This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

Creative and cultural entrepreneurship (CCE) is deemed to innovate the traditional outdated startups with new models, new practices and new governance structures in which the role of society will be enhanced in order to boost social cohesion, mitigate groups at risk and create new job opportunities. On top of this, CCE brings direct added value to promoting culture, cities, places and thus tourism, with an imminent impact on active citizenship and inclusive societies (Abbing, 2016). Nevertheless, there is limited evidence of emphasis being put on CCE in Europe overall (EC, 2018). Training and education are crucial determinants of inappropriately competitive advantage and profitability concerning entrepreneurship and innovation in creative and cultural industry in European and developing countries. Higher education institutions (HEIs) are playing a key role in shaping the next generation of CCE by providing the necessary training aimed at building the proper skills of potential cultural & creative entrepreneurs to achieve a proper startup & scaleup with their idea (and not be limited only to the startup stage). This is of critical importance within the European Union as the majority of startups do not achieve a proper scale-up stage and this is widely due to lack of proper training to access the required resources and networks that would ensure the scaleup. As entrepreneurship is a very dynamic field, HEI teachers & trainers are required to always co-create (transnationally) with entrepreneurs, mentors, investors, policy makers and society in order to ensure that their curricula are infused with the proper knowledge that would ensure the success of their graduates (Chesbrough, 2016). At this stage, in the field of CCE, such co-creation is widely absent – justifying thus, firstly, the limited CCE course offerings within European HEIs, and secondly, the lack of effectiveness of the existing (few) courses in terms of yielding successful CCE. Therefore, TraCCE adopts a transnational & multi-stakeholder approach in order to build a think-tank in CCE through a cross-country blending of complementary expertise towards developing (through open innovation & quadruple/quintuple helix co-creation): a higher education CCE Curriculum and a CCE Train the Trainers Toolkit that will be offered to academia & the CCE community (open access) through a virtual learning environment and piloted through two international workshops.TraCCE will build upon the following CCE skills in order to mitigate the confirmed skill-gap: CCE Opportunities & Idea Identification, including: CCE market opportunities identification, CCE pre-seed development, CCE business models for start-ups, developing partnerships / networks among creative and cultural entrepreneurs, sustainability & responsibility of creative and cultural entrepreneurs, CCE Scale-up and globalisation strategies (the notion of scaleup is of top priority for the EU startup scene), next-generation trends for creative and cultural entrepreneurs, CCE Case studies, including real life CCE examples, good and best practices. Such skills will include also advanced digitalisation abilities. Overall, these skills comply with the EU recommendations of skill-provisions from: SKILL GAP INDEX 2019, CEDEFOP’s report on Responsible Skill Promotion (2016); OECD’s report on Digital Entrepreneurship Skills for Young Entrepreneurs (2015); EU Commission’s JRC Report on 2035 Sustainable Economy (2015); EU’s EPALE platform report on Sustainable Business Skills (2017); EU Commissions New Skill Agenda for Europe (2016); WEF Report on Graduate Skills for Enterprise (2016).Additionally, TraCCE is aligned with the goals of Strategic Partnerships for academia-market-society collaboration and the promotion of innovation and best practices, of providing open education and innovative practices in a digital era, with the Headline Education Target and with the EU Higher Education Modernisation Agenda by providing incentives for higher education internationalization, market-oriented curriculum development, and co-creation with business through integrated features that will lead on the long term of better involvement and support from the market side to academia. On top of this, TraCCE contributes to the social & economic development of the EU by promoting the EU heritage and fostering social inclusion through cultural & creative entrepreneurship. Key numbers include: 80 EU-wide academic staff (different institutions) that will incorporate the CCE curriculum & train the trainers toolkit; 100 CCE stakeholders to be trained during the four international workshops; 35 EU & beyond CCE associations that will gain an open-innovation & quadruple/quintuple helix co-creation best practices; 700 registrants of the virtual learning environment, 300 CCE stakeholders/participants in the multiplier evens, 500 participants with fewer opportunities involved in the project, 48 000 people reached through dissemination.

Durch die Vollendung des Europäischen Hochschul- und Forschungsraums verlieren nationale Grenzen in der Wissenschaft immer mehr an Bedeutung. Ein lebendiger internationaler und interkultureller Austausch ist zudem unumgänglich, um in globalisierten Märkten und kulturell spezifischen Arbeitsfeldern erfolgreich zu agieren. Die Hochschule München (nachfolgend HM abgekürzt) möchte deshalb allen Hochschulmitgliedern internationale Studien-, Lehr- und Forschungserfahrungen sowie den Aufbau interkultureller Kompetenz ermöglichen.Die aktuelle Internationalisierungsstrategie der HM hat mittel- und langfristig das Ziel, die Internationalisierung weiter auszubauen. Unsere Studierenden sollen sich neben fundierter Fachkompetenz durch unternehmerisches, nachhaltiges und internationales Denken und Handeln auszeichnen.Internationalität als besonderes Merkmal unserer AbsolventInnen bedeutet für das angestrebte Zukunftsbild der HM folgendes:Die Studierenden der HM haben die Möglichkeit, internationale Erfahrungen und interkulturelle Kompetenzen während des Studiums zu sammeln.Diese Kompetenzen können entweder durch eigene internationale Erfahrungen im Ausland oder durch entsprechende Angebote an der HM, im Rahmen der sogenannten „internationalisation@home“, erlangt werden. Neben einer hervorragenden fachlichen Ausbildung trägt dies dazu bei, dass unsere AbsolventInnen auf dem nationalen und globalen Arbeitsmarkt als gefragte ExpertInnen gelten.Die HM ist durch ihre Kooperationen weltweit vernetzt und unterhält ein stabiles und konsolidiertes Partnernetzwerk, bei dem der Fokus auf der Qualität der Partnerschaften liegt.Mit zahlreichen internationalen Partnern aus Wissenschaft und Wirtschaft kooperiert die HM in verschiedenen EU-geförderten Forschungsprojekten. Zur Realisierung einer persönlichen internationalen Erfahrung stehen HM-Mitgliedern diverse Möglichkeiten an Mobilitäten offen. Durch vertiefte und strategische Kooperationen mit wenigen ausgewählten Partnern möchte die HM mit diesen intensiv in Lehre, Forschung und Entwicklung zusammenarbeiten.Der Anstieg internationaler Studierender und auch Lehrender und WissenschaftlerInnen ermöglicht einen international-interkulturellen Campus mit gelebter Diversität und Willkommenskultur. Diversität wird von allen HM-Mitgliedern als Mehrwert betrachtet, dessen Stärken zunehmend genutzt werden können.Studierende stehen im Mittelpunkt der bereichsübergreifenden Internationalisierungsbemühungen, insbesondere deren gezielte Förderung internationaler Erfahrungen und interkultureller Kompetenzen. Lehrende, Forschende, wissenschaftlicher Nachwuchs und MitarbeiterInnen, die mit Themen der Internationalität befasst sind (z.B. StabsabteilungInternational Office), sind dazu aufgerufen, Rahmenbedingungen zu schaffen, die der Entwicklung der Studierenden in fachlichen und außerfachlichen Lernsettings förderlich sind. Um Studierende dabei zu unterstützen, internationale Erfahrungen zu sammeln und interkulturelle Kompetenzen zu erwerben, ist es unabdingbar, dass das (Lehr-) Personal selbst Erfahrungen in internationalen Arbeitskontexten sammelt, Fremdsprachen erlernt sowie Fähigkeiten im Umgang mit Menschen anderer Sprach- und Kulturkreise entwickelt.Diese Maßnahmen zielen zum einen direkt auf die Studierenden und deren Kompetenz-/Absolventenprofil, aber auch indirekt auf die MultiplikatorInnen, d.h. die Lehrenden und das Personal, damit diese wiederum die Zielgruppe der Studierenden bedienen können.Nach erfolgreicher Teilnahme der Hochschule München (HM) am Audit Internationalisierung der Hochschulen der Hochschulrektorenkonferenz (HRK) 2009/2010 und die Verarbeitung der damaligen Empfehlungen in der Internationalisierungsstrategie, nimmt die HM die Gelegenheit wahr, die bestehende Internationalisierungsstrategie im Rahmen des Re-Audits Internationalisierung der Hochschulen der HRK von 2017 bis 2020 begutachten zu lassen und Handlungsempfehlungen zur Umsetzung der geplanten Maßnahmen zu erlangen. Zur Nachverfolgung der Zielerreichung der Maßnahmen wurde ein Wirkungsgefüge erstellt sowie ein Kennzahlen-Monitoring-System eingeführt (siehe Anlage 1 ).Die Empfehlungen der HRK werden sich in der Implementierung und Durchführung der ab 2021 geplanten neuen Internationalisierungsstrategie im Rahmen des Hoschschulentwicklungsplans (HEP) niederschlagen.Das Erasmus+Programm mit Programmländern (KA 103) ist seit vielen Jahren das bewährte und größte Mobilitätsprogramm an der HM. Die HM hat rund 130 Partnerhochschulen in nahezu allen europäischen Ländern, mit der Tampere University of Applied Sciences besteht eine strategische Partnerschaft, darüber hinaus agiert die HM hochschul- und fachübergreifend in internationalen Netzwerken (z. B. INUAS , DECAMP Open Distributed European Virtual CAMPUS on ICT Security mit 6 internationalen Hochschulen). Im akademischen Jahr 2018/19 wurden insgesamt 304 Mobilitäten im Rahmen des Erasmus+ Programms erfolgreich durchgeführt und gefördert.

<< Background >>For a sustainable future to be possible, people with innovative and entrepreneurial skills will be needed to create it. It will be important to understand clearly the needs or problems at hand and to develop viable solutions to address them. More opportunities for ingenuity can be created if we find better ways to collaborate between academia and the surrounding ecosystems. We need to develop methods that can accelerate the process from idea to action. The current pandemic also leads to new global challenges, and digitization opens up new opportunities. To face the future, we need to make better use of interdisciplinary thinking and foster more diversified transnational cooperation, but the current pandemic challenges established methods for working with these needs, and is also creating new problems. The Swedish Higher Education Authority’s Pandemic Assignment – Interim Report 1 describes how a majority of students have experienced a strained study environment after the transition to distance teaching. The social aspects of student life worsened the most. Students reduced their social contacts and contacts with classmates and teachers significantly. Maintaining motivation and focus on studies has been a challenge for many. Students also describe a sense of loneliness, isolation and a longing for a social student life. Matter-of-course contact with potential employers and extra-curricular activities have also waned significantly during the pandemic. However, digitization opens up new possibilities that can circumnavigate many of the current obstacles that prevent exchanges of knowledge, collaboration and network building and even help promote both unity and diversity in the EU. For instance, digital communication platforms, now readily available for widespread use, can bridge the gap of distance and pandemics and reduce transaction costs between users. What is needed to close the collaboration gap is a digital methodology for these platforms that can be used to activate students and industry in productive ways and stimulate problem-solving, innovation and entrepreneurship skills. A structured method for this purpose will facilitate the creation of sustainable solutions for organizations as well as to the EU and Global Goals. Our stakeholders are: Students, staff at the HEIs, management and the employees in the organizations surrounding the HEIs. Mid Sweden University has developed a well-regarded analogue method called SKARPT UPPDRAG™ that is used to train the abilities of students to tackle challenges faced by organizations and society, and produce innovative solutions. The project (BRIDGE: BRilliant Innovation through DiGital Engagement) will improve the capacity of institutions to reach more students and to be more inclusive than current methods allow for. In addition, the digital transition of teaching contents and implementation among intra-university target groups will contribute with a positive change towards future higher education. By partnering with Tampere University of Applied Science and Munich University of Applied Science, this project aims to formulate a digital methodology from this analogue method. These three universities are leaders in the field of student innovation and entrepreneurship in each respective country. A digital methodology will facilitate more collaboration between European universities and between the surrounding eco systems. Current digital communication platforms allow for scaling up and disseminating this method throughout Europe. The project will utilize digital platforms to meet the needs of our stakeholders.<< Objectives >>The BRIDGE project aims to achieve:( 1 ) A more effective use of digital platforms to promote collaborative innovation between the stakeholders that will help solve the challenges of EU and UN Sustainable Development Goals. • By creating opportunity for Europe's HEIs students to contribute to innovation and utilization of learned knowledge,• By disseminating knowledge of this methodology to other European universities.• By enhancing the national and international competitiveness of participating HEIs students.( 2 ) A verified digital methodology (BRIDGE) for a digital transition of teaching.• By building capacity to implement online distance learning for staff to deliver inclusive digital education• By creating Digital Impact Day events (DID) • By an iterative learning process among the partners( 3 ) Stronger networks and networking capacity between project partners and stakeholders:• By sharing resources and expertise between partners. • By coaction between stakeholders using the BRIDGE methodology.• By creating a community platform for exchange of knowledge and best practice.<< Implementation >>We will implement the following activities in the BRIDGE project:The project starts with a preparation phase, where the set-up and partner agreements are finalized. There will be a Kick-Off management meeting, where topics such as quality assurance, time management and follow up rules for the project will be discussed and decided.Project Results (PR):There will be four (4) projects results during the project:• PR1, led by MIUN, will deliver guidance for the BRIDGE methodology• PR2, led by TAMK, will deliver guidance in using the best suitable digital tools when running a Digital Impact Day event. • PR3, led by HM, will deliver a community platform, open for all students, staff, companies and organizations that have participated in BRIDGE events. • PR4, led by MIUN, deliver a digital handbook including videos and instructions and a community platform, there exchange of best practices will take place. This will be open to other HEIs.LearningTeaching Training:The main core of the BRIDGE project are the five (5) events called Digital Impact Days, which are LTT events where students, staff and companies meet and work to solve a challenge formulated by a company or organization found in the ecosystem of arranging university (partner). These events, are online and blended distance learning, teaching and training activities. They will run:• May 2022 in MIUN, SE• Nov 2022 in TAMK, FI• May 2023 in MH, DE• Nov 2023 in TAMK, FI The fourth event will be completely digital for both staff and students.• May 2024 The last Digital Impact Day will be arranged by MIUN, and during that session new HEIs and their staff will be trained in accordance with the digital handbook as a training session. Multiplier Events:• There will be four multiplier events. The first three will be held after the first three Digital Impact Days (LTT1-3), and after the first three PRs are finished, starting in August 2023. There will be one event in each country, addressing each university, associated partners, stakeholders and their regional ecosystem. The fourth multiplier event, in the fall of 2024, will be held when all five LTT: s and PR4, the digital handbook, are finished. The stakeholders to all three universities will be invited as well as interested European HEIs and Erasmus officers. This Multiplier event will be held in Brussels, and will be arranged as a blended activity in order to attract as many European HEIs as possible. The aim is to get as good dissemination of the BRIDGE project process and results as possible at this event.<< Results >>The outputs are:• 150 students from three countries have gained an international network and been trained in the new innovative digital methodology “Digital Impact day” (based on LTT1-5).• The students participating in the BRIDGE projects have increased their attractiveness on the job market. (measured by follow up interviews)• Students and project partner´s staff have learnt how to address and formulate possible solutions to societal challenges relating to climate change and inclusion, as well as to some of the other UN 17 goals for a sustainable society, 2030 (SDG). (based on PR1 and LTT1-5)• Decreased carbon footprint as a result of digital cooperation in the BRIDGE project compared to analogue and earlier cooperation methods. • Future cooperation between universities using the Digital Impact Day methodology will also save time and decrease the emissions of greenhouse gases, due to less travelling and still supporting joint European projects (based on PM (Project management) and the design of project activities). • European Universities staff, >30 people from the partner universities, have increased their professional network. (based on LTT1-5)• Non-academic (Companies, NGO, Governments) who have participated in the BRIDGE project as stakeholders, associated partners and/or assignment givers have been introduced to a new innovative digital method. They have received more knowledge about students and their capacity and in some cases even received a smart solution to an environmental, social and economic challenge.( based on LTT1-5 and ME 1-4)• A reproducible methodology description of how to speed up innovation in a disruptive, transnational way. The Digital Impact Day methodology as a guiding document, a Digital Handbook, with instructive videos and informative text. It also includes a guide to the digital tools that are most suitable to use when running a Digital Impact Day (based on PR1-4).• A community platform for sharing best practices and exchange of ideas available to the European network of HEIs. A place for interaction between students, staff and other stakeholders who are interested in the methodology and the network (based on PR3).• A reproducible evaluation protocol to support uptake by other institutions.(PR1 and PM including quality control))• A scientific article about the BRIDGE project in which achievements and challenges that occurred during the time of the project are presented (PR1 and PM). The outcome seen after approximately five years after the project completion are:• Decreased barriers for future collaboration between actors. The community platform developed during the BRIDGE project is flourishing with many active users which means a reduced carbon footprint due to less travel. An increased focus for students, during their education, and staff at HEIs on the sustainablity goals.• Increased skills and competencies in innovation, digitization and entrepreneurship at European universities. The BRIDGE methodology has been implemented in 10 HEIs outside the original project partners.• Assignments from at least 10-20 organizations and companies are annually given to HEIs staff and their students connected to the BRIDGE community platform. They are most likely asked to support the idea creation around societal challenges addressing UN 2030 goals.All the project partners support the goals equally intend to keep the community platform BRIDGE alive after the Project ends, so that there will be a sustainable methodology and community for the future.