"<< Background >>We believe that universities in general and MBA programs, in particular, are in a unique position to significantly raise the awareness of leaders in the public and private sector of the prospects offered by careful but at the same time bold applicative possibilities of AI. MBA students represent a concentrated group of likely future leaders who, given a sound understanding of AI and its almost unpredictable opportunities, can react in their local surroundings cater for a significant change in attitudes and trust towards AI. Europe’s current and future sustainable economic growth and societal wellbeing increasingly draw on value created by data: the keyword being SUSTAINABLE. AI is one of the most important applications of the data economy and thus the probably crucial tool for business development that cares for people, planet and profit at the same time. Drawing on it, the objective of AI4PPP is to provide to our target groups not only a basic understanding of AI, the language surrounding the technological and social aspects of AI, but also to show how it works and to show the potential of its future implementations in all professions and industries. As part of our research conducted in 2020 by Algebra MBA and EY, it was shown that C-level executives are looking for support in technology in order to maintain the market positions of their companies. Among students, especially executives point out that they are willing to accept the digital transformation and emerging technologies as part of their organizations but have a lack of understanding on how to evaluate benefits, how to make first step and how to guide technology implementation and organization’s human capacity management in order to keep up with digital age. Being present in education for 20+ years focused on digital technologies from an applied perspective, last several years Algebra University recognized trend in applicants – who are now taking C-level positions in organizations, with a clear need to gain relevant skills in order to be able to implement AI in their organizations. With past experiences with technology, which often leads up to overpricing and/or overpromise as major setbacks, C-level executives are now more careful than ever, with money ready to invest, but with the gap in understanding on how to start their AI journey. They are more than ever open to EDU institutions instead of big tech vendors, understanding that they need to improve knowledge and be able to adapt their mindsets rather than looking for short-term answers often provided through advertisements of big tech. We believe to be able to contribute in this way to the eradication of misconceptions around AI and to the creation of an all-inclusive ecosystem, where different members of the community will be armed with the basic skills needed to adapt to a changing world, in which AI will be prevalent. Our project will help alleviate the current misconceptions surrounding AI through education and skill acquisition. Currently, the demand in the fields of AI R&D outweighs the supply of a skilled workforce. This demand is expected to grow exponentially within the next ten years. Also, AI development demands diversity in all avenues of its creation and implementation.<< Objectives >>The main objective of the project Artificial Intelligence for People, Planet, and Profit (AI4PPP) is to deliver an innovative, well-rounded, high value transferable educational and training programme in AI through:- comprehensive DACUM analysis- development of educational content based on DACUM analysis,- adaptation and creation of teaching contents and materials according to established needs of the target groups,- piloting the newly innovative developed modules and materials and its improvement based on piloting process,- implementation of AI-empowered scenarios in selected industries- preparation for certification validation based on micro-credentials conceptAI4PPP is an interdisciplinary project designed to meet challenges of the modern education system and challenging market needs, by providing an awareness-raising, holistic and flexible education in business aspects of AI. We expect improved educational and training modules in AI together with guidelines, to be implemented and used by partner organizations and other relevant HEIs. Importantly, they will broader international connections and links with other sectors necessary for any future actions and further development of project activities even after the project ends. In the long term, this project will increase their visibility and reputation on regional and European level and hence will gain major influence on policy processes in these sectors. Upon completion of the project, the results will finally reach partner’s personnel and students, both on the strategic decision-making level and practical level of everyday work of teaching and learning.<< Implementation >>The project activities are divided in a) horizontal tasks – PM (AG1), Transnational Meetings (AG2), Multiplier Events (AG4); b) theme-related tasks which will result in specific PR (AG3) and accordingly to the achievement of the project objectives and delivery of the planned results.All activities are organized within groups of activities:AG1, Project Management and Implementation (led by AUC), includes ensuring project activities and outputs are in line with timetable and budget, coordinating and organizing PMT meetings, budget spending, producing reports, collecting and storing all relevant documents, and communicating with NA. AG1 will produce the following deliverables: 3 Partnership Agreements, 2 interim and 1 final reports; meetings minutes. AG2, Transnational Meetings (led by partners accordingly, coordinated by AUC), which is related to AG1 and support following tasks: preparing a Project Quality Plan (PQP), evaluation of PQ and financial management and monitoring the realization of activities and quality of outputs based on PQP (deliverables: 1 PQP, 1 mid-term evaluation report, 1 final evaluation report).During the AG3/PR1 Gap Analysis understanding of AI potential (led by AUC) partners summarize report and evaluation based on their experience lead by AUC/EY survey which will be refined into the report (deliverables: research analysis report, 1 st multiplier event). As part of AG3/PR2 DACUM analysis (led by AUC), we will deep dive into AI expert job role, responsibilities, and everyday life to acquire data needed to assure usability and foundations for syllabus in the emerging field of AI (deliverables: DACUM results). As part of AG3/PR3 Syllabi will be Developed and Tested (led by FUDS) using several focus points: usability via modular approach, relevance following gap analysis conclusions and adaptability making them usable for various target groups as preparation for AG3/PR4 Educational material development (led by UAH). The process of modules structuring includes: focus on industry and cross-domain topics relevant and suitable to adopt through AI approach; developing educational modules according to these selected topics (scenario selection, module development and simulation cases). All modules will be driven by industry examples and will be based on the demand analysis carried out in AG3/PR1 and AG3/PR2. Modules will be prepared in a way that they could be used by students in order to make synergy with study programs (deliverables: Education material containing: business problem, task decomposition; approach analysis; AI technique selection; operationalization of results; 2nd multiplier event). The developed educational modules will be integrated into the learning environments through AG3/PR5 Module piloting (led by AUC). Main objectives: support partners in their effort in planning, implementing and evaluating innovative and efficient approaches in AI learning; contribute to the popularisation of the AI piloting real cases. This includes aselection of participants, selection of suitable courses' study programs to use the repository, piloting the modules and evaluating the process (deliverables: report on pilot execution, 3rd multiplier event). AG3/PR6 (led by FUDS) include industry and use cases selection in order to challenge skills and lessons learned on real-life scenario. Development of AG3/PR7 (lead by UAH) Guidelines and preparations from micro-credentials covers 2 main functions: training mechanism contributing to the development of participants' new skills and experiences; and speed up of AI boarding process including business value creation by recognizing program through micro-credentials. Micro-credentials certification handbook which will be produced during AG3/PR7, will respond to 2 necessities: how to efficiently educate and train individuals in AI and how to respond to current challenges and trends represented by AI in business environments (deliverables: 1 guidelines, 4th multiplier event).<< Results >>Partners will carry out a wide range of activities in order to implement a well-rounded, high value transferable educational and training programme in AI through (i) comprehensive DACUM analysis in order to proof trends and skills used and needed among relevant AI professionals; (ii) development of educational modules, (iii) adaptation and creation of teaching contents and materials according to established needs of the target groups,(iv) piloting the newly developed modules and materials, (v) implementing scenarios of AI application in selected industries, and (vi) finally make all preparations for AI educational program to be certified using micro-credentials approach/concept (all described in detail in the section ""Project results"").AI4PPP is an interdisciplinary project designed to meet challenges of the modern educations system and challenging market needs, by providing an awareness-raising, holistic and flexible education in business aspects of AI. We expect that improved educational and training modules in AI together with guidelines, to be implemented and used by partner organizations and other relevant HEIs. This will help in adopting an AI-based mentality powered by piloting and simulating AI processes. By implementing scenarios of AI into selected industries, the project will elaborate guidelines for improvements in usage of AI methodologies and tools in business having backpropagation elements to be used in education and by doing so will popularize AI within a various and especially non-technical sector (i.e. social sciences and humanities).Namely project outputs are (i) report including a repository of existing AI training courses/study programs and market needs in respect to relevant occupations, with special attention to the MBA students and non-technical sectors; (ii) DACUM analysis with identification of relevant skills/needs and “must have” for AI professionals; (iii) transferable educational/training materials/modules, including topics covering wide range of different industries and cross-domain topics that will illustrate the main benefits of AI and at the same time will attract different populations (HEIs, policy makers, entrepreneurs, employees etc.); (iv) piloted and simulated use cases for EDU, the developed piloting model will be tested during the project implementation at the partners' institutions thus providing partners with immediate outcomes and feedback; (v) implementation scenarios for selected industries proofing applicability and business value of acquired skills; (vi) proactive focus point on the end-to-end learning materials, a tool for piloting and simulating use-cases in AI and as a foundation for collaboration between stakeholders and students – bringing micro credentials recognition for current and future participants.Improvements will be developed for AI-related course studies (AI topics already vertically implemented in curricula) and for non-AI courses (courses that have implemented AI as a horizontal element in curricula and studies that haven't implemented AI topics in curricula at all) including tailoring recommendations in relation to institutions specificities. In addition to these concrete results, the following outcomes are also foreseen: (vii) increased knowledge about AI implementation at HEIs in its MBA courses especially; (viii) arisen awareness and capability of users to process and analyze data as a foundation for AI-skills understanding and development also in absence of previous sectorial (digital) knowledge; (ix) enhanced business sector (especially non-technical one) ability and speed to achieve goals by proper use and exploitation of AI; (vii) fostered partners' capacities in developing innovative learning materials/tools and encouraged development and adoption of AI in higher education; (x) strengthened links between HEIs and enterprises to promote excellence and regional development."

“Kids in Clouds” is an interdisciplinary project that aims to introduce children with cloud-based services as early as the first grade of the primary school. Its main objective is to deliver well-rounded, useful and transferable educational programme in cloud-computing through development of educational modules for teachers and pupils, adaptation of contents and methods according to envisaged needs of the target groups, creation of didactic tools and production and recommendations on innovative education approaches. This is a project designed to meet challenges of the modern education system and challenging market needs, by providing an awareness-raising, holistic and flexible education in cloud-computing.The cloud based services are growing rapidly in the global and European economy. With the rise of 5G technology not only storage but also all data processing and applicative services will move in the cloud environment. This change is anticipated to come in the next 10 years. The move towards cloud-based environment will tremendously impact our work environments, as well as in general the way we use ICT solutions on a daily basis.We have established that switching from working in on-premise to cloud-based environment creates significant obstacles for users, as it requires them to relate to high-tech solutions in a different way. The aim of this project is to introduce cloud-based environment to children at the beginning of their primary school learning path. At that point, children do not differentiate on-premise from cloud-based content and services – for them, these are simply the tools to get things done. Sooner they encounter cloud-based services, easier it is for them to learn how to interact with them. Partners will carry out a wide range of activities in order to implement a high-quality, well-rounded project with the objective to develop educational content in cloud-computing for schools, to be implemented and used by partner organisations and other EU schools. More concretely, this project aims to develop online repository of materials for cloud-computing for non-ICT teachers to be used in non-ICT classes. It will thus contribute to popularization of cloud-computing outside of the ICT field, something that is strongly needed if we are to achieve a stronger use of cloud-computing. Its benefits must be understood but wider sections of society, not only by ICT experts. Why are so many businesses moving to the cloud? It is cost-efficient, secure, fast. Clouds enable us to work from anywhere. If we have learned anything during the current COVID-19 pandemic, it is that sectors of society which are better connected to internet can live through the lockdown much more successfully. Countries, where educational systems had a stronger and more robust cloud-infrastructure and cloud-services, they were able to keep the school year going in a much better way. Moving to cloud is also environmentally friendly. When you use the cloud, you only use the energy you need: if you use only one small application, you do not waste energy for powering an entire computer; therefore, you do not leave oversized carbon footprints.The project results are the direct answer to the envisaged target grups’ needs, and they comprise a complete set of resources for popularization and teaching of cloud-computing in schools across EU. Specifically, they are:- Gap analysis: report on to what extent are cloud-based services in use in schools at the moment. Built on that report, we will project further possibilities and mark the trajectory route on how grow on the existing situation.- Online repository of educational materials for teachers. This material will include general knowledge on what cloud-computing is, why and how we use and need it from the perspective of primary education, but more importantly, it will include didactic tools on how to teach children on this subject.- Online repository of educational materials for children. This will be a series of small-scale school projects for different school age groups, which can be used in different classes (language and literature, music, arts, mathematics, science, etc.). It is imperative that this materials is highly usable to a wide section of teachers and children. We will demonstrate through this material, how teachers can achieve the required learning outcomes in their programmes by using cloud-computing. - Piloting of the newly developed educational materials for teachers and for children. We will develop materials in one and pilot it in another country, so as to ensure that everything we produce is transnationally applicable and can satisfy the needs of very different national education systems.- Guidelines and recommendations on how to implement cloud-based computing content as a horizontal element in curricula, including tailoring recommendations so as to fit the demands of the three different national education systems that are partnering in this project.

Context/background of the projectIn the light of the 2011 EU Modernisation Agenda's key policy issues providing guidance to Member States and HEIs on how to support modernisation efforts of HEIs in order to maximise the contribution of the higher education sector to Europe’s growth and jobs. The Modernisation Agenda states that enabling better working conditions including transparent and fair recruitment procedures, introduction of incentives for HEIs to invest in continuous professional development for their staff, and better recognition and reward of teaching and research excellence is essential to ensure that Europe produces, attracts and retains the highly competent and motivated academic staff it needs. Thus adapting internal quality assurance mechanisms at the HEIs to include evidence-based human resource management processes would contribute to the efficiency of the governance of the HEIs which will help them to fulfil their role in society and contribute to Europe's prosperity. ObjectivesObjectives of the project are aligned with the following horizontal (sectoral) priorities of the Erasmus + programme in 2016:Supporting the implementation of reforms in line with the 2011 EUStrengthening the recruitment, selection and induction of EducatorsSustainable investment, performance and efficiency in education and trainingIn the light of the mentioned policy priorities at the European level, the project has aimed to achieve four general objectives: • To improve the organizational development, efficiency and effectiveness of HEIs as well as to increase its global competitiveness. •To encourage and improve Higher Education Institution’s contribution to economic growth and social development by enhancing the quality and relevance of human capital development in higher education. • To stimulate excellence of European HEIs staff through appropriate academic human resources management. The benchmarking tool constructed as an Open Educational Resource (OER) will enable European HEIs to use it as a mean of continuous improvement of their HRM system and increase of their competitive ability. • To foster further development of EHEA by adding to existing communication channels and mutual exchange of sound practices. Number and profile of participating organisationsThe project has been carried out by five partner organization from three countries – Croatia, Austrian and Finland. The choice of academic partners from three countries was motivated by their significant role in the international and national higher education systems and in policy or strategic developments (Danube University Krems, Austria and University of Tampere, School of Management, Finland, both of which are providers of Master’s Degree Programme in Research and Innovation in Higher Education (MARIHE)) and by the criterion of substantial expertise in the field of HRM as well as international project-based experience and good practice (Croatian partners - Faculty of Humanities and Social Sciences of University of Rijeka and Algebra University College).Description of undertaken main activitiesThe main project activities have been grouped into 5 working packages (WP) as will be explained in detail in section 5.1Results and impact attainedThe project have achieved immediate impact on the project partners and participants from other HEIs as its target group in terms of enhanced awareness of the significance of the HRM function for the internal quality system of the HEIs, which is also a requirement of the Part 1 of the ESG standards. At the system level an increase of the understanding the importance of human resource management in HEIs has been observed in all three countries during multiplier events as well as following the events as a number of HEIs informed the ASHE to have institutionalized a function of vice dean for human resources. Also, the results of the project our complementary to the policy measure Program financing of public higher education institutions in 2018/2019. - 2021./2022. instituted by the Croatian Ministry of Science and Education with the aim of achieving a result-based funding of teaching, scientific and artistic activities. Furthermore, creation of benchmark tool that enables all HEIs to evaluate their HRM processes has been widely disseminated among HEIs and the results collected will be a source of evidence-based position for developing policy measures at both institutional and sectoral level.

The objective of the HiPowerEd is to make create digital tools of the highest computational level for young people (young researchers with their teachers and young professionals) together with Cloud Computing and “Virtual Classroom”. The use of the created digital means project will assure the responsiveness, adaptability, and flexibility of the educational system during the COVID-19 recovery process. The objective is to make the HPC technology widely available to the younger population and to the underrepresented groups because at the moment the HPC technology is a highly exclusive technology available to a smaller group of people. In order to raise European digital readiness, these horizontal high tech tools should be widely promoted. The project tries to remove obstacles and to familiarize young people with the HPC technology in a broad range of scientific disciplines (STEM, humanistic, medical, economy...), catalyze the formation of networks, provide mentoring through faculty members and supercomputing experts from renowned HPC centers, and to facilitate international exchange and open further carrier options.The project will produce a complete supportive digital framework with designated solutions in various scientific fields in order to efficiently introduce future scientists and professionals into the HPC. The current global crisis teaches us about the importance of the digitalization of society which gives us the flexibility to overcome the looming perils where the promotion and development of educational digital technologies stand at the forefront.

<< Objectives >>The project Master 4.1: Enhancing quality assurance and promotion of the master craftsman exam will improve master craftsman exams. The project will be managed to ensure it meets the objectives outlined in the planning phase. The overall objectives of the project: 1)To improve programs and quality assurance processes in the master craftsman exam;2)To raise awareness for master craftsman exams. Our main beneficiaries are assessing committee with 150 representatives, VET students, 100 crafts etc.<< Implementation >>The project will implement activities in: the WP2Master craftsman exam program, catalogs development and digitalization; WP3 Enhancing master craftsman exam quality assurance and evaluation; WP4 Enhancing chambers of craft's digital marketing competencies. Within activities will be developing programs, evaluation, questions, methodology, educative video, “Code of Conduct”, webinars/trainings, educational curricula; online trainings and marketing campaign and national conferences<< Results >>This result will be achieved with the delivery of the following output: Enhanced programs and evaluation questions for master craftsman exam; 1 methodology for developing programs and catalogs; 1 program for master craftsman exam for confectioner; 1 set of questions for master craftsman exams; Update 2 catalogs; 1 video;1 “Quality Assurance Methodology” and 1 video;1 “Code of Conduct”,4 webinars/trainings; 3 National conferences; 1 educational curriculum; 6 online trainings and marketing.