"Study programmes following blended-learning or even pure online approaches are becoming increasingly popular in higher education. Two main drivers for this development are increasing international cooperations among universities and with industry partners and the special requirements of students in continuing education programmes. But even regular courses use online platforms to establish a permanent point of exchange beyond the weekly course meetings. Yet in a time, where the use of eLearning platforms, Google Drive and Skype feels commonplace, the abundance of available tools conceals the scarcity of processual knowledge to use them, especially compared to the richness of methods we use to apply in physical teaching and collaboration.The OnCreate partnership is about the exchange, implementation and evaluation of processual and contextual knowledge of online collaborative courses with focus on creation and innovation. By the term “Creative Online Collaboration Processes” we refer to all such activities which aim to solve in a group problems that do not have standard solutions, mediated through web-based tools. Typically, such problems require interdisciplinary, lateral thinking, social empathy and extensive ideation with the aim of mutual inspiration. The processes applied are often nonlinear and rely on multimodal means of synchronous and asynchronous communication, with a special focus on visual tools. The project was organized around the four main objectives:RESEARCH - about the state-of-art of creative online collaboration inside and outside the consortiumCREATE - and implement transnational online coursesEVALUATE - online and blended courses for their affordance and support for creative collaborationGENERALIZE - our insights to make them accessible to the publicThe consortium created twenty courses addressing different creative challenges from design to TV development to innovation management. Most of which are suitable to be re-implemented based on the course blueprints available on the project website. Furthermore, the project created a set of seven evaluation packages to enable teachers to evaluate their courses and online course environments with regard to how much they afford creative collaboration. Along came a number of useful teaching methods to structure synchronous and asynchronous activities online. Finally, we gave general recommendations for running online courses on social media platforms, project management apps and learning management systems.The project has attracted four university partners outside the consortium and three industry partners, who have been collaborating actively at least in one course or research activity. Two multiplier Events at Magdeburg, Germany and Lincoln, UK disseminated the project results to a wider audience of practitioners and academics in the fields of media design and digital journalism.Six partners from among the consortium and associated partners are already committed to run at least one common course annually based on the blueprint of the most successful courses. At the same time, the project sparked the idea of a ""blended student exchange"", which comprises online collaborative courses with the partner university the semester before students actually go abroad. This will be the focus of further Erasmus+ activities within the consortium."

"<< Background >>The reasons to plan the project rise from the three United Nation's Sustainable Development Goals: 8 Decent work and Economic Growth, 12 Responsible Consumption and 13 Climate ChangeClimate change is an unprecedented threat happening right now on our planet and it has an ongoing impact on all of us. Climate change is being listed asone of the many important Sustainable Development Goals of the UN: “take urgent action to combat climate change and its impacts”. Fortunately, people are paying more attention to behave in a an environmentally friendly way as well as making choices that promote sustainability. However, all the undertakings are still rather fragmented. There is a LACK ofunderstanding how to change business strategy to act with a positive impact and sustainable manner. According to The World Economic Forum’s annual Global Risk reports, the most significant risk facing businesses is the FAILURE to ADAPT to CLIMATE CHANGE. With this project we are addressing the needs of companies and entrepreneurs, that lack easily accessible information, knowledge and methods to make their business sustainable. We also address the needs of students and future work force as well as that of higher education institutions to learn and strengthen their knowledge of the environmentally friendly ways to do business. Our project aims to offer one particular solution and bring a contribution to the global movement to save our planet. ENTREPRENEURS and businesses are functioning as ENGINES of the societies, meaning that if they start to think and act greener, they will have a huge impact on the societal level.Turning into a green company means developing attitude towards sustainability, finding new ways to operate. It is a process that includes many steps, challenges and changes, even a shift of the whole business value perspective towards sustainable thinking. However, there is a lack of actual competence and skills. Plenty of businesses struggle with the process of identifying their own means of adapting, preparing and becoming more resilient to climate change. There is a lack of easy accessible guiding material, education and training on what actually needs to be done, what are necessary steps in the shift towards sustainable operations, how to innovate the business model towards “green” acting.<< Objectives >>The project aims to strengthen the knowledge, understanding and importance of environmental and sustainable issues in business. The knowledge and understanding will be improved among entrepreneurs, students, teachers and other workers in organisations. The most important target groups are the entrepreneurs, that lack easily applicable methods to exercise business in sustainable and environmentally friendly way.Overall objective of the project is to increase know-how of entrepreneurs (current and future), to become more resilient to climate change with the competence to create new business models aiming at positive environmental impact. Specific objective of the project is to create a modern up-to-date knowledge base and digital learning material for education that would enhance entrepreneurial thinking and action towards environmental consciousness and sustainability taking into consideration climate change. This is done by developing digital handbook on Sustainable Entrepreneurship for Climate Action. DIGITAL HANDBOOK IS METHODOLOGY, STEP BY STEP GUIDANCE ON HOW TO INNOVATE BUSINESS MODELS FOR CLIMATE SPECIFIC ADAPTATION STRATEGY.The project defines three particular target groups: 1. Target group directly benefiting during the project – LEARNERS(aspiring entrepreneurs, students) and EDUCATORS(university teachers/entrepreneurship coaches) 2. Project beneficiaries will benefit from the outputs and results of the project in a long run – entrepreneurs globally, businesses invarious industries, local and regional authorities, education institutions globally. 3. Other Stakeholders, having a stake or an interest in the project results and may gain during theproject via dissemination activities or after the project due to the sustainability of results –global business communities, NGOs, governments, policy makers, volunteers, communities.<< Implementation >>The implementation of the project will be done by five work packages. Tasks in the work packages are divided by participating organisations and an organisation will take lead of one work package always. In WP 1 called the Supportive research on Sustainable Business Practices, applied research will be carried out by the participating organisations. WP 2 Development of Digital Handbook on Sustainable Entrepreneurship for Climate Action and learning activities for piloting the handbook in learning setting, includes activities through which the Digital handbook is developed and later distributed to users. WP 3 is called Development of Digital material platform and it includes for example the production of video materialssupporting digital handbook, platform and social media on sustainable and climate change aware business. WP 4 concentrates on dissemination of project activities and results and WP 5 consists of Project Management. The project implementation includes four multiplier events by which the result of the first work package on Sustainable Business Practices are disseminated. Fourth and final multiplier event concludes the dissemination of project results.The project includes two activities belonging to the category of Learning, Teaching, Training Activities. The first, Training for teachers and trainers implementing piloting of the digital handbook will be a short-term joint staff training event. Its goal and purpose is to improve the know-how of educators on sustainable entrepreneurship training methodologies and increase knowledge on climate change issues and how to integrate it with business model innovation. Target group is educators. The second, Digital Handbook piloting with the target group will be an intensive programme for higher education learners. Participants will be eight selected students who are aspiring entrepreneurs from different academic disciplines of all three partner universities and two selected companies (one representative of each company) for Digital Handbook piloting. In the event student teams and entrepreneurs defend their business ideas for sustainable entrepreneurship start-up. The goal is that students know the basic approach in defining the source of innovation for entrepreneurship work in the context of climate change challenges and how these challenges turn into opportunities for creating an innovative business model and business idea.<< Results >>Key results at the project level are increased ""green"" entrepreneurial and sustainable business skills of learners, improved training competence of educators and new training methodology via OUTPUTS, multiplier events and learning events. 1. Supportive research on Sustainable Business Practices - increased knowledge on good sustainable business practices, business model innovation via mapping activity and research that will serve as a reference for handbook2. Digital Handbook on Sustainable Entrepreneurship for Climate Action - digital free access open source educational material and methodology3. Entrepreneurship for Climate Action Digital learning module platform and Social media – increased access to digital material collection, Vlogs and dissemination, thus increasedknowledge and competence by users4. Digital Learning Video Material – Vlog materials supporting digital handbook for engaging learning5. Seminar in Finland, Latvia and Germany to disseminate results of the study on ""Sustainable business practices""6. Training for teachers and trainers implementing piloting of the digital handbook - improved competence and available efficient digital education tool-set7. Handbook piloting with the project target group - increased knowledge, “green” competence of participants and more innovative business ideas and possible new businesses in the region, gained ECTS by students8. Concluding Conference to disseminate project results – more than 250 people raised the awareness on the issue of the project topicThe digital handbook will be based on the guidelines and the following points describe the draft content for the core of the handbook. The guidelines will provide the ""how to do it in practice"" -approach emphasising core subjects on how to develop Green Skills and SDGs competence applied in entrepreneurship; how to discover an innovative opportunity for green business, from problem to solution; how to make Green Value creation through innovation process; how to apply Business Model Innovation for climate-smart action; how to find Eco and SDGs inclusive business ideas delivering market-based solutions and how to carry out climate action based project from start to finish."

The project was implemented with the aim to improve the quality and relevance of Higher education (HE) by improving students’ entrepreneurial skills. The project idea was based on the entrepreneurial learning concept which focused on innovative and active learning methods and a multidisciplinary approach which was successfully implemented during students’ SMART internships. The project was targeted to empower HE to work with business in a more intensive and collaborative manner, to bring theoretical knowledge and learning experience closer to reality of working environment, to develop the necessary skills for employability. The innovative methodological approach to students' internships was based on the principles of interdisciplinary, team-work, problem-based, project-based, inquiry-based learning as well as close collaboration between HE and business companies. The innovative methodological approach to students' internships during the project was theoretically and practically tested in the partners' countries. The project consortium was composed of 6 institutions from 4 EU countries: 4 universities (Lithuania, Italy, Finland and Cyprus) and 2 business organizations (Lithuania, Cyprus). The outputs of the project:1. Analysis of good practices on innovative approaches to internships in HE. The developed analysis provided cases from the participating EU countries on the state of art of internships, trying to identify innovative elements which could serve as a basis for the organization of the SMART practices. This research contributed to further development of the project outputs.2. The methodology of SMART practice (guidelines how to develop and integrate innovative approaches to internship in HE). The main points in the methodology: general concepts and principles; approaches to internships; methods; responsibilities; assessment and evaluation of students’ practice; roles of HE educators (tutors) and business representatives (mentors); students’ selection process; identification and selection of problems; presentation of the results of internship, etc. The developed methodology was piloted in Lithuania, Italy, Finland and Cyprus in 12 multidisciplinary students’ teams.3. The Handbook for SMART practice. The main part of the Handbook was dedicated to the tools used for the preparation, implementation and evaluation of the SMART internship. It provides a list of 33 tools with their descriptions, listed in a chronological order. A successive index re-organized them according to the temporal and logical phases of the internship. The Handbook aimed to provide a guidance for HE organisations on planning, organisation, implementation and evaluation of SMART internships.The main target groups of the project were university students, academic staff and business representatives. All the groups were directly involved in the project piloting activities. Their positive feedbacks proved the high relevance of the project results. Multiplier events presented the project outputs to a wide audience. The direct long-term benefit of the project attained for the partners’ organizations (universities and their students). The impact is evidenced from the participants’ (students, tutors, mentors) feedbacks and related to the development of students’ entrepreneurial skills, the establishment of the new university-business collaboration schemes and platforms, integration of multidisciplinary groups into the innovative solutions of real, work-related challenges raised by business organisations.

<< Objectives >>The project’s aim is to create permanent methods and practices for developing education and research structures within HE and better collaboration between HE and the industry. Joined education and research structures of the participating educational institutions be developed. The benefits will be multifaceted: implementation of useful changes in the HE, improvement of students’ employability, greater awareness of the benefits of implementing new knowledge into practice (in different fields).<< Implementation >>Transnational project meetings (held online) will be hosted every six months. Their purpose will be to discuss and establish the progress of the project. For knowledge-sharing five multiplier events will be organized (four webinars, one in-person) with the final one will being a concluding conference. Two Learning, Teaching, Training Activities will be organized. Additionally, constant contact via video calls and emails will be maintained between the partners.<< Results >>Results include: Analysis of best practices; Guidelines for implementing design-based research case studies; Identification of suitable working positions for Gen Z students; Handbook about bridging the gap between different generations in the workplace; Permanent role descriptions for students as active participants in the dissemination and creation of research; Curriculum material for idea manager position; Academic articles; Writing papers for industry; Other ways of dissemination of results.

University College ‘Thomas More Kempen’ was granted a KA2 project from Call 2016 (Erasmus+ action). The consortium consists of campuses in Finland (Lapland University of Applied Sciences), Belgium (Thomas More), The Netherlands (Hogeschool Utrecht) and The Czech Republic (Palacky University). Together with the 'European Association of People with Intellectual Disabilities and their Families' (Inclusion Europe) all these institutes of higher education committed themselves to having students with intellectual disabilities participate to university life. More detailed information can be found on the website of the project at the following address: https://www.iclife.eu. The overall goal of the 'Inclusive Campus Life' (ICLife) project is to make life on a campus for higher education more inclusive. More specifically, ICLife promotes and supports the inclusion of People with Intellectual Disabilities (PID) in campus life. Regular higher education students and students with intellectual disabilities will be able to follow their personal study path while enjoying campus life. People with intellectual disabilities will take courses fitting their aspirations and will be involved in teaching activities as life experts. As such they will teach higher education students. The delivered learning materials, training and dissemination activities may document and transfer these innovative practices to European universities and stakeholders in a sustainable way. The idea to open up campuses for students with intellectual disabilities comes from Thomas More, based in 'the charitable city' of Geel, Belgium. Geel is renowned for its system of family care for psychiatric patients. Since the middles ages already, patients with mental or/and intellectual disabilities have stayed and lived with families in the surroundings of Geel. Patients live with foster families, help in the households or with farming life. This inspiring history provided a quit natural context to allow the initiation and elaboration of this project.The main project objectives are:(1)Continued Education for students with intellectual disability on a Higher Education campus. (2)Integration of students with an intellectual disability in the teaching process for regular students and staff. (3)Making the campus accessible for people with intellectual disabilities. (4)Documenting and transferring inclusive concepts and methods. (5) A self-certification instrument to objectify the degree of inclusiveness towards People with Intellectual Disabilities. The five full partners of the IC Life project each worked with a number of organizations at the national level. In this way we realized this project together with twelve associated partners. Each partner held regular meetings on a national level with the associated partners of their country. This information was incorporated into the outcomes, the tools and the transnational project meetings. Adittionally, there was an advisory board with universities and organizations working with the target group. During the project, these organizations were invited for input twice. We realized as promised 6 outcomes, 5 events and 2 training sessions. It proved innovative indeed to work together amongst universities for creating inclusive campuses. Integrating people with intellectual disabilities as both students and teachers is not common. It was a unique approach to include the target group into the project activities. The intellectual outcomes are the following:- How to make a campus more accessible- How to organise a buddy system for students with intellectual disabilities- How to involve PID in teaching activities- How to organise work placement for PID- A screening Framework & ICL Monitor- A Change and Communication PlanFor each outcome we created an easy-to-read version and a number of 'tools'. These are specific and compact manuals for developing activities at universities that want to work with PID. The main impact of this project consists of the improved collaboration between PID and regular campus attendees. This was objectified by the evaluations of the events and other project activities in mix settings. We hope this may be inspiring and useful to other Europan universities as well.