The main aim of the Mercuri project is to design a highly integrated transnational master program - focused on Consumer Relationship Marketing - jointly delivered by an international consortium of HEIs from different European countries. There are three different universities in the Mercuri consortium: Aschaffenburg University of Applied Sciences (Germany), Universidad Cardenal Herrera (Spain), and the University of Economics in Katowice (Poland). Each member of the consortium makes its own unique contribution to the project. UE Kato is an experienced leader of Erasmus + projects, AUAS has some experience in the area of double degree programmes as well as short intensive programmes and the design of international master’s programmes and quality assurance and CEU being experienced in the implementation of promotional and dissemination activities.Mercuri project gains from the so-far experience of partners. Mercuri Pilot programme was established in September 2020. During pilot, several obstacles were identified and the partners rely on the EMDM programme for overcoming those barriers.Before designing the concept of the Mercuri project preliminary analysis was conducted by partners indicated a gap in the European education market. The partners plan to implement the activities in order to design an integrated joint study program, support services as well as the study management policy and funding rules together with partners and student agreements (9 outputs are planed). The program will comply with the rules set out for the EHEA. The activities will also be related to the design of the quality assurance system and meeting the accreditation requirements. The activities will be based on close cooperation and monthly meetings and the use of Slack.The planned number of students in the first year of the study program is 25.The final result of the project is to offer a two-year joint study programme leading to an Erasmus Mundus joint degree.

GAMEHEARTS will seek to maximise the value of the European videogame industry ecosystems (hereafter, EVGIE) within a wider social context of the creative and cultural industries (hereafter, CCI). This will consider the importance of the EVGIE in contributing to economic growth, job creation, physical and mental wellbeing, and social and cultural cohesion, by particularly focusing on, how a stronger and closer working relationship between more the traditional and emergent cultural sectors, can work better to create more inclusive and socially responsible cultural experiences. The consortium will offer policy recommendations and roadmaps setting out how the EVGIE can and should develop, and where it could act as a driver for sustained innovation and economic growth. It will utilise an evidence-based approach that focuses not just on videogame development, but rather adopts a holistic ecosystem approach, utilising both established and more innovative methodologies, to consider the competitiveness and development of the EVGIE, and how videogame know-how and technologies could drive innovation in the wider CCI. In doing so, GAMEHEARTS will develop ‘ludic experiences’, to explore possibilities of more inclusive, engaging, and empowering cultural experiences. Working across seven work packages the universities of Salford (UK), Tampere (Finland), Vienna (Austria), Breda University of Applied Sciences (Netherlands), and Wroclaw University of Economics and Business (Poland) will work in parentship with Ubisoft (France) and other major videogame partners and associations (including the ISFE & EGDF) to explore current and future trends in the EVGIE. Beyond this, we will work with certain cultural case studies partners to consider how game-related technologies and practices are and could be used to increased access to heritage, the arts, and sport.

The main objective of the project is to support universities and academic teachers in providing distance learning by means of developing solutions that will permanently improve the quality of this type of teaching. The target groups of the project include universities, academic teachers and students. The problems that we are experiencing as a result of the Covid-19 pandemic have exposed many weaknesses of the higher education system. In many cases, distance learning has been, and still is, poor. This is the result of the weakness of the system in three areas - hardware and equipment, the skills of academic teachers in using modern technologies and unethical behaviour of students in relation to attempts to verify their acquired knowledge and skills remotely.The project relates directly to the horizontal priority assigned to the current competition. It is an example of an action supporting innovative practices in the digital era. Its implementation will make it possible to fully use of various forms of distance learning within university education. As part of the project, it is planned to develop a remote tool to assess the competency gap of students of selected fields of study (management, tourism, economic analytics, logistics and automotive). It will be possible by evaluating the level of their competencies in various areas and comparing it with the desired level for typical occupations in a given industry (the project assumed the development, in cooperation with experts, of a competency matrix for selected occupations and the use of multidimensional comparative analysis tools to compare the obtained results with the model - linear ordering). Another planned outcome will be a manual for academic teachers on the development and management of remote courses along with the creation of model courses for the indicated fields of study. The final outcome will be a modern tool enabling the remote assessment of knowledge and skills of students in a specific subject within the study program through the use of games and other modern solutions. It is worth emphasizing that the first outcome relates to the overall assessment of students’ competencies and can be used in strategic learning outcomes for the fields of study, whereas the third one relates to the assessment of knowledge and skills for a specific subject, and is typically operational.The innovativeness of the application manifests itself primarily in the effective and efficient use of digitization to support the assessment of students’ competencies, the presentation of knowledge and reliable evaluation of skills acquired by students. The application is a mix of different experiences in the field of remote education of students which involves the use of good, reliable solutions in this area, mainly from Scandinavian countries (Finland). Within the framework of the project, we also plan to improve and extend the solutions initially prepared as part of earlier ESF project, which the Leader had the opportunity to test in a group of their students of logistics. We would like to adapt the previously developed solutions to a greater number of fields of study and convert them to a fully remote nature. The knowledge of key importance for all planned solutions will be provided by the primary research as part of O1. We assume that at least 2000 people will benefit or will be the target of the activities or outcomes achieved within the project, directly or indirectly.It is worth highlighting that the project will produce outcomes which the universities involved in it and those which, thanks to dissemination activities, will learn about the project and its results, will be able to use in their daily work. The tool for the comprehensive assessment of students’ competencies developed as part of the O1 will be useful in assessing the degree of attractiveness of last year students on the labour market. It will make it possible to identify competency gaps and propose possible actions to increase the level of selected competencies. The O2 result will provide attractive e-learning training for at least selected fields of study. Specific courses will be used in the formal education of students. However, more important seems to be the fact of improving the competencies of academic teachers in the field of remote tools and using them to make the prepared presentations more attractive and to conduct classes with students in remote conditions. We have high hopes for acquiring the skills to work and create things in “itslearning” environment, which is a learning management system making it possible to function perfectly in a remote world of students and their teacher. The O3 result will make it possible to evaluate students' knowledge and skills in remote conditions in a reliable way. The project will be implemented in a partnership of four entities: a public university from Poland, an adult education centre from Finland, a university from Hungary and a university from Greece.