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International Summer school at Beijing Institute of Technology - BIT

2 giorni 21 ore ago

Anche quest’anno il BIT propone due programmi estivi on line, della durata di due settimane, che si terranno in lingua inglese.

Program I: Data Science and Big Data Technology 

Program II: Chinese language and culture 

Fee: CNY1.000 (equivalente a circa 130 euro)

Deadline: 23 maggio 2021

Per maggiori info visita la pagina dedicata alle Opportunità di studio al BIT

 
Arianna Biancani

EINFOSE

3 giorni 5 ore ago

European Information Science Education: encouraging mobility and learning outcomes harmonization

Unipi Team Leader: Salvatore Ruggieri, Department of Computer Science

Information Science (IS) education at HEIs in Europe is characterized by various traditions and approaches. The partners worked jointly on a) detecting the main reasons for such a situation, and b) finding ways which might allow the overcoming of existing barriers. EINFOSE partners managed to successfully address large portion of the IS community across Europe in order to strengthen cooperation between IS HEIs which was not as strong as in some other academic disciplines. Since 2005 there were no other EU based initiatives to bring to public eye the importance of IS as an academic discipline and research field that is getting more value in regards to many new profiles of information specialists. We wanted to increase international cooperation in IS education, explore ways to attract students from other disciplines and foster international student exchange. EINFOSE managed to bring together various stakeholders such as representatives from ASIST/EC, ENWI, EADH, IFLA, as well as from STEM, humanities and other fields. EINFOSE focused on the following goals: to strengthen partnership between HEIs involved in the project; to present EINFOSE’s IOs through Multiplier events (ME); to organize summer schools (ESSIS 2017, 2018); to design and deliver EINFOSE platform; to design, deliver and translate OERs in several languages; to bring in intellectual activities for the preparation of the international symposium FEIS 2018 which offered the arena for discussions about recommendations on how to improve the process of recognition and strengthen the purposeful mobility at the European level. Two ESSIS had 40 students (36 with scholarship). Most of the presentations were recorded and are included in appropriate OERs. The ESSIS resulted in a unique networking opportunity, which is understood to be crucial for success in future international initiatives. In EINFOSE project there were 8 partners – all of them reaching some 1000 students in (L)IS; 38 teachers and trainers were involved in all activities based upon distribution of main responsibilities for each partner HEI. Five planned MEs were organized with a goal to share and discuss draft versions of five Intellectual Outputs among ME participants and partners’ teams. Four MEs managed to attract some 100 active participants from European countries, and the fifth ME, FEIS 20018 in Pisa, had over 100 participants from 26 countries (Europe, US, Asia and Australia). Participants came from different organizations: educational institutions, governmental agencies, private business companies, ICT sector, libraries, information institutions, and professional associations.
The Project Management Team (PMT) had regular meetings supported by the TPM funding, as well as three other meetings. Several plans were prepared: Management Plan, Risk Management Plan, Dissemination Plan, Quality Assurance Plan, Summer Schools Learning Outcomes
(http://einfose.ffos.hr/documents/). The Risk Management Plan proved very useful as several situations with partners’ internal problems had to be solved through the extra efforts. The sustainability of the project’s outcomes is based on an agreement to continue summer schools with a support of internal funding resources and willingness of the project’s leading institution to continue to maintain EINFOSE Platform after the official project ending. Students at the partner HEIs benefited from the high quality lessons and the OERs. Any other interested party can benefit from the experience in designing the EINFOSE Platform that allows the use all of the OERs whenever needed, in further education, in working environment, in teaching and research, etc. OERs can help the individuals, but also contribute to the international perspective in teaching at the IS graduate online or classroom based programs.
Members of partners’ teams were active in presenting the EINFOSE goals and disseminating its results at domestic and international workshops and conferences such as ASIST 2016 and 2017, Digital Humanities Conference 2016, BOBCATSSS 2017 and 2019 (in preparation), ICI 2017, ECIL 2017, ALISE 2018, LIDA 2018, IFLA 2017 and 2018, i-Schools 2018 and 2019, COBISS, 2018. Information about EINFOSE was published in a number of professional journals and newsletters, on web sites of partners’ universities, local newspapers, radio and TV, as well as through a number of social networks such as ResearchGate, LinkedIn, Facebook and Twitter. The FEIS 2018 conference was recorded: (http://mediaeventi.unipi.it/category/feis-einfose-2018/160).
In the context of EU initiatives, EINFOSE contributed to the exchange of ideas and results that are fruit of discussions elaborated in the document Policy Recommendations on Entry Requirements and Harmonization of Learning Outcomes in IS. Some general remarks on the changing environment in HE in Europe, and the need to focus on flexible system of design and recognition of new profiles, relate to other fields not exclusively to IS field.

Coordinator: SVEUCILISTE JOSIPA JURJA STROSSMAYERA U OSIJEKU (Croatia)

Other participants:

STIFTUNG UNIVERSITAT HILDESHEIM (Germany)
UNIVERZA V LJUBLJANI (Slovenia)
UNIVERSITA DI PISA (Italy)
UNIVERSITAET GRAZ (Austria)
HOEGSKOLAN I BORAS (Sweden)
HACETTEPE UNIVERSITESI (Turkey)
UNIVERSITAT DE BARCELONA (Spain)

Start date: 01-10-2016

End date: 30-09-2018

EU Grant: 197.410 €

Project website: https://einfose.ffos.hr

 

Francesca Zuddio

EUROSEM

3 giorni 5 ore ago

Politics of the European Semester: EU Coordination and Domestic Political Institutions

Unipi Team Leader: Pompeo Della Posta, Department of Economics and Management 

Since the financial crisis, European policymakers have shifted their attention from managing the last crisis towards fixing the underlying problems of the euro. As it has become increasingly clear that the single currency often produced divergence rather than convergence across economies, many economists have identified the resulting economic imbalances as the root cause of Europe’s woes. At the heart of the many initiatives designed to address these imbalances sits the European Semester (ES): a cycle of economic and fiscal policy coordination of 6-month ‘semesters’ within the EU. This new process for coordinating policies across the EU has also raised concerns that it could infringe on established democratic practices. Two central research questions are debated: First, can the Semester successfully reduce the imbalances identified as the euro’s underlying problem? Second, does this come at the cost of weakening EU democracy? This project focuses on the implementation of the ES: when do EU member states implement ES recommendations, and why? Our project bridges specialized expertise in Economics and Political Science as well as in-depth knowledge of EU-policymaking and domestic political structures in four diverse member states: Germany, Italy, the Netherlands, and Portugal. We combine the strengths of comparative macro-perspectives with four case studies of how implementation works in different contexts. By analysing national interests, institutions, and economic ideas in four EMU member states, this project offers a comparative political economy of implementing the European Semester.Understanding when, how, and why the Semester is implemented – and when it isn’t – is highly relevant to the future of the euro, and Europe’s global competitiveness. This project seeks to answer these questions by creatively combining quantitative and qualitative methods and various types of data sources. It seeks to stimulate debate among academics, students, and policymakers.

Coordinator: UNIVERSITY OF VICTORIA (Canada) 

Other participants:

HERTIE SCHOOL GEMMEINNUTZIGE GMBH (Germany) 
UNIVERSITA DI PISA (Italy) 
UNIVERSIDADE CATOLICA PORTUGUESA (Portugal)
UNIVERSITEIT LEIDEN (Netherlands)

Start date: 01-09-2018 

End date: 31-08-2022 

EU Grant: 295.554,31 €

Project website: Eurosem

 

Francesca Zuddio

EERTEP

5 giorni 21 ore ago

The Economics of European Regions: Theory, Empirics, and Policy

Unipi Team Leader: Davide Fiaschi, Department of Economics and Management

The module introduces to some of the most current key issues of European Union (EU) both from a theoretical and applied perspective. In particular, it will analyse the growth and convergence/divergence among European regional economies, the design and the effectiveness of European Regional Policy, the coordination, and competition of fiscal policies, and finally, the effect of internal and external migration.We planned three types of specific activities (teaching, deliverables, events) organized in sub-activities as follows.A) TEACHING1) Lectures on “The effects of European Regional Policy on the productivity and inequality among European regions” (Fiaschi)2) Lectures on “Measuring the effects of EU policy interventions” (Parenti)3) Seminar on “European taxation and fiscal policy coordination and competition” (Paty)4) Seminar on “The effect of immigration on regional convergence” (Magrini)5) Seminar on “Advanced spatial nonparametric techniques” (Gerolimetto)6) Seminar on “The impact of labour market institutions on labour mobility in the EU” (Tealdi)B) DELIVERABLES1) Lecture Notes for “The Economics of European Regions: Theory, Empirics, and Policy”2) Website of “The Economics of European Regions: Theory, Empirics, and Policy” 3) Newsletter on “The Economics of European Regions: Theory, Empirics, and Policy”4) Audio and Video Recordings of seminar and eventsc) EVENTS1) Seminars on current issues on “The Economics of European Regions: Theory, Empirics, and Policy”2) Roundtable on perspectives and problems on European Integration and Regional Development3) Workshop on “The Economics of European Regions: Theory, Empirics, and Policy”

Start date: 01-09-2017

End date: 31-08-2020 

EU Grant: 30.000 €

Project website: https://eer.ec.unipi.it/

 

Francesca Zuddio

LABOURECOEU

5 giorni 21 ore ago

Labour Economics in an European Perspective

Unipi Team Leader: Lorenzo Corsini, Department of Economics and Management

Labour markets (LMs) are a crucial part of all societies: their outcomes affect the workers, the economy and whole society. Key issues like wages, productivity, employment, well-being and social exclusion emerge as a consequence of labour outcomes. Moreover, LMs affect mobility and migration. The importance of LMs has been greatly acknowledged within the European integration process: in the Treaty of European Union several references to this are made. Among the stated aim there are reaching high level of employment, social protection and fighting social exclusion. Other key aspects in the Treaty are the coordination of employment policies and freedom of movement for workers.The working of LMs depends on institutions that regulate it (e.g. wage bargaining or labour policies) and it is important to compare the institutions across-countries and to analyse how, within the EU, these institutions are, or should be, directly coordinated at the Union level.The aim of this module is to develop and disseminate the discipline of Labour Economics in a perspective that highlights how the topics studied should be applied in a context of a union of states in general and of the EU in particular. We will focus on how labour policies and institutions affect the economy and on how they should be coordinated to promote European integration.We will promote develop knowledge on labour economics on three lines: how LMs work, how country-specific LMs work (using a comparative perspective) and how the LMs and labour institutions are or should coordinated to move toward European integration.Some aspects that are particularly relevant for European union will receive great emphasis: labour polices; workers mobility and migration; productivity, income and social exclusion; industrial relations and their consequences on workers and on the production sector. All these aspects are very important in the education of future European citizens, workers, economists, politicians and decision-maker.

Start date: 01-09-2017

End date: 31-08-2021

EU Grant: 25.009,2 €

Project website: https://labourecoeu.ec.unipi.it

 

Francesca Zuddio

SPRINT4.0

5 giorni 21 ore ago

Strategic PaRtnership for INdustry 4.0 innovation advanced Training

Unipi Team Leader: Gualtiero Fantoni, Department of Civil and Industrial Engineering

Industry 4.0 is undoubtedly the trending topic in the world of business and innovation since year 2017. It mainly refers to organizational methodologies for the production of goods or services that integrates production systems with digital technologies.
Several studies reveal that the opportunities offered by the Industry 4.0 turn out to be an unexplored frontier by the majority of companies, and most of the European companies are not sufficiently skilled to embrace the new paradigm. One of the major obstacles to the development of Industry 4.0 is the lack of digital culture within European companies and its spread can only rely on new training courses and on the hiring of highly specialized professional figures.

Within this scenario, SPRINT4.0 proposed to create a comprehensive approach for training and support, aimed at increasing the successful implementation of Industry 4.0 innovations and initiatives in European companies and ventures.

SPRINT4.0 courses allowed the students to solve real problems (provided by the target companies) with state of the art technology (ensured by the application providers) in a streamlined and coherent course set (ensured by the close cooperation of the universities).
The project enabled students, academics and industrial players to leverage knowledge, practice and innovation on Industry 4.0. They shared space, time and knowledge, and faced together the same challenges.

The main project aims were:

For Students: to provide students with a full set of skills to increase their employability in Industry 4.0-oriented companies; to provide students with entrepreneurial and intrapreneurial skills to carry out innovative Industry 4.0 related projects as new ventures or within existing companies

For the Universities: new teaching skills for education and training in the field of Industry 4.0; three new courses (minimum 3 ECTS each), to enrich university curricula; specific and innovative coaching activities, to support students developing industry-viable proof-of-concepts of projects and ideas.

For Companies:co-creating new solutions to real market/process problems and implementing proof-of-concept or even prototype; understanding the existing gap between the present status and the Industry 4.0 best in class; recruiting the best talents.

The project delivered the following outputs:
Audit methodologies on Industry 4.0 (IO1)
3 training courses focusing on Industry 4.0 related topics attended by students in 3 Countries (IO2, IO3, IO4)
Coaching methodologies to develop Industry 4.0 applications (IO5)
A Ready-to-use Guide to implement Industry 4.0 training courses (IO6)

To achieve these challenging objects, a solid consortium at european level was developed.

Universities and Research Institutes provided Methodologies & Tools for Research & Education on Industry 4.0, bringing their expertise and knowledge on specific Industry 4.0 fields and their educational tools. The academic partners were: University of Pisa (IT), BIBA-Bremer Institut für Produktion und Logistik (GER) and URL University (SP).

Along with the academic partners, the project includeD TOI - Zerynth (Italy) a company that brought new approaches towards Industry 4.0 applications, innovative methods and tools. Fondazione Giacomo Brodolini (IT) guaranteed the experience in the formalization and evaluation of training courses and impacts.

The SPRINT4.0 actions was conducted with a clear focus on Target Companies that brought to the project the point of view of real business, the need and willingness for Industry 4.0 applications: BarnaSteel (SP) - a large company working in the steel production sector; Selettra (IT) - a medium/large company operating in the production of electric wiring for the householding industry; OHS (GER) - a small company developing and manufacturing customer-tailored technical systems in the access control area.

SPRINT4.0 increased the overall ability of the innovation ecosystem at regional, national and European level to generate skills and innovative solutions in the field of Industry 4.0. In particular, Universities improved their educational offer on Industry 4.0 to respond to the market needs by creating specialized professional profiles.

SPRINT4.0 is the way to root in industry (SMEs included) a paradigm that now exists only in the theory or in the large tech companies.

Coordinator: UNIVERSITA DI PISA 

Other participants:

TOI SRL (Italy)
Selettra s.r.l. (Italy)
BIBA - BREMER INSTITUT FUER PRODUKTION UND LOGISTIK GMBH (Germany)
BARNA STEEL SA (Spain)
FONDAZIONE GIACOMO BRODOLINI(Italy)
UNIVERSITAT RAMON LLULL FUNDACIO (Spain)
OHS Engineering GmbH (Germany)
Intooition S.r.l.(Italy)

Start date: 01-09-2017

End date: 31-08-2020 

EU Grant: 422.111,55 €

Project website: http://www.sprint40.eu/

 

Francesca Zuddio

beFORE

5 giorni 22 ore ago

Becoming Future-ORiented Entrepreneurs in universities and companies

Unipi Team Leader:

beFORE took on the challenge to transform university entrepreneurship education, company training and business practice. The project consortium developed and released the original educational offer, which would nurture Futures Literate Individuals with improved capacity for analysing and dealing with the unknown future challenges when pursuing a professional career, managing an organisation or developing innovations. The project contributed to building a methodological and theoretical framework for future-oriented entrepreneurship coupled with the development of e-learning based educational solutions, in order to facilitate achieving a desired foresight awareness and maturity levels among entrepreneurs, students and educators.The specific needs of the target groups were analysed in a pan-European survey and effectively addressed in the educational offer composed of: one main and the three auxiliary e-learning courses for students, entrepreneurs and academics. Futures Literacy e-learning courses were tested among target groups in national pilots in: Poland, Italy, Germany and Spain. The European-targeted results of the project provide an effortless starting point for wide implementation across other countries, to which the associated partners (i.e. ISPIM, FEN, EPPM) will contribute to. The project outputs are instrumental in acquiring knowledge and skills: (i) by university teachers and company training providers allowing them to educate Futures Literate Individuals (ii) by entrepreneurs enabling them to take advantage of market and technological opportunities leading to innovations (iii) by students helping them to capture and develop business ideas. The project creates long-term impacts through: (iv) increasing synergies between educational offer of academia and business (v) increasing interdisciplinarity and flexibility of higher educational offer (vi) laying foundations to transform organisations into anticipatory and adaptive systems.

Coordinator: SIEC BADAWCZA LUKASIEWICZ - INSTYTUT TECHNOLOGII EKSPLOATACJI (Poland)

Other participants:

MU ENPRESAGINTZA S. COOP.(Spain)
AVENITURE GMBH (Germany)
4CF SPOLKA Z OGRANICZONA ODPOWIEDZIALNOSCIA (Poland)
ERRE QUADRO SOCIETA A RESPONSABILITA LIMITATA (Italy)
PROSPEKTIKER INSTITUTO EUROPEO DE PROSPECTIVA Y ESTRATEGIA SA (Spain)
UNIVERSITA DI PISA (Italy)
POLITECHNIKA BIALOSTOCKA (Poland)
FREIE UNIVERSITAET BERLIN (Germany)
VALUEDO SRL (Italy)

Start date: 01-01-2017

End date: 31-12-2019 

EU Grant: 748.211 €

Project website: http://futureoriented.eu/

 

Francesca Zuddio

BUzNet

5 giorni 23 ore ago

B-learning Uzbekistan Veterinary Network

Unipi Team Leader: Alessandra Guidi, Department of Veterinary Science

The B-learning Uzbekistan Veterinary Network / BUzNet project will be implemented by a consortium of 4 European HEIs and 4 Uzbek HEIs. The general objective of the project is to increase the life standards of common Uzbek people through better veterinary and zootechnical teaching, which will ultimately result in better technical support for local herds’ owners and safer animal products reaching the general society. And this will be accomplished taking into account the local ecological limitations and using advance teaching techniques of practical subjects in veterinary/animal sciences. To do this we must first be sure about what we are dealing with, and so, a series of inquiries and local visits of European experts will be done in order to have a clear idea of the exact Uzbek situation in veterinary farm animal clinic and surgery and milk quality control. Then, a group of Uzbek teachers will be trained in European HEIs in new ways of teaching practical subjects and using B learning strategies to help doing so. Meanwhile, an updating of the present Uzbek curricula and local facilities present in Uzbek HEIs will be done. This way it will be possible to fully implement the new teaching strategies by the third and last year of the project. The core of the project will be the use of a B-learning interface (BLUzVet) that will create a learning community consisting of all members of the project consortium, teachers, students and veterinarians. The information is created by the students during practical classes under teachers supervision, commented by all consortium members and will be used in students’ examinations. In the future this system will be extended to members from other countries and regions. The network formed within this project agglutinates Veterinary HEIs from different backgrounds and will improve the setting of new veterinary, animal production management and milk quality control teaching standards in Uzbekistan and beyond.

Coordinator: UNIVERSIDADE DO PORTO (Portugal)

Other participants:

TOSHKENT DAVLAT AGRAR UNIVERSITETINUKUS FILIALI (Uzbekistan)
SAMARQAND VETERINARIYA MEDITSINASIINSTITUTI (Uzbekistan)
TOSHKENT DAVLAT AGRAR UNIVERSITETI (Uzbekistan)
ANDIJAN BRANCH OF TASHKENT STATE AGRARIAN UNIVERSITY (Uzbekistan)
UNIVERSITA DEGLI STUDI DI PADOVA (Italy)
UNIVERSITA DI PISA (Italy)
EESTI MAAULIKOOL (Estonia)

Start date: 15-10-2017

End date: 14-01-2022 

EU Grant: 971.852 €

Project website: https://buznet.up.pt/

 

Francesca Zuddio

ICCT

5 giorni 23 ore ago

Interactive course for control theory

Unipi Team Leader: Michele Lanzetta, Centre for Lifelong learning, Training and Educational Research

Based on the surveys performed each year as part of the internal evaluation of lecturers at various universities a conclusion can be made that students often have some kind of dissatisfaction with courses related to Control Theory. As an improvement of this situation an idea to create to create an interactive course was born. In order to check the students' opinion about such a course a survey has been made (see: http://bit.ly/ControlTheorySurveyUL ). The survey had two questions:
1. How would you rate the difficulty of Control Theory in relation to other courses?
2. What is/would be your preferred way of studying it?
The results of the survey (see: http://bit.ly/ControlTheorySurveyULResults ) clearly show that students find Control Theory difficult in comparison with other courses. It also shows that an interactive course would be their preferred way of studying it. As no such course is available, an idea for an Erasmus+ project titled: "Interactive Course for Control Theory" (ICCT) was born among the contact persons of partners, which know each other from Japan (they all namely studied or made research at the Intelligent Control System Lab at the Tokyo University). All of them are now professors in their own countries. The idea for such a partnership of four universities from various countries would benefit as an interactive course for students with varying background knowledge can be made. Study programs in various EU countries namely differ a lot. Not only at the level of universities, but also on level of high schools. Control Theory is namely build on the knowledge obtained in various previous courses: (Mathematics, Physics, Electrical Engineering, Computer Programming, etc.). The staff of the partners which will take part in the project also cover various fields (UL-Mechanical Engineering, UNIPI-Manufacturing, UNIBUD-Electrical Engineering and Robotics and UNIRIJ-Computer Engineering). So, each of the partners will be able to contribute to the Interactive Course from his point of view.
As part of the ICCT the following activities will take place:
1. Analysis of available frameworks for interactive course
2. Development of a framework for the Interactive Course
3. The Interactive course for Control Theory
4. Testing of a trial version of the Interactive Course
5. Manual preparation
6. The addition of FAQ and exam examples to the interactive course
7. Final trial testing
The whole course (interactive examples, manual and FAQ and exam examples will be available in English and the languages of partners.

In order to disseminate the project a multiplier event is organized. We however plan to achieve bigger impact as a result of attendance at various conferences that all lecturers must attend because of their elections. As no extra costs are associated with such an attendance, they are not formally entered in the project proposal. We however find the informal meetings taking part at such conferences as the best chance to disseminate the results of this project among other lecturers, which will also be encouraged to translate the interactive course to their own language (if it is not available in their language yet).
During the project a homepage will be made, where the interactive course will be freely available after the project conclusion as well. We also intend to develop it after the project is completed based on the feedback of its users. We hope that a project homepage will function as some kind of forum, where ideas and good practices regarding teaching of Control Theory related courses will be shared.

The students of the Control Theory related courses are the main participants in the project. In all four partner universities there will be approximately 2000 of them during the project. The target group are of course all EU students. They will get information about the interactive course through their lecturers and also through their fellow students who will get acquainted with it due to Erasmus+ exchange programs at partner universities.

At the end of the project a survey about the difficulty of Control Theory will repeated. The As goal is that as a result of this project students will not find it that difficult anymore (on local, regional, national and EU level). This means that their understanding of the subject will be better and as a consequence their future employers will benefit in the form of better competitiveness on a global market.
As another result of this project a strategic partnership of four universities will be made, which can therefore easier cooperate on future projects.

Coordinator: UNIVERZA V LJUBLJANI (Slovenia) 

Other participants:

UNIVERSITA DI PISA (Italy)
SVEUCILISTE U RIJECI-TEHNICKI FAKULTET (Croatia)
BUDAPESTI MUSZAKI ES GAZDASAGTUDOMANYI EGYETEM (Hungary)

Start date: 01-09-2018

End date: 31-08-2021

EU Grant: 267.050 €

Project website: https://icct.cafre.unipi.it/

 

Francesca Zuddio

ULISSE

5 giorni 23 ore ago

Understanding, Learning and Improving Soft Skills for Employability

Unipi Team Leader: Antonella Magliocchi, Research and Technology Transfer Services Department 

Soft skills, according to ESCO’s (European Skills, Competences, Qualifications and Occupations) definition, are the cornerstone for the personal development of a person; the building blocks for the development of the "hard" skills and competences required to succeed in the labour market. Success in the labour market is seen to be more and more dependent upon possessing the hybrid skills – technical and soft skills – that employers increasingly value.

Soft skills can be distinguished into personal and interpersonal skills or interpersonal qualities and personal attributes that one possesses. This conceptualises soft skills in somewhat abstract terms and characterises them as innate. The idea on which this project is based sees soft skills as having “hard” component, which makes it possible to develop them by learning using appropriate tools, procedures and methods.

The human resource functions within companies often use soft-skills as a catch-all term without ever really defining them. But when placed in context – e.g. problem solving in relation to a systems failure on a production line – this might be regarded as a “not-so-soft-skill” (NSSS). This because there are tools, procedures and methods for learning how to solve problems. Of course, this needs to take into consideration the attitude of the person (their fortitude, determination, etc.), but there are other elements to problem solving too that can be learnt.

This lack of clarity has many consequences, not least that it is likely to lead to a poor match between applicants for a job and the content of that job, thereby wasting the time of the applicants and the recruiters. ULISSE project aims to unveil the true meaning of soft skills by developing the concept of “NSSS” and creating a common language with respect to soft skills among the key actors involved (intermediaries, job seekers and employers).

Based on this, the project partners will design specific training paths for addressing the company’s NSSS needs, to increase the students employability and the job match-making. The training courses will be focused on tools, procedures and methods, specifically designed to address this goal, ensuring effective and Pareto efficient results.

For designing the course, the partners will first create a common lexicon of soft skills, through a data mining process: different databases, scientific papers and job vacancies provided by all the partners will be processed in a semi-automatic way using the Technimeter®.

Soft skills will be then unveiled, i.e. broken down (or “decomposed”) into more detailed and specific skills - representing their “hard side” - to be addressed efficaciously with tools, procedures and methodologies. The result will be synthesized in a mind-map, expressing the “unveiled” soft skills and their relations.

To select the topics to address in the training course, the partnership will conduct a gap analysis overlapping the skills in students’ CVs and the already existing University training with the results achieved in IO2. The workshops designed and then piloted in all the project countries will involve in total 65 -100 students and will blend theory, methods and tools, exercises, practical work. The partnership will give open-access to all the learning materials, ppts, exercises and methodologies adopted during the course.

Partners will also elaborate an innovative evaluation methodology, keeping into account two elements learned by their experience: i) the bias due to the common misunderstanding on the true meaning of them and ii) that the real outcome is the actual implementation of the tools, procedures and methodologies in every-day working-life. This methodology is based on a three-step procedure, assessing the students before the training course, at the end of it and some weeks later.

Finally, the partners will develop an IT tool and its guidelines aimed at helping companies to describe their job vacancies in a more effective way, thus facilitating the matching of job supply and demand. The toolkit will be designed and then piloted with a limited number of companies, before releasing the final version in English and all partner languages.

The key target groups for the project will be employers, employment intermediaries (headhunters, recruitmers, other Career Services (CS), etc) and job seekers, in our case University students/graduates. Employers will benefit from the IT toolkit developed by the partners for supporting them write job vacancies in a more effective way. Universities will benefit from the project outputs the common lexicon and the mind-map of soft skills to further develop their research on the project domain and the possibility of adopting the syllabi and training materials. CS will be more effective in their intermediary role to help students design their career path, students will benefit from the courses and materials delivered (IO3) that will help them enhance their employability.

Coordinator: UNIVERSITA DI PISA

Other participants:

ERRE QUADRO SOCIETA A RESPONSABILITA LIMITATA (Italy) 
LATVIJAS UNIVERSITATE (Latvia)
INSTITUTO POLITECNICO DO PORTO (Portugal)
UNIVERSIDAD MIGUEL HERNANDEZ DE ELCHE (Spain) 

Start date: 01-09-2018

End date: 31-08-2021 

EU Grant: 384.639 €

Project website: https://ulisseproject.eu/

 

Francesca Zuddio

IMRD

6 giorni ago

International Master of Science in Rural Dvelopment

Unipi Team Leader: Francesco Paolo Di Iacovo, Department of Veterinary Science 

The IMRD joint MSc degree offers students the opportunity to study advanced theories, strategies and visions on agricultural policy, and rural development and economics from a truly international perspective. The 2 year master programme (120 ECTS) is jointly organized by 14 leading international universities in agricultural economics and rural development. IMRD offers a combination of basic and specialized theoretical and practical training in technical, economic and social sciences thought by worldwide international experts. Through advanced theoretical classes, case studies, field experiences, internships and applied thesis work students are well prepared for both academic and professional careers. Our program will train students to become: • a trained expert in integrated rural development, specialized in agricultural economics, rural sociology, policy and decision making; with a competitive advantage on the international job market;• a MSc with a unique international comparative theoretical knowledge in rural development and agricultural economics theories and policies, combined with practical skills for assessing rural problems and the formulation and implementation of adequate solutions; • a good communicator well equipped to perform a high level PhD and/or function in the (non-)governmental labor market;• part of an international network of specialist in agronomics and rural development.

Coordinator: UNIVERSITEIT GENT (Belgium) 

Other participants:

UNIVERSITA DI PISA (Italy) 
SLOVENSKA POLNOHOSPODARSKA UNIVERZITA V NITRE (Slovakia)
HUMBOLDT-UNIVERSITAET ZU BERLIN (Germany) 
UNIVERSIDAD DE CORDOBA (Spain)

Start date: 23-09-2019

End date: 22-09-2025

EU Grant: 4.424.000 €

Project website: https://www.imrd.ugent.be/

 

Francesca Zuddio

DUO-Korea 2021 Call for Applications

1 settimana 1 giorno ago

Il Ministero dell’Istruzione sudcoreano ha varato un programma di mobilità studentesca in favore di studenti provenienti dai 30 Paesi europei membri dell’Asia-Europe Meeting (ASEM).

Per l'Italia, è messa a bando una borsa di studio da 4.000 euro per uno studente italiano iscritto a un’università che abbia stipulato un accordo di cooperazione universitaria con un ateneo sud-coreano. Una borsa di uguale importo è destinata a uno studente sud-coreano “in entrata” nella stessa università italiana.

Le candidature sono aperte dal 5 aprile all’11 maggio 2021.

In allegato, la descrizione del programma, le linee guida e il modulo di adesione.

Per ulteriori chiarimenti, si prega di visitare il sito ASEM-DUO.

Le candidature degli studenti italiani devono essere inviate in copia conoscenza al MAECI, indirizzo e-mail: andrea.conti@esteri.it

Lora Del Gatto

Call 2021

1 settimana 3 giorni ago

Il Programma si inserisce in un quadro europeo di interventi volti a realizzare uno spazio europeo dell’istruzione, un’Europa della conoscenza “in cui imparare non sia limitato da confini; un continente in cui sia divenuto la norma trascorrere un periodo in un altro Stato membro, per studiare, formarsi o lavorare, e parlare altre due lingue oltre alla propria lingua madre. Un continente in cui le persone abbiano un forte senso della propria identità di europei, del patrimonio culturale dell’Europa e della sua diversità“.

Erasmus costituisce uno strumento chiave per il raggiungimento di questi ambiziosi obiettivi, che mira a realizzare aumentando il numero dei beneficiari, includendo persone che finora erano rimaste escluse - anche attraverso una combinazione di mobilità fisica e virtuale - costruendo relazioni più forti con il resto del mondo, promuovendo ambiti di studio che guardano alle sfide più attuali come il cambiamento climatico, sostenendo l’innovazione digitale

Il programma Erasmus+ continuerà ad essere strutturato in tre azioni chiave. Limitatamente all'ambito dell'istruzione superiore, segnaliamo alcuni cambiamenti rispetto al precedente programma per orientarsi più facilmente:

  • gli Erasmus Mundus Joint Degree sono ora parte nell'azione chiave 2;
  • è prevista una ulteriore tipologia di azione Erasmus Mundus, le Design Measures;
  • i partnenariati strategici si chiamano partenariati per la cooperazione.

 

DOCUMENTI UFFICIALI

Invito a presentare proposte 2021 

Consulta la guida Erasmus+ 2021 ora anche in italiano 

Moduli per la presentazione delle proposte

 

MATERIALI UTILI

KA130: Accreditamento Erasmus per Mobility Consortia 

KA131: Mobilità Erasmus per l’apprendimento 

Erasmus Mundus

Partenariati per la Cooperazione

Azioni Jean Monnet

Francesca Zuddio

SAMPIEU

1 settimana 6 giorni ago

Small Area methods for Multidimensional Poverty and living conditions Indicators in EU

Unipi Team Leader: Monica Pratesi, Department of Economics and Management  

Nowadays the demand for practical local data and indicators on poverty and vulnerability is lively in Europe. Among the goals of the Agenda 2030 the priority is surely to end poverty and hunger, in all their forms and dimensions, focusing on social cohesion and vulnerabilities due to migrations, unemployment, and general worsening of the living conditions. Multidimensionality of poverty drives to a large collection of indicators: from Laeken indicators to (un)employment rates, and subjective well-being indicators. In addition, policy making requires detailed geographical presentation of poverty in EU, as Central Governments often charge local administrations to implement such policies.The Chair on Small Area methods for Multidimensional Poverty and living conditions Indicators in EU - SAMPIEU aims at educating students to the study of local statistics on poverty and living conditions in order to provide reliable evidence to monitor EU regional policy. It aims also at teaching how to communicate the results to local stakeholders, showing how to provide evidence to evaluate the impact of local projects co-financed by the EU funds. The academic added value of the proposal resides in the deepening of the themes treated in the curriculum in official statistics of the Master of Science in Economics of the University of Pisa. The distance-learning format used in the MOOC and the Start-up research workshop will give visibility of the project at national level and international allowing for connections with other Universities. It will be used to organize direct contact between students and local policy makers. Particularly seminars with stakeholders and tutorials with statistical officers of local and regional statistical agencies are planned and a closing event in the format of Start-up research workshop will be organized.

Start date: 01-09-2018

End date: 31-08-2021

EU Grant: 50.000 € 

Project website: http://sampieuchair.ec.unipi.it/

 

Francesca Zuddio
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1 ora 34 minuti ago
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