NOVA University Lisbon is involved in various international cooperation projects, either as coordinator or participant institution, which conveys its ability to establish partnerships with universities in different countries for the implementation of projects spanning across the globe.
University Development and Innovation – AFRICA is a Project coordinated by NOVA, which intends to promote the capacitation of four African Universities: two from Angola, Universidade Agostinho Neto (Luanda) and Universidade Katyavala Bwila (Benguela), and two from Mozambique, Universidade Eduardo Mondlane (Maputo) and Universidade Lúrio (Nampula).
It aims to empower these Higher Education institutions to play an effective impacting role in fostering sustainable and inclusive development in their region and country. The Project has officially started in November 2017 and will last for two years.
LEAD2 project is a Capacity Building in Higher Education project supported by the Erasmus+ programme. It builds on the results of the LEAD project, but with significant new & innovative contributions. The aims of the LEAD2 project are to:
INSITES Project is coordinated by Universite Hassan 1er Settat, in Morocco, and involves 17 partners from Morocco and the European Union.
This project aims at improving the institutionalisation and development of Technology Transfer, Innovation and Knowledge Enhancing in the Moroccan context.
NOVA is part of the University Council as a transversal university structure that will support the implementation of good practices in the area of Innovation and Entrepreneurship.
Universidade NOVA de Lisboa is a partner in the Erasmus+ Project CABCIN (Establishment of Capacity Building Centers as a sustainable solution to raise the standards of teaching staff in Indian HEIs).
This Project aims the improvement of the quality of teaching of Higher Education Institutions in India.
The consortium includes five European Universities that provide training and five Indian Universities that receive training. The consortium leader is the Wroclaw University of Science and Technology, in Poland.
The project FORINT – Strengthening Internationalization between European and Latin American Universities is co-funded by the Erasmus+ Programme of the European Union and joins seven Cuban partners, two Panamanian partners and six European partners (from Spain, Belgium, Portugal and Italy), including the coordinator, EFMD – The Management Development Network.
NOVA is the Portuguese partner in the FORINT project which aims to support the internationalization process of Cuban and Panamanian universities, namely by integrating the international dimension into the teaching, research, management and services of Cuban and Panamanian universities, and building capacities in the six Cuban and two Panamanian institutions in order to facilitate their internationalization.
SHYFTE - Building Skills 4.0 THrough UniversitY and Enterprise CollaboraTion
In order to fulfil the requirements of the Industry 4.0, SHYFTE project will jointly be carried out by Higher Education Institutes (HEIs) and small and medium enterprises (SMEs) in Europe and Asia. Huge skills gap between HEIs and Industries cannot be eliminated by later stages of the chain. That is why HEIs must be developed in associations with Industries and SMEs.
To provide a desirable job market platform SHYFTE 4.0 will provide the basic and novel skill development strategy in both EU and Asia with main focus on four following research domains:
Industrial engineering and management
Software Engineering and Big data analytics
Wireless and Networks analytics
The overall aims of SHYFTE project are:
To support academic and administrative staff in Asian HEIs to design and implement new methodology and learning materials to enhance and improve the competencies and skills related to Industry 4.0. That will enable HEIs organisations aligning their learning program strategy both to the requirements of the regional industry and the global labour market.
To build and strengthen links between HEIs and Industry 4.0, and promote the job market by minimizing the skills gap.
To build Skills 4.0 LABs or Learning centres of excellence in Asian Partner's HEI to enable each of them to become the reference centre in its country and disseminate the results of the project nationally and regionally.
The project IMPALA enhances the quality of Colombian, Cuban and Panamanian universities by transferring the EU expertise to design and implement a quality referential (framework, tools & methodology) based on impact assessment. This tool complements the actual QA systems currently limited to the quality of teaching and research. This fosters an evolution towards an impact-driven culture in the institutions which improves the quality and relevance of the services that they provide to their community.
The project results in an impact QA system, inspired by EU experience and customized to the 3 national contexts. The HEIs are capacitated for applying the quality referential at the institutional level (impact is measured and included in strategic development) and at the functional level (more activities/projects are targeted at local communities and their impact is maximized). The fitness for purpose and practical relevance of this QA system are verified by its implementation in 11 universities, under the mentorship of European experts.
E- Viva aims at the creation of a blended learning approach to facilitate and validate competence developments related to service orientation in rather informal learning contexts in higher education institutes and workplace learning contexts. It will contribute to evidencing those competences that are of fundamental importance in the service economy and that are acquired to a large extent in non-formalised learning contexts
With its approach to combine Higher education and professional practice, e-VIVA will contribute to improved transparency of the acquired competences in a transnational comparative approach. Nevertheless, it will provide learning and validation opportunities in highly contextualized and individualised learning settings. With this, it will also open up new learning pathways and eventually also lead to a better matching of learning contents and individual learning styles (preferences).
Research on existing (ICT-supported) approaches to create and validate service oriented skills and competences
Developing and refining overarching ICT-based assessment and validation systems
Enriching existing validation and certification systems
Applying a rich competence development and validation software for service-related skills and competences
Piloting and Evaluation
Addressing large numbers of learners and stakeholders
The potential emerging pathogens is a reality in Southeast Asia. Since a vector-borne parasitic or viral disease is concerned, its investigation requires various expertise as well as an efficient organisation to articulate that expertise in a rational procedure.
In Southeast Asia, Thailand is one of the more advanced counties where the improvement of expertise could be of the benefit to the country as well as of the region at whole.
The main objective is to improve knowledge (What to know?) and skills (How to do?) of trainers who will be able to teach students in their respective Universities in the different areas involved in such investigation named:
- Applied Medical Entomology,
- Vector-borne Parasitic and Viral Diseases,
- Ecology & Environment,
- Data Management,
- Data Analysis and GIS
The LEAD project aims to enhance the Capacity of Higher Education Institutions (HEI) related to Governance and Academic leadership in the context of Innovation and Internationalization of HE in China and the EU. The three-year project (2015-2018) is supported by the European Commission within the framework of its Erasmus+ KA2 Capacity Building funding scheme in the field of HE.
In addition to NOVA, the European partners are Vrije Universiteit Brussel (Coordinator) (Belgium), Network of the Universities from the Capitals of Europe – UNICA (Belgium), University of Tampere (Finland) and Middle East Technical University (Turkey).
Peking University, Tongji University, Huazhong University of Science and Technology, National Academy of Education Administration and Yunan Normal University, are the Chinese partners.
SIGMA rail is a capacity building project that brings together 14 institutions from Europe and Maghreb for the development of joint actions for the modernization of the railway industry. The project aims to:
This project was developed in a Consortium based on the reputation of each of its members in the domain of transports and innovative pedagogy, as well as their complementarity.
- Université de Valenciennes et du Hainaut-Cambrésis, (coordenadora do projeto);
- Ecole Nationale des Ponts et Chaussées;
- Politécnico de Milão;
- Universidade NOVA de Lisboa.
- Ministère de l’Enseignement Supérieur et de la Recherche Scientifique et de la Formation des cadres (Maroc);
- Ministère de l’Enseignement Supérieur et de la Recherche Scientifique (Tunisie);
- Ecole Nationale Supérieure des Mines de Rabat;
- Université Mohamed V, Ecole Mohammedia d'Ingénieurs - Rabat;
- Ecole Nationale des Ingénieurs de Tunis;
- Institut Supérieur des Arts Multimédia de la Manouba.
- Ministère de l’Equipement, du Transport et de la Logistique;
- Office National de Chemins de Fer;
- Institut Ferroviaire de France;
- IRT Railenium.
The project GEONATURA is aimed at providing an eclectic and multidisciplinary formation to higher education students by means of an innovative online educational resources platform (OER) and blended learning activities on applied geomatics in socioeconomic and environmental issues within the context of sustainable development and climate change. European universities engaged in this consortium such as the University Nova of Lisbon (Portugal), Delf University of Technology ( Netherlands), University of Florence (Italy) and the University of Glasgow (Scotland, UK).
NOVA's role in the project: Participant
The BLUES project seeks to contribute to higher effectiveness, relevance and quality of students skills and HEI education through the study, analysis and publication of international best practices regarding entrepreneurship education and their common key success factors; through the conception, design, validation and dissemination of a pioneer model of a international blended-learning entrepreneurship education methodology that takes advantage of the benefits of face-to-face and digitial education to increase the effectiveness and quality of learning outcomes; and through the conception, design, production and dissemination of high-quality digital and face-to-face educational resources and tools.
The project consortium comprises 5 EU HEIs, 1 Scientific and Technology Park, 1 International Entrepreneurship Center, 1 Regional Business Association and 2 Chambers of Commerce from 5 different EU countries (Finland, Spain, Portugal, Italy and Slovenia). The 4 HEI from Southern Europe have partnered-up with a business association of their corresponding region which will be actively involved in the project in particularly in the conception and design of the entrepreneurship education methodology as well as the delivery of a pilot course of the methodology in the 4 HEI from Southern Europe. The active engagement of business representatives in the project ensures that the methodology responds to employers and entrepreneurs needs with regards to the skills that they expect from their future employees or peers.
Participants of the different project activities include 80 university students from different study degrees of University Cantabria (UC), University NOVA Lisbon (UNL), University Perugia (UP) and University Ljubljana (UL) as well as young people with a migrant background who are not enrolled in a HEI who will participate in the pilot course of the blended-learning methodology. The project also includes 40 HEI lecturers, researchers and decision-makers as well as business people and entrepreneurs from Cantabria, Lisbon, Perugia and Ljubljana in the different project activities. In addition, the project includes an external Advisory Board comprised of 5 internationally renowned entrepreneurship and business experts that will revise and validate the project activities and results. Finally, the project seeks to attract approximately 130 national and international key stakeholders to the International Conference on Entrepreneurship Education as well as 120 key actors to the National Events on Entrepreneurship Education.
Via CONSCIOUS project we intend to tackle the skills gaps and mismatches related to European-level Clinical Trial Professionals through curriculum development and preparation of e-learning material for the career development of biomedical (medical, pharmacy, clinical research master) students.
According to ECRIN Network (which is part of the the roadmap of the European Strategy Forum on Research Infrastructures) there is a shortage of outstanding level of clinical trial professionals at national levels which would be the basis of the higher number of international cllinical trials in order to contribute to a healthier Europe.
Direct beneficiaries/primary target group (minimum)
- Biomedical students involved in the project from the side of project partners: 2500
- Teachers involved in the project from the side of project partners – 150
- Organisations related to human clinical research- 100 including:
HECRIN - Hungarian European Clinical Research Infrastructure Network (hecrin.pte.hu) and its partners
F-CRIN - French Clinical Research Infrastructure Network (www.fcrin.org) and its partners
PtCRIN - Portuguese Clinical Research Infrastructure Network (http://www.ptcrin.pt/) and its partners
CZECRIN - Czech Clinical Research Infrastructure Network and its partners
Clinical Research Development Ireland and its partners
Approved by the European Union in the Call for Proposal of the Erasmus+ 2018, the project started in September 2018 and it will have a total duration of three years.
Partners of the project:
Universidad Politécnica de Madrid (UPM)
Université de Bordeaux (UBx)
Universidade NOVA de Lisboa (FTC-NOVA)
Technische Universitat Darmstadt (TUDa)
Miskolci Egyetem (UM)
The main objective of the IN4SOC project is to enhance the involvement of TEchnical Universities in the social responsibility of organizations, as a pedagogical approach that considers the acquisition of the key social and civic competence of students and strengthens the engagement of academia with the community.
Based on strategic partnerships, the LIVINGRIVER project aims at the school community, but also at the general population, with the objectives of: 1) alerting society to the inevitability of caring for and protecting rivers and streams, not only for its unquestionable environmental and ecological importance, but also for its high historical, social and cultural value; 2) to strengthen the population's skills and competences and promote initiatives that contribute to the improvement of the environmental, ecological and social conditions of rivers and their ecosystems, using resources and tools that are based on scientific research for a citizen science action information.
This project brings together 7 partners from 4 countries, whose main purpose is to produce pedagogical content to help find solutions to a common problem: degradation of water quality of riparian ecosystems, since "only a transnational approach could give the value necessary to the project and its results "is read in the approved application. In addition to ASPEA, the partners from Portugal are Universidade de Coimbra and Universidade Nova de Lisboa; from Romania, the Metropolitan Agentia of Brasov Pentru Dezvoltare Durabila Brasov Asociatia; from Spain, Asociacion para a Defensa Ecolóxica de Galiza e o Instituto de Educación Secundaria Ribeira do Louro; from Turkey to Balikesir University.
This project will last for 3 years and proposes the production of several digital learning and teaching tools for use by students and educational communities in order to create and analyze data on health and memories of rivers and streams.
Partibridges brings together universities and youth associations in four cities: Rennes (France), Eskisehir (Turkey), Lisbon (Portugal) and Manchester (UK) ). ).
The overall objective is to develop closer cooperation between higher education, young workers and young people with low levels of education.
The Erasmus Mundus Masters programme Crossways in Cultural Narratives’ main target is to provide to the students a wide understanding of Arts and the skills necesssary to their professional life.
GENERATING KNOWLEDGE, UNDERSTANDING, TRANSFERABLE SKILLS
-to provide future managers with top-class methodological and communicative skills, and with the knowledge and insight required in people who are to play key roles in, for instance, international exchanges, national administrations, parliamentary research, large media groups;
-to provide doctoral researchers and managers alike with an inventive flexibility of mind by promoting teamwork and teaching practices which exceed national particularities; and to confer the critical acumen, the multi-track thinking, the innovative propensity required to deal with a rapidly evolving world;
-to promote fruitful networking between different areas of knowledge, research, and discovery in the study-fields related to European cultural identities and its different homogenous and heterogeneous aspects over the centuries. This experimental aspect is the key element in the establishment of a free circulation of ideas benefiting students and researchers alike.
The consortium is composed of 12 Universities from Europe and the American continent:
Ten Partner Universities (Degree-awarding University):
1- Universitá degli studi di Bergamo - Italy
2- Universidade Nova de Lisboa - Portugal
3- Université de Perpignan Via Domitia - France
4- University of Saint Andrews - Scotland - United Kingdom
5- Universidade de Santiago de Compostela - Spain
6- University of Sheffield - England - United Kingdom
7- University of Guelph - Canada
8- Universidad Nacional de Tres de Febrero - Argentina - Information for foreign students UNTREF
9- Eberhard Karls Universität Tübingen - Germany
10- Adam Mickiewicz University - Poland
Two Associate Universities (Do not deliver a degree)
1- Universidad Iberoamericana de la Ciudad de México - Mexico
2- Universidade Federal do Rio de Janeiro - Brazil
The Master of Science in Geospatial Technologies qualifies for a professional career in the following domains:
Private sector: GI applications and consulting in the domains of regional planning, landscape planning, financial services industry, energy providing industry, transportation, agriculture and forestry, and retailing/marketing;
Research: Applied sciences at universities and other research institutions.
Public sector: GI applications and consulting in local and regional administrations, especially in cadastre and different types of planning (e.g., regional, traffic, ecology).
The Master program targets holders of a Bachelors with a qualification in application areas of Geographic Information (GI), e.g., environmental planning, regional planning, geography, logistics, transportation, marketing, energy provision. We also particularly welcome computer scientists with a keen interest in GI and GI Systems. It is required to have acquired at least basic skills in computer science and/or geoinformatics before the start of the Masters program.
The international Master's program (Master of Science, M.Sc.) in Geospatial Technologies is a cooperation of:
Westfälische Wilhelms-Universität Münster (WWU), Institute for Geoinformatics (ifgi), Münster, Germany.
Universitat Jaume I (UJI), Castellón, Dept. Lenguajes y Sistemas Informaticos (LSI), Castellón, Spain.
Universidade Nova de Lisboa (UNL), NOVA - Information Management School (NOVA IMS), Lisboa, Portugal.
The Erasmus Mundus Master in Membrane Engineering for a Sustainable World, EM3E-4SW (before EM3E master), offers an advanced education programme related to membrane science and engineering at the interface between material science and chemical engineering and focused on specific applicative fields.
The master was born in 2010. In 2010, it was labelled by the European Commission as Erasmus Mundus Master for the period 2011-2017. In 2016, the European Commission renewed the label under the Erasmus+ programme (Erasmus Mundus scheme) and confirmed the excellence of the master programme.
The master involves 6 High Education Institutions of 5 European countries: University of Twente (Netherlands), Universidade Nova de Lisboa (Portugal), Universidad de Zaragoza (Spain), University of Chemistry and Technology Prague (Czech Republic), Université Toulouse 3 Paul Sabatier (Toulouse, France) and Université de Montpellier (France, coordinating organisation). Associated partners are the Università della Calabria (Italy) and the Catholic University of Leuven (Belgium).
The pedagogical project of Master comes from the close collaboration between partners through the European Research Network of Excellence NanoMemPro (EU-FP6) started in 2004.
The historical complexity and volatility of EU-Turkey relations are reflected by research and teaching in this field. There are international research projects as well as many smaller and nationally funded studies and projects dealing with Turkey, including its relationship with the EU. Linking these different projects, diffusing knowledge on the European Integration process and exploiting synergies between international players constitutes real added-value for European Integration studies. To this end, VIADUCT builds a large network with partner institutions in every EU member state, Turkey and the neighbourhood extending its outreach in research and teaching beyond the EU.
The Jean Monnet Network on Atlantic Studies is an initiative across the four Atlantic continents by 10 leading EU-oriented centres, many with Jean Monnet professors and based in countries identified by the EU as key ”strategic partners,” to collaborate in interdisciplinary exploration of three emerging pan-Atlantic themes of particular relevance to the EU—energy; commercial interactions; and pan-Atlantic challenges to human security. Each activity will engage next-generation and established scholars in collaborative research that will drive the Network’s engagement with policymakers, civil society representatives, and wider publics. Each will incorporate comparative approaches to regional integration. The Network’s balanced North-South composition ensures greater synergies and exchange of experience among established and rising powers. Dedicated sessions will be held for next-generation educators. Working papers and peer-reviewed publications will be fully accessible open source materials. Data will be incorporated into updated visualizations for the online “Atlas of the Atlantic.” The Network will employ social media to sustain the ATLANTIC 500 virtual community of 500 mid-level stakeholders. The Network will position members individually and together as a go-to resource on the contemporary role of the EU in the wider Atlantic space and will advance comparative knowledge of regional integration processes in Europe and Atlantic continents.
The Jean Monnet Chair “Integrated Maritime Policy and Blue Growth” provides a focal point for teaching, research and public discussion about the EU’s relationship with the seas, oceans, and coastal regions in terms of planning.
The Chair aims to bring together knowledge from within the various schools and research centres of NOVA University of Lisbon and beyond. Its main goal is to take advantage of the contemporary attention given to maritime affairs in Portugal, and to provide researchers, public authorities, industry and civil society with the tools to improve their understanding of how the seas behave, as well as to help develop new EU products, services and jobs.