The motivation to develop a master program on “Global Supply Chain Management” is primarily driven by (1) the global trends in supply chain management; (2) its unique contribution to food security, maritime industry and humanitarian relief programs in the Middle East; (3) the institutional capacity of the partner universities to implement the proposed program and the European partners’ excellence in the field of supply chain management. With the increased use of digital technologies and the expanding scope of business operations, supply chain management stands at the forefront of the global economy, making national boundaries irrelevant and companies and countries ever closer. Supply chain management is particularly important in the Middle Eastern context as the region is heavily dependent on international trade for imports and exports and cultural issues play a major role in business practices. In such a highly competitive and globalized market environment, companies need well-educated supply chain management professionals who can easily understand cross-cultural issues and make supply chain decisions that have increasingly become less standardized, more complex, highly dynamic, and talent intensive. GLOB-SM will advance CBHE objectives of supporting modernization, accessibility and internationalization of higher education institutions by developing a highly demanded, technology intensive, and need based curriculum that is new for not only Lebanon and Jordan , but also the whole of Middle East and implementing innovative strategies and tools. Being the only program of its kind in the MENA Region, the program will not only contribute to enhancing the local and regional competences on the management of supply chain, but will also enhance the employability of graduates by providing an international standard high quality education in the field.

The project is aiming the development of an adaptive curriculum in engineering education that is based on digital learning resources for mobile devices, responds to the requirements for modernization and accessibility of the Jordanian high education system to improve the educational integration of disadvantaged learners in the educational system - groups in risk whose special needs or socioeconomic status significantly restrict their ability for adequate education. Results 1.Analysis of user needs in different contexts and existing curriculum at three Partners universities. Study, oriented toward assessing the extent of use of m-technologies by the specified groups of learners and opening opportunities for their inclusion in the learning process. 2. Mobile Digital Resources (MDR) Model - supports the didactic features of mobile technologies in order to adapt them to the training conditions of disadvantaged groups of people3. Designed educational scenarios: 1)Use of mobile technologies to expand training opportunities for students with special needs;3)Use of mobile devices for distant training of socio-economic disabled people.4.Developed and adapted mobile applications and digital educational resources, implemented across a range of disciplines in the field of engineering education and across institutions, for the needs of disadvantaged groups education and training.Impact1.Strengthening the institutional capacities of the 3 Jordanian universities.2. Increasing the quality of the Jordanian higher education system by promoting the adoption of the MDR Model as a model for a wider reform of the education in the domain of engineering education for people with special needs.3. Conclusions about the effectiveness of using mobile technologies for disadvantaged groups.

The FORC project has sought to build capacities to develop integrated curricula in forensic computing as pathways within the undergraduate degrees of the faculties of Information Technology and Law, using a student-centred adaptive learning approach based on the Bologna Process. It has developed pathways, integrated within the current curricula, to bring continuity and achieve harmony across the programmes. This pathway has met the multidisciplinary needs of two domains - computing and law - and its uniqueness can be linked to the commitment of the consortium to develop an innovative, user-centred adaptive learning to create integrated curricula. In this way, the four universities can integrate the newly-developed courses within their degrees, addressing variations, yet meeting their own specified key learning outcomes. The importance of forensic computing as an integral part of the undergraduate training is critical to advance the forensic computing domain towards evidence-based practices in the region, which is still at an early stage. These skills are essential to solidify the more profound understanding of the value and importance of forensic computing not only to their speciality, but also their profession, work, and practice. They promote the uptake and implementation of forensic computing to become an essential part of their profession as enabling mechanisms to improve the quality of computing. Thus, on the one hand, a key objective of FORC has been to develop the capacity of faculty members in forensic computing and create undergraduate pathways to ensure sustainability and lasting impact. On the other hand, the established forensics labs can generate a significant impact not only for students but also for professional of non-academic institutions.