EGIS emerges from the successful experience of GEOINNO, a highly visible, network-distributed research forum on the economics andgeography of innovation, open to contributions from regional science, innovation management, network theory, sociology, and planning.Its founders intend now to create an equally visible and long-term sustainable integrated Master programme (EGIS EMJM), with twoultimate objectives:U1-To translate the GEOINNO experience into an original and unique international teaching programme, aimed at feeding local andnational policy-making bodies, multinational companies, and international organizations, with young talents capable of designing,implementing and evaluating innovation and sustainable development solutions, and open to civic engagementU2-To create a new, broad and diverse network, with a combined teaching-and-research agenda, characterized by its internationalorientation, geographical diversity and inclusivenessThe proposed Design Measures will be articulated in various activities, 3 of which will focus on:i. the geographic extension of the original network, with special emphasis on EU13 and non-EU Programme countriesii. its institutional differentiation, by involving many diverse non-academic Associate Partners (perspective employers and nongovernmental organizations) in the elaboration of a highly relevant teaching and training agenda, with inclusive services fordisadvantaged international students;iii. educational innovation, especially aimed at supporting the students' data-oriented digital skills and civic engagement.The resulting Joint Programme Design, Joint Promotion Strategy, and Common Student Services policy will be integrated by other activities into a full-fledged EMJM Project, complete of a Joint Student Admission/Evaluation Policy and a Joint Partnership Agreement. The Joint Degree Policy will focus on providing fully-accredited Double Degrees, with a plan for moving to a Joint Master Degree.

TFMASA is a joint International Master Program created in 2019 by a consortium of three Universities: University of Bordeaux (France), which is consortium coordinator, the Université catholique de Louvain (Belgium) and the Brandenburg University of Technology (Germany) in the field of mechanical aeronautics and aerospace engineering.Our willingness is to evolve towards aeronautics and space-capable renewable energy technologies.This goal appears as a priority and engaging thematic area in the aerospace engineering sector considering the need of developing an advanced innovative generation, collection, storage and distribution energy technologies for stationary or mobile applications. This subject is specifically challenging with regard to the protection of the environment and climate change but it can participate in achieving the goal of a carbon free economy in the aviation sector. The consortium has identified future strategic objectives that will need to anticipate the development of new competences in order to respond to the new requirements of the job market in the years to come.Our EMDM project will allow us, to develop and design a visible, sustainable and highly integrated excellent joint Master programme capable to attract the best students worldwide, and to ensure training of specialists in the field of Mechanical Aerospace Engineering over the EMJM period.The project will focus on the construction of the curriculum and new innovative pedagogical contents as well as the development of new fruitful partnerships with companies of the aeronautics and space industry.

The International Master on Wine Tourism Transitions and Innovations (WINTOUR) is a unique educational joint programme resulting from an established track of collaborations among three leading European universities for higher education training in Tourism, Oenology, and related fields: Universitat Rovira i Virgili – coordinator (Tarragona, Spain), Université de Bordeaux (France) and Universidade do Porto (Portugal), all of them located in attractive areas recognised as UNESCO World Heritage Sites with a long tradition on wine production. The curriculum comprises 120 ECTS divided in 2 years. The mobility track is the same for all students and requires that they attend the first 3 semesters each in one of the partners HEIs, which offer complementary theoretical and practical knowledge on Wine Tourism and Marketing, Wine Making and Wine Heritage. Two 1-month internships provide first-hand experience in wine tourism and winemaking and a last 4-month Professional Internship is the baseline to develop a Master Thesis project in the final semester, in collaboration with one of our non-academic Associated Partners. The aim of this EMJM is to attract more than 100 excellent students and prepare them to become multidisciplinary trained, highly adaptable, and qualified professionals, capable to promote innovative, digital, sustainable, and inclusive developments for the growing wine and wine tourism industry in Europe and worldwide. The project is distributed in 2 work packages and 11 tasks (WP1: management and implementation, WP2: selection and supervision), will produce 15 deliverables and plans 4 types of events. In a context of growth, increasing strategic importance and societal transition needs, WINTOUR is an innovative and multidisciplinary proposal which unites consolidated knowledge domains and professional practices in Tourism and Oenology that have a wide impact in the economic, territorial, social, environmental, and personal societies’ paths for development.

The EMJM IPCV AI gathers three European Universities, leading in the field of image processing and computer vision: Pázmány Péter Catholic University, Budapest, Hungary (PPKE), Universidad Autónoma de Madrid, Spain (UAM) and Université de Bordeaux, France (UBx). The IPCV AI Master aims to cover the interdisciplinary fields of image processing and computer vision, which derive from topics such as electrical engineering, applied mathematics, computer science, and computer engineering, all covered by our consortium, with an increased content of artificial intelligence (AI) neural models applied to the IPCV domain.The overall objective of the IPCV AI programme is to provide and enhance an attractive joint international programme that, via our innovative training actions and capacity-building initiatives, is a reference in the Image Processing and Computer Vision domain. Fully taught in English, this 120 ECTS master programme is an invaluable and highly demanded source for top-qualified professionals, which helps covering an increasing talent gap in nowadays High Tech companies. The programme leads to Three Master Degrees in Image Processing and Computer Vision and has the ambition to provide Joint Degrees. It is set up with the contribution of an extended network of associated partners, who provide our graduates with knowledge, expertise and internships.The consortium spearheading the IPCV AI program ensures the presence of a technology focused education in Europe that has a strong impact in making highly qualified workforce available in this field, while strengthening the research and development activities as well as integrating its state-of-the-art knowledge in the education sector. Our IPCV AI graduates are our best brand ambassadors, and they continue to carry the study program’s acclaim into the world of work, or other higher education institutions (i.e. PhD, research).

Introduced in 2011 at the initiative of the Haute École Pédagogique du canton de Vaud in Switzerland and co-funded by the General Higher Education Directorate of Vaud, the PEERS programme (Partnerships of Students and Teacher-researchers in Social Networks) is part of a process aimed at increasing the quality of training of future teachers, through the promotion of international projects which include research and knowledge building aspects in the students’ learning pathways. Sharing the belief that this initiative is an avenue worth exploring with respect to the internationalisation of the training of future teachers, three European teacher training institutions, under the coordination of the Haute École de la ville de Liège (BE), Universitatea Ioan Cuza of Lasi (RO) and ESPE Aquitaine (FR), obtained the support of the AEF (Agence Européenne Francophone belge) to take ownership of the PEERS methodology and to test it out, to become themselves, in the long term, vehicles for its deployment at the European level.Using a project-based learning methodology, PEERS projects aim to foster skills acquisition for future teachers, both through research and the use of ICTS to support remote collaborative work and the acquisition of intercultural skills which are important aspects for the profession in a globalised world.Specifically, PEERS groups comprise 6 students from two partner institutions, assisted in their research project by two teacher-researchers. The research carried out by a PEERS group focuses on a theme related to bilateral learning or educational issues. Between in situ meetings over the course of an academic year, and in parallel to the remote collaboration, the students apply the jointly developed methodological solutions within their schools. In terms of deliverables, the PEERS experience leads, at the collective or individual level, to writing an article, a poster, a professional report or presenting a communication at a scientific conference. This approach aims to enhance scientific collaboration within an intercultural context.For the academic years 15/16 and 16/17, 13 groups have tried out the PEERS methodology as part of the EU strategic partnership, i.e. 78 students assisted by 26 teacher-researchers. On the basis of the European funds allocated and backed by the five years of the existence of the PEERS programme, the partners have carried out a wide satisfaction survey of the 156 students involved in 16/17 in a PEERS project, both at the level of the strategic partnership or outside of it (PEERS conducted by the HEP Vaud), in order to assess the scope of the programme at the “methodological”, “remote collaboration”, “research” and “intercultural dynamics” levels. A broad impact study has also been carried out by an external service provider, in order to measure the impact of the PEERS programme at the “research” and “intercultural dynamics” levels, on the 66 teacher-researchers who have participated once or more times in the PEERS programme between the academic years 11/12 and 16/17.The book entitled “PEERS programme: European prospects”, presented at the International PEERS Conference on 13 and 14 December 2017 in Liege (BE) and published in December 2017 by Éditions Multiculturelles Européennes (EME Éditions), allows one to learn about the elements constituting the essential core of a PEERS project as regards the internationalisation of teacher training, both methodological and systemic, enriched by the results of the satisfaction and impact study surveys carried out on its protagonists.