SBeA project has produced a high-quality, personalized e-learning program, along with the other outputs, for young entrepreneurs/students interested in entrepreneurship, which provide them with necessary resources to bring their business ideas to life as well as to prepare them for entering the market. Project was jointly implemented by three partners: University of Split from Croatia as the coordinator, and Middlesex London from UK and University of Malaga from Spain as partners. Prior to this project, project partners have cooperated on several occasions, including the international entrepreneurship student conference organized in Croatia by Faculty of Economics in August 2014. All project partners have had previous experience in EU-funded projects, as well as the experience in projects related to entrepreneurial field, for which reason it was reasonable to expect taking up their collaboration to a next level with such innovative project as SBeA. Also synergy among partners was well worthy: MDX brought competences and experience from their Enterprise Development Hub(EDH@MDX), UMA brought experience with spin-offs and other incubations of university business projects in Technology Park of Andalusia, whereas University of Split has brought know-how and previous experience from various business programs available at all levels of studies at Faculty of Economics, including the Student Business Academy program that was ran for several years prior to SBeA project. All developed outputs are given as an open educational resource via e-learning portal available at the following link: http://e-learning.efst.unist.hr/. Following intellectual outputs were developed: Student Business e-Academy program E-learning portal for young entrepreneurs/students Guidebook for beginner entrepreneurs (start-ups) Digital startup gameBesides the above mentioned outputs, the project partners have also created a SBeA library, available on the e-learning portal, with collection of useful business literature available at participating institutions, as well as the Manual for e-learning program. Along with the developed resources, project has organized four main activities: two multiplier events at the University of Split and two Learning/Teaching/Training Activities in Pakoštane, Croatia with University of Split as a receiving institution. SBeA project combined face-to-face and on-line (blended) learning: the online program and two training seminars/conferences of 5 days - SBeA training conferences, where participants acquired key entrepreneurial skills, knowledge about market, and developed their interpersonal and intercultural skills. The project stimulates a new way of learning and teaching through digital content and use of virtual resources, helping students to acquire digital skills, connect classrooms and digital devices and content, increasing efficiency and equity in education. In this way, the project has contributed to the Europe 2020 goals of boosting EU competitiveness and growth through better skilled workforce and more employment. Project also combines customized support through mentorship and personalized learning for participants. Participants of SBeA online program and the SBeA training conference have gained new knowledge and competences, and have learned to adopt critical observations of their business ideas through guidance by mentors from real sector and professors from universities. Learning and working in teams in an international and multicultural environment has also created positive attitudes towards internationalisation of their business ideas, but have also created great networking opportunities for participants. All of this has had priceless impact on the development of their future careers, since some students from pilot program are already starting their spin-offs. In the long-run, success of such project will shift some educational activities from traditional sources to other open educational resources, which is particularly helpful to young living in the remote areas, such as rural areas or islands. This way it provides all young with an equal opportunity to educate themselves in field of entrepreneurship and establishes connections with mentors from real sector. Also, the program will be adapted to visually impaired persons (VIPs) in accordance with available resources in the future.

There is arguably a lack of research on organizations with social goals in management. For an extreme case, i.e., of poverty, Prahalad (2006) described compelling examples of innovative organizations in South Asia, which he suggested served the poor. However, very little is known about: 1) What factors ‘cause’ social organizations, for instance, in settings of extreme poverty, to grow and scale up ‘successfully,’ and how and why?, and 2) What organizational factors influence ‘social performance’ for target groups, and how and why, and under which conditions (where and when), and for whom? Building on insights from our earlier theoretical and empirical work on networks, leadership, and learning, as well as our extensive pilot studies in India, we will explore how and why social organizations grow and scale up, in relation to social outcomes for relevant target groups, using mixed methods (a qualitative phase followed by a quantitative phase, to first build and then test theory). We propose to study organizations in an extreme setting, where arguably, social problems are worst: of poverty in South Asia, and picked the education sector given its potential importance for enabling people to move out of poverty. We believe that a better understanding of how and why organizations scale up successfully to enable target groups in poverty to be more proactive is also relevant from a practical perspective. It is for instance at the heart of the new Sustainable Development Goals, and it is our hope to make a contribution into this direction.

The ThinkFilM project is a Youth Initiatives project organised by the „NaFilM“ group, which was founded by students within the Masters program at the Department of Film Studies in Charles University in Prague. The initiators of the project have engaged in the research of film education and the public presentation of national film heritage for the past five years. The ThinkFilM project builds on a previous project entitled „Czech Film Museum“ and extends it to the international level with the participation of project partners from Germany, Poland and Great Britain. The Czech Republic is one of the few countries within Europe whose national film heritage is not publicly accessible. The uniqueness of the project lies both in its output, the conception of the form of the non-existent Czech Film Museum, and in the international outreach that adds value and outside expertise to the final concept.The aim of the project was to map the existing procedures used in film education for youth and in the public presentation of cinematographic heritage and then use the acquired knowledge for finding innovative practices that improved upon the established practices. A major benefit of each of the project partners was the creation of their own filmic-education project for youth, which will correspond to the specific needs of the country (exhibition, VR interactive installation, publication, symposium). These works were subsequently interconnected in project‘s output – in the concept of the Czech Film Museum, an institution that will provide informal film education and public presentation of the national cultural heritage in the Czech Republic.The project partners involved students and academics from foreign universities and these experts and practitioners were invited for consultation. Each of the project partners created a project group and have chose two to three members to coordinate the project in each of the partner countries. During the first year of a larger research project they have created a complete team comprising different numbers of students. Together they established cooperation with relevant institutions in their own country. The partners communicated with each other through internet channels. Project group meetings took place within each group and at the international level as well. At the same time, the results of the project were consulted with representatives of film institutions. We also organised meetings with the main target group representatives, which allowed us to verify the created procedures and obtain feedback.The impact of the project lies firstly in the field of film education for youth, in which the project sought to improve the quality and innovation of established practices, and secondly in the presentation of film heritage, in which we were seeking for ways to modernise the presentation of relevant filmic culture to the general public.In the long run, the project primarily succeeded in the establishment of creative and intensive cooperation between the partner universities and institutions involved. Together we not only achieved the main aims of the project, but we will keep on improving the quality of film education within our following activities in the future. Equally important was the impact of the project on the personal and professional development of the participants. We plan to continue our collaboration and by doing so to make film education more accessible to young people as well as to make national cultural heritage publicly available at the national and international level.

Background: Doctoral degrees are no longer simply a training ground for the next generation of academics. Different forms have evolved to encompass multi-and trans-disciplinary study by practitioners within their work context (Lester, 2004). The designation has also changed to include terms such as professional, industrial or practice-based PhDs or Doctorates (Fillery-Travis, 2012), called modern doctorates for the rest of this text. These developments are driven by the contribution to knowledge exchange these degrees make and how they facilitate innovation and growth within diverse sectors. But supervision of modern doctorates is currently not fully codified although it requires a number of capabilities (academic and professional) recognised as being beyond those needed for conventional PhD supervision such as advising and facilitation (Boud & Costley, 2007). Previous research on PhD programmes has largely focused on the competences required of candidates (Vitae, 2010) not of their supervisors. However without effective supervision, delivery of the full benefits of these degrees to the host/sponsoring organisation (and the progression and attainment of the candidates) will be compromised. This project identified best practice in the supervision of modern doctorates and codified it within a framework supported by appropriate resources (training workshop, handbook and social media) for European universities and companies to leverage the innovation and new knowledge these degrees can produce. Objectives: In moving beyond the current state of the art the project objectives were to:(1) Access best practice in the supervision/advising of modern doctorates: (2) Identify the host/sponsoring organisation's requirements from supervision (if any) and their contribution to it(3) Develop a framework of practice (supported by training resources) suitable for modern doctorates(4) Disseminate this best practice framework to all stakeholders(5) Produce a sustainable impact on supervisory practice throughout the EU.Consortium: The consortium consisted of 3 HEIs providing modern doctorates (.EdD, DProf, DBA) a research centre providing industrial PhDs and the research activity obtained input on the candidate's perspective from EURODOC.Project Activity: All of these objectives have been met through an Appreciative Inquiry(AI) (Cooperrider, Whitney, Stavros, & Fry, 2008) to gather and analyse the rich stories of emerging supervisory practice in the field and the challenges/dilemmas faced by stakeholders (using the Discovery and Dream Stages of AI). The stories, perceptions and practice examples were collected and analysed using thematic analysis (Guest, 2012) in terms of opportunities and barriers to learning and how these have been addressed within supervisory practice. These themes were collated within a practice framework using the meta-model approach of Lane & Corrie, 2006 (Design Stage). The resulting framework of practice is the major output of the project and has been disseminated through a number of routes: workshops across Europe, a website containing all resources including explanatory webinar, a special edition of the journal Studies in Higher Education and conference presentations at the international conference on professional and practice based doctorates.Impact: The impact of the project at national level for candidates is on progression as supervision practice facilitates their studies more appropriately and corresponding completion rates should improve. Overall there is now an evidence base for the doctoral journey for these candidates and that will manage expectations of their study and hence their overall satisfaction with their degree. An evidenced-based framework for supervision will lower the perceived barriers for development of these programme across the sector and drive growth in the area for the benefit of all stakeholders. Specifically the framework will enable HEIs to enter a market of industry/academic collaboration with an evidence based practice guide. This will enhance the capacity to leverage the full impact of such work both for the sponsoring organisation and the academic.

In a classroom is it often difficult to get students involved in discussion, both with peers and with the teacher. This also means that there are students that seldom are enabled to raise their voice, discuss, or enhance their analytical and social skills in an academic environment. There have been and are many initiatives in order to overcome this challenge.Educational technology and collaborative work are amongst these and both have proven to be effective. Educational technology has the advantages of involving students, raising the engagement and motivation, enhancing peer learning and ensuring easy diagnosis for the student groups when used correctly. It also provides the lecturer with possibilities of facilitating the usage of EdTech, giving immediate feedback to the group and it should be easy to integrate in existing lectures. Collaborative work has the advantages of enhancing social skills, redirecting educational and social strategic goals for the students, as well as enhancing the learning environment.iLikeIT2 wants to combine all these advantages, and develop an online application with appropriate methodological guidelines to enable lecturers to easily and in a time efficient way connect students in a randomized group, and receive responses from all participating students. The students will be able to discuss the task provided by the teacher with peers and try to agree upon a solution. This answer will in turn be submitted and object for plenary discussions facilitated by the teacher. iLikeIt2 will be a variation to the traditional group work, where anonymity and written language will be focused on more than physical contact and verbal expressions.This will be achieved through research based approaches, redeveloping an existing tool and providing all outcomes for free to all interested parties. The consortium, consisting of five partners from Norway, UK, Italy, Spain and Greece, with strong networks both in higher education, lower levels of the school system and in the VET sector, has extensive expertize and experience in transnational projects, and the scrum management method implemented in the project is to ensure all partners have the possibility to utilize their internal strengths.The project mainly targets Higher Education Institutions, mainly because the challenges with collaborative work are bigger when the groups are large and the academic tradition is conservative, but the project develops universal methodology and tools, that can easily be adapted to other sectors, both educational and entrepreneurial.The project mainly targets Higher Education Institutions, mainly cause the challenges with collaborative work is bigger when the groups are large and the academic tradition is conservative, but the project develops universal methodology and tools, that easily can be adopted to other sectors, both educational and entrepreneurial.The project will produce real results that can be used and implemented directly during and after the project’s end. The main results will be a functioning prototype of a response tool that will include a functionality for randomizing the group, request feedback and manipulate results directly at a plenary meeting after the voting ends. Technology is nothing without methodology though, and the consortium will direct its main effort towards making guidelines and a pedagogical strategy for making the software useful for teachers and students. It is also necessary to sustain the system and make the impact higher, which is why the consortium includes Technical specifications as well as an adoption strategy to disseminate and sustain the results further.The project activities include research to validate the outcomes, pilots of parts of the output and/or the whole output, as well as multiplier events to disseminate. Also the development and testing of the new software will be ongoing for the whole period.ILikeIT2 has great potential for making impact all over Europe and in many different sectors of the Educational System. It will be beneficial for all institutions providing education, no matter the size of groups, and will contribute to a change in the way we do collaborative work with student groups.