Objective: The EMJMD International Master in Innovative Medicine (IMIM) mission is to educate the future generation of excelling translational scientists, entrepreneurs and professionals who have the skills and competences to work effectively in different multi-/interdisciplinary and internationally competitive academic and private sector environments. IMIM empowers its students to become the next generation of leaders in translational biomedical research and industry, implementing innovative solutions to 21st century societal challenges in healthcare in an entrepreneurial approach, rooted both in academia and the private sector. Course duration: two years (120 ECTS)Brief description: IMIM, a Double Degree programme, is organised jointly by seven outstanding university Partner Institutions. The three European degree awarding partner institutions are the University of Groningen (the Netherlands, coordinator), Heidelberg University (Germany), and Uppsala University (Sweden). Additionally, IMIM counts with four excellent Latin American Partner Institutions: Universidade de São Paulo (Brazil), Pontificia Universidad Católica de Chile (Chile), Universidad de Antioquia (Colombia), and Universidad Nacional Autónoma de México (Mexico). All partners have a particular strength in biomedical sciences and are listed among the top in regional and international rankings. IMIM focuses on translational medical sciences by fostering academic-private sector connections and including extensive Entrepreneurship & Innovation training. IMIM integrates different joint elements in the educational programme, in particular through its central integrative Bench to Bedside and Back (BBB) Learning Line; a new educational concept in joint master programmes. BBB forms the heart of IMIM, providing a platform for students to discover, apply and integrate knowledge and understanding from different disciplinary domains to address complex translational problems. The BBB joint curriculum consists of a total of 20 ECTS, including a Spring School on personal development and the Industrial Perspectives on Innovative Medicine (IPIM) Summer School. Selected students start IMIM at one of the European partner universities. Second year students study at the universities of Groningen or Uppsala, with the possibility of spending the fourth semester research project at another (Latin American) Partner Institution or a private sector IMIM Associated Partner organization. Upon completion of the programme, students are awarded a Double Degree.Career prospects: IMIM graduates are excellent candidates for both PhD and private sector positions. Through its academic-private sector connections and alumni network, IMIM ensures that its mission and learning outcomes maintain their societal relevance and continue to contribute to the career prospects of its students.Website: https://www.innovativemedicine.eu/

The mission of the Erasmus Mundus Joint Master Degree International Master in Innovative Medicine (IMIM) is to educate a future generation of excellent translational biomedical scientists and professionals who have the skills and competences to work effectively in different multi-/interdisciplinary and internationally competitive academic and non-academic environments. IMIM is organised jointly by the University of Groningen (the Netherlands, coordinator), Heidelberg University (Germany), and Uppsala University (Sweden) in Europe. Additionally, there are four Higher Education Institutions in Latin America: Universidade de São Paulo (Brazil), Pontificia Universidad Católica de Chile (Chile), Universidad de Antioquia (Colombia), and Universidad Nacional Autónoma de México (Mexico). All partners have a particular strength in biomedical sciences and are listed among the top of regional and international rankings. The EU degree-awarding HEIs offer a complementary expertise reflected in the three selective individual master’s programmes on which IMIM is built. IMIM integrates different joint elements in the educational programme, in particular the educational concept of a ‘Learning Line’ defined as “from Bench to Bedside and Back” (BBB). BBB forms the heart of IMIM, providing a platform for students to discover, apply and integrate knowledge and understanding from different disciplinary domains to address complex translational problems. The BBB joint curriculum is a total of 20 ECTS of assignments, as well as and a spring and a Summer School. Students develop BBB background knowledge in the first semester, design a research proposal (Semester 2), write a business plan (Semester 3), and create a ‘BBB product’ –a research grant or a start-up company– in the final semester. IMIM students are distributed according to their educational background and start their study track at a European university (30 ECTS). During their second and third semesters students move to a different European partner in order to undertake a research internship (30 ECTS) and complete elective courses (30 ECTS). Finally, students carry out their thesis research in a location of their choice under the supervision of both an EU and LA researcher and with a private partner “assessor” who will review their thesis research proposal and assess the final thesis product from the perspective of industrial and economic feasibility. IMIM strongly values the integration of the curriculum with the non-academic sector, in particular industry. IMIM adapts its outcomes to the competences required by the labour market, in particular industry. Private sector partners are involved in IMIM through the BBB learning line, the Industrial Perspectives on Innovative Medicine Summer School to foster students' entrepreneurial skills and business savvy, student research supervision, as well as the programme evaluation through their participation in the Advisory Board. The latter is extremely important in order to ensure that the IMIM learning outcomes remain relevant to the competences required by the labour market. IMIM students have the opportunity to study and carry out research in an international network including several European countries, Latin American universities and other worldwide private sector industry partners together with students, scholars and guest lecturers from all over the world. All the courses are taught in English. IMIM intends to award a joint diploma to the first cohort of students graduating in 2018. However, if the previsions are not met, each student will be awarded a double or a multiple diploma.

Understanding the human journey of global colonisation is the history of modern humanity and the development of the diverse characteristics of peoples and cultures around the world. This five-year interdisciplinary project will investigate the peopling of South America, the last continental terra incognita (other than Antarctica) to be colonised by humans, constituting a virtually unprecedented migration of modern humans across richly diverse, empty landscapes during the Late Pleistocene-Early Holocene transition. Situated at the geographical gateway to the continent, the project will investigate one of the most momentous demographic dispersals of our species into the diverse environments of north-western South America, encompassing coasts, savannahs and lowland, Sub Andean and Andean tropical forests. This process took place amidst one of the most significant climatic, environmental, and subsistence regime shifts in human history, which contributed to the extinction of megafauna, plant domestication, and today’s remarkable diversity of indigenous South American groups. Despite its geographical importance and a wealth of archaeological and palaeoecological data across its diverse environments, north-western South America has only been given cursory consideration to understand processes of human dispersion. This project will redress this imbalance by applying an innovative interdisciplinary approach that integrates state-of-art archaeology, archaeobotany, zooarchaeology, palaeoclimatology, palaeoecology, ancient environmental DNA and isotope studies. The results will provide a global comparative perspective to the study of Late Pleistocene human colonisations, hunter-gatherer adaptations, the demise of megafauna and the beginning of plant cultivation and domestication. The results of the project have broader implications not only for archaeology but also for geography, palaeoclimate, palaeoecology, and molecular biology.

The Latin American region lacks a program that has a strong international character and to focus on the entrepreneurial university, for that reason, the REDEMPRENDIA has planned to launch the REDEMPRENDIA STARS program, an international business acceleration program to support the transfer of knowledge from universities to society. SOLA project is directly linked to REDEMPRENDIA STARS program as it develops and implements the training path for technical staff that will implement in the future the STARS program.As a specific objective, the project will implement a common training route to all partner universities of the project aimed at technical staff of universities with business incubator for acceleration and consolidation of strong innovative entrepreneurship and technological European Latin American and European Universities.The project consortium is composed by four higher education institutions in Latin America and four other European, all covered by an umbrella entity that six of the eight higher education institutions are members. This consortium is complemented by a business consulting Devalar, it brings to the project its expertise in the dissemination and capitalization of results field.The main results sought by the SOLA project are: Training module of 30 hours on LEAN CANVAS, training module 30 hours on strategic redefinition of start ups, industrial property and quality certifications, training module 30 hours duration of internationalization of companies, training module 30 hours on training of trainers in basic finance for entrepreneurs and consolidation and implementation of the course of 120 hours of final training for technical staff of incubators.

LASIN aims to effectively support and promote social innovation as a means to achieve sustainable and inclusive socio-economic growth, social cohesion and equity in Latin America, through intercultural, curricular and extracurricular activities. It will achieve this by establishing Social Innovation Support Units (SISU) within the Partner Countries to promote and support University-social enterprise cooperation, social entrepreneurship and graduate employability with a particular emphasis on social innovation projects, incubation and training. A range of learning and teaching tools will be developed, at a formal level through the development of a doctoral programme and more informally through CPD training of stakeholders in social innovation as well as through books and reports and a social innovation platform – a virtual space for sharing social innovation practices and learning outcomes. The project will establish international cooperation and internationalisation through a network of SISUs across the region introducing a training, mentoring and transfer scheme to ensure that there is an effective roll-out of the scheme beyond the original partnership. In addition, the project will specifically aim to involve local communities and in particular disadvantaged groups to give them access to University facilities and strengthen the ties between HEIs and their local social environment. There are at least two HEI partners representing each Partner country, one of which has experience at delivering social innovation training and other initiatives within their country and beyond. The EU Partners have a wide experience of delivering international innovation projects and embedding social innovative initiatives within their own institutions.