Work4CE will address the need for educational resources in order to prepare for the future workplace (work 4.0). Interdisciplinary curricula and modules will be developed and new forms of (virtual) university-enterprise collaboration will be deployed to improve the practical value of the curricula and the employability of the graduates. With the implementation of the successful co-production approach of lecturers, industry experts and member of professional associations new, job-related competences for the workplace of the future (Work 4.0) will be developed. This approach will overcome the gap between academia and industry in the partner countries and equip graduates with competences to cope with the transformation of working environments, to assess where they are and where they want to go (analysis, strategy), to transform to a sustainable working environment, to consider occupational safety and health and environmental protection. Work4CE will focus on the following aims according to the needs analysis:•Education towards the future workplace (Work 4.0) is delivered: the 9 modules will lead to better competences in dealing with the new forms of work. The provision as OER makes it accessible by other Master programmes and for professional education. •Graduates and trained professionals are generated: Work4CE, the consortium members and the Master programmes guarantee a significant (~ 400 graduates p.a.) flow of qualified work force for the digital transformation. •A pool of trained lecturers and experts is established (by the Train-the-Trainer (TtT) concept): the consortium members and industry experts form (open) communities of practice (OpenCoP) and a competence network.•Models for industry-university-cooperation are developed and lead to more practical relevance and better employability. The co-production approach delivers a new quality of job-related competences with fast integration of new top

The wider objective of ALIOT is to provide studies in the emerging field of Internet of Things (IoT) according to the needs of the modern society; to bring the universities closer to changes in global ICT labour market and world education sphere; to give students an idea of various job profiles in different IoT domains. ALIOT will strengthen the internationalisation dimension of the postgraduate programme for higher education systems through the incorporation of Bologna objectives which ensure the transparency of the quality assurance systems, governance and management systems. It will also provides mobility opportunities for staff and students across higher education in Europe and Ukraine. The situation listed in Section E will change when the following specific objectives have been met.Specific project objectives:1. To introduce a Multi-domain and integrated IoT programme for master students in UA universities by September 2019;2. To introduce a Multi-Domain and integrated IoT programme for doctoral students in UA universities by September 2019;3. To provide the mechanism for intensive capacity building measures for UA CT tutors by September 2019;4. To establish Multi-Domain IoT Cluster Network in Ukraine by September 2019.Application domains for IoT-based system: Human {People; Homeland}; Business-critical {Banking; E-business; Telecom}; Safety-Critical {Smart building; Auto and Intelligent transport systems; Ecomonitoring}.The aim of Multi-Domain IoT Cluster Network is to integrate all available and produced curriculum, methodics and tools for providing training and consultancy services in the area of IoT-based systems for different application domains: Human, Business-critical, Safety-Critical. The network will be a means for knowledge sharing, exchange, and transfer. It will also promote public awareness of the cutting edge IoT-related concepts, technologies, and applications.

Project duration: 01.09.2018 – 30.06.2021 (34 months)Partnership: Poland (Leader) - Wroclaw University of EconomicsGreece - Hellenic Open UniversityUkraine - West Ukrainian National UniversityHungary – The University of PannoniaThe partnership was made up of four universities: three from three EU member states and one from Ukraine. The project responds to the needs of all Partners and results directly from the current and forecasted situation for the coming years.The need to implement the project was primarily due to the enormous importance of university internationalization for their current functioning. Universities are now interested in expanding their offer and admitting a growing number of foreign students. Also, they strive to maintain contact with foreign universities and ensure international mobility for their employees and students. Universities are assessed for this type of activity. Activities in the area of internationalization are highly appreciated and indicate the position of a given university in the ranking on the domestic or international market. Hence the high interest of universities in the subject and undertaking many actions to provide an interesting offer for potential foreign students. However, when preparing to admit foreign students, universities mainly undertake activities in the area of substantive preparation of the study offer - they strive to improve the subject matter, adapt it to the current trends and increase the proportion of courses offered in foreign languages, most often in English. They tend to forget about formal preparation in terms of administrative procedures, the functioning of administration offices expected to support students such as dean's offices, student houses, libraries, etc., or taking actions to ensure full inclusion of foreign students in the academic community of a given university. This mainly applies to the so-called new EU countries, where internationalization processes are relatively new. Speaking of foreign students, we mean two situations:1. The Erasmus + Program mobility groups (trips usually for one semester).2. Completing a full cycle of study at a foreign university.The problem of proper university preparation has been visible for a long time. Studying at a university in another country has always been accompanied by the need to adapt to cultural differences - even in the case of geographically close partners, such as Poland and Germany. After the EU opened to new countries in 2004, these issues became more visible as several times more people study abroad as a result of the opening of borders and mobility programs (Erasmus +). We are currently observing a second wave of growth in the number of people studying abroad as a result of the arrival of young people from countries outside the European Union. The problem is growing because in the case of this group of people there are no formal financial resources for their preparation before the trip - they are not in the Erasmus + mobility program, they most often pay for their education, and they do not quite know what studying will look like. The problem is aggravated by the lack of or non-compliance with EU standards.The main goal of the project was to better prepare the university for the internationalization process. Implementation of this objective was possible by ensuring better preparation of the university for admitting foreign students (the first detailed objective) and ensuring better preparation of foreign students for studying (the second detailed objective). As part of the project, we have developed three results of intellectual work:1. O1: Manual for the university. How to prepare for the reception of foreign students?2. O2: Manual for foreign students: What should I know before I go to a foreign study / foreign exchange?3. O3: Syllabus and didactic materials for training courses intended for university administrative staff and preparing them for providing support to foreign students.There are two target groups of the project:- Universities understood as administrative employees and scientific and didactic employees.- Students studying at foreign universities (people completing either a full cycle of study at a foreign university or only its part within international mobility).Without doubt, these issues deserve a debate as well as finding good practices and effective solutions. Although the COVID-19 pandemic slowed down the processes related to studying at foreign universities to a large extent, the problem of formal preparation of universities for admitting foreign students has remained the same. The importance of the subject matter is evidenced by great interest in the developed solutions - over 130 university administration employees participated in the training courses (with the initially forecast number of 40-50 people).