change, targets for improvement, and a trajectory to excel. Accordingly, partner universities will be informed on the organisation of management of innovation and research in European universities, understand present model, principles, and standards, and embrace and partake the opportunity for support, guidance and corroboration from European partners.

Recent developments with COVID-19 and pandemics that threaten our way of life and work are forcing organizations and governments to rethink the way we meet, work, teach, learn and collaborate. A big push towards online education, distance learning and virtual teams is evident across the globe. According to UNESCO (2020), as of late March 2020, over 850 million students and youth – roughly half of the world’s student population – had to stay away from schools and universities due to the COVID-19 pandemic. Education is asked to respond to this challenge by offering courses at a distance. So far, the large majority of content was offered by video conferences and Learning Management Systems. There is a strong need to develop more immersive experiences for learners.Although the need of online courses has increased, a few universities have been experimenting with eLearning as a teaching method or making online lectures a part of the curriculum (Bezegová, 2017). Same situation in partner countries, Romania, Cyprus, Greece, Lithuania, Spain, and Serbia, where eLearning is not widely used in HE. So far, there is not any common strategy on how universities can build a strategy on how to adopt eLearning in their teaching and learning.With more than 90% of the student population going fully online during the last few months, there is a stronger need than ever to reform higher education (UNESCO, 2020). The Bologna Process Implementation Report cited earlier, confirmed that blended learning is the most common across European Universities. The trend in higher education towards e-learning, and in particular blended learning, was already visible in 2014 when an EUA survey found that 91% of institutions offered blended learning (i.e. integrating eLearning into conventional teaching) and 82% offered online courses (Gaebel 2014; EUA 2019). It is generally accepted that these trends will change dramatically in the coming months, since COVID-19 accelerated the adoption of eLearning across the globe. In a systematic review of research in the use of e-learning, several gaps are identified among university staff, which include lack of strategic understanding of the need for e-learning, the lack of skills to design and deliver online learning, and the need to improve assessment of education offered online.A total of 7 Partners from 6 EU countries come together to address the following objectives:OBJECTIVES1. To build the capacity of HE teaching staff, academics, learning designers, and teaching staff in integrating eLearning in the design and delivery of courses. (IO1, IO2, IO3)2. Develop innovative quality resources for HE faculty members to support the adoption of eLearning in higher education (IO1, IO2, IO3)3. To raise awareness on the need and value to integrate eLearning in HE in close cooperation with all stakeholders involved, including policy makers. (IO1-4)4. Improve the supply of quality higher education opportunities for all. (IO1-4)TARGET GROUPSThe project builds on the existing knowledge developed by partners and aims at supporting higher education institutions develop innovative policies and practices for integrating eLearningin designing and teaching courses. The primary target groups for this project include:- Higher education faculty and instructors- Policymakers and university leadership teams- Learning designers, educational technologists, and support staff- Higher education students (indirect target group)INTELLECTUAL OUTPUTSThe project Intellectual Outputs are:-IO1. Toolkit on how to adopt a strategy for eLearning in HE-IO2. Training course-IO3. eLearning platform and MOOC-IO4 - Policy and practice guidelines for integrating eLearning in Higher education.The expected results of the project are:-Improved capacity of universities to shift from traditional learning to e-learning, modernize their teaching and learning, their curricula, and practices-Improved competencies for faculty, learning designers, and university support staff to empower them to integrate eLearning in university curricula and courses.-Improve the quality and relevance of teaching and learning online in Higher Education.-Greater understanding of the uses of advanced online tools.-Increase the competitiveness of the European Higher Education sector.

CAMINOS deepened the Latin American Higher Education Space by improving the capacity of universities, associations and networks to enhance, promote and manage regional Latin American student and staff mobility. Specifically, the project developed a common mobility management model (defined by a Handbook) to this effect, premised upon and linking existing Latin American bi/multi-lateral mobility programmes and providing guidance on managing mobility. The project had three essential phases:1)A research phase for mapping a) existing Latin American mobility schemes and their management practices and rules, b) the actors and universities that participate in them and manage them2)A development phase for generating a Handbook that provided concrete advice to universities and networks/associations on how to enhance and promote mobility in the region. Focus groups on topics such as mobility management, credit transfer, recognition, institutional partnerships and joint degrees were organised to help draft the Handbook. In addition, study visits of Latin American partners to European universities were organised, to look at institutional case studies on these topics. 3)A pilot phase, whereby the Handbook was applied by both the partner associations/networks and the partner universities. Each partner implemented a pilot project that corresponded to at least one aspect of a mobility management ‘process’ listed in the Handbook. This included building a website for promoting mobility in the region, installing a new database for mobility, organizing international internships and summer schools in the LA region, etc. Coaching was provided by European partners to support the pilots. The project responded to the fact that LA regional mobility is a growing priority as it fosters academic cooperation and regional harmonisation. CAMINOS also reflected the interest to better promote ‘structured’ mobility and staff mobility. The project involved universities from Brazil, Argentina, Uruguay, Chile and Ecuador, as well as university associations from these countries. Additional actors and related E+ projects were involved in project activities to ensure wider ownership and synergies. A final project conference was positioned as a larger event for generating ‘clustering’ and synergies between beneficiaries of E+ projects in LA, dealing with themes related to internationalisation, mobility, recognition and joint programmes. The project has a direct impact in the LA partner universities in terms of their ability to manage mobility and generate awareness for the importance of regional mobility. In addition, the associations in the project were able to launch and and conduct a first assessment of a regional programme for mobility – ‘PILA’ – which allows for mutual exchange between Argentina, Colombia and Mexico, and should be expanded to other countries in the near future.