Skip to main content

Archives: Courses

Biotechnology in food industry: Innovation, Sustainability, and Value Creation (BIP)

Written by Alma Agustsdottir on .

Mode of study

BIP (Blended Intensive Program) graduate course, also open to advanced bachelor students, with weekly virtual sessions from September to November and an on-site week on 26-30 October 2026.

Course description

In this course, students are introduced to biotechnology with a particular emphasis on its application in the food industry. The course covers the fundamental concepts of biotechnology, its development, and how the targeted use of living organisms, especially microorganisms, has created new opportunities to produce foods, ingredients, and bioactive compounds in an efficient and more sustainable manner.

The course integrates foundational knowledge in genetics, cell biology, biochemistry, and microbiology with key methods in molecular biology and genetic engineering. Selective breeding is introduced as the earliest form of biotechnology, followed by an overview of how modern genetic engineering enables more targeted and efficient modifications than traditional approaches. In addition, the course addresses bioinformatics, advances in genome sequencing, and the use of genetic databases that form the basis of modern biotechnology.

Particular emphasis is placed on examples from current research and industry, providing students with a clear understanding of how theoretical knowledge in biotechnology is directly applied to the development of foods, raw materials, and sustainable production processes. Upon completion of the course, students will understand how biotechnology is applied in the modern food industry and the scientific and technological foundations that enable innovation and value creation.

This course is intended for graduate students in disciplines related to biotechnology that have an interest in food production, innovation, sustainability and value creation.

See further information on the course here.

 

Delivery of the course

This BIP course is delivered by the Faculty of Food Science and Nutrition at the University of Iceland in collaboration with the Department of Chemical Engineering at University of Rovira i Virgili and the Department of Chemical Biology at Palacký University Olomouc. Furthermore, the course is delivered in collaboration with MATÍS (Iceland Food and Biotech R&D).

BIP code: 2025-1-IS01-KA131-HED-000317721-4

 

The course is delivered in a blended format, with weekly virtual sessions and an on-site week where students will get the opportunity to apply their knowledge to real world experiments in the MATÍS laboratory.

 

Course schedule

  • Practical on-site session in Reykjavík, Iceland
    • 26-30 October 2026 @Matís lab
  • Weekly online lectures (twice a week) with real time participation
    • 2 September to 20 November 2026
    • Final oral examination online in early December (dates TBD).

 

Nomination/application procedure:

Students must be nominated by their home institution to take part in this course, please contact your local Aurora office for information on the nomination process.

Nomination deadline is 19 June 2026

Nominated students will receive information on the application procedure at the University of Iceland. Application deadline: 1 July 2025.

Sustainability education and leadership

Written by Alma Agustsdottir on .

Mode of study: 

Distance learning with real-time participation in weekly online meetings. 

Course Description: 

The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan. 

See the course in the UI course catalog here. 

Course schedule and assessment:  

Classes and discussions are online and built on informed debate and active participation (minimum 80% attendance in class is required).

Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment). 

 Final project for the course is due in early December.

Learning outcomes: 

At the end of the course students can: 

  • demonstrate knowledge and understanding of issues and models related to institutional and systems approaches 
  • differentiate threats and opportunities when working with sustainability in different institutions 
  • analyse relations among different institutions from a systems approach and apply concepts such as resilience and adaptability. 
  • demonstrate familiarity with a range of models and research related to sustainability 
  • identify wicked problems inherent in different institutions and on the systemic level 
  • can engage in difficult dialogue and work with controversial issues in writing and oral debate 
  • debate ideas on change management and educational action for sustainability and related problems and solutions with both specialist and non-specialist audiences 
  • state a position or present objections, scrutinize assumptions and implications of different ethical perspectives 
  • engage in and interpret academic readings showing autonomy in dialogue within and beyond own subject field 

 

Application procedure: 

Students apply via the University of Iceland’s Aurora application portal, where they log in using their home university credentials. All students must attach a copy of their current transcript from their home institution and the information page of their passport or another form of valid travel ID to their application. 

Application deadline is 19 June 2026. 

Applications will be answered by the end of June. 

Volunteering: Projects aimed at education and welfare

Written by Alma Agustsdottir on .

Course Description: 

This course joins together real-world volunteering experiences with knowledge and theory on civic participation. The course is offered by the Faculty of Education and Diversity at the University of Iceland in collaboration with the Red Cross in Iceland.  

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles. 

See further information on the course here. 

Course structure and assessment 

At the start of the course, Aurora students attend an on-site week in Iceland on 14-18 September, where they will be introduced to the various sides of volunteering and civic participation, from various scholars and staff members from the University of Iceland and the Red Cross in Iceland.    

After the on-site session, Aurora students will return to their home countries to work on a volunteer opportunity in their local area. During their volunteering project, students will keep a journal where they reflect on their volunteer experience.  

In online discussion sessions following the on-site session (in October and November), the student’s experience is put into context with specific concepts or ideologies. At the end of the semester, students submit a report on their participation in which they explain their experience and put it in an academic context, as well as discussing how it can be useful to them in their work in the field of education and welfare. 

Note regarding volunteering opportunities: 

Volunteer work alongside the course is a requirement for participation. Volunteering work for a minimum of 18 hours is mandatory.

In Iceland this course collaborates actively with the Red Cross, and we suggest that students seek opportunities with their local Red Cross or similar organisations (NGO or civil society). One more option for students under 30 years old is to apply for a solidarity project: https://youth.europa.eu/solidarity/young-people/solidarity-projects_en  

Students are not required to have secured a volunteer opportunity before the start of the course but should be able to describe some ideas about their plan for volunteering upon application (after nomination). 

Students are responsible for finding their own volunteer opportunities in their local communities. 

Assessment weighting of factors (total 100%): 

  1. Volunteer participation and active participation in a local session (40%)
    II. Reflection in journal entry form (20%)
    III. Analysis of volunteer participation (25%)
    IV. Attendance and active participation in discussion sessions (15%) 

Final course assessment: Pass/Fail 

 

On-site session in Reykjavík, Iceland: 

  • 14 to 18 September 2026 

Virtual sessions (may be subject to change):  

  • 15 October (11-12:30 CET) 
  • 22 October (11-12:30 CET) 
  • 5 November (11-12:30 CET) 
  • 12 November (11-12:30 CET) 
  • 5 November (11-12:30 CET) 
  • 12 November (11-12:30 CET) 

 

Nomination/application procedure: 

Students must be nominated by their home institution to take part in this course, please contact your local Aurora office for information on the nomination process.  

Nomination deadline is 19 June 2026 

Nominated students will receive information on the application procedure at the University of Iceland. Application deadline: 1 July 2025. 

Sustainable Finance 

Written by Alma Agustsdottir on .

Mode of study: 

Distance learning with real-time participation in weekly online meetings. 

Course Description: 

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification.  

This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability. 

See the course in the UI course catalog here. 

Course schedule and assessment:  

The course is delivered online and consists of weekly sessions over an eight-week period starting in late September. Active engagement and participation are an integral part of the course. 

Assessment is based on written assignments (50%) and a final examination (50%). The final exam will be conducted online under closed-book conditions. Students are responsible for arranging the examination at their home institutions. Further details will be provided to admitted students at the beginning of the course. 

Students can expect the final exam to take place in late November or early December.

 

Learning outcomes: 

  • Students understand main concepts and KPI’s related to sustainable finance. 
  • Students can structure a sustainable finance framework and understand main methods used for impact reports. 
  • Students understand main laws and regulations related to sustainable finance 
  • Students understand the benefits and drawbacks of ESG risk assessments and can put those to practical use. 
  • Students can use sustainability disclosures to structure investment portfolios. 

 

Application procedure: 

Students apply via the University of Iceland’s Aurora application portal, where they log in using their home university credentials. All students must attach a copy of their current transcript from their home institution and the information page of their passport or another form of valid travel ID to their application. 

Application deadline 19 June 2026. 

Applications will be answered by the end of June. 

Marine resources

Written by Alma Agustsdottir on .

Mode of study:

Distance learning with real-time participation in weekly online meetings.

Course Description:

Students will gain an insight into the newest research and developments within the marine resources sector, including new product development, technological and processing advances, novel analytical quality assessment techniques, as well as obtain a holistic view of the many aspects affecting seafood processing and handling, all from the effects of catching/harvesting ground to the development of marine products and their effect on the human body during their consumption.

Amongst covered topics are processing novelties and optimization, robotics and automation within seafood processing, technical advances in quality analytics, novelties in product development including 3D food printing from marine resources, fish protein and peptide processing, micro-plastics hazards in the marine food chains, marine bioactive compounds, as well as characterization, processing and product development of marine raw materials and underutilized side streams.

See the course in the UI course catalog here.

 

Course schedule and assessment:

The course is delivered online and consists of weekly sessions from September to November, with final examination in early December. Active engagement and participation are an integral part of the course.

Assessment is based on assignments submitted throughout the semester (20%), a project report (30%), and a final presentation and questions (50%). Further information and instructions will be on Canvas (the learning environment).

Final presentation may take place outside of scheduled teaching, in late November or early December.

 

Learning outcomes:

After completing this course students should be able to:

  • Describe the newest developments within technological, processing and product development of marine raw materials
  • Identify and describe the main processing steps and their effect on quality and safety of marine products
  • Identify side streams and underutilized raw materials from marine resources
  • Discuss possible product developments of underutilized raw materials from marine resources
  • Discuss and critically assess environmental and health impacts on marine products, such as the introduction of micro-plastics into the food chain etc.
  • Demonstrate familiarity with the newest products development trends from marine resources, such as 3D printing, fish protein processing and more.
  • Apply and evaluate gained knowledge in a case-based project and report writing

 

Application procedure:

Students apply via the University of Iceland’s Aurora application portal, where they log in using their home university credentials. All students must attach a copy of their current transcript from their home institution and the information page of their passport or another form of valid travel ID to their application.

Application deadline is 19 June 2026.

Applications will be answered by the end of June.

Staff BIP: Expanding Scholarly Horizons A One-Week International Retreat for Researchers

Written by uni due on .

Join colleagues from across the Aurora universities for an intensive week of exchange, collaboration, and research dialogue across disciplines and Educational Hubs.

What to expect:

  • Build transdisciplinary connections across Aurora universities
  • Develop ideas for joint teaching and research collaborations
  • Engage with emerging scholars from the parallel BIP Rising Voices: Emerging Scholars Forum

Shape new collaborations, expand your academic network, and contribute to Aurora’s joint educational and research landscape.

Deadline: July 31, 2026

For: Researchers

Focus: Joint teaching and research collaboration

Both the Student BIP and the Staff BIP will take place at the College for Social Sciences and Humanities in Essen:
https://www.college-uaruhr.de/

The accompanying 3MT competition will take place at a separate venue, the LeseRaum, on Friday, 9 October in Essen:
http://literarische-gesellschaft-ruhr.de/leseraum-in-der-akazienallee/

BIP: Rising Voices: Emerging Scholars Forum A One-Week International Retreat for Future Researchers

Written by uni due on .

Are you a late Master’s or PhD student ready to sharpen your research voice and connect across disciplines? Join 20 selected emerging scholars from across the Aurora universities for an intensive week of exchange, collaboration, and academic skill-building.

What you gain:

  • Present your research in a 3-Minute Thesis competition (3MT) and 5 ECTS
  • Strengthen your academic communication skills
  • Work across disciplines and universities
  • Earn 5 ECTS

Work with peers, experienced scholars, and science communication experts in a supportive, interactive setting designed to help you grow as a researcher.

Limited places available – apply now! Submit a motivation paragraph of 200 words!

For: Master students close to completion and doctoral candidates from all fields.

 

Both the Student BIP and the Staff BIP will take place at the College for Social Sciences and Humanities in Essen:
https://www.college-uaruhr.de/

The accompanying 3MT competition will take place at a separate venue, the LeseRaum, on Friday, 9 October in Essen:
http://literarische-gesellschaft-ruhr.de/leseraum-in-der-akazienallee/

Introduction to E-Business and Online Commerce

Written by Mark Jeffreys on .

This 6 ECTS course provides an in-depth understanding of the dynamics of e-business and online commerce, emphasizing strategic and operational insights through structured lectures.

The course includes a virtual component beginning on 31 August 2026 and an on-site component beginning 12 October 2026. Both components finish on 16 October 2026 (thus follows a blended delivery during the final week of 12 – 16 October).

Course Content

1) Foundations of Digital Commerce:

  • Core definitions: e-commerce vs. e-business
  • Technological foundations: cloud computing, APIs, digital platforms, security technologies
  • Market dynamics and trends: mobile commerce, social commerce, emerging tech impacts
  • Challenges and opportunities in e-commerce

2) Service Design:

  • Core concepts of service design
  • Service blueprint methodology
  • Principles of designing effective digital services

3) Digital Platforms:

  • Definition and types of digital platforms (innovation, transaction, information platforms)
  • Mechanisms driving platform success: network effects, scalability
  • Key considerations in platform governance and monetization

4) Business Models & Revenue Models:

  • Components of business models: customer segments, value propositions, revenue streams, channels
  • Revenue model types: subscription, freemium, transaction-based, advertising-based
  • Analyzing real-world examples (e.g., Spotify, Instagram)

5) Marketing & Gen Z:

  • Key marketing concepts: digital marketing channels, consumer decision-making process
  • Gen Z marketing strategies: micro-influencers, user-generated content, ethical marketing
  • Creating a digital marketing strategy

6) Data, Privacy, Security & Ethics:

  • Types of data used in e-commerce (behavioral, transactional, PII)
  • Core concepts of data privacy and security (GDPR, CCPA)
  • Ethical considerations in handling customer data and preventing breaches

7) Emerging Technologies:

  • Characteristics and business impact of emerging technologies
  • The Metaverse and its e-commerce implications
  • Artificial Intelligence and automation in e-commerce: personalization, predictive analytics, operational efficiencies

8) Multi-Level Marketing & Influencers:

  • MLM structure, benefits, risks, and ethical concerns
  • Influencer marketing: roles of micro and macro-influencers, ethical implications, regulatory considerations

For full information including assessment criteria, please see the course study guide.

Dates:

  • Virtual: 31 August – 16 October.
  • Physical: 12 – 16 October.
  • Location: VU Amsterdam School of Business and Economics.

Additional requirements:

  • Students should have an affinity with Business (Administration).
  • English level C1 required.

How to apply:

  • This course is by nomination only.
  • Please send your nominations to aurora@vu.nl. Deadline: 15 June 2026.
  • After the nomination deadline, the students will receive the online application form.
  • Application form deadline: 6 July 2026.
  • After acceptance and registration, a passport copy is requested for the enrolment of the students.

Any questions, please email aurora@vu.nl.

RUDESA 2026

Written by uni due on .

Since 2015, the American Studies Departments at Radboud University (Nijmegen, NL) and the University of Duisburg-Essen have been co-organizing a yearly spring academy for Master’s students: the Radboud University Duisburg-Essen Spring Academy (RUDESA). The goal of the Spring Academy is to “ground” American studies in a European context in in a threefold manner: first regarding the premises; second, regarding the theoretical frameworks; and third, regarding geographic dispositions and opportunities for research, case studies, and valorization. This year, for the first time in its history, RUDESA will feature an online track April, 20-23, 2026 that is open to Master students of the AURORA European University Alliance.

During RUDESA, students and instructors participate in a variety of activities that illustrate the potential of “grounding” American Studies: conduct research in museums, archives and in the field, listen to guest lectures, create and give joint presentations, and exchange views and ideas. In addition, thesis consultation sessions offer students an opportunity to discuss their Master theses with fellow students and instructors from the participating institutions in a supportive and constructive atmosphere. AURORA students participating online will work on posters to be presented in person in Nijmegen in November 2026. Thanks to our generous sponsors, RUDESA is free for all participating students.

In 2026, RUDESA will explore the path from freedom to democratization to democracy under pressure. Students taking part physically will first travel to Nijmegen to visit the Freedom Museum and the Canadian War Cemetery, where Canadian soldiers who helped to free the Netherlands and Germany during the Second World War are buried. In Essen, students will visit the city archives to discover the contribution of the Amerikahaus Ruhr to the democratization of Germany after the war. Meanwhile, Aurora students taking part online will dive into online archives and sources to investigate the Battle of the Ruhr Pocket, where American and Canadian liberation forces ended organized resistance against Allied forces on the Western Front in April 1945. RUDESA’s online component will run from April 20 until April 24. The course will meet for approximately two hours every day.

Both student groups will prepare poster presentations that profile American and Canadian liberators to document the role of North America in the liberation and democratization of Europe. These posters will then be exhibited at the annual conference of the Netherlands American Studies Association from November 4-6. Focusing on American Protest Cultures, the conference, in turn, will also discuss contemporary mobilizations against democratic backsliding.

Learning outcomes include the ability to design focused research questions, perform digital literature searches, analyze and syntthesize historical material, and present findings in front of international audience.

3 Summer Schools in 1: Social Digital Innovation for Education, Digital Communication Foundation, Philosophical Anthropology & Digital Humanism

Written by Niels Hexspoor on .

3 summer schools in 1

This Summer School is part of the DIGISOC programme and offers three interesting tracks for you to choose from:

• Social Digital Innovation for Education
• Digital Communication Foundation
• Philosophical Anthropology and Digital Humanism

The Summer School will take place 18 to 22 May, with virtual components taking place on the 30th of April and 28th of May.

As part of the virtual component, two online sessions will be organized. The first session will focus on the overall organization of the summer school, including detailed information on participation requirements and an introduction to the programme and its thematic structure. Students will be able to choose one of three thematic tracks: Digital Communication, Social Digital Innovation in Education, or Philosophical Anthropology and Digital Humanism.

The second (final) virtual session will take place after the physical component and will serve as a debriefing. It will focus on the presentation and evaluation of individual projects developed by students within their chosen thematic track during the summer school, as well as on shared reflection and feedback.