"The use of simulation in teaching and learning in nurse education is gaining momentum, as a result of a growing body of evidence which notes its efficiency and effectiveness. The objectives of this project were to address the lack of universal simulation resources particularly in relation to community care. This project sought to develop a simulation kit - comprising three simulation resources- which could be used across different countries. All the ten partners listed in section 2.1 below, participated in the planning, development, and evaluation of a simulation kit named NURSKit, which is now freely accessible for the next two years through the University of Malta website: https://www.um.edu.mt/projects/ispad/about-us-2/. The NURSKit includes three different scenarios. Each scenario comes with a kit for the facilitator who will be guiding the students during this scenario, pre-scenario resources to prepare the students for the activity and post-scenario resources to enable the carrying out of the student debriefing session. Scenario 1 focuses on a person living in the community without established chronic disease, but with multiple risk factors. This scenario was developed by Lahti University of Applied Sciences, SAMK University , University College Dublin ( leader) Scenario 2 includes a person living with diabetes and experiencing psychosocial issues as a consequence of his chronic condition. This scenario was developed by Molise University, Turku University, Cardiff University ( Leader). Scenario 3 focuses on end of life care. This scenario was developed by Middlesex University, Oslomet University , JAMK ( Leader). The University of Malta was responsible for overseeing the development of all three scenarios. Three experts, all authorities in the field of nurse education, from three different continents - Australia (Professor Simon Cooper from the School of Nursing, Midwifery and Healthcare, Federation University Australia), Africa (Professor Abeer Saad Eswi, Cairo University, Egypt), Asia- (Professor Cho Eun-Jung, Yeungnam University College, South Korea) contributed to the project as consultant/ advisors, thus enabling a wide comprehensive universal relevance of the simulation kit. The second objective of the project was to develop and deliver an innovative training programme to two individuals from each of the ten participating universities, with the aim of them becoming ""Simulation Champions"", at their own respective partner institution and championing the development of simulation. This training programme was developed by the University of Lahti and the University of Malta. The programme was delivered jointly by the two universities in 2017. Twenty participants successfully completed the training programme. These participants were academics from each of the 10 participating orgnisations (section 2.1). Two academics from each of the universities were trained in the use of simulation. This training programme entitled ""Simulation In Nurse Education"" (SINE) Champion Award Certificate"" included 5 ECTS at EQF level 6. The training programme and simulation kit were both evaluated. The training programme was evaluated through the use of focus groups with the participation of the trainers who delivered the programme and the students who took part in the programme. The feedback on the training programme was very positive and this programme is now available for delivery by other institutions who may wish to run this programme within their own entity. The NURSKit was evaluated through the use of an online survey which was designed to measure students' knowledge and self-reported competence before and after following the simulation exercise. The students were also included in a number of focus groups to identify their experience in participating in the project. The feedback on the NURSkit was also very positive. The research study indicated that students improved in terms of knowledge and perceived competence with the use of all three scenarios. This suggests that this NURSkit is a useful tool for the teaching and learning of community related nursing. The long term benefits are that both the NURSKit and the training programme which have been developed are available for the use of other Universities via the University of Malta website and can be applied on a universal scale."

<< Objectives >>The International Cooperation Framework for Next Generation Engineering Students project, NextGEng, is an international consortium with the aim of creating new international teaching models in close collaboration with companies. NextGEng follows the guide lines contemplated by the European Education Area rethinking the teaching methodologies to produce upgraded courses, featuring a student-centered approach in cooperation with other international institutions and companies.<< Implementation >>NextGEng comprises three types of activities:- Training: Experts in pedagogy and teacher training sustain the skill improvement of HEIs partners in new/innovative teaching methods. - International team-teaching pilot program:Upgrade a set of engineering courses, belonging to the HEI partners curricula, in close collaboration with companies' partners. - Cases of Experiential Learning projects:Type of projects where students learn by doing in an international and multidisciplinary environment.<< Results >>- Development of a pedagogical tailored training program for sustaining the skill improvement of HEIs partners through workshops and guidance material. - Development of an international team-teaching pilot program for upgrading a number of six joint courses belonging to the HEI partners curricula. - Implementation of six CEL projects where international teams of students are involved in solving a research or an industry topic in direct collaborations with HEI researchers and company experts.

Today’s business environment is best described as VUCA – Volatile, Uncertain, Complex, and Ambiguous. VUCA is the expression of the fact that the rate of change is outpacing our capability to adapt. As a result, businesses, industries, and careers are being disrupted faster than ever before. We must seriously rethink how we lead ourselves, others, and our organisations.ProCESS (Processing Complexity with Emotional, Sensorial and Spiritual capacities) will invent new ways of training student managers and current managers on how to address complexity, with the main lever being the development of “SES (Sensorial / Emotional / Spiritual) Skills”, on an equal basis with “hard skills” and “soft skills”.ProCESS aims to:1) Develop a methodology to deal with complex management cases through alternating sequences of mobilisation of Sensory, Emotional, and Spiritual (SES) intelligences, in addition to rational capacities; 2) Test this methodology on real business cases; 3) Train new types of trainers (philosophers, artists, architects,..) in SES Skills and develop a new niche of activity for them;4) Transpose this methodology into existing bachelor and master degree programmes as well as lifelong/vocational training programmes. ProCESS will involve 192 students from France, Romania, Finland and Latvia, who will be coached by academic and company coaches from 4 universities and 4 companies, and by SES Skills trainers. Exploitability and replicability of ProCESS will be verified in private and public sectors such as vaccines, health, public services, ITC, telecommunications and vocational training. ProCESS’ new training approach will improve agility in decision making of current and future managers for more performance, give rise to new teaching profiles/fields, and lead to sustainable changes in management habits and more well-being at work.