<< Objectives >>The main objective of MareLaw is to provide guidelines for the harmonisation and adaptation of the programs and literature in the field of maritime law, through enhancing teaching and digital competencies of academic staff and creating unified digital teaching materials according to the SCTW Convention that address environmentally responsible maritime industry. This would increase the quality and capacities of maritime universities and ensure the common level of skills among seafarers.<< Implementation >>Project will analyse academic background and teachers' competencies and implement focus groups to identify existing approaches and teaching materials of maritime law courses and to analyse and improve learning outcomes for maritime law courses. Based on the results, project will implement activities enhancing digital and professional teaching skills, create guidelines for future harmonisation in maritime law courses according to STCW Convention and develop new digital learning materials.<< Results >>Project will develop reports (report on academic background and teacher's competencies of maritime law; report on analysis of teaching approaches and teaching materials and on analysis and improvement of learning outcomes of maritime law course; report on study visit to EMSA), guidelines (for harmonisation of maritime law course curriculum) and teaching materials with exam questions and self-assessment forms. It will also implement capacity building workshops and dissemination events.

SBeA project has produced a high-quality, personalized e-learning program, along with the other outputs, for young entrepreneurs/students interested in entrepreneurship, which provide them with necessary resources to bring their business ideas to life as well as to prepare them for entering the market. Project was jointly implemented by three partners: University of Split from Croatia as the coordinator, and Middlesex London from UK and University of Malaga from Spain as partners. Prior to this project, project partners have cooperated on several occasions, including the international entrepreneurship student conference organized in Croatia by Faculty of Economics in August 2014. All project partners have had previous experience in EU-funded projects, as well as the experience in projects related to entrepreneurial field, for which reason it was reasonable to expect taking up their collaboration to a next level with such innovative project as SBeA. Also synergy among partners was well worthy: MDX brought competences and experience from their Enterprise Development Hub(EDH@MDX), UMA brought experience with spin-offs and other incubations of university business projects in Technology Park of Andalusia, whereas University of Split has brought know-how and previous experience from various business programs available at all levels of studies at Faculty of Economics, including the Student Business Academy program that was ran for several years prior to SBeA project. All developed outputs are given as an open educational resource via e-learning portal available at the following link: http://e-learning.efst.unist.hr/. Following intellectual outputs were developed: Student Business e-Academy program E-learning portal for young entrepreneurs/students Guidebook for beginner entrepreneurs (start-ups) Digital startup gameBesides the above mentioned outputs, the project partners have also created a SBeA library, available on the e-learning portal, with collection of useful business literature available at participating institutions, as well as the Manual for e-learning program. Along with the developed resources, project has organized four main activities: two multiplier events at the University of Split and two Learning/Teaching/Training Activities in Pakoštane, Croatia with University of Split as a receiving institution. SBeA project combined face-to-face and on-line (blended) learning: the online program and two training seminars/conferences of 5 days - SBeA training conferences, where participants acquired key entrepreneurial skills, knowledge about market, and developed their interpersonal and intercultural skills. The project stimulates a new way of learning and teaching through digital content and use of virtual resources, helping students to acquire digital skills, connect classrooms and digital devices and content, increasing efficiency and equity in education. In this way, the project has contributed to the Europe 2020 goals of boosting EU competitiveness and growth through better skilled workforce and more employment. Project also combines customized support through mentorship and personalized learning for participants. Participants of SBeA online program and the SBeA training conference have gained new knowledge and competences, and have learned to adopt critical observations of their business ideas through guidance by mentors from real sector and professors from universities. Learning and working in teams in an international and multicultural environment has also created positive attitudes towards internationalisation of their business ideas, but have also created great networking opportunities for participants. All of this has had priceless impact on the development of their future careers, since some students from pilot program are already starting their spin-offs. In the long-run, success of such project will shift some educational activities from traditional sources to other open educational resources, which is particularly helpful to young living in the remote areas, such as rural areas or islands. This way it provides all young with an equal opportunity to educate themselves in field of entrepreneurship and establishes connections with mentors from real sector. Also, the program will be adapted to visually impaired persons (VIPs) in accordance with available resources in the future.

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This project (EICP) consists of 4 members, from Germany (Applicant organisation), Czech Republic, Croatia and Poland, who are key Europen stakeholders in Evidence-Based Healthcare (EBHC) in these countries. It is a combination of partners from universities who are focused on EBHC. The project members made initial contact thanks to the EVBRES Cost Action, Joanna Briggs Collaboration and Cochrane Collaboration which are not-for-profit organizations and European COST action and some project partners are members of this collaboration and COST Action.The EICP project was developed to address the needs of improving the skills and qualifications of European project partners in EBHC and critical thinking, especially in the implementation and utilization of evidence in healthcare clinical practice. The core idea of the project is to support cooperation and exchange of know-how within the unique Evidence Implementation Training Programme (EITP) context. Based on the current situation, there is not a completely established educational programme which is focused on evidence implementation into practice in Europe. This means that professionals in healthcare across Europe need to improve their experience and skills with the implementation of the research evidence into their practice. It is especially important in this era when praxis in some healthcare fields lags more than twenty years behind science. Critical thinking is a crucially important part of EHBC in our information era where is every year published in the PubMed, which is one of the relevant healthcare databases more than a million new publications yearly. The coordinator of this project from Germany is totally into the process of evidence-based research and Dissemination and implementation in different stakeholder groups, the Partner from Czech republic is one of the few institutions in Europe who has trainers qualified to deliver the unique EITP which was developed by experts from the Joanna Briggs Institute (JBI), Faculty of Health and Medical Sciences, University of Adelaide, Australia. JBI is a world leader in the field of EBHC towards evidence implementation, having developed the unique EITP.The key objective of this project is to decrease the gap between research and practice in healthcare and support international cooperation of professionals in healthcare. The project aims to support the development, transfer and implementation of innovative practice.The main direct impact of the project will be on the project participants enhancement of professional skills, enhancement of academics, social and economic benefits, and networking. The indirect impact will be provided by the Best Practice Implementation Projects (BPIPs), which have a significant potential to innovate current healthcare practice and thus to maintain the more effective and cost-effective practice, which will benefit patients/consumers and reduce the redundant economic burden of healthcare. To disseminate the project outcomes, a Dissemination plan will be implemented. The plan will comprise four different lines of actions: educational dissemination, clinical dissemination, online dissemination /internet/, and press and it will give clear measures and priorities of how to spread the findings and results elaborated by the project to the target public (local, regional, national, European and international). One of the important outcomes of the project will be to develop closer cooperation among European EBHC into strong European consortia, to disseminate and implement EBHC in terms of evidence implementation into practice.

Context of the project:This project seeks to prepare health and social care students for the rapidly changing landscape of health and social practice by creating innovative teaching tools and practices. Transversal skills (TS) are crucial to lifelong learning and essential to promote active and involved European citizenship in civic and social life. International and national agencies have stated the need to shift the focus towards teaching-learning strategies that work on transversal skills throughout the training journey. This is especially relevant in health and social care, where these skills are usually taken for granted. These competencies are also important in tackling gender inequities in health and social care, ensuring that the HE system does not prolong entrenched gender bias. The context of this project is the gap identified in the European Higher Education Area: the lack of implementation of teaching-learning strategies for TS for various reason: 1) absence of a framework that defines the gradation of skills development, 2) lack of systematization of teaching-learning strategies that facilitate the acquisition of TS, 3) lecturers’ perceptions of their lack of resources and teaching strategies for working on TS, and 4) lecturers’ difficulties in assessing the development of students’ TS.Objectives:The main objective is to design, pilot, implement and evaluate teaching-learning strategies and resources for undergraduate and postgraduate training. The resources will address learning outcomes related to critical and creative thinking, interpersonal/socio-emotional and citizen-oriented skills and learning to learn. The two specific objectives are: 1.To promote the development of TS in health and social care students, using innovative strategies such as virtual reality. 2.To enable lecturers to teach, guide and accompany students’ development of TS.Description of activities: The project will include the design (1st year), piloting and training (2nd year), and implementation and evaluation of educational resources (3rd year). The educational resources are the project’s intellectual outputs: 1. Pedagogical framework in which TS are defined and levels of skills development are established. 2. Methodological guide with the most appropriate and innovative teaching-learning strategies to support the development of TS, including an evaluative framework. 3. Toolkit with educational resources to work on TS. 4. Educational resources to improve TS using virtual reality tools.The project includes two intensive programmes for HE learners and two short-term joint staff training events. The activities aim to train students and lecturers and, at the same time, pilot the educative resources created. Multiplier events (one per participating country) will help to disseminate the results and project IOs to other HE institutions and are conceived as co-creation workshops which will gather feedback from relevant stakeholders. Participants and methodology: This set of educational resources will be designed in transnational cooperation and co-creation with all relevant stakeholders: a) students and teachers as a target group that will directly use these resources, b) patients and service-users as final recipients and direct beneficiaries of the actions of future trained professionals; c) professionals who provide contextual knowledge about real daily problems. Results: The results expected during the project and on its completion include: 1.Educational materials and resources to foster students’ development of TS, including virtual reality resources. 2.Capacity building of lecturers to implement the educational resources designed in daily teaching. 3.Training and development of students’ TS. 4.Cross-sectoral coordination and participation of all stakeholders in the co-creation process.5.Internationalization of the participating organizations.Impact and long-term benefits:The project impact and long-term benefits include: 1) improvement in students’ transversal and internationalization skills, 2) increased likelihood of sustainability in students’ future working life, 3) greater self-efficiency and increased willingness to work on TS of lecturers, 4) development of new educational products based on virtual reality, 5) greater incorporation in the curriculum of teaching and evaluation activities related to TS, 6) greater openness of HE institutions to society and local networks, 7) higher level of internationalization and visibility of the participating organizations as well as stronger links between partners, 8) improvements in gender-sensitive indicators both in HE and health and social services.