At the beginning of the project, we realized that the world is rushing towards digitalization, therefore we wanted to popularize the pleasure and utility of reading, the lingual forms and interpretation of images, and reading as a life experience. At the end of the project, the whole world turned upside down, and the need of digital platforms and applications as forms of entertainment, education tool and assistance for your job has grown more than ever. As the main goal of the project, the partnership managed to organize 3 intensive seminars and 3 workshops, the last two events in a hybrid way in order to adapt to the current situation. These events as a way of dissemination raised awareness of methods among the players of the book industry and education, as well as prepared the theory and the corpus of our Intellectual Output, called Rich Annotator System (RAS).Thus, RAS has been developed, and as originally planned, it links the texts of commentary literature to some major literary texts being commented upon, and form direct hyperlinks from the coments to the quoted text semi automatically, and by automatically generating inverse links, enabling a new form of reading of the main text, where each commentary is immediately visible. The participants of the academic events provided the studies, which served as the corpus of the platform, as well as the events were means of dissemination, during which we primarily promoted the platform among the professors and students participating in and bneing presented in the LTT events. However, since these events were also open for the public, RAS was disseminated to education experts, translators, young readers and university students, as future teachers and researchers. The impact of the project can be traced in academic education and later in high school education, since we train high school teachers. The promotion and the functioning of the Intellectual Output will continue, since the long-term relation among partners, and their commitment to the project guarantees the quality and after-life of the platform.

VRAILEXIA “Partnering Outside the Box: Digital and Artificial Intelligence Integrated Tools to Support Higher Education Students with Dyslexia”Students with dyslexia encounter several difficulties during their university career, leading to a greater rate of drops out with respect other kinds of students. Nowadays, tools for dyslexic students are mainly focused on primary and secondary school; conversely no standard methodologies are proposed for Higher Education. Starting from the attitude to visual thinking and creativity of dyslexics and their evidence neurodiversity. VRAILEXIA will develop learning tools and services for University dyslexic students to assure equal access and opportunity of success during their academic career and their lifelong learning experience.VRAILEXIA by using virtual reality and artificial intelligence will implement an e-learning adaptive digital tool (BESPECIAL) for supporting students with dyslexia. As a long-term objective VRAILEXIA will propose a sustainable teaching and training pattern for HEIs to allow them to boost their own strengths counteracting their seeming weakness.Moreover, VRAILEXIA wishes to emerge the mastery of thinking out of the box exploiting the ability to explore creative and unusual ideas that are not limited or controlled by rules or tradition.VRAILEXIA outcome is a network of HEIs piloting Hub engaged on a MoU for developing inclusion strategies for dyslexic students and enhance their opportunity of success during the academic career and integration into the labour market.VRAILEXIA’s general objective aims at changing the perception and implementing a tool to overlap dyslexic’s main difficulties with a positive impact on empowering their motivation and self- esteem. Consequently it will breed a common procedure within European Universities to assure services and learning environment based on student-centred vision and Universal Design Learning. The perspective is to enable Universities to develop strategies for inclusion of untapped students’ talents and strengths.Specific applied objectives:1.Design, develop and validate of “BESPECIAL” a digital tool for supporting students affected by learning disabilities, dyslexia in particular, through an e-learning platform based on artificial intelligence (AI) to automatically customize itself and adapt its contents to the dyslexic students’ needs. 2.Develop Virtual Reality test for the assessment of dyslexia profiles and for monitoring the level of motivation, anxiety, development of soft skills after the use of BESPECIAL. 3.Implement 2 training pilot paths for HEIs in order to implement respectively: a) training course for HE teachers to respond to the lack of competences and awareness in student- centred teaching methodology such as UDL b) a Pilot Crash Course on Creativity and Entrepreneurship for university students in order to boost up their visual thinking and mind-set skills.4.Assure the transferability of competences acquired during the training course in order to spread the student-centred approach within the HEIs;5.Build an OER Repository with a categorization of teaching and learning materials based on Universal Design principles available on line and specific contents developed within the project;6.Set up a MoU for clustering the actors/stakeholders to generate a European Network fostering a common strategy of inclusion within Higher Education targeted for students, teachers, administrative staff and as well Associated partners.VRAILEXIA leads to the following tangible results:--sustainable tools to support Higher Education providers in implementing inclusive learning approaches for dyslexic students;-an adaptive learning environment based on Informed Artificial Intelligence for supporting students with dyslexia;-a set of VR tests and a ‘strategy based on student- centred methods’ in order to motivate them in their lifelong learning process;-a common pattern shared within the network of Piloting Hubs fostering Universities capabilities to become innovative centres in supporting all students in their academic and job career.

The “EDUCating for Positive Management” project was designed by the six members of the EDUC European University selected by Erasmus+ in 2019. They all share an interest in developing new learning materials to promote more responsible management approaches, including entrepreneurship. Each partner has key expertise related to the project topic: the University of Paris Nanterre with responsible strategies and business models, the University of Potsdam with entrepreneurship, information system and public information, the Masaryk University and the University of Cagliari with stakeholder management and governance, the University of Pécs with marketing approaches and the University of Rennes1 with ethical human management.In the context of international engagements on social, environmental and economic issues (UN Sustainable Development Goals, EU Agenda 2030, European Green Deal, “Accord de Paris”, …) and of the digital revolution, universities in management have a great role to play in the environmental and social transition by providing and teaching new economic tools that could help to face 21st century challenges. It could also be very consistent with needed new management solutions to face the post-COVID 19 crisis.The general objective of our project is to tackle the gap of existing management fundamentals and teaching by proposing alternative contents, new tools and pedagogical models. We aim to produce and experiment with innovative pedagogical methods, tested in interdisciplinary and intercultural environments with digital, blended and face-to-face approaches. A programme of four courses for the master’s degree programme will be produced: an online course about “Management for the Digital Age”, a Positive Business game, a blended learning course about “Innovation in Positive Management” and a Positive Manager study programme.Around 400 master degree students of the EDUC partners will experiment with these innovative management programmes to integrate this new way of managing business. As future business managers, they will be equipped with innovative and sustainable business models, which will increase their employability. After finishing their studies, they will start their careers with a mind-set of positive management priorities and realize their role in achieving a more sustainable world.All these new approaches will help all our management curricula to be more responsible. As a result, our professors will improve competencies and networks in positive business approaches and strengthen their focus on management as being essential to face social and environmental issues. We plan that the project will involve around 60 professors.The six universities involved in the project will build a closer relationship that can be broadened later to other flourishing fields to develop other projects. The idea of labelling EDUC courses as European modules will make the universities involved in the project more attractive for students.A possible issue of the project is a future development of the Erasmus Jean Monnet module to underline the importance of positive business as an important European political issue to help the preservation of the humans and the planet. This project could also identify “European expertise centres” which can help the dissemination of business good practises teaching through, for example, a European summer school. A joint master’s programme between each EDUC partner could also be developed. Therefore, the results of the project will be used and exploited within the scope of the EDUC alliance in the long term, of course, and far beyond if the approach arouses interest among other teachers, students, universities and companies.As this project wins wide publicity it will become a benchmark for other universities as the impact goes beyond the university boundaries. It also affects the economic, ecological, social, technological, environmental, political and ethical environments of the regions.Thanks to the project, companies may change their perspective towards management, considering it as being crucial to facing environmental, climate and social issues. The joint collaboration movement might change the mind-set of managers of multinational corporations and their global consumers in a way that positive business operations and management are above the traditional management perspectives.Policy makers will recognise the opportunities and the importance of positive management perspective at both the European and International levels. In the long term, they might implement changes in the regulations as well and be able to enact better opportunities for developing business.

<< Background >>In the last decades Budapest Business School (BBS) has contributed to a convincing series of international projects aimed at supporting Small and Medium-Sized Enterprises (SMEs) in various areas through comprehensive training curricula and training programmes. In Hungary, BBS holds a leading position in curriculum development and other services specifically targeted to the needs of SME owners and managers. Experience shows that further training of the owners/managers as well as the employees is key factor of the successful development of the companies. Here an important finding led the authors to this present initiative. A large majority of medium size firms has a history of formal and/or non-formal training whilst small businesses (employing 10-49 people) don’t. Even more striking is the difference as to the micro companies (up to 9 employees) which show a lack of propensity to subdue themselves to trainings let it be external or internal (work-based) training let alone the acceptance of external advising. The partners’ experience and intensive preparatory research pointed out that these two target groups (Micro and Small Enterprises, MSEs) suffer from a major supply/demand side failure in training offering and also in pedagogical approaches to motivate owners/managers to consider the advantages of a predefined retraining scheme or vision for the company. The partnership scrutinized in depth the literature and also the projects on the list of EPRP and the outcome was clear: a major need of MSEs was discovered and the idea to fill the gaps through a project like LEAD is a new initiative in the entrepreneurial milieu.<< Objectives >>The research pursued so far (and to be continued up to the start of the project implementation) allows already to set ourselves the task to get recognition to the separate treating of the double target group of the project (MSE) when it comes to training and development of the companies. This will be achieved, – on local, national and EU level – as a first step by collating of research and experience results. Here innovative combinations of characteristics of the companies will be taken to consideration: number of employees, annual income, sector, competitive pressure, knowledge intensive or less knowledge intensive industries and status of the companies’ life cycle. This gives birth to a multifaceted evaluation of the companies needs in terms of further trainings and acceptable advisory strategies. This theoretical achievement will be complemented by giving practical tools for the owners/managers as well as for the external advisors. These are the Handbook and the teaching material to be developed in the way during implementation. To justify the validity of this achievement pilot trainings are planned where success and efficiency will be measured by different qualitative and quantitative indicators. One major goal the project strives to achieve is to disseminate the achievements in the European entrepreneurial area through a robust sharing plan. On top of all these achievements the partnership wants to prove the real European added value of the project with a convincing sustainability plan to be elaborated already during the project’ lifetime.Since the harmful effects of the consecutive COVID waves are unpredictable the partnership will make every effort to digitalise the more activities possible. The already existing experience of the partners allows online transformation even of the originally face- to-face partner meetings. Needless to say, the curriculum to be developed will be a blended one with larger part of the online solutions in case of the major target group of MSE owners/managers and advisors. This will help achieve even larger international sharing of the results.<< Implementation >>As an organic continuation of previous projects, the partners have pursued their research in diverse fields of SME related topics. One conclusion was that further training of the owner/manager and that of the employees is decisive for the companies’ development. In addition, whilst pre-scheduled formal training strategy is of common use in the case of large and medium size companies, micro and small firms need badly training offerings and also external motivation strategies to facilitate their participation in trainings. This phenomenon gets an even sharper emphasize when in the case of micro enterprises which are often reluctant to consider a systematic human development plan in their firms. So, one of the preparatory activities of the partnership will be the continuation of this research till the official start of the project. Then the partners will have a considerable amount of rough material to collate and, deriving from that, to prepare an in-depth analysis of the training needs and motivation strategies depending on the above-mentioned characteristics of the firm. This first major activity will produce the first Project Result (PR1, Preparatory Study).Starting from PR1 an expert working group will compose a guide, (PR2) for the owners/managers of MSEs and their employees on one side and for external advisors on the other. Targeting owners/managers of MSEs, students (future MSE managers) and external advisors blended learning curricula will be developed to enrich diverse parts of the partners’ curriculum systems (PR3). In order to carry out an experience based fine tuning of the training material pilot courses will be delivered in all partner institutions with the help of the associated partners. The feed backs of these courses will be taken into account at the finalisation of the curricula.The frame activity of these development activities will be the continuous management with the 6 partner meetings as major checkpoints of the implementation, with at least two web meetings between consecutive partner meetings and with a pre-elaborated Quality Management assuring a continuous quality control of the evolution.Since the project has ambitious objectives on national and European level as well authors impose a robust result sharing activity package containing top-down and bottom-up approaches and using beyond classical tools (multiplier events, flyers, participation in national and international meetings, fora, etc) websites, social media, etc. These latter will help the partnership to comply with the open access principle of the EU. An important activity package determining the future of the results will be composed of the conceptualisation of follow-up activities, launching national certification procedures for the developed courses and, in general, the elaboration of a sustainability plan.<< Results >>Proving the relevance of investigating the training needs of the micro and small enterprises (MSE) together and independently of the medium size companies is a major outcome of the project per se. This outcome has been originated from a profound pre-project research and based upon that, partners will produce the first Project Result, the preparatory analysis of the training needs and advisory approaches appropriate with respect of MSEs having been clustered according to their different characteristics and development status. This analysis prepares the field for the two further Project Results:- A practical, easy-access Guide for owners/managers of MSEs on one side and for external advisors, called sometimes Business Coaches, on the other. The differentiation in terms of training needs and propensity to undergo trainings between the micro and the small firms will be explicited. A special chapter will take care of the pedagogical approaches of the motivation to engage with training provisions, internal solutions included, in MSEs with different characteristics. - The major aim of the proposal is to merge the outcomes of the first two Project Results and transform it into training curricula tailored respectively to the student target group and to the MSE owners/managers/advisors. Here the corroborated mastery of the university partners in online developments will help produce mostly online courses with only the inevitable face-to-face elements in case of the second, professional target group. Sharing the results with other universities, training institutions and non-partnership countries’ institutions will be facilitated by national level recognitions: the university courses are supposed to be certified in the HE certification systems of the partner countries, whilst the vocational courses will be submitted to the national or regional authorities in vocational qualification.The conceptualisation of follow-up activities will be on the agenda all the way along the project implementation. A follow-up project elaborated during the project’s lifetime will be an important outcome.Another outcome will be a number of recommendations to educational decision makers of the partner countries pointing out the possibility and necessity of their interventions to facilitate the development of the human resources in the MSE sector. This outcome will be a special chapter in Project Result 1.

Many reports issued by the European Union, by University researchers and human resources experts point out that the so called “soft” skills are closely connected with employability of young people entering the labour market. Further studies argue that companies are in vital need of the digital skills the generation that grew up with the internet have. OERs (Open Educational Resources) and MOOCs (Massive Open Online Courses) can play a crucial role in facilitating lifelong learning for all learners and in improving the quality of content and the distribution of both formal and informal education providers, and a digitally inadequate education system can hamper the development of learners’ knowledge and skills.eLene4work helps students develop the soft skills mostly required by companies and helps companies exploit the digital talents of new employers and young workers.eLene4work then proposed a strategic partnership whose goal is to test and monitor the possibility offered by MOOCs and OER to fill the gaps between the university and the labour market.The aim of the eLene4work project is to allow students to:• autonomously identify their own:o gaps in soft skills and competences, in order to develop or improve them;o their potential in digital soft skill, to bring them into the companies/labour market;• autonomously learn how:o to fill their skill gap using MOOCs (and other OERs)o to include in their cv their soft skills and their digital soft skills in order to enhance the opportunity to enter the labour market.The project involves:• for the Focus Groups (Output 2)o students and young workers in Focus Group 1o teachers, HRs, managers in Focus Group 2for each country• in the validation of the Self Assessment Tool (Output 3):o students involved• training activities by MOOCs involved students from different countries.• the preparation of the Guide (Output 4) involved a group of students, the careers guidance unit, the university's community manger and the learning technology unit. Furthermore the project will involved associated/networking partners (including both Large companies and SMEs entrepreneurs).The main activities of this project could be described as follows.Sharing knowledge activity about the themes of the project among the different partners to put together studies, previous projects and researches on soft skills/ soft skills 2.0.Qualitative data gathering (on soft skills and digital soft skills) through focus groups. The focus groups have been organised in each country with the participation of HR/Manager/Teachers, on a side, and with the participation of students (closed to graduation) and young workers, on the other side.Development of tools to support student soft skills and digital soft skills development:• Creation of a tool for the assessment of soft skills and digital soft skills in students, validated by Companies/HR/Manager;• Creation of a MOOCs Orientation Guide for students and young workers;• A personal Journal to support student learning and the evaluation of their experiences.Students Training Activities. We developed a set of training activities with different student samples1 - a country-based sample of student (students for each institution involved);2 - an international sample, transversal to all the institutions, belonging to EUCA network (students coming from different countries). This sample will follow any kind of MOOC available (on soft skills and soft skills 2.0).The evaluation and the training will be the same, using the same standard of evaluation (O5 Personal Journal), and the same methodology of (O6 Field evaluation of the students learning and experience). The projects builds on an innovative methodology, i.e. the use of MOOCs and OER to help students develop soft skills and digital soft skill. The project recognises the importance of traditional ways of teaching and learning, and contributes further research into the question of whether and how OERs and MOOCs can enhance individuals’ learning outcomes in addition to, or as an integral part of, traditional teaching methods. The lessons learnt have then be reversed into a Toolkit (LLK, Lesson Learned Toolkit), with a set of publications targeted to different groups. The project furthermore contributes to the change/improvement of teaching/learning approaches connected to soft skills and digital soft skills in the involeved countries and in other countries in the long term.