Background: Doctoral degrees are no longer simply a training ground for the next generation of academics. Different forms have evolved to encompass multi-and trans-disciplinary study by practitioners within their work context (Lester, 2004). The designation has also changed to include terms such as professional, industrial or practice-based PhDs or Doctorates (Fillery-Travis, 2012), called modern doctorates for the rest of this text. These developments are driven by the contribution to knowledge exchange these degrees make and how they facilitate innovation and growth within diverse sectors. But supervision of modern doctorates is currently not fully codified although it requires a number of capabilities (academic and professional) recognised as being beyond those needed for conventional PhD supervision such as advising and facilitation (Boud & Costley, 2007). Previous research on PhD programmes has largely focused on the competences required of candidates (Vitae, 2010) not of their supervisors. However without effective supervision, delivery of the full benefits of these degrees to the host/sponsoring organisation (and the progression and attainment of the candidates) will be compromised. This project identified best practice in the supervision of modern doctorates and codified it within a framework supported by appropriate resources (training workshop, handbook and social media) for European universities and companies to leverage the innovation and new knowledge these degrees can produce. Objectives: In moving beyond the current state of the art the project objectives were to:(1) Access best practice in the supervision/advising of modern doctorates: (2) Identify the host/sponsoring organisation's requirements from supervision (if any) and their contribution to it(3) Develop a framework of practice (supported by training resources) suitable for modern doctorates(4) Disseminate this best practice framework to all stakeholders(5) Produce a sustainable impact on supervisory practice throughout the EU.Consortium: The consortium consisted of 3 HEIs providing modern doctorates (.EdD, DProf, DBA) a research centre providing industrial PhDs and the research activity obtained input on the candidate's perspective from EURODOC.Project Activity: All of these objectives have been met through an Appreciative Inquiry(AI) (Cooperrider, Whitney, Stavros, & Fry, 2008) to gather and analyse the rich stories of emerging supervisory practice in the field and the challenges/dilemmas faced by stakeholders (using the Discovery and Dream Stages of AI). The stories, perceptions and practice examples were collected and analysed using thematic analysis (Guest, 2012) in terms of opportunities and barriers to learning and how these have been addressed within supervisory practice. These themes were collated within a practice framework using the meta-model approach of Lane & Corrie, 2006 (Design Stage). The resulting framework of practice is the major output of the project and has been disseminated through a number of routes: workshops across Europe, a website containing all resources including explanatory webinar, a special edition of the journal Studies in Higher Education and conference presentations at the international conference on professional and practice based doctorates.Impact: The impact of the project at national level for candidates is on progression as supervision practice facilitates their studies more appropriately and corresponding completion rates should improve. Overall there is now an evidence base for the doctoral journey for these candidates and that will manage expectations of their study and hence their overall satisfaction with their degree. An evidenced-based framework for supervision will lower the perceived barriers for development of these programme across the sector and drive growth in the area for the benefit of all stakeholders. Specifically the framework will enable HEIs to enter a market of industry/academic collaboration with an evidence based practice guide. This will enhance the capacity to leverage the full impact of such work both for the sponsoring organisation and the academic.

EuroDuaLE had pursued the objective of developing and testing an original transnational Dual Learning framework. 13 partners participated in the project, namely Centre for Studies in Law, Economy, Environment, and Work of the Marco Biagi Department of Economics of the Università degli Studi di Modena e Reggio Emilia, SOPHIA R&I, Fondazione ADAPT, Camera di Commercio Italo-Germanica, Otto-Von-Guericke-Universität Magdeborg, University of Southampton, Fondazione Politecnico di Milano, University College Leuven, Cofora International Projects BV, European Foundation for Education e.V., Universidad de Sevilla, Università degli Studi di Padova, and Università degli Studi Roma Tre.The background of the project was characterised by:¥Skills mismatch: a growing number of employers highlights the disequilibrium and the difficulties to recruit people matching with their constantly evolving needs¥Higher education programmes sometimes lag behind compared to the emerging needs of the economy in general, and specifically to emerging career paths ¥High youth unemployment, even among highly skilled young adults, is also the result of such delay, particularly dramatic in Southern EuropeThe main goal of the project is to help fighting youth unemployment, through the improvement of youth employability and the reduction of the mismatch of competences between education and labour market. The project wants to clear the path of synergy between HEIs (Higher Education Institutions) and labour market actors, giving students the chance to test new academic curricula and combining formal training (in class) and training on-the-job, geographical and virtual mobility.Therefore, the EuroDuaLE project aimed at facing these critical issues by seeking primarily to reduce the mismatch of competences. This was pursued by involving companies in the definition of the academic studying and training programmes; taking advantage of the potentials offered by dual learning programmes to substantially increase youth employability, not only at the conclusion of but also during the education experience; giving students the chance to combine and integrate formal academic training and training on-the-job.In this sense, the project set out the main objective of producing a framework for dual learning in higher education that combines dual learning and transnational mobility, giving students the possibility to integrate notional and practice training in collaboration with companies in different European countries.The first phase consisted in analysing learning and job mobility of young people (IO1) and the current situation of different dual learning systems in some European countries participating in the project (IO2).In the second phase, partners produced a model for transnational dual learning programmes in higher education. The model was firstly developed from a theoretical and methodological point of view (IO3). After that, a Practical Handbook was created considering the related issues as regards the realistic implementation of this model (IO4) in order to guide both the piloting phase planned by the project (C1 and C2) and other possible stakeholders who would like to develop dual learning programmes by following the model proposed by EuroDuaLE.The last phase of the project consisted in the realisation of the piloting phase, which gave some students of the universities involved in this project the opportunity to gain a dual learning mobility experience (physically and virtually), and to draft a methodological and practical guide for designing and implementing a quality dual learning higher education programme (IO5).The project was integrated by assessment activities of the project execution, which considered: methodology, implementation and reporting; validity and transferability of this innovative project idea; mainstreaming activities for the targeted dissemination of the project outcomes; set of recommendations directed to national and European political decision makers; the paper presenting all the methodological as well as practical aspects of the EuroDuaLE project. The objective of these activities consists in making it a scientific reference point in order to introduce the innovative elements of the model also in the already existing programmes of study.The dissemination of the project outcomes took place through multiplier events, along with other canals and instruments described in the specific section.The expected result, which consisted in defining a model to design transnational dual learning programmes in higher education, has been reached. The impact is represented by an extended awareness of the value of dual learning in general and transnationally in particular, as well as of its feasibility.

EMPOWER is a multidisciplinary research and innovation effort aiming to developing, implementing, evaluating and disseminating the effectiveness and cost-effectiveness of a modular eHealth intervention platform to promote health and well-being, reduce psychological distress, prevent common mental health problems and reduce their impact in the workplace. In collaboration with stakeholders, we will adapt existing effective interventions focused on different components (awareness and stigma, workplace conditions and psychosocial factors, stress, common mental health symptoms, early detection, comorbidity, lifestyle, and return to work) to created a combined online modular platform feasible in various workplace settings by culturally and contextually adapting it. The intervention will be implemented through a randomized controlled trial directed to employees and employers of small and medium sized enterprises and public agencies from three European countries (Spain, Finland and Poland). Both qualitative and quantitative methods will be used in the evaluation of the individual health outcomes, cost-effectiveness (from a social, economical, employer and employees perspective), and implementation facilitators and barriers. Implementation strategies relevant to the uptake of the EMPOWER intervention will be identified, including a realistic appraisal of barriers to uptake as well as evidence-based solutions to these barriers. Through scaling-up pre-existing effective and cost-effective interventions, EMPOWER is aimed at addressing the overarching challenges from different perspectives, including individual level (e.g., addressing stigma, mental health, well-being and lifestyles, taking into account legal, cultural and gender issues) and organizational level. The main outcomes effort will help employees, employers and policymakers in decision processes of new legal and contractual framework at EU and national level covering the new economy landscape.

Vocational and Education Training programmes can play a central role in preparing students for work and in responding to labour market needs, representing a smart and sustainable response to economic crisis and to decrease unemployment, especially for the wood and furniture manufacturing sector that is important for most of European countries.Start from this situation, WOODUAL project aimed at building up a strong and continuative partnership among different stakeholders in the manufacturing and furniture sector and experts in education and training issues in order to update and improve the current professional profiles in wood and furniture sector answering to the current skills gaps. At the same time, the project elaborated guidelines and new methodologies in order to open the road for a more extensive use of dual learning system. The target group to whom the project is addressed were students in vocational training path and young workers in wood and furniture sector. The project contributed to adapt curriculum and qualification profiles by investigating the technological and soft skills gap in the professional profiles for the Wood Treaters, Cabinet Makers and related Trade Workers, increasing organizational, social, emotional, entrepreneurial and technological skills and competences in VET students and workers. A cooperation framework between different stakeholders (especially enterprises/employers and VET institutions) tested to define integrated transnational dual learning models: one model would not fit every situation, but a core concept can be proposed, accompanied by a “modelling engine” to support adaptation to several sectors and countries. The project produced an increased cooperation and dialogue between VET institutions and experts, companies and policy makers and institutional actors, a shaped knowledge and vision on qualifications and training process in the wood and forniture sector, an institutionalized and effective partnership and transferable framework applied to wood and furniture sector to be transferred and adapted to other important sectors in which dual learning is significant and represents an added value. Finally the project produced an effective strategy supporting a better school to work transition and facilitating young people entering in European labour market, improving their competences, qualifications and mobility across Europe.The first part of the project is based on a comparative and systematic analysis of the state of the art regarding the training and professional profiles in wood and furniture sector. Desk research and qualitative methodology (semi-structured interviews) are adopted and two different report and studies are carried out: study and analysis on labour market trends in wood and furniture sector and companies needs and study and analysis on professional qualifications and learning system in the wood and furniture sector.It was created a WOODUAL Community with a double purpose: it aims at creating a community of stakeholder in wood and furniture sector being and at the same time it is a key reference point for all the stakeholder coming from other sectors interested in dual system learning path.The core activity of the project concerned the creation and experimentation of the newly design framework for international dual system in work-based programmes. This phase of the project was crucial and challenging as it requested a deep analysis to overcome the current situation of scarce use of work-based training. The project wanted to create a new and international model for dual learning system requesting the involvement of all the stakeholders interested to the process, especially VET institutions and employers. So the model was designed on wood and furniture needs and experiences and, even though it is clear that one model would not fit every situation, a core concept proposed, modeled and contextualized in order to be adaptable to various sectors, countries and type of education. The model was tested through the involvement of 18 VET students and young workers during the testing phase and national implementation plan was created in order to adapt the model to national contexts.The handbook for VET students and skilled manual workers and the training courses was developed as a result of the public methodological guide on the newly designed framework.WOODUAL project wanted to be just the first step of a European joint effort to handle high youth unemployment rates through a common learning-training-working reference. The intent was to create an impact that was last beyond the end of this project by making the research and the developed model available also for those coming from different sectors.