<< Objectives >>The overall objective is to improve people skills in project management education. We will analyze the existing best practices of responsible leadership in project management, specify and include the principles of responsible leadership into the project management education, develop easy-access short (EAS) courses and tools for responsible leadership in relation to IMPA people skill standards and raise awareness of responsible project management to achieve this objective.<< Implementation >>Completing the actions in Work Packages 2-5 RESPRO will reach the outcomes corresponding to the project objectives. We will discover the current procedures of responsible project management and reflect the practice to scientific findings and then develop EAS-courses and the e-simulation game, and will integrate both into the curricula of participating HEIs. The Teacher Guidebook, is designed to support the practical implementation of the EAS-courses and the e-simulation game.<< Results >>The concrete results of RESPRO project are the three EAS-courses, the e-simulation game and the Guidebook for Teachers. The novel educational tools will improve the people skills of the future project managers, deepen their knowledge and skills on responsible leadership and foster their perception of the leader’s role in preserving and promoting the well-being of the project team. Project results support the digital transformation of education, facilitate digital readiness and are innovative.

<< Objectives >>We are aiming at* increasing European HEIs’ capacity to arm current and future students with mindset and competences needed inmodern online business interaction* creating a European Community of Practice in business education - consisting of experts from companies, education providers, public sector and NGOs - to organize modern business education in cost-effective way* helping companies to recruit future talents * motivate and empower students towards learning.<< Implementation >>Core activities include:* defining competencies needed in online business interaction* formulating recommendations for curricula adjustment in business education* testing of updated business negotiation courses in four countries* organizing local level online business negotiation competitions in four countries* creating and testing of a European concept for online business negotiation competitions* disseminating lessons learned to engage growing number of HEIs to European competitions<< Results >>Core results of the project include: * Framework for online business negotiation competences; * Local courses and business competitions in four European countries for educating higher education students and assessing their learning outcomes regarding business negotiations;* European Online Business Negotiation Competition event, organized annually during and after the project;* Recommendations for HEIs and educational policy makers on using competitions as pedagogical methods

"The last decade was characterized by the rapid development of information technologies and the rapid development of digital learning tools which can help educators reach more potential learners, improve outcomes, and transform post-secondary education at universities, colleges, vocational schools, and job training programs. Digital learning tools in nursing education are particularly suitable for training clinical decision making skills (Peters et al. 2018), as clinical decision making cannot be captured through observation of direct action alone (Dechenes et al. 2011). In this context, decision making requires not only purely technical aspects, but in particular critical-reflexive and social-communicative skills. The younger generations that have grown up in our environment of rapid developments in mobile devices may become more motivated to learn when digital technologies are incorporated in education. The use in clinical environments of mobile devices loaded may help close the gap between theory and practice and enhance the evidence-based practice of undergraduate students. In the project the consortium intends to make use of an innovative serious game for training nursing skills and create relevant learning situations that fit well with nursing training in all partner countries and in general on a European level. The learning game ""Take Care” is designed to deal with complex nursing case work by letting the learners explore and experience simulated situations. This creates the possibility of training and testing professionally relevant skills in practice-oriented, but digitally simulated working environments. The game is an innovative way of training a variety of skills that cannot be learned from books very well but need to be trained before nurse practitioners see real work environments. Digital care simulations have been developed in which learners have the opportunity to practice decision-making in complex and multidimensional care situations without actually endangering themselves or people in need of care. The challenges in nursing education in Europe with regard to aspects of digitialisation are very similar. At the same time, there are hardly any tools in the form of 'Take Care' in the international arena. In order to support prospective nursing staff in the training of clinical decision-making and to train digital skills, we plan to further develop the tool for nursing education contexts on a European scale, adapting its situations to other countries. The game can be used in a multiplier mode that ensures that players can support each other. Players will be sensitized to recognize special needs of others in order to see that they will profit themselves through supporting others.The consortium will consist of a university as the coordinator with expertise in the field of nursing education and pedagogical methods (Germany), an SME with expertise in software development and serious game design (Germany), a school with practical teaching experience (Austria), a dementia care unit with practical work experience (Estonia) and a school with the opportunity to use the app on a large scale and to disseminate it widely (Ireland). In a first step, the curricula of the partner countries are analysed with regard to the topics contained in the game in the context of dementia. Another focus of the analysis is the systematic training of technical competence in the curricula of the partner countries. Further analyses with a view to uniform competences throughout Europe will be carried out on the basis of project synopses in the context of occupational mobility in Europe. The game concept will be further developed along the analysis results. Storylines and dialogues will then be adapted and further developed and translated into English. The iterative further development of the learning game will take place along the testing of the learning tool in institutions of project partners. At the end, the learning tool will be made available as a free app through Google Play and the Apple App Store. In addition, the project results will be presented and discussed in workshops at various international care education congresses.In the project a document analyses of relevant curricula and a project synopsis on nursing competences in the context of the topics of the learning game will be carried out. The synthesis of the results leads to the further development of the underlying pedagogic concept. The adaptation of the concept will be discussed and agreed with experts from different countries in focus groups. The testing of the adaptations of the tool will be carried out with learners from the partner countries' institutions.We use an innovative approach for addressing the student groups through attractive digital training opportunities that take into account individuals needs and expectations. Furthermore we would expect that learners can be supported individually (keyword learning analytics), but also that a critic"

Teacher-centred teaching and learning has strong roots in Indonesian education and conventional learning methods are still prevalent in most of Indonesian Universities. In Thailand, higher education organizations can’t attract new students in proportion to their existing structures and resources. Higher education is the efficiency enhancer and acknowledged prerequisite for the economic success of a country. Therefore, it is obvious that Indonesian and Thai higher education should meet better the international standards and needs of the society.In modern business-to-business (B2B) environment, companies are not competing against each other’s but instead the competition is done in between of different supply chains and value networks. Higher education graduates can’t rely on old business models; they must be armed with the mindset and competences needed in modern international businesses. B2B sales is a growth accelerator but it has not been given the appreciation it deserves as a profession, neither a stable position as in higher education.The main aim of the SEASAC project is to strengthen South-East Asian Universities’ capability to provide highly skilled B2B Sales professionals for the emerging international markets. In the project, we will utilize existing European knowledge and experiences in developing a pedagogically rich concept for the cooperation of Universities and companies in the sales education. Best practices from Europe will be matched with Asian sales cultures.A concrete tangible output will be a South-East Asian Sales Competition concept, consisting of International B2B Sales Course and South-East Asian Sales Competition Finals event. These novelties engage companies to the University level Sales education in its all phases: planning, implementation and assessment of students’ performance. In addition to core partner countries, concept will attract Universities from other South-East Asian countries during the implementation of the project.