"The BIC for SME project builds on the previously completed project, the POWER2INNO (Horizon 2020, 2016-2017), which included peer learning activities between three innovation agencies, directed to raising their competences for empowerment of small and micro companies’ for innovative entrepreneurship. The POWER2INNO project produced knowledge on building a regional system for enhancement of innovation with small and micro companies, one of the key elements being training and education for entrepreneurs. However, the limitations of the POWER2INNO project prevented the partners from preparing concrete usable learning tools for such education. The Erasmus+ programme provided a perfect opportunity to address this. The main objective of the BIC for SME project was to upgrade the POWER2INNO project results by providing concrete tools for the education and training of entrepreneurs for innovative entrepreneurship, training of educational staff of the participating organizations and pilot training for selected individual entrepreneurs. All of these were delivered and in this way, the BIC for SME project contributes to quality improvements of C-VET programs in the area of innovation and entrepreneurship, to innovation excellence of small and micro entrepreneurs as well as to internationalization at the level of participating organizations, through enhanced transnational cooperation between different training providers. Thus, the project: • Contributes to improving the quality and access to vocational education and training in the area of small and micro innovation entrepreneurship; • Contributes to improving knowledge and skills of employees in relevant consulting and training organizations; • Contributes to improving the employability and professional success of learners interested in this subject. Points which were validated from feedback of participants during piloting and dissemination events.BIC for SME has helped to reduce the gap between market demand (people seeking training for small and micro entrepreneurship) and training system supply, which is currently predominantly oriented towards small and middle-sized enterprises / entrepreneurship. This has been addressed as follows: • Development of training program for ""BIC for SME"" for trainers; • Development of training program for small and micro entrepreneurs interested in boosting their innovation activity; • Development of relevant learning materials. The project included five competent partners from five different countries: lead by the WESTBIC, an innovation agency from Ireland, there are also the RDA Green Karst, Centre for Innovation and Development from Slovenia, BIC Euronova from Spain, Tecnopolis technology park from Italy and the EFMD international network which operates actively in the area of training and education in a wide area of EU and beyond. All partners have experience in Erasmus+ as well as other EU-supported programs, such as transnational programs, HORIZON 2020, COSME, FP7 etc., and this experience was vital in helping to guide the BIC for SME project through the challenges posed by Covid 19. All partners are also experienced in entrepreneurial training and other services. They participate in several professional networks and have the potential to ensure the widespread use of the project's result, in accordance with the dissemination plan which was also developed during the project, along with other management and coordination tools, through which successful and quality implementation took place.Some key outcomes to note (and which will be further addressed post project completion) are:BIC Euronova signed an agreement with Fundación Andalucía Emprende (a public regional institution dealing with entrepreneurs and start-ups in the Andalucía region (8 million inhabitants), comprising almost 1000 consultants / mentors, 263 centres, and almost 15,000 entrepreneurs / start-ups), to collaborated on testing of training material and to adapting the BIC for SME tools and materials as a standard for their daily work.In Ireland, WestBIC are to have follow up discussions with Dr. Brían Ó Donnchadha, at the Centre for Adult Learning and Professional Development, on the possible use of the BIC for SME outputs while follow-up discussion is also to happen with GMIT Letterfrack on possible use of the outputs as part of the Enterprise Development module on the Furniture Design and Furniture and Wood Technology programmes. Galway Technology Centre will also consider the Diagnostic Tool as a client management tool.Beyond a European context, EFMD will use the modules in short online trainings called Cápsulas de gestion. The trainings cover various aspects of management aiming to develop entrepreneurship, innovation and creativity in Cuban universities accompanying the modernisation of the Cuban economy. This will act as a model for EFMD to implement a similar format of the programme in other European countries."

<< Objectives >>To address the needs of society and business for a new type of graduates with a responsible global mind, this project aims to innovate higher business curricula, reaching all students, and support their development as young professionals with a global mind, who are able to take responsible business decisions that are based on societal and ecological grounds. The integration of internationalisation, ERS and social entrepreneurship forms the defining lens for this innovation.<< Implementation >>The project will co-create future oriented graduate profile in collaboration with local students and businesses. These will be implemented in the curriculum by an innovative pedagogy, aimed at transforming mind-sets and illustrated by practical examples. Lecturers are trained to embed the innovative approach in their curriculum, and then will train other lecturers. They will engage in a community of practice across the involved institutions and beyond, extending the project’s evidenced approach.<< Results >>The project envisages a landmark innovative approach to the integration of internationalisation, ERS and social entrepreneurship as the defining lens for business curricula. The strength of the consortium and all its associated partners, local and global, will ensure the quality and the applicability of the results, also for other HE areas, levels of education or sectors. By sharing and reaching out to a wide range of diverse stakeholders, an inclusive community of practice will be created.

Context: BuGAM project reflects two aspects, in the context of innovative training methods (game-based training, costructivism) and in the context of education facing COVID-19 pandemic. Education is a key factor of economic development and the COVID-19 pandemic has hit it dramatically, forcing millions of students and teachers into distance learning. Distance learning can be very effective process but it requires correct teaching techniques and tools, skills of teachers and students' shift into online learning. Moreover despite the pandemic, today we observe a specific paradigmatic turn in academic teaching, based on the constructivism approach, expressed in the formula “the shift from teaching to learning”, which emphasises shifting the focus from the approach based on the transmission of educational content towards students and the role of the teacher as a facilitator. Constructivism assumes active and emotional involvement of learners in the process, based on their pro-knowledge and social interactions. Virtual business strategic game which we will develop in BuGAM project reffers to both aspects. Game-based training offers exactly the approach indicated in the literature and EU policies. As games offer people engaging and motivating experiences, incorporating game elements into the training, let the learners to be motivated and engaged, student/employee is in the centre of the event, reality is all around. By all that, our virtual strategic game refers to the contremporaty consrtuctivism approach in education. On the other hand, our virtual strategic game is based on software, is played online, is supported by ICT with orientation on work-based learning and action-learning approach. All theses are needed in distance learning in COVID-19 pandemic time. To make the game better suited to students, we intend to combine it with movie education.Objectives: We will develop a virtual business strategic game which was initially created by PUEB and sucessfully used in face-to-face lectures. Our first experience with the use of our game in online education shows its high effectiveness in answering COVID-19 challanges but also it shows the improvements needed to be done to make it more self-playable for students by combining it with movie education.Main aim is to deliver the sophisticated business simulation tools by combining the game with movie education - virtual business strategic game supporting online education at universities in COVID-19 pandemic time.Specific aims:-To develop the architecture of the strategic games while adjusting the tool to the requirement of online teaching process, together with quality assurance and effectiveness assessment,,-To develop the engine of virtual strategic game (new functionalities for teachers and students)-To create, test and implement new game scenario-To create movies introducing the logic of the game and the user panel-To develop education movies supporting in business education as integral part of game engineTarget groups:-University teachers in the field of entrepreneurship, business, management - need to get teaching tools suitable during COVID-19 pandemic -Business students - need innovative learning tools to be able to learn without participation in the classroomThe main result of buGAM project is game-based training tools with edcuational movies supporting the development of entrepreneurial and managerial skills of business students. It will consists of several elements:1. Development of the virtual strategic game engine (IO1)2. New scenario of virtual strategic game (IO2) 3. Movie tutorial for students to present the game logic and game interface (IO3)4. Movie education on entrepreneurship, business and management (IO4)5. Quality assurance (IO5)We expect the following results:1) Higher competencies of the target group representatives (business students) such as business system thinking, internationalisation, strategic thinking, decision making, performance management, problem resolution, strategic management, teamwork, employee and stakeholder development, communication skills2) Higher competencies of the teachers using developed curricula and business simulation games3) Higher efficiency of higher edcuation facing the COVID-19 pandemic,4) Increased understanding and interest for the business simulation games used as the teaching technique5) Enriched training resources, publicly and free of charge available for academic community.Project's direct impact is foreseen in consortuim countries but it should impact the education sectors widespreaded in other countries, mostly European.- Short -term impact - participants and participating organization, business students, universities, business trainers and educators, business consultants, employees from consortium countries- Long-term impact - Enhanced awareness on new needs and expectations of managers, employees; quality services of business teaching, network of instructors

"<< Background >>Climate change and environmental degradation present an existential threat to Europe and the world. Smart use of clean digital technologies can serve as a key enabler for climate action and environmental sustainability. The digital transition and a smarter and greener use of technologies will help make Europe the first climate-neutral continent by 2050, a key goal of the European Green Deal. Technology can improve energy and resource efficiency, facilitate the circular economy, lead to a better allocation of resources; reduce emissions, pollution, biodiversity loss and environmental degradation. At the same time, the ICT sector must ensure the environmentally sound design and deployment of digital technologies. On December 2020, 26 Member States and Norway and Iceland have signed a declaration to accelerate the use of green digital technologies for the benefit of the environment. They will deploy and invest more green digital technologies to achieve climate neutrality and accelerate the green and digital transitions in priority sectors in Europe, for example by using the NextGenerationEU and Invest EU funds. The joint goal is to accelerate and take the global lead on the green digital transformation, building on the Council Conclusions of 17 December 2020 on “Digitalisation for the Benefit of the Environment”, as well as on the Digital Strategy [COM/2020/67 final]. The higher education system has to work together with the Politicians and to establish the European Green Digital Coalition that will accelerate the ICT sector’s transition towards a sustainable, climate neutral, circular and zero pollution economy while at the same time contributing to innovative, sustainable, inclusive and resilient society and economy. This project is a big step forward this initiative. There are many courses and programmes in higher education that are oriented on the digital transformation, but it is impossible to find a curriculum that directly covers green aspects of the digital transformation. One fact that is worth to mention is also that SMEs not often invest in green digital technologies. They usually perceive green investments as a cost that never is given back. The project concentrates on the Course oriented on managing green digital transformation in SMEs. Small and Medium-sized Enterprises (SMEs), including micro-enterprises, are important engines of innovation, growth, job creation and social cohesion in high-income/emerging economies, as well as low-income developing countries. In the former, SMEs undertake the majority of private economic activity, and account for more than 60 percent of employment and 50 percent of GDP. In the latter, SMEs contribute on average to more than 50 percent of employment and 40 percent of GDP; furthermore, they contribute significantly to broadening employment opportunities, social inclusion, and poverty reduction (G20/OECD 2014). To put this in perspective, in the EU27 the overwhelming majority (some 20.9 million, or 99.8 percent) of enterprises active within non-financial business economy in 2008 were SMEs. These accounted for two out of every three jobs (66.7 percent) and for 58.6 percent of value added within the non-financial business economy (EUROSTAT 2011). SMEs, therefore, are core economic engines for all members of the G20 (2021, G20 insights). Higher educational system must follow the changes that are being pursuit in the real economy. We need to educate Students aware of the importance of green and digital revolution, aware of the importance of every small eco-innovation in every sector. We need to adjust academic curricula to the requirements of processes that are running around. As our Students are future entrepreneurs and employees, the knowledge that we will transfer them now will benefit in next years. We are all responsible for our planate.<< Objectives >>According to the document ""Towards a green, competitive and resilient EU economy: How can digitalisation help?"" (Hedberg and Šipka, 2020), The European Commission’s Green Deal proposal already recognises that the two transitions (digital and green) are closely linked. For too long, the green transition and digital transformation have been promoted separately, even though their alignment would bring many benefits. Better management of data and the deployment of digitally-enabled solutions can provide the means to make our economy – including our food, mobility and energy systems – more competitive while also contributing to climate action and environmental protection. Connecting governments, people, companies and things will enable the sharing of valuable information and co-creation of needed solutions. Digital solutions are already behind many novel business models, and they could be utilised even more for greening our economy. They can help improve the design of products and support people’s ‘right to repair’. They can help us consume fewer materials and less energy, reduce emissions, minimise waste and even support dematerialisation. Moreover, they can enhance governance, including the implementation and enforcement of relevant rules needed to protect our natural capital like biodiversity; enhance the circular economy; and achieve climate neutrality. As the world around us becomes more and more digital, tools and methods must consider the technological aspect. The global processes especially affect SMEs, which are not so properly prepared to finance all required changes. We need to consider first the following processes:1)The shift of trade to the web - the rapid growth of e-commerce - the coronavirus epidemic accelerated the global trend that was taking place anyway as part of the technological revolution known as Industry 4.0 - companies that have not yet moved their activities online are losing their competitiveness faster and faster and they will soon be unable to cope with the competition. 2)Automating customer service by introducing chatbots. With resource constraints, the smart way to get things done is through automation.3)Generation Z has become the greatest market force, understanding the market completely differently and displaying consumer behaviour in a completely different way than previous generations. This creates a demand for new marketing strategies, new tools and new skills, as well as for new content that must be more visual and saturated with deeper content than before - refer not only to the substantive content of the message, but also for an attractive and visual message.4)Moving business processes to the cloud - companies implementing the cloud have many benefits from improving processes, and at the same time cloud solutions are advanced, inexpensive, and easy to use.5)Green shift – considering aspects of protection of the environment in every aspect of business operation.The main concern of this project is how to increase of Students awareness on importance of green impact from usage of digital technologies.General objective is to develop and transfer innovative and good practices to improve quality of higher business education, enabling preparation Students to use green digital technologies.Specific objectives are:•Increase knowledge, skills, and competencies of Students.•Transforming future entrepreneurs' thinking to act in the era of green digital transformation.•Transforming Students minds towards thinking about green economy as a source for gains, not costs.•Promote the skills and operational tools necessary to manage green innovation and the implementation of new digital technologies in SMEs.•Improving and fostering a deep understanding of green and digital transformation at HE and its impact on business reality, as well as business and social relationships.•Prepare Students to act as a ""green and digital transformation agents"".•Increase competencies of Academics.<< Implementation >>To achieve all projects objectives, Partnership needs to perform the following activities:• Structuring an innovative blended academic Curriculum on green aspects of Digital Transformation in SMEs, which should increase skills and competencies of Students, increase their awareness about consequences of digitalisation and processes like Industry 4.0, increase skills of Academics and educators,• Elaborating and producing gamified Open Educational Resources, in the form of gamified interactive training videos with ""narrative crossroads"", then further investigation materials as supporting materials for developed OERs. • Elaborating the methodology for practical validation of the developed content and run check-ups in the SMEs,• Educate Students how to use movie education and supervise the process of recording short educational videos,• develop video case studies, as an example of green usage of the digitalisation processes,• Designing the quality assurance system for inclusive education delivered with the given course,• Validating the developed contents through during the multiplier events,• Managing all projects activities,• Sharing and promoting of delivered outcomes.<< Results >>We intend to engage directly at least 80 Students into process, at least 10 companies, 10-15 academics. Expected results, are:1) 1 max 15 ECTS Curriculum on Green aspects of digital transformation in SMEs consisting of ca 10 topics for Students in HE systems,2) innovative Open Educational Resources, in the form of gamified interactive training videos with ""narrative crossroads"" following the curriculum with further investigation materials and self-evaluation test,3) 1 methodology for practical validation of the developed material and the at least 8 check-ups,4) at least 8 short educational films recorded by Students participating in the project,5) at least 4 video case studies recorded by academics involved in the project. The project follows a logical sequence: it starts by changing the attitudes of faculty (awareness around consequences of the digital transformation for the environment). This in turn triggers concrete changes in the digital pedagogy, thanks to the provision of proper content, guidance, tools, and instruments. Then from the process benefit Students and at the end companies, that hire educated and skilled workers.Since EFMD is a Partner of the project, the quality standards are expected to be ensured. Also, business orientation of the developed content is expected since Partnership includes entities with vast business experience. 4 multiplier events are organised (in each of the partners countries, except Belgium) to promote green aspects of digital transformation and education. They disseminate all project results to a larger audience and stimulate their adoption outside of the partnership. EFMD, as the Partner with largest network and worldwide recognition, will also promote aspects ensuring large impact on the stakeholders.In short term, Partnership expects increase of the skills and competencies of the target group (Students, Academics, Educators) as far as green digital transformation is concerned, in the long-term Consortium expects sustainable change in the attitude and approach towards digital transformation, recognition of the processes that can benefit SMEs from implementation of green technologies and as the result positive impact on the environment and climate."

There is an increasing demand for ICT professionals who have the both “deep” technology skills for programming or application development, technical support, security and networking as well as the business skills necessary to use digital technologies to increase innovation and levels of productivity within the organization. While infrastructure and technology are clearly important considerations, digital transformation is as much about the people and changing the way they approach business problems and where they look to find solutions. According to the Human Capital Digital Inclusion and Skills 2018 Report, 17 % of the EU population had no digital skills in 2017, the main reason being that they did not use the internet or did so only seldom. Advanced digital skills are becoming a prerequisite for entry into many jobs and have a wide range of applications, even beyond domains where they are needed for core tasks. Across competence dimensions, the largest skills deficit, both among the active labour force and the population at large, relates to the use of software for content manipulation. Almost one in three internet users in the EU has no skills in this area (i.e. they declared to not to have carried out any of the activities considered under this dimension, which range from relatively basic text treatment and spreadsheet-based work to video editing and coding). Digital talents are the backbone of the digital transformation of companies. The digital transformation of a territory is only possible if local businesses have the right talents to acquire and harness the required digital technologies. Digital talent is not only important for local companies. Local administrations, universities and research centres also need to attract key talents with the ability to radically shape the city’s digital ecosystem. Hiring and retaining the right talent with the appropriate skillset has become one of the most critical challenges faced by European businesses. In today’s globalised and hypercompetitive world, talent acquisition strategies constitute a top priority for businesses to innovate and grow. The project responds to the challenges of the temporary world.OBJECTIVESThe objectives of the projects are as follows:1.To transform mindsets of entrepreneurs to perform as global innovators and entrepreneurial leaders in the era of digital transformation.2.To enhance process of setting up new companies due to consuming of digital technologies.3.To promote the skills and the operation tools indispensable to manage global innovation and implementation of new digital technologies.4.To enhance and foster a deep understanding of digital transformation and the way it affects the business reality, as well as business -society relations.5.To build soft and hard skills to structure, organize and control innovation and digital transformation processes.6.To improve efficiency and boost business agility.7.To increase the understanding and managing capabilities the changes and the challenges for companies within the smart industry and the digital economy.8.To foster a cultural diversity as a motive for entrepreneurship.9. To introduce new teaching method like edutainment, digital case studies, simulations and games.10. To encourage Students to critically thinking on the globalising world, searching for sustainable solutions and holistic approach.PRODUCTS1.Designed New training Curriculum Digital Innovator and entrepreneurial leader.2.Designed and Elaborated OER for digital innovation and entrepreneurial leadership.3.Web-based self-assessment tool for digital innovator and entrepreneurial leader.4.Digital Work-place – e-platform supporting digital transformation of entrepreneurial mindsets.5.Company check-ups.Consortium consists of 7 partners from 5 countries, representing higher education institutions (Universities - Salerno, Krems, Nice and Poznań), as well as companies dealing with training and developing digital open educational resources (Conform) finally NGOs dealing with training for management (EFMD) and for local governments (PfLG). The consortium partners address topics of digital skills, compeititveness, transition, innovation and sustainability from their various disciplinary backgrounds. The partners’ integrated approach shows in the training modules content which integrates the different disciplinary backgrounds under the umbrella system understanding and based on rigorous holistic system analysis. The consortium partners share common values and principles with respect to teaching and learning e.g. on how to encourage students to actively create the learning process. This common approach reflects in focusing on student centered learning, teaching and assessment as well as field research training.