<< Objectives >>The Diversity in European Higher Dance Education project aims at creating a more diverse and inclusive dance education in Europe. It will be the fruit of a collaboration between well established dance HEIs as well as pioneering social scientists engaged with diversity policy and practice. It will respond to a growing call coming from students, but also from teachers, staff, and heads of institutions to create diversity literacy and develop dance-specific approaches to practicing diversity.<< Implementation >>The Diversity in European Higher Dance Education project will proceed proceed through different phases, starting with the sharing of conceptual and methodological tools, through fieldwork activities in the dance HEIs researched - including lessons, lectures, surveys, interviews - , and finalization of the different outcomes. It will involve partners from four countries, guest experts, and individuals at al levels of the institutions: students, alumni, teachers, staff, and direction.<< Results >>Diversity in European Higher Dance Education has defined for itself three specific outcomes:• A Report on Three Higher Education Dance Institutions;• A course for HEIs dance students entitled Dance and Diversity;• A formation for teachers, staff, and direction of HEI in dance entitled Practicing Diversity in Educational Contexts.It will directly impact the dance HEIs researched and will, through different dissemination strategies, touch a the vast European dance HEIs.

Resonating ceramics, an innovation project in the context of higher art educationA project led by:- École nationale supérieure des arts visuels, La Cambre, Brussels- École nationale supérieure d’art, Villa Arson, Nice- Haute école d’art et de design (HEAD), Geneva- École supérieure d’arts plastiques de la Ville de Monaco, Pavillon Bosio, Monaco (associated partner)- EKWC: Sundaymorning@ekwc, Tilburg (artist-in-residence centre and centre of excellence for the development of art, design and architecture through ceramics)Ceramics is currently enjoying a surge of renewed popularity among many artists and designers in Europe and around the world. Our schools are facing a significant demand from students to work on projects in this field. The competences of each partner school are very specific and renowned throughout Europe, but are also limited (available space, various firing techniques available, skills present in each team). By associating art and design schools with a research and art production centre, an infrastructure that masters technical know-how, we are aiming for excellence.The general objective of the project is to develop the skills of the participating students and the pedagogical expertise of the partner organizations in the field of art ceramics, in particular in a formal and aesthetic research dynamic that brings into play the material intimately linked to ceramics with other technical, formal or conceptual parameters.We thus wish to propose an original offer of multiple and complementary skills, linked together in a network, for the direct benefit of our master’s students (a mixed and constant group of 20 students following the whole laboratory) and for the indirect benefit of the continuing education of the artists teachers associated with the project.The project team has chosen to explore the relationship between ceramic material and sound experimentation, while linking this subject to a concern based on the notion of ritual (in the social and anthropological sense). Indeed, materials and sound make it possible to combine a wide variety of multiples in the field, which increases the experimental potential of the project. The notion of ritual anchors formal experimentation in a concrete context, with a more utilitarian purpose or a more aesthetic and symbolic dimension. It also brings together local and vernacular traditions that we wish to mix and associate in order to bring about a global European project.The project is designed as a pedagogical laboratory of research-creation in four cumulative stages: documentation, formal experimentation, reflective and speculative experimentation, consolidation and analysis of the process. These four productive stages will be followed by a moment of international dissemination.The general objective of these different research and realization times is to set up a work methodology that promotes innovation in the development of the creative process and its documentation. During these different activities, in addition to the interest of setting up innovative pedagogical tools, we will address contextualization in the fields of art, design, acoustics and sound design.The first expected result of the project is the concrete operational confirmation of the research and pedagogical work protocol that we wish to apply.The second expected result is the production of innovative results on the conceptual and formal level, within the scope of the chosen theme (contemporary ceramics and sound experimentation through ritual).The third expected result is the direct development of (reflective, technical, and artistic) skills in the participating students, and the consolidation of the personal and professional experience (continuing education) of the accompanying teachers.The fourth expected result is a reflective and critical consolidation of the work process and its results, gathered in a publication that has both a retrospective and prospective purpose. The programme of activities follows a defined schedule:- initial seminar and preparatory documentation: conferences and meetings (October 2020: La Cambre, Brussels); - formal experiments: two workshops (March and April 2021: EKWC, Netherlands);- speculative experimentation: a comparative and critical restitution (September/October 2021: Centre d’art, Villa Arson, Nice);- research documentation and publication (October 2021-February 2022: all the involved partners);- a concluding exhibition of the work and presentation of the publication (September 2022: HEAD, Geneva).

Background: Breast cancer (BC) detection should be carried out by a team involving a number of health professionals from various medical, nursing and allied health disciplines. Students from different health disciplines have often a limited understanding of what other health professionals’ roles are. Interprofessional learning promotes this understanding, giving also an understanding of the interpersonal skills needed for liaison and communication.Aim of the project was to study and develop the competences of health professionals, lecturers and students in the field of BC detection. To achieve this aim four objectives were planned and carried out: 1) research activities about mammography education and clinical practice regarding BC screening and diagnostics; 2) educational package about early BC detection and diagnostic procedures among nurses, radiographers and biomedical laboratory scientists and lecturers in the field; 3) multimedia educational package on breast screening, imaging and quality assurance competences for radiographers; 4) multimedia educational package on further imaging and laboratory examinations for radiographers and biomedical laboratory scientists. In addition, a 5-day intensive training programme conducted for lecturers and clinical professionals who are going to implement the developed e-learning materials.Methods: In order to fulfil objective 1, the methodology of systematic literature reviews and surveys with questionnaires (for lecturers, students and radiographers) were used. Three e-learning packages were developed in the evidence-based way, i.e. at first the best available knowledge (regulation documents, literature reviews, research results, expert knowledge, best practices and user views) were searched for and reviewed. This evidence-based method serves also as a pedagogical principle in line with e-learning pedagogy. On the basis of the best available knowledge, the core competences, learning outcomes and material contents were developed. Target groups involve health professionals working in the service chain of breast cancer detection, primarily in European countries, but open access e-learning materials make the education also available to professionals all over the world. However, the prepared e-learning modules or single items from the modules can be integrated into undergraduate or specialist programmes and used under lecturer tutoring. All the educational institutions belonging to the project consortium are already using or are planning the implementation of the developed learning materials in some way. The intensive programme that was aimed to the implementation of the learning materials was participated on-site by lecturers and clinical professionals from the countries involved in the project, but also by a number of online participants from various European countries. Impact: Impact of the project is twofold, the impact of the published research results and the impact resulting from the process and outcomes of learning material development. Research results have been made public through open access research articles as well as at congresses and conferences in Europe and beyond. These results have identified the current difficulties in mammography education and clinical practice – this kind of evidence can underpin the promotion of education and clinical practice beyond the institutions participating in the project. The development process of e-learning packages supported the promotion of understanding regarding the nature and importance of interprofessional education and practice among the lecturers and health care professionals participating in the project. In addition, the curricula of participating educational institutions have a component of mammography educations that can be used in various ways.

According to Eurostat, in the EU-28, there were 4.4 million students in 2017 studying business, administration or law. The job market for that profile of graduates is very dynamic in EU: employers’ expectations are voluminous. At the same time in the recent literature (Finch&McIntyre, 2019 for example) shows that there still is a significant gap between graduates’ profiles and employers’ expectations. Moreover, Finch, Nadeau&O’Reilly (2013) explored this challenge exclusively in the marketing field. In their study, the authors found an important gap between the individual skills and knowledge areas defined as important by professionals and the corresponding performance of new graduates. Consequently, experts tend to agree that there should be a shift in focus, from knowledge generation to skill development (Rundle-Thiele, Bennett &Dann, 2005). This leads to the question about effective teaching methods and techniques in the field of management, in particular marketing. In recent years, much attention has been paid to experiential methods in teaching and learning. As J. Clawson from University of Virginia emphasis, experiential teaching methods are those that rely on data generated during the exercise/learning experience rather than on data prepared in advance as with lectures and cases. Experiential methods engage students in experiences that simulate social phenomena. They include games such as Starpower or Global Markets, and the Organization Game as well as computer simulations like Markstrat. Having that in mind, together with strong experience in simulation games, but also in EU projects, the members of European university network Dukenet decided to start working on the education experiential module that can be used in marketing education. Apart of creating the module that uses the game based experiential concept it was important to combine it with the idea of intensive programs. IP it is an international, intensive, one week-long, structured graduate course, that can be recognized within each partner university programme (4-6 ECTS). It can be use distantly too. BrandY- it's an experiential teaching module to train marketing students in European brand management and give them the possibility of better employability. The concept is based on one-week international intensive programmes tough outside home university. The specific goals of the project are to:•introduce the concept of game based experiential teaching module as a way to increase the competences of the students and for a better employability•improve the academics’ teaching skills and competences in experiential marketing•increase the knowledge of the students in are of international brand management but also intercultural management•integrate the SMEs to be part of university programme development•increase mobility of the students from the partner universities, both during the project but also due to dissemination the project outputs.•enlarge the international cooperation among the partner universities.Eleven universities will be involved in the project. Ten of them are members of Dukenet. University from Geneva has been invited to the project due to its extensive experience in application of experiential learning and teaching and also previous cooperation. The university were selected to the project due to its profile and experience both in teaching and research. There are five subgroups of the universities identified regarding its tasks in the project:1. Experiential teaching and learning experience: EE, USMB2. IT and interactive game experience: Howest, IEM, BUW3. International brand management and intercultural management experience: UEKat, UT, CEU, BBS, USMB, ULE4. IP organisation experience: CEU, BBS, UEKat, USMB5. Erasmus+ project management experience: UEKat, ULE 6. Dissemination and communication in the project: UoB, ULEEach of the partner universities has demonstrated extensive experience in assigned areas, at the same time due to joint, long-term cooperation and experience, it guaranties the successful implementation of the project goals.The main activities undertaken in the project are described according to 4 work packagesWP 1 Developing the teaching materials and content. WP 2 Learning Instrument Guidelines and ProceduresWP 3 IT platform and interactive game dashboardWP 4 Communication and DisseminationIn the project the PM² methodology will be used based on UE recommendation. It also uses IP as a main tool in project implementation.The result of the project will be the experiential based, interactive IP study module from the are of international brand management. It will use the game based scenario to increasing the effectiveness of teaching and involvement of the students. It will be available on internet platform together with the support. The teaching module BrandY will strongly impact the teaching of brand management strategies giving the students and teachers possibility to improve the skills.

Despite their high hopes and aspirations, people crossing borders in search of a ‘better life’ are frequently led to reassess and pare down their ambitions and expectations, and to realign them towards what this project conceptualises as a ‘bearable life’. This is a key finding of the ERC StG on which the present PoC builds. To put the notion of ‘bearable life’ to the test, explore its value, and operationalize its social innovation potential, the PoC develops a ground-breaking applied anthropology framework involving different stakeholders and protagonists of cross-border migratory flows in Ecuador. Participatory action research will proceed in close collaboration with local associations working with different mobile populations –characterised as ‘returnees’, ‘migrants’, and ‘asylum seekers’– and rely on a unique and experimental combination of research techniques, among which focus groups, participatory video, walking interviews, and digital storytelling. Our first ambition is to identify concrete problems, lines of conflict, and needs related to different cross-border mobilities, exploring how they converge, diverge, and relate to one another by putting them into effective dialogue. Secondly, based on the participatory analysis of such needs, we aim to collaborate with NGOs, governmental organisations, and IOs to convene public debates and fora (on- and offline) and produce complementary outputs. The latter include recommendations, academic publications, and multimedia content (such as podcasts, videos, and articles) elaborated collaboratively with the project’s stakeholders both for their own benefit and to the attention of local, regional, national, and international institutions. The ultimate goal of BEARLIV is to propel societal innovation by co-producing, informing, and influencing advocacy efforts and policymaking on cross-border mobilities, and to generate transferrable insights and strategies for applied research in other world contexts